This document discusses adverbs of frequency in Dutch. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely, never, and explains that these adverbs are placed before the main verb of a sentence, or after the verb 'to be'. It also notes that for sentences with more than one verb, the adverb of frequency goes after the first helping verb. An exercise is included to practice placing adverbs of frequency in sentences correctly.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active helps fight disease and improves quality of life.
This document provides a summary of the "Clock Buddies" reading activity. The activity involves assigning students numbers 1 through 12 on a clock face to help them understand time telling. Students then take turns moving their assigned number clockwise as the teacher calls out the time to help reinforce telling time in a fun and engaging way.
The document provides instructions for building an analogue clock, noting that hands are needed and there are 5 minutes between each number on the clock face, with numbers ranging from 1 to 12 around the clock.
This document provides a lesson plan on telling time using an analog clock. The objectives are to use an analog clock to model a time and record it in numbers and words. The lesson will have students explore the minute and hour hands, define key vocabulary like analog, half past, quarter after, o'clock, and quarter 'til. Students will then practice telling time by writing out times shown on analog clocks.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
This document discusses adverbs of frequency in Dutch. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely, never, and explains that these adverbs are placed before the main verb of a sentence, or after the verb 'to be'. It also notes that for sentences with more than one verb, the adverb of frequency goes after the first helping verb. An exercise is included to practice placing adverbs of frequency in sentences correctly.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active helps fight disease and improves quality of life.
This document provides a summary of the "Clock Buddies" reading activity. The activity involves assigning students numbers 1 through 12 on a clock face to help them understand time telling. Students then take turns moving their assigned number clockwise as the teacher calls out the time to help reinforce telling time in a fun and engaging way.
The document provides instructions for building an analogue clock, noting that hands are needed and there are 5 minutes between each number on the clock face, with numbers ranging from 1 to 12 around the clock.
This document provides a lesson plan on telling time using an analog clock. The objectives are to use an analog clock to model a time and record it in numbers and words. The lesson will have students explore the minute and hour hands, define key vocabulary like analog, half past, quarter after, o'clock, and quarter 'til. Students will then practice telling time by writing out times shown on analog clocks.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already" or "for" indicate unfinished time requiring present perfect, while words like "yesterday" or specific past times use simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and simple past for finished past actions or times.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already", "today", and "for" indicate unfinished time requiring the present perfect, while words like "yesterday" and specific past times use the simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and the simple past for finished past actions or to ask about specific past times.
The document discusses gerunds and their usage. A gerund is a verb form ending in "-ing" that functions as a noun. Gerunds can be the subject of a sentence, or follow certain verbs like "to avoid", "to enjoy", and prepositions. Examples are provided like "smoking is not allowed" and "I look forward to meeting you." The document also provides exercises for readers to practice identifying and using gerunds.
The document discusses prepositions in English and Dutch. It provides examples of common prepositions of place such as "in", "at", "on", and of time such as "on", "at", "in". It notes that some English prepositions can have multiple Dutch meanings and some seem similar but have different meanings. Exercises are included to practice using the correct prepositions of place and time in sentences.
This document discusses reflexive and reciprocal pronouns and verbs in English. It provides examples of reflexive pronouns like myself, yourself, himself, herself, itself, ourselves and yourselves. It explains that reflexive pronouns are used when the subject and object are the same. Reciprocal pronouns like each other and one another are used when the subject and object refer to a two-way or multi-way relationship between people. The document provides examples of sentences using reflexive and reciprocal pronouns correctly and discusses the differences between their meanings.
The document discusses the different uses of the -ing form in English:
1) As a continuous/progressive verb form to describe actions happening now (e.g. "I am walking").
2) As a gerund noun, used like a noun (e.g. "Running is good exercise").
3) As a present participle adjective, modifying nouns (e.g. "The dancing teacher").
This document discusses conjunctions or linking words in Dutch. It provides examples of different types of conjunctions including choice conjunctions like "or", listing conjunctions like "and", consequence conjunctions like "so", reason/cause conjunctions like "because", and contrast conjunctions like "but". It also discusses the differences between conjunctions like "though", "although", and "even though". Finally, it provides exercises for students to practice using different conjunctions in sentences.
The document discusses the use of quantifiers such as "much", "many", "a little", "a few" in English. It explains that "much" and "many" are used in questions and negative sentences, while "a lot of" is used in positive sentences. "Much" is used with uncountable nouns and "many" with countable nouns. "A little" and "a few" are also discussed in terms of their use with countable and uncountable nouns. Examples are provided to illustrate the differences.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already" or "for" indicate unfinished time requiring present perfect, while words like "yesterday" or specific past times use simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and simple past for finished past actions or times.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already", "today", and "for" indicate unfinished time requiring the present perfect, while words like "yesterday" and specific past times use the simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and the simple past for finished past actions or to ask about specific past times.
The document discusses gerunds and their usage. A gerund is a verb form ending in "-ing" that functions as a noun. Gerunds can be the subject of a sentence, or follow certain verbs like "to avoid", "to enjoy", and prepositions. Examples are provided like "smoking is not allowed" and "I look forward to meeting you." The document also provides exercises for readers to practice identifying and using gerunds.
The document discusses prepositions in English and Dutch. It provides examples of common prepositions of place such as "in", "at", "on", and of time such as "on", "at", "in". It notes that some English prepositions can have multiple Dutch meanings and some seem similar but have different meanings. Exercises are included to practice using the correct prepositions of place and time in sentences.
This document discusses reflexive and reciprocal pronouns and verbs in English. It provides examples of reflexive pronouns like myself, yourself, himself, herself, itself, ourselves and yourselves. It explains that reflexive pronouns are used when the subject and object are the same. Reciprocal pronouns like each other and one another are used when the subject and object refer to a two-way or multi-way relationship between people. The document provides examples of sentences using reflexive and reciprocal pronouns correctly and discusses the differences between their meanings.
The document discusses the different uses of the -ing form in English:
1) As a continuous/progressive verb form to describe actions happening now (e.g. "I am walking").
2) As a gerund noun, used like a noun (e.g. "Running is good exercise").
3) As a present participle adjective, modifying nouns (e.g. "The dancing teacher").
This document discusses conjunctions or linking words in Dutch. It provides examples of different types of conjunctions including choice conjunctions like "or", listing conjunctions like "and", consequence conjunctions like "so", reason/cause conjunctions like "because", and contrast conjunctions like "but". It also discusses the differences between conjunctions like "though", "although", and "even though". Finally, it provides exercises for students to practice using different conjunctions in sentences.
The document discusses the use of quantifiers such as "much", "many", "a little", "a few" in English. It explains that "much" and "many" are used in questions and negative sentences, while "a lot of" is used in positive sentences. "Much" is used with uncountable nouns and "many" with countable nouns. "A little" and "a few" are also discussed in terms of their use with countable and uncountable nouns. Examples are provided to illustrate the differences.
2. word order
woordvolgorde
Exercise 1: Zet de volgende zinsdelen in de juiste volgorde:
1.
2.
3.
4.
5.
6.
7.
the first roller coaster – in Russia – was built – in
never - he – that day – told – April – have – about
as built – the highest roller coaster – in 2000 – in
the 15th century
– in – her – should
the USA
Madrid – opened – in 2002 – the world’s biggest theme park
met – her – ago – boyfriend – a – I – days – few
year – spend – where – Christmas – does – Terry – to – next – ? – want
went – Dublin – we – pub – Saturday – out – every – to – in – a
3. word order
woordvolgorde
Exercise 1: Zit de volgende zinsdelen in de juiste volgorde:
1.
2.
3.
4.
5.
6.
7.
The first Rollercoaster was built in Russia in the 15th century.
He should have never told her about that day in April.
The highest roller coaster was built in the USA in 2000.
The world’s biggest theme park opened in Madrid in 2002
I met her boyfriend a few days ago.
Where does Terry spend Christmas next year?
We went out to a pub in Dublin every Saturday.
4. word order
woordvolgorde
Houd rekening met:
- Bijwoorden van frequentie
always, sometimes, never, rarely, on occasion, now and then
- Bijwoordelijke bepalingen van tijd en plaats
ze geven antwoord op de vraag Waar? en Wanneer?
You can always find them on a basketball court in the weekends.
He rarely works at the office on Fridays.
At home we never talk work.
Last year I hardly ever saw an accident happen.
5. word order
woordvolgorde
-Plaats in de zin van bijwoorden van frequentie
always, sometimes, never, rarely, on occasion, now and then
Voor het hoofdwerkwoord:
I always travel by myself.
Tyson should sometimes try to listen more carefully.
We can never go back to that place.
Achter het werkwoord to be:
I am rarely on time for rehearsel.
It is never too late to give someone a second chance.
They are always playing videogames.
6. word order
woordvolgorde
- Plaats in de zin van bijwoorden van frequentie
(always, sometimes, never, rarely, on occasion, now and then)
Achter het hulpwerkwoord, bij meer dan twee werkwoorden:
I should always have trusted your loyalty.
It may never have happened if it wasn’t for you.
They could sometimes be calling for help.
7. word order
woordvolgorde
- Bijwoordelijke bepaling van tijd en plaats
Meestal achteraan in de zin. Bepalingen van tijd mogen ook vooraan, als je iets
wilt benadrukken, niet als het een vraag is! Staan ze allebei in de zin; eerst
plaats, daarna tijd.
The United States of America have been independent since 1776.
Last year we went on holiday to Spain.
The Lakers became champions in Los Angeles in 2009.
8. word order
woordvolgorde
Elke zin heeft een volgorde van woorden.
Niet elke zin
uit meer dan
bevat al deze onderdelen en een zin kan ook bestaan
deze 5 onderdelen.
My mom is always on time.
Our neighbours are hardly ever at home in the weekends.
Shall we meet in Rome in front of the station near the restaurant?
Last year we went to see David Copperfield.
onderwerp werkwoord(en) meew./lijd. plaatsbepaling tijdsbepaling
voorwerp
William plays golf at the club on Saturdays.
She travels the world in 40 days.
We met them on holiday.
9. word order
woordvolgorde
Vragen en ontkenningen (questions and negations)
-hulpwerkwoord – onderwerp –werkwoord(en) – rest van de zin?
Ex.: Should he tell you everything? / Should he have told you everything?
-vorm van to do – onderwerp – werkwoord(en) – rest van de zin?
Ex.: Did you see him at Ted’s last night?
-WH-question word – werkwoord – onderwerp – werkwoord(en) - rest van de zin?
Ex.: Why is your father always acting weird?
-onderwerp – hulpwerkwoord – not – werkwoord(en) – rest van de zin.
Ex.: Gerard and Mike cannot sit still whenever the teacher is explaining grammar.
-onderwerp – to do – not – werkwoord(en) – rest van de zin.
Ex.: He doesn’t like it when his sister has friends over.
11. word order
woordvolgorde
Vertaal onderstaande zinnen naar het Engels.
1.
2.
3.
4.
5.
Hij is nooit alleen thuis.
We zagen hem gisteren bij de bioscoop.
Zij lopen altijd samen naar huis.
Laten we in Amsterdam afspreken bij het station.
Ik doe vaak meteen na school mijn huiswerk.
12. word order
woordvolgorde
1. Hij is nooit alleen thuis.
He is never home alone.
2. We zagen hem gisteren bij de bioscoop.
We saw him at the cinema yesterday.
3. Zij lopen altijd samen naar huis.
They always walk home together.
4. Laten we in Amsterdam afspreken bij het treinstation.
Let’s meet in Amsterdam at the trainstation.
5. Ik doe vaak meteen na school mijn huiswerk.
I often do my homework straight after school.
Vertaal onderstaande zinnen naar het Engels.