Thema 2: Homo Universalis

Thema 2 - Homo Universalis

Hi kids,

In this Wikiwijs you can find all the documents you need for Thema 2: Homo Universalis. First click on the tab called Course Outline (lesplanner) to see what you're going to do, and when you're going to do it.

At the beginning of every theme, the teacher will explain the Masterpiece assignment to you. Every theme will be set up as follows:

- 3 Basic lessons (notebook)

- 1 Selftest lesson (notebook)

- 1 Revision lesson - Catch Up or Get Ahead (notebook)

- 5 Skills lessons (laptop or notebook) 

- 2 Masterpiece lessons - at the end of the second lesson you will hand in your Masterpiece.

In case you finish early, you can start working on the Challenges and/or your Masterpiece. Always consult your teacher and let them know what you are doing. 

Have fun!
Your teachers.

Het is belangrijk dat je alle documenten uit de Wikiwijs opent en opslaat op je computer in het mapje Engels. Zo kunnen we ook zonder internet aan de slag, kun je alles terugvinden en is je gemaakte werk (in de Cloud) ook op de juiste plek opgeslagen. Sla de Wikiwijs ook op in je favorieten. Zorg ervoor dat je een tekstverwerker (Word, Google Doc) en een goede PDF-reader (Foxit, Adobe) hebt.

Course Outline

Course Outline                                                                                                      Thema 2: Homo Universalis

Click on this button to see this year's course outline. The document is subject to changes.

Course outline

 

You need to log in with your De Nieuwste School credentials.

Basics

Here you can find all the Basics documents you need. Open the Workbook and save it in your English folder on your laptop (in het mapje Engels op je laptop). You write your answers down in a notebook which you bring to class every lesson.

You can find the Texts you need to read for the exercises from the Workbook in the document called 'Texts'. You can find the Grammar and Words you need to study in the documents called 'Grammar' and 'Words'.

Every theme the Basics will be set up as follows:

- 3 Basic lessons (notebook)

- 1 Selftest lesson (notebook)

- 1 Revision lesson - Catch Up or Get Ahead (notebook)

In case you finish early during these lessons, you can start working on your Masterpiece or study the words. Always consult your teacher and let them know what you are doing.

Good luck and have fun!

 

Uitleg video's grammatica

Op deze pagina kun je uitleg video's vinden voor de grammatica. Deze kun je gebruiken bij het doornemen van de bestandjes Grammar PowerPoint en Grammar. Je kunt ze ook gebruiken om te herhalen.

Voor elk grammatica onderwerp kun je zoeken op Google en YouTube voor uitleg, maar twee kanalen die wij aanbevelen zijn 'Engels Gemist' en 'Allesvoorengels.nl'.

https://www.youtube.com/user/EngelsGemist

https://www.youtube.com/c/allesvoorengels/videos

Wil je toch liever uitleg van je expert of heb je een vraag? Zoek je expert dan op of kom langs de helpdesk!

Present Simple

Question Tags

Comparatives / trappen van vergelijking

Past Simple

Relative pronouns / betrekkelijke voornaamwoorden

Woordvolgorde

Voorzetsels

Skills

Week 1 - Social Media

Social Media                                                                                             MAVO/HAVO/VWO

A. Brainstorm

Social media is everywhere and different social media platforms are becoming more and more important in our every day lives. People stay connected in multiple ways and many people spend a big part of their time online. Talk about the following questions and statements in class and in smaller groups. Take notes in order to talk about them later.

  1. What social media platforms do you use?
  2. What do you use the different platforms for?
  3. How much time do you spend online?
  4. Do your parents use social media? Which platforms? What do they use it for?
  5. Do you add your parents on social media?
  6. What are the advantages of using social media?
  7. What are the disadvantages of using social media?
  8. Can you simply post anything on social media, or do you think first and post later.

 

B. Social Media Moguls                                                                     MAVO/HAVO/VWO

Behind every app there is a huge team of people who maintain the app and make sure everything works the way it should. Behind this large team there is (most of the time) only one person who thought of the app and started it. Take notes in order to talk about them later.

  1. Look up who is the brain behind your favourite social media app.
  2. What does this person do for the app now? What is his/her job on a day-to-day basis?
  3. Could this person be considered to be a Homo Universalis? Why (not)?

 

C. Read the text and answer the questions                                      MAVO/HAVO/VWO

Before reading:

  1. Scan the article. Take a look at the title and the different subtitles. What do you think the article is about?
  2. Do you use this app yourself?
  3. What do you know about the topic? How do you deal with this topic?
  4. Is this something you think about before using the app?
  5. Some words in the article are pressed in bold and underlined, look up the meaning of these words before you continue reading.

TikTok - Is it safe to use? How to change privacy and security features on the app

Source: https://www.nwemail.co.uk/news/18379385.tiktok---safe-use-change-privacy-security-features-app/

MILLIONS of people across the country are turning to the internet to keep themselves entertained during the lockdown.

From Instagram challenges to Twitter trends, and video chatting apps, there are plenty of ways to stay sane and connected online.

One activity that has gained popularity during lockdown - especially among children - is TikTok dance routines and other challenges.

But for parents who don’t know much about it, what is TikTok - and is it safe to use?

What is TikTok?

For those who have no idea what TikTok is, it’s a social media app that people use to share videos of themselves - usually lip syncing to a song or a scene from a movie, or sharing a dance routine. Some users also use the app to film comedy sketches too.

The app originally went by the name Music.ly, but rebranded in August 2018.

For lots of people, the platform provides a fun space to be creative. Tik Tok’s editing features make it easy for kids to stitch together fun clips and share their videos, either with a select circle of friends, or the wider TikTok user base.

Various trends and challenges pop up from time to time, in particular dancing challenges like the Git Up challenge and the Renegade.

Is it safe to use?

As with any app, it’s important for parents to monitor what their children can see and do on Tik Tok.

While most of the content on the app is harmless, there is always a darker side to an app that stores some potentially inappropriate content.

There is the potential for your children to hear songs with inappropriate language, see mature content or even be bullied on the app.

How do I make TikTok safer?

Thankfully there are ways to make sure that your child is using the app responsibly.

  • Make it a private account

Firstly, you can change the default setting of a profile from ‘public’ to a private account. This way only users you approve will be able to follow the account. Simply head to the profile in the app and tap the three horizontal buttons at the top right of the screen. Select ‘privacy and safety’ and turn on ‘private account’.

  • Switch off “suggest account to others”

You should also toggle the ‘suggest your account to others’ option as well, to stop the account from being suggested to people you don’t know.

  • Stop videos being downloaded

Within the ‘privacy and safety’ tab, you can also scroll down and disable features like allowing videos from the account to be downloaded.

  • Control who can send direct messages

From here you can also choose who can send the account direct messages - you can choose from friends or no-one.

  • Video duets

You can also limit who can ‘duet’ with the videos uploaded to the account. ‘Duets’ are where someone takes a video and makes another video which is then uploaded side by side. While most users use this feature to get involved with a trend, others can use it to bully the person in the original video.

  • Family safety mode

If you’re still concerned about your child using TikTok, you can also activate the Family Safety Mode. Family Safety Mode allows parents to have more control over their child's app, such as restricting screen time and the type of content that might make its way onto their feed.  ____________________________________________________________________

 

After reading:

a. True or false?MAVO/HAVO/VWO

  1. People couldn’t entertain themselves during lockdown.                TRUE / FALSE
  2. Many people became insane.                                                     TRUE / FALSE
  3. TikTok used to be called Video.ly.                                               TRUE / FALSE
  4. It is unsafe for young people to use TikTok.                                 TRUE / FALSE
  5. There is nothing parents can do to protect their children online.    TRUE / FALSE

 

b. Answer the following questions.MAVO/HAVO/VWO

  1. In the article they mention several trends on the platform. What are these trends and challenges and what do people need to do for them?
  2. Do you participate in TikTok challenges? Why (not)?
  3. Why is it important for parents to monitor their children’s behaviour on TikTok?
  4. Do your parents monitor your behaviour online?
  5. Did you use any of the tips mentioned in the article, before reading it?
  6. Will you use any of the tips, after reading the article?

 

c. Think about the following questions, look up information if you need to and try to answer them.(MAVO)/HAVO/VWO

 

  1. There are plenty of examples of people posting photos on social media that have been edited (using photoshop or beauty filters). Find examples of these edited vs reality photos.
  2. Why do you think people portray themselves differently online?
  3. Would you ever post edited photos of yourself online? Why (not)?
  4. Do you think photos should be captioned with ‘edited’ or ‘fake’, or should use a #edited or #fake in their caption? Why (not)?
  5. Should schools play a more prominent role in educating people about their online behaviour?

 

d. Recent news (MAVO)/(HAVO)/(VWO)

 

  1. Find a recent news article in which a social media platform is discussed, either positive, negative or purely informative.
  2. Summarise the article: what platform is it about? What is it about? What do you think about the article?

Week 2 - Multiple Intelligences

Multiple Intelligences                                                                                                                              MAVO/HAVO/VWO

You could say that homo universalis Leonardo Da Vinci was smart or intelligent in more than one way. He was good at maths, physics (science) and the arts. There are many theories about what intelligence is and what is not. One theory is that we all possess (=bezitten) multiple intelligences. Watch the video below about multiple intelligences.

A. Match the intelligences with the correct skills in the grid below.

 

Intelligence

Skills

Logical-mathematical

Learning languages

Spatial –visual

Dancing

Naturalist

Playing guitar

Linguistic

Knowing what you are good at

Bodily-kinaesthetic

Packing a suitcase

Interpersonal

Caring for pets

Musical

Solving number problems

Intrapersonal

Seeing when someone is hurt
 

MAVO/HAVO/VWO  

B. Answer the following questions in English.

  1. Which combination do you think you are? Give at least two examples for each.
    ________________________________________________________________________________________________________________________________________________________
  2. Ask your neighbour which intelligences he/she has. Why did they pick those?
    ________________________________________________________________________________________________________________________________________________________
  3. Which intelligences are most important to you? Give at least two arguments to support your answers.
    ________________________________________________________________________________________________________________________________________________________

VWO  

  1. Which intelligences do you think are most important to society? Give at least two arguments to support you answer.        
    ________________________________________________________________________________________________________________________________________________________                                     
  2. Which intelligences would you like to be better at? Explain why.
    ________________________________________________________________________________________________________________________________________________________

MAVO/HAVO/VWO

Next we are going to see whether we were right about our intelligences. Go to the link below to complete the self-assessment.

https://personalitymax.com/personality-test/

Here you can complete a test to find out what intelligences apply to you personally. When you have finished the test, you get information about how the different intelligences are important to you and what this means. You also get information about your characteristics and there is a list of various jobs that might be interesting to you. In short; a lot of information to think about!

Save your information by copying the link from your browser and pasting it here:

 

MAVO/HAVO/VWO  

C Compare and Contrast in pairs

  1. Compare your result from the self-assessment to your answers that you gave in task B. Are they similar (hetzelfde)?
    ________________________________________________________________________________________________________________________________________________________
  2. Why do you think they are the same/different?
    ________________________________________________________________________________________________________________________________________________________
  3. Ask your neighbour the same questions. Are their results the same or different?
    ________________________________________________________________________________________________________________________________________________________
  4. Do you think the test is right or wrong? Explain with two or more arguments why you think so. Write down your arguments.
    ________________________________________________________________________________________________________________________________________________________

                                                                                                         
HAVO/VWO 

  1. Do you think it is important to know the answer to this or any intelligence test? Support you answer with two or more arguments. Write down your arguments.    
    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________             

MAVO/HAVO/VWO

D Compare and Contrast in our class

  1. Let’s have a look at the results of the class.
    ________________________________________________________________________________________________________________________________________________________
  2. Are the results similar to yours?
    ________________________________________________________________________________________________________________________________________________________
  3. Is there difference between boys and girls?
    ________________________________________________________________________________________________________________________________________________________
  4. Is this right or wrong? What do you think?
    ________________________________________________________________________________________________________________________________________________________
  5. Does it make a difference if it is or isn’t right?
    ________________________________________________________________________________________________________________________________________________________
  6. Have we learned anything from the test?
    ________________________________________________________________________________________________________________________________________________________
  7. Are we going to change anything about our behaviour, way of learning or future?
    ________________________________________________________________________________________________________________________________________________________

 

Week 3&4 - Gnomeo & Juliet

Gnomeo and Juliet                                                                                                                                        MAVO/HAVO/VWO

You may have heard or read about the famous play ‘Romeo and Juliet’. The writer of this famous play can be described as a ‘Homo Universalis’. He was described as a true linguist; responsible for many words in the English language.
Romeo and Juliet isn’t his only signature play: Hamlet, Macbeth, King Lear, A midsummer’s night’s dream and Othello are just a few of the plays that he has written. He was a poet, a writer for plays and considered one of the greatest writers ever lived. In short, the story is about the love between two young people from noble families that are enemies. In class, we are going to have a look at the short movie ‘Gnomeo and Juliet’.

The original story

 
   

A. Before we start, answer the questions below. Use your knowledge and the internet to find your answers.

  1. The original story Romeo and Juliet is written by?
  2. When and where did the writer live?      
  3. In which famous theatre were his plays performed?
  4. Find two other plays by the same writer:
  5. What are the surnames of the families in the story?     Romeo: ................................. Juliet: ...................................

                                                                                                                                HAVO / VWO

  1. Give 4 more characters that play an important role.

             VWO

  1. The play starts with a prologue. What is a prologue?
  2. Finish the sentence form the Romeo and Juliet prologue: ‘Two households…’

Gnomeo and Juliet

B. The film you are about to watch in class is divided into 5 parts. During the film, try to fill in the missing words in the grid (tabel) below. At the same time, try to answer the questions. You have to scroll between the two exercises in order to find the answers. Als je dit erg lasting vindt kun je eerst de ontbrekende woorden in het schema invullen. Probeer vervolgens antwoord te geven op de onderstaande vragen.

Part 1

  1. What are the names of the two families in the story?
  2. What is their main occupation?
  3. The word ‘delicate’ is mentioned a couple of times. What do you think it means?
  4. What is the name of the person who wins the race? Was it a fair race?
  5. What is Julia’s plan? What is she wearing?

Part 2

  1. Who is living in the greenhouse?
  2. Why are they so scared of each other when they end up in the water?
  3. What is the initial reaction of Nanette the Frog?
  4. At first, they are going to meet each other the next day at ‘noon’. What time is noon?

Part 3

  1. What is Tybalts plan?Afbeeldingsresultaat voor gnomeo and juliet
  2. Why does Julia’s dad bring Paris into the picture?
  3. Were does Featherstone come from?

Part 4

  1. Why does Gnomeo want to cancel the mission? What happened?
  2. What do you think the phrase ‘it isn’t as bad as all that’ means?
  3. What has happened to Featherstone?
  4. What has broken?

Part 5

  1. What is the little mushroom (Shroom) trying to tell everybody?
  2. In the film, the writer of the play states that there are some remarkable similarities between the two stories. Can you name two?

Missing words form the video:

Part 1 Part 2 Part 3 Part 4 Part 5
1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
4. 4. 4. 4. 4.
5. 5. 5. 5. 5.
6. 6. 6. 6. 6.
7. 7. 7. 7. 7.
8. 8. 8. 8. 8.
9. 9. 9. 9. 9.
10. 10. 10. 10. 10.
11. 11. 11.   11.
12. 12. 12.   12.
13. 13. 13.   13.
14. 14. 14.   14.
15. 15. 15.   15.

 

C. Answer the questions below.

1. How does the film end?

2. And how does the original story end?

3. It is true that there are some similarities between this story and the real Romeo and Juliet, but some things are different or have been changed a bit. Give two similarities and two things that are different.

(If you need to look up the Romeo and Juliet story on Wikipedia, you’re allowed to)

                                                                                                                                                                                                                                                                                         HAVO/VWO

4. Which ending do you prefer? Why? Support your answer using at least 5 lines.

                                                                                                                                                                                                                                                                            (MAVO/HAVO) VWO

5. In a few lines rewrite the story of Romeo and Juliet, but this time change the setting to modern day. Your characters cannot be fictional (they have to exist), but they can be movie- or filmstars ofcourse. Make sure that your ending is (a bit) different from the original play. Enjoy!

(Again, if you need to look up some information on Wikipedia, you’re allowed to)

Week 5 - Reading

Reading assignment                                                                                                                                      MAVO/HAVO/VWO

In class we're going to do three reading assignments. Over the past few weeks we've learnt a lot about Homo Universalis Leonardo da Vinci. In order to see whether we 'saved' this information into our long-term memory we're going to read another text about his life and work. Also we're going to read and learn more about the life of a special woman named Amelia Earhart.

Open the document according to your level and do the exercises. In case you finish early you can work on your other homework for English or ask your expert for a puzzle or colouring page. Your expert will bring a print copy of the puzzles and colouring pictures to class. Have fun!

Masterpiece

Masterpiece

Homo Universalis writing task                                                                                                                

Homo Universalis 2.0 | Ontwar & Ontwaar

During the last six weeks, you have learnt a lot about people who are considered ‘Homo Universalis’ and about what they did. You have also learnt more about your own intelligence. At the same time, you have learnt some new grammatical elements and have practised their usage. This week, we want you to spend some time writing about what you have learnt.

In the Basics lessons, we have learnt: present simple, question tags, comparisons, past simple, who / which / ᴓ, word order, and prepositions. Please consult your Basics workbook to see how these grammatical elements are used.

Complete the writing task corresponding to your level to demonstrate your learning. Use type 12 Arial for your lay out and use between 150-300 words. Please write down the number of words at the bottom of the page. Hand in your work in on paper.

Good luck and have fun!

MAVO

Write a letter to a friend, in which you explain the research (Onderzoek voor Thema 2) you completed over the last weeks. What was your question, why did you ask this question, what did you discover and what have you learnt? How does your project fit in to the theme of Homo Universalis?

In order to write this letter, you have to use:

  • A proper greeting and salutation (Dear …, Kind regards …)
  • The past simple to look back at what you have learnt.
  • The present simple to describe what you know now and what you are able to do.
  • Comparisons to describe what you can do better after finishing this theme.
  • Prepositions (i.e. on the table) and think about the correct word order (place before time) in your text.
  • If you want to improve your text even more, you can take a look at the grammatical elements from the Basics lessons and apply them.

HAVO

Write an article for the school newspaper about a famous person considered to be a ‘Homo Universalis’. E.g. Leonardo da Vinci, William Shakespeare, Mark Zuckerberg. Or any other famous person that you feel could be a ‘Homo Universalis'. Consult your teacher to make sure the person you choose is indeed a ‘Homo Universalis’.

Your article needs to explain what ‘Homo Universalis’ means and needs to argue why the person in question is a ‘Homo Universalis’.

In order to write this letter, you have to use:

  • The past simple to describe what your ‘Homo universalis’ has achieved.
  • The present simple to explain how modern day life benefits from the accomplishments of your ‘Homo Univeralis’.
  • Comparisons to mention how today’s life is better than before, thanks to your ‘Homo Universalis’.
  • Who / which / ᴓ while describing your ‘Homo Universalis’.
  • Prepositions (i.e. on the table) and think about the correct word order (place before time) in your text.

VWO

Write a blog answering the following question:

‘Who will be the Homo Universalis of 2020?'

In a short blog, write about the type of person you think should be nominated for ‘Homo Universalis of 2020’. You can use the questions below to get to your answer, but you do not have to answer all of them.

  • What jobs or skills will be important in 2020?
  • What characteristics should the Homo Universalis of 2020 possess?
  • In which fields should he or she be successful? (Technology, science, culture etc.)
  • Are these fields equally important?
  • How is the Homo Universalis of 2020 different from the Homo Universalis of a different era?

In order to write this letter, you have to use:

  • The past simple to describe what this person has achieved in the past.
  • The present simple to explain how modern day life benefits from the accomplishments of this person and to explain why he/she should be nominated for the title of ‘Homo Universalis of 2020’.
  • Comparisons to mention how today’s life is better than before, thanks to your ‘Homo Universalis’. Switch between present nd past tense.
  • Who / which / ᴓ while describing your ‘Homo Universalis’.
  • Prepositions and think about the correct word order in your text.
  • Several question tags in your blog to make your story more colloquial and to get your readers’ attention.

 

Help me!

De meeste leerlingen hebben al wat te maken gehad met de Engelse taal voordat ze aan de middelbare school beginnen, maar dat betekent niet dat het iedereen makkelijk af hoeft te gaan. Om je op weg te helpen met het maken van zinnen, het stellen van vragen en het leren van een vreemde taal, kun je op deze pagina verschillende ondersteuningstips vinden. Good luck!

 

Afbeeldingsresultaat voor learning english

Talen leren

Een taal leren kan overweldigend lijken, maar gelukkig is het in kleinere stappen op te breken.

Kijk naar de afbeelding hieronder voor verschillende tips, manieren en werkvormen om de verschillende vaardigheden beter te beheersen.

Wij raden in ieder geval het volgende aan:

- leer 3x per week woorden in stukken. Deze woorden kun je vinden in onder 'Basics' en in je eigen woordenlijst.

- herhaal ook woorden die je vaker tegenkomt en gebruikt.

- lees opdrachten en Wikiwijs-pagina's altijd goed door.

- hoe meer Engels je in je leven tegenkomt, hoe beter. Kies voor Engelse audio/film, gebruik Engelse ondertiteling, lees een Engelse versie van een bekend boek. Engels Engels Engels, overal!

- vraag om feedback. Jouw expert kan meteen (herhalings)fouten eruit halen zodat je iets niet verkeerd aanleert.

- gebruik kennis van je klasgenoten.

Zelf zinnen maken

In het Engels is de woordvolgorde anders dan in het Nederlands. Het kan dus voorkomen dat je alle losse onderdelen en woorden om een zin mee te maken wel weet of hebt opgezocht, maar niet weet hoe je deze onderdelen met elkaar moet combineren. Hieronder wordt uitgelegd wat de basis zinsstructuur in het Engels is. Gebruik deze pagina steeds opnieuw als je zinnen moet leren formeren of om je Masterpiece te maken. Gebruik vervolgens de grammatica en woorden die je in de Basics lessen leert om steeds meer zinnen te maken en te experimenteren!

Om een simpele zin te maken heb je bouwblokken nodig. Ook in het Nederlands leren we zinnen ontleden om deze bouwblokken te herkennen. Tijdens de lessen leer je Engelse woorden die je hierbij kan gebruiken. Hieronder eerst een overzicht van de bouwblokken die we hebben en in het Engels op deze volgorde gebruiken:

- Onderwerp: wie of wat voert de actie uit/over wie of wat gaat het. In het Engels wordt het onderwerp in bevestigende en ontkennende zinnen altijd als eerst genoemd. Bij vragen komt het onderwerp altijd als tweede.

- Persoonsvorm/Werkwoorden/Gezegde: deze drukken de actie uit die plaatsvindt. Deze worden uitgevoerd door het onderwerp of hebben te maken met het onderwerp. In het Engels komen alle werkwoorden direct achter elkaar en noem je eerst de hulpwerkwoorden en dan het hoofdwerkwoord. Het hoofdwerkwoord is het belangrijkste werkwoord in de zin en het woord dat de actie het meest duidelijk uitdrukt, bijv. write (hoofdww). Het hulpwerkwoord kan verschillende vormen hebben, bijv. can/could/will/would/shall/should/may/might/must. Deze kunnen allemaal voor het hoofdwerkwoord komen en passen de betekenis van wat je zegt aan.

- Lijdend voorwerp: hangt samen met het onderwerp en de persoonsvorm/werkwoorden/gezegde. Het onderwerp van de zin kan de actie van het werkwoord uitvoeren met het lijdend voorwerp of het lijdend voorwerp is hetgeen waar de actie om draait. Dit heb je vaak nodig om een zin compleet te maken, bijv. I (onderwerp) need (ww) help (lijdend voorwerp). Je kan er ook achter komen wat het lijdend voorwerp is als je een vraag stelt met het werkwoord en het onderwerp. Bijv. What do I need? -> help.

- Meewerkend voorwerp: aan wie of wat, of voor wie of wat is het allemaal bedoelt. Hier komt in het Engels vaak 'to' of 'for' voor te staan. Bijv. I (onderwerp) need (ww) water (lijdend voorwerp) for my plant (meewerkend voorwerp).

- Plaats: waar speelt het zich allemaal af. Let hierbij goed op of je het juiste voorzetsel gebruikt hebt! Bijv. at my school = bij mij op school, on my school = bovenop het schoolgebouw.

- Tijd: wanneer speelt het zich allemaal af. Als je extra wil benadrukken wanneer het zich afspeelt, kun je de tijd ook helemaal vooraan in de zin noemen. Bijv. Next week, I'm going to walk home. This week, I'm going to bike.

Voorbeeld van een simpele zin:

Onderwerp – alle werkwoorden achter elkaar (belangrijkste achteraan) – wat - voor wie/wat – plaats – tijd

I              am painting      a picture             for my mom       in the garden     right now.

Om een uitgebreide zin te maken, kun je meer bouwblokken toevoegen en de bestaande bouwblokken vervangen met moeilijkere varianten. Hiermee kun je ook meer van je taalvaardigheid en taalbeheersing laten zien. Dit kan o.a. door synoniemen gebruiken om meer van je vocabulaire te laten zien.

Bouwblokken die je toe kan voegen om je zinnen complexer te maken hebben ieder een eigen functie en regels. Deze regels leer je gedurende leerjaar 1 en 2, maar zijn soms al eerder nodig. Hier zijn er een aantal die je kunt gebruiken.

Hieronder een overzicht van de bouwblokken die we hebben en in het Engels een uitgebreide zin maken:

- Zelfstandige naamwoorden: woorden waar je in het Engels de lidwoorden 'a' of 'an' voor kan zetten.

- Bijvoeglijk naamwoorden: zeggen iets over een zelfstandig naamwoord. Deze komen altijd direct voor het woord waar ze iets over zeggen en worden door een komma gesplitst als het er meerdere zijn, bijv. 'the great, big, beautiful book'.

- Bijwoorden zijn er in verschillende soorten en kunnen op verschillende plekken in de zin komen. De vuistregels hierbij zijn:

- Bijwoorden van frequentie: zeggen iets over hoe vaak iets gebeurt, bijv. always, usually, sometimes, often, never. Deze komen altijd áchter am/is/are/was/were en vóór alle andere werkwoorden.

- Bijwoorden van manier: zeggen iets over de manier waarop iets gebeurt, bijv. slowly, fast, hard.

- Bijwoorden van kwaliteit/intensiteit: zeggen iets over de kwaliteit of hoe erg waarmee iets gebeurt, bijv. well, badly, very, really.

Voorbeeld van een uitgebreide zin:

Onderwerp – alle werkwoorden achter elkaar (belangrijkste achteraan) en bijwoord op de juiste plek – wat beschreven met bijvoeglijk naamwoorden en synoniem - voor wie/wat met synoniem – plaats met bijvoeglijk naamwoord – tijd synoniem

I              am actually painting      a huge, realistic portrait             for my mother       in the beautiful garden     at the moment.

 

Afbeeldingsresultaat voor learning english sentences

Hulpzinnen

Hier heb je een overzicht van zinnen die je kan gebruiken om tijdens de Engelse les meer Engels te spreken en aan de expert te laten weten dat je het wel probeert, maar misschien nog lastig vindt. 

Leer deze zinnen uit je hoofd en gebruik ze!

 

Ik begrijp de zin niet: I don’t understand the sentence

Ik begrijp de vraag niet: I don’t understand the question

Ik weet het antwoord niet: I don’t know the answer

Ik kan het niet vinden: I can’t find it

Kun je dat herhalen: can you repeat that?

Ik vind dat … : I think that

Ik ben het ermee eens: I agree

Ik ben het er niet mee eens: I disagree

Extra practice?

If you want to practice some more with the grammatical topics we've discussed, you have several options.

On this page, there are a couple of websites that you can use. With every website, you can find a brief explanation of how they work.

Good luck!

Wil je oefenen op Slimleren? Dan zijn dit de categorieën en oefeningen die je kan maken!

  • Voornaamwoorden:

    • Persoonlijk & bezittelijk voornaamwoord (allemaal)

    • Aanwijzende voornaamwoorden

    • Overige voornaamwoorden: vragende voornaamwoorden

  • Hulpwerkwoorden, vragen & ontkenningen

    • Hulpwerkwoorden: can, could

    • Vragen: vragende voornaamwoorden

    • Vragen met to be, hulpwerkwoorden & andere werkwoorden

    • Ontkenningen met to be, hulpwerkwoorden & andere werkwoorden

  • Andere woordsoorten en grammatica

    • Voorzetsels (allebei)

    • Lidwoorden

  • Twijfelwoorden

    • lidwoorden

    • their, there, they’re,

    • to, too, two

    • where, were, we’re,

    • your, you’re

  • Taalschat thema’s: family, buildings countries & cultures in the city

 

Duolingo is an interactive learning format in which you train your listening and writing skills. You can practise a couple of minutes every day to quickly improve your English skills.

You can achieve goals and go to different levels to further improve your personal language skills.

Next to the desktop version, Duolingo also comes in an app for Android, iOS and Windows Phone.

A great way to improve your English and have fun at the same time!

 

 

Go to this website and click the button ´Grammar´ in the top left corner.

On the grammar page you can find many different grammatical topics. Click on the one you would like to practise. You can first read a short explanation about the topic and then you can do various exercises. When you are finished you can immediately check your work and see if you have done them correctly or not.

Same as with the previous website, go to this website and click the button ´Grammar Explanation´. On this page, you can also find and explanation of all the different grammatical topics.

If you click on ´Grammar Exercises´ you can practise with all the different grammatical topics. Here you can also check your own work and see how you´ve done.

There is also a button ´Tests´ and ´Complex Test´.

Quizlet is a fun way to train new vocabulary. You can use the website on your laptop or you can download the app for your Android, Windows or Apple device.

Same as with WRTS, you can upload your words to Quizlet and save them so you can use them later. Them difference with WRTS is that with Quizlet, you can do various (interactive) games to study your new words.

A great way to get to know your new vocabulary!

Challenges

If you're really good at English you might want to do more challenging exercises. That's why you can read the stories from the booklet (Short stories for Children). For every story you read you can do one of the exercises below.

Tell your Expert which story you've read, and hand in the exercises on paper.

Have fun!

Kies één opdracht uit de volgende lijst (eventueel op een apart vel papier). Je maakt deze opdracht in het Engels!.

a) Verzin een andere titel voor het verhaal en leg uit waarom die beter is.
b) Maak een tijdlijn waarin je de belangrijkste gebeurtenissen van het boek in de juiste volgorde plaatst.
c) Maak een advertentie voor iets dat in het boek voorkomt of dat ermee te maken heeft.
d) Schrijf een ander einde aan het verhaal (± 75 woorden).
e) Schrijf een stuk uit het dagboek van een hoofdpersoon (±75 woorden).
f) Schrijf een interview tussen jezelf en een hoofdpersoon. Schrijf ook de antwoorden van de hoofdpersoon op, zoals jij denkt dat die zullen zijn. In totaal schrijf je ± 5 vragen (en dus ook 5 antwoorden) op.