Thema 3: Arbeid en Productie

Thema 3 - Arbeid en Productie

Hi kids,

In this Wikiwijs you can find all the documents you need for Thema 3: Arbeid en Productie. 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 3: Arbeid en Productie

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!

 

Unit 2 - Lesson 6:

Unit 2 - Lesson 7:

Unit 2 - Lesson 8:

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!

 

 

To be going to

Must Should Have To

Bijvoeglijke naamwoorden en Bijwoorden

Much Many Little Few A Little A Few

Skills

Week 1 & 2 - The Industrial Revolution I

The Industrial Revolution I

Read the text by using various reading strategies. While reading, there are some questions for you to answer (printed in Italics). You will also see some words that are underlined, these are words that are (probably) new to you. At the bottom of the text, you can find their translations in the glossary. To this list, you have to add some extra words that you don’t know yet. When looking for a translation, only use (online) dictionaries that are approved by your teacher. Do not use Google Translate.

Fossil Fuels, Steam Power, and the Rise of Manufacturing

Source: https://www.khanacademy.org/partner-content/big-history-project/acceleration/bhp-acceleration/a/the-industrial-revolution

 

Abundant fossil fuels, and the innovative machines they powered, launched an era of accelerated change that continues to transform human society.

The Transformation of the World

Try to imagine what your life would be like without any machines working for you. Make a list of the machines in your household and on your person; you may arrive at a surprising number.

Make a list of the machines (and devices) you use daily:

 

 

Now imagine earlier generations during their childhood years. How did they move from place to place? How did they communicate? What foods did they eat?

What do you think? Type your answer:

At one time, humans, fuelled by the animals and plants they ate and the wood they burned, or aided by their domesticated animals, provided most of the energy in use. Windmills and waterwheels captured some extra energy, but there was little in reserve. All life operated within the fairly immediate flow of energy from the Sun to Earth.

Everything changed during the Industrial Revolution, which began around 1750. People found an extra source of energy with an incredible capacity for work. That source was fossil fuels — coal, oil, and natural gas, though coal led the way — formed underground from the remains of plants and animals from much earlier geologic times. When these fuels were burned, they released energy, originally from the Sun, that had been stored for hundreds of millions of years.

Coal was formed when huge trees from the Carboniferous period (345– 280 million years ago) fell and were covered with water, so that oxygen and bacteria could not decay them. Instead, the pressure of the weight of materials above them compressed them into dark, carbonic, ignitable rock.

Most of the Earth’s oil and gas formed over a hundred million years ago from tiny animal skeletons and plant matter that fell to the bottom of seas or were buried in sediment. This organic matter was compacted by the weight of water and soil. Coal, oil, and gas, despite their relative abundance, are not evenly distributed on Earth; some places have much more than others, due to geographic factors and the diverse ecosystems that existed long ago.

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Glossary:

English

Dutch

English

Dutch

Abundant

In overvloed

Capacity

Mogelijkheid

Launched

Lanceerde (zette in werking)

Remains

Overblijfselen

Fuelled by

Gevoed door

Compressed

Samengeperst

Aided by

Geholpen door

Ignitable

Ontsteekbaar

Flow of energy

Energiestroom

Sediment

Sediment (samengeperste lagen aarde)

Incredible

Ongelooflijk

Due to

Door

 

Add a few extra words you don’t know yet:

English

Dutch

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

Exercise: summarise how the world has changed over time and how the Industrial Revolution played an important part in this transformation. Use your own words.

___________________________________________________________________________

 

Early Steam Engines

The story of the Industrial Revolution begins on the small island of Great Britain. By the early 18th century, people there had used up most of their trees for building houses and ships and for cooking and heating. In their search for something else to burn, they turned to the hunks of black stone (coal) that they found near the surface of the earth. Soon they were digging deeper to mine it. Their coalmines filled with water that needed to be removed; horses pulling up buckets full proved slow going.

To the rescue came James Watt (1736–1819), a Scottish instrument-maker who in 1776 designed an engine in which burning coal produced steam, which drove a piston assisted by a partial vacuum. (There had been earlier steam engines in Britain, and also in China and in Turkey, where one was used to turn the spit that roasts a lamb over a fire.) Its first application was to more quickly and efficiently pump water out of coal mines, to better allow for extraction of the natural resource, but Watt’s engine worked well enough to be put to other uses; he became a wealthy man. After his patent ran out in 1800, others improved upon his engine. By 1900 engines burned 10 times more efficiently than they had a hundred years before.

 

At the outset of the 19th century, British colonies in North America were producing lots of cotton, using machines to spin the cotton thread on spindles and to weave it into cloth on looms. When they attached a steam engine to these machines, they could easily out-produce India, up until then the world’s leading producer of cotton cloth. One steam engine could power many spindles and looms. This meant that people had to leave their homes and work together in factories.

Early in the 19th century the British also invented steam locomotives and steamships, which revolutionized travel. In 1851 they held the first world’s fair, at which they exhibited telegraphs, sewing machines, revolvers, reaping machines, and steam hammers to demonstrate they that were the world’s leading manufacturer of machinery. By this time the characteristics of industrial society — smoke rising from factories, bigger cities and denser populations, railroads — could be seen in many places in Britain.

___________________________________________________________________________

Glossary:

English

Dutch

English

Dutch

Hunks

Stukken

Spindle

Spoel

Coalmines

Kolen mijnen

Weave

Weven

Piston

Zuiger

Loom

Weefgetouw

Partial vacuum

Deels vacuum

Revolutionized

Revolutionizeerde

Extraction

Onttrekking

Manufacturer

Fabricant

Colonies

Kolonien

Denser

Dichter

 

Add a few extra words you don’t know yet:

English

Dutch

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

Questions:                                                                                        MAVO/HAVO/VWO

  1. Why did people need coal?

 

  1. What was the problem with the coalmines?

 

  1. What did James Watt do?

 

  1. Was his invention original?

 

  1. Why is the year 1800 an important year and what happened after that?

 

  1. How did the British colonies benefit from James Watt’s invention?

 

  1. How did James Watt’s invention influence people’s lives?

 

  1. What happened in 1851 and why was this important for Britain?

 

___________________________________________________________________________

 

Consequences of the Industrial Revolution

The statistics that reflect the effects of industrialization are staggering. In 1700, before the widespread use of fossil fuels, the world had a population of 670 million people. By 2011 the world’s population had reached 6.7 billion, a 10-fold increase in a mere 300 years. In the 20th century alone, the world’s economy grew 14-fold, the per capita income grew almost fourfold, and the use of energy expanded at least 13-fold. This kind of growth has never before occurred in human history.

Many people around the world today enjoy the benefits of industrialization. With so much more energy flowing through human systems than ever before, many of us must do much less hard physical labour than earlier generations did. People today are able to feed more babies and bring them to adulthood. Many people vote and participate in modern states, which provide education, social security, and health benefits. Large numbers of people enjoy levels of wealth, health, education, travel, and life expectancy unimagined before industrialization.

The benefits of industrialization, however, have come at great cost. For one thing, the rate of change (acceleration) is now so rapid that individuals and social systems struggle to keep up. And strong arguments can be made about depersonalization in the age of mass production.

The increased complexity of the industrial system has also brought increased fragility. Industrialization depends on the interaction of many diverse components, any one of which could fail. We know that many of the essential components of the industrial system, and the natural resources it depends on, are being compromised — the soil, the oceans, the atmosphere, the underground water levels, plants, and animals are all at risk. Will growth continue unchecked, or are we approaching the end of an unsustainable industrial era? Whatever the future holds, we’ll be debating — and dealing with — the consequences of modernization for years to come.

___________________________________________________________________________

Glossary:

English

Dutch

English

Dutch

Reflect the effects

De effecten weergeven

Struggle

Worsteling, moeite hebben met

Staggering

Wonderbaarlijk

Depersonalization

Depersonalisatie, ontvreemding

Mere

Enkel

Complexity

Gecompliceerdheid

Per capita income

Inkomen per inwoner

Fragility

Breekbaarheid

Benefits

Voordelen

Essential components

Essentiele onderdelen

Physical labour

Lichaamelijke arbeid

Soil

Bodem, aarde

Social security

Uitkeringen

Unsustainable

Niet duurzaam

Life expectancy

Levensverwachting

Consequences

Gevolgen

 

Add a few extra words you don’t know yet:

English

Dutch

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

Questions:                                                                                        MAVO/HAVO/VWO

  1. What became possible thanks to the Industrial Revolution?

 

  1. What are some of the benefits people experience because of the Industrial Revolution?

 

  1. What are some of the downsides related to the Industrial Revolution?

 

  1. Can you think of any other downsides or disadvantages related to the Industrial Revolution?

 

___________________________________________________________________________

Week 2 & 3 - The Industrial Revolution II

The Industrial Revolution II

Group work:

Form groups of three students; 1 mavo, 1 havo, 1 vwo student. Every member of your group is going to try to find an answer to some questions. In order to do so, you are allowed to use the internet and browse the web. It is important that every member of the group knows the answers eventually, so it is your responsibility to answer your questions correctly and to report about them to your group members. When you share the answers in your group, don’t forget to take notes! The information you are receiving from your group members will be used as input for a later assignment. You can take notes, share information and/or photos on the next page.

 

MAVO

Go online any find out:

  • What did the cities in England look like during the age of the Industrial Revolution? Paste a photo of a typical city in this document. Use your own words to describe the buildings (inside and outside), the streets, the people etc.
  • How does the building style of the Industrial Revolution stay visible today? Find a modern photo of a building or buildings from the era and paste it in this document. Write down how these buildings are used now.

HAVO

  • During the Industrial Revolution, many people lived in so-called ‘workhouses’. Find out who lived here and why. Also find out what the circumstances in these workhouses were like. Find information about what kind of work they had to do, how they came to live in the workhouses, what they dressed in, what they ate etc.

VWO

  • Find out what a day in the life of a factory worker in England looked like during the Industrial Revolution. What did they eat? How long did they work during a day? How were they treated at work? How big were their families at the time? What kind of work did they have to do?
  • Who worked in the factories? Men or women? Adults or children?

 

___________________________________________________________________________

Answers:

Part A.

Answers given by:

 

 

 

Part B.

Answers given by:

 

 

 

Part C.

Answers given by:

 

 

 

 

Week 4 - The Industrial Revolution III

Oliver Twist

The Industrial Revolution III

Oliver Twist                                                MAVO/HAVO/VWO

Oliver Twist is a fictional novel written by Charles Dickens. In the story, Dickens describes the life of an orphan who lives in a workhouse in London. The book consists of several chapters and the reader is given a look into Oliver Twist’s misfortunate life events. After having been treated miserable in the workhouse, Oliver escapes and finds his way to London, where even more unfortunate events await him. It seems as if he can never catch a break. Luckily, there is one caring gentleman who takes Oliver into his home and treats him well.

Published in 1839, the story served as an outcry against child labour, conditions in workhouses and against the general living conditions during the Industrial Revolution.

Together, we are going to watch the beginning of the 2005 film adaptation of Oliver Twist. While watching, you have to answer the following questions:

  1. In a few words, describe what the streets look like when the man and the boy are walking towards the workhouse.
  2. Why is Oliver coming back to the workhouse today?
  3. What do the children in the workhouse have to do?
  4. Why is the boy in the room walking back and forth?
  5. The children are picking straws and Oliver picked the shortest straw. What does he have to do next?
  6. Why does Oliver have to do this?
  7. Why does the chimneysweeper stop at the workhouse?
  8. Oliver is about to be signed over to the chimneysweeper as an apprentice. What makes them change their mind?
  9. What do the two men demand happens to Oliver?

 

___________________________________________________________________________

After watching the video, answer the following question:

MAVO

Describe what happens to Oliver after he leaves the office. Use your imagination. Use 75 – 100 words for this.

HAVO

Imagine that you would have to do the same work as Oliver. How would you behave in the workhouse? What would you say to the other children and to the adult supervisors?

VWO

Describe the difference between the workhouse, the part where the children work, eat and sleep, and the part where the board is having their meals. Incorporate your opinion about this situation in your description.

EXTRA

Nowadays, it is illegal for children to do physical labour in Europe. However, there are still countries where children have to do hard work for very little money and in very bad circumstances. Go online and find out in what countries children still have to work and what kind of work they have to do.

___________________________________________________________________________

LET OP, ONDERSTAAND DEEL HOEF JE NIET TE DOEN!

Diary entry                                                                                                MAVO/HAVO/VWO

Now that you’ve learned about the Industrial Revolution, about the factories, the people who worked there and in which circumstances, and know something about the workhouses, it is time for the next assignment.

You have to write a diary entry from a person of your choice. You can choose to write from the perspective of an adult man who works in a factory, an adult woman who needs to do all the housework and take care of the family, or from the perspective of a child (boy or girl) in one of the workhouses.

In your diary entry, you have to describe one day of their lives. Be detailed in your descriptions and include their surroundings (where they are), what they do, what they eat and how they feel.

In your text, include the following:

  • Present tenses to talk about your person’s every day affairs.
  • Past tenses to look back at previous events or days.
  • Adverbs and adjectives
  • Other grammatical structures to support your story.

You have to print your diary entry and hand it in for a mark.

Use 200 – 250 words for your diary entry.

Week 5 & 6 - #ad

Week 5 & 6

Project – Present your #ad                                                                                MAVO/HAVO/VWO

After having learned about the era of the Industrial Revolution in England, it is time to make the transfer to the modern day era of consumerism.

This theme you did work on designing, producing and selling your own product during Arts, Humanics and Science class. In English class, we’re going to continue this process by making a presentation. In three classes we’re going to write, prepare and present our commercial/ad. Below you can see what we’re going to do.

Class one and two

Preparation
- Together with three other classmates, you are going to form a group of four. These groups do not have to be on the same level. For example: mavo students can work together with havo students.

- Together with the rest of your group, think about a product that you want to sell/promote. This could be the product that you’ve used in your research or this could be any other product that you would like to sell/promote. Think about commercials that you see on television (Tel Sell for example).

- Let your expert know who is in your group and which product you are going to sell/promote.

- Watch some commercials to see how it’s done!

  • Hurricane Spin Scrubber:
  • Nutri Express:
  • Simply Fit Board:
  • Power Airfryer:

 

 

 

Hurricane Spin Scrubber

Nutri Express

Simply Fit Board

Power Airfryer

Task
- Make a list of all the props and requirements that you are going to need for your presentation. Think about a slideshow, the product that you want to sell, who says what and other things that you might need for your video. This preparation has to be handed in together with your final product.

- Together, you are going to write the script for your presentation. Thoroughly think about who is saying what at which point. One of the requirements is that all of you have to say something in your presentation. So, in the end, everybody has spoken an equal amount of lines/text in the commercial. The script also has to be included in your final product.

- Grammar goals: in your commercial, you have to use several grammatical structures that we’ve learned during out basics lessons. Use the Present tenses, Past tenses and Future tenses you learnt during the last two themes to sell your product. Also make use of adjectives and adverbs, this should be easy since you are selling your product! Aside from this, incorporate structures with must, should and don’t have to, and use some quantifiers.

- Your video has to last a minimum of 5 minutes and a maximum of 7 minutes.

You can use today’s class to think of a product, make a script and maybe even start rehearsing for your video. Remember that time is of the essence, and in order to avoid a lot of homework, use your time wisely!

Class three: Masterpiece

Task (presentation)

- Today you are going to show your commercials to the group. You will be marked for this presentation. Make sure that your presentation has got a clear introduction and ending. Both your presentation and your script have to be in English of course.

Final product

Your group has to hand in the following:

  • A neatly organised folder with all the names and levels of your group members on it and the product that you want to sell.
  • A script in which it is made clear who says what and the grammar goals (Present tenses, Past tenses, Future tenses).
  • A list of all the props and requirements.
  • Make sure that your group has a solid presentation where everyone speaks an equal amount of text. You will be marked for the presentation as well as the script.

Good luck and have fun!

Masterpiece

Masterpiece

Task 1 – Individual task ‘researching the various commercials’

Take a look at the various commercials you can find below. Feel free to take inspiration from other commercial videos as well! On YouTube you can find plenty of examples of over-the-top commercials.

Task 2 – Group task ‘choose your group members and make a start’

Form groups of 4. You can choose with whom you would like to work together. However, you need to communicate online in order to work together. Choose partners you can communicate with via Google Meet, Discord and/or Skype.

Choose a topic for your commercial video. The subject (=het onderwerp) is yours to research and fill in. You have a lot to choose from, so make sure the topic is appropriate (=gepast in een schoolse situatie). You can use the commercial videos above as a source of inspiration, but don’t remake an existing video. Note: Don't include any topics that can harm you in any way or are in conflict with the DNS School Code.

Task 3 – Group task ‘work on your commercial video

Create a script who is going to say what. Every student in your group will speak for at least 1 minute/ 100 words. In your script it should be clear who says what. This means that your video is at least 5 minutes long. Your video can be a maximum of 7 minutes.

Also include actions in your script. Don’t just write what you are saying, also write down what you’re doing, how you’re doing it etc.

Grammar goals: in your commercial, you have to use several grammatical structures that we’ve learned during out basics lessons. Use:

  • Present tenses (present simple, present continuous)
  • Past tenses (past simple)
  • Future tenses (to be going to)
  • Adjectives and adverbs (this should be easy since you are selling your product!)
  • Must, should and don’t have to
  • Quantifiers (much/many/little/few)

You should be able to combine the various grammatical elements you have learned so far into one correct and coherent text. Your use of language should be correct.

Finished? Contact your expert to share your script. He or she will provide you with feedback. Once you receive a GO you can start recording your commercial video.

Task 4 – Group task ‘work on your commercial’

Once you received a GO for your script you can start recording your commercial.

Note: omdat we op dit moment de Corona-richtlijnen moeten volgen is het (hoogstwaarschijnlijk) niet mogelijk om samen op locatie te filmen. Dit is echter geen probleem voor het maken van dit eindproduct.

a) film, thuis, ieder je eigen stuk en monteer deze delen tot een lopende video. Hanteer hiervoor een duidelijk intro-kern-slot structuur en zorg dat ieder groepslid minimaal 1 minuut/100 woorden spreekt. Zorg dat alle groepsleden duidelijk in beeld zijn. Lees niet voor vanaf een blaadje maar leer je tekst uit het hoofd.

b) neem deel aan een groepsgesprek via Google Meet, Discord, Skype of een ander medium. Één groepslid neemt zijn scherm op met bijvoorbeeld Screencast-O-Matic (https://screencast-o-matic.com/) of een vergelijkbaar programma. Dit gesprek vormt de basis voor jullie video. Hanteer hiervoor een duidelijk intro-kern-slot structuur en zorg dat ieder groepslid minimaal 1 minuut/100 woorden spreekt. Zorg dat alle groepsleden duidelijk in beeld zijn. Lees niet voor vanaf een blaadje maar leer je tekst uit het hoofd.

Make sure the video is no longer than 7 minutes in total.

Note: This is an English assignment, not a video editing assignment. If shooting/editing is something you are good at, you can put in extra effort to make it look nice. If you’re not good at it, don’t spend hours and cover the basics.

Task 5 – Group task ‘hand in your commercial video’

Finished? One group member hands in the completely edited commercial video via the ‘inleveropdracht’ in Magister. Your expert will share the deadline in Magister as homework.

Beoordeling

Voor deze praktische opdracht ontvang je een groepsbeoordeling. Iedereen krijgt dus dezelfde beoordeling. Remember: you're only as strong as your weakest link! Onderaan deze pagina kun je het beoordelingsmodel bekijken. Neem dit door zodat je weet waar jullie, als groep, op moeten letten tijdens het maken van je video. Deze opdracht wordt beoordeeld op ERK niveau A2.

 

 

 

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.