English ExamenComissie 3ASO Niet-Talen

Het examen bestaat uit 3 delen

• Luisteren (33% van de punten)
• Lezen (33% van de punten)
• Schrijven (34% van de punten)

Het examen is 150minuten (2uur en een half) je verdeelt de tijd zoals je zelf wilt. Er is mij de
tip gegeven eerst te luisteren, dan te lezen en dan pas te schrijven (3 grote delen van het
examen) en deze tip zou ik ook zeker aan andere mensen geven....
150minuten zal veel lijken in het begin maar is echt niet veel, ik had al mijn tijd nodig

1. Deel luisteren

• Voorbeeld van het deel “Luisteren”: liedje van Dolly Parton D-I-V-O-R-C-E, je moest
aanduiden welke woorden er werden gespeld en welke niet en je moest aanduiden
waarover het ging en welk gevoel ze meegaf in haar lied of zoiets.
• Er was een fragment vanuit de serie "The Good Place" waaruit gezegd moest worden
welke uitspraken uit andere afleveringen van welk personage kwam en ook waarom
Michael extra moest schrijven.
• Podcast, liedje, interview, etc horen en daarbij de oefeningen invullen.

Luister Oefeningen maken

• https://www.ielts.org/about-the-test/sample-test-questions

2. Deel Lezen

• Gedicht, krantenartikel, etc lezen en daarbij de oefeningen invullen.

• een opdracht over een krantenartikel en daar over beargumenteren in een formele
wijze en GEEN neutraal standpunt ( subjectief dus)
o Arguments Pro/Contra MAP H02

3. Deel Schrijven

Da waren 2 opdrachten,
• Eerst was het een video die je moest samenvatten voor buitenlandse klasgenoten
(ongeveer 150 woorden)
o fragment ging over dat mannen meer met hun uiterlijk etc bezig zijn
o ik had over genetisch gemanipuleerd eten

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• Dan waren er 2 artikels waaruit 1 gekozen moest worden en die moest je
argumenteren (een reactie en eigen mening op geven) (ongeveer 150 woorden)
o 1 ging over het klimaat, het ander over dat youtube meer kindvriendelijk ging
worden
o
• Je moet vaak een mail schrijven, ook een sollicitatie brief en ook soms een
klachtenbrief. (Oefen daar op)
o Email schrijven boek 4 connect H04

• je zit in een goeddoel (bv. een app voor gemakkelijk te reizen met de trein, is beter
voor het milieu) en je moet een mail schrijven met een reden waarom ze voor jou
goeddoel geld moeten geven

4. Brieven en mails schrijven

4.1. Een formele brief schrijven

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WRITING A FORMAL LETTER

The greeting

Open with an expression of formal address, such as:

• If you don’t know the name:

Dear Sir or Madam,
• If you do know the name:
Dear Mr (achternaam),
Dear Ms (achternaam),
Dear Miss (achternaam),
Dear Mrs (achternaam),
- for a man
- for a single or married woman
- for a single (& young) woman
- for a married woman

The beginning

First, provide a reason for writing. If you are beginning correspondence with someone about
something or asking for information, begin by providing a reason for writing:

• I am writing with regard to …

• I am writing in reference to …
• I am writing in response to …
• I am writing in reply to …
• I am writing to inform you about ...
• I am writing to ask/inquire about ...
• I am writing to ask about information for small businesses.
• I am writing to inform you that we have not yet received payment for ...

Phrases of gratitude:

• Thank you for your letter of (date) inquiring about ...

• We would like to thank you for your letter of (date) asking for / requesting information
about ...
• In response to your letter of (date), we would like to thank you for your interest in …

The middle

• details
• what to do as a result to the letter

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Enclosure
• Please find enclosed…
• I am enclosing…
• Please find attached…

The ending

Closing Remarks Always finish a formal letter with some call to action or reference to a future outcome
you desire. Some of the options include: A referral to a future meeting:

• Thank you very much

• Thanks in advance
• I look forward to meeting / seeing you

The farewell

• If you don’t know the name:

Yours faithfully,
(eigen voornaam & naam)
• If you do know the name:
Yours Sincerely,
(eigen voornaam & naam)

Attention points for (business) letters:

• only full verb forms: I am (not: I’m)

• be consistent in writing “I” or “we”

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 4.2. Een klachtenbrief schrijven

The greeting

• If you don’t know the name:

Dear Sir or Madam,
• If you do know the name:
Dear Mr (achternaam), - for a man

Dear Ms (achternaam), - for a single or married woman

Dear Miss (achternaam), - for a single (& young) woman

Dear Mrs (achternaam), - for a married woman

The beginning

• reason of writing:
I am writing with regard to …

I am writing in reference to …

I am writing in response to …

I am writing in reply to …

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 I am writing to complain about …

I am writing to express my concern about the fact that …

I would appreciate if you could …

The middle

• details
• what to do as a result to the letter

Enclosure

• Please find enclosed…

• I am enclosing…
• Please find attached…

The ending

• Thank you very much

• Thanks in advance

The farewell

• If you don’t know the name:

Yours faithfully,

(eigen voornaam & naam)

• If you do know the name:
Yours Sincerely,

(eigen voornaam & naam)

Om een klacht te uiten, kan je werken in drie stappen

1. Leg het probleem uit.

2. Verwoord je gevoelens.
3. Vraag voor actie.

Enkele handige uitdrukkingen zijn…

• I am sorry to have to say this but…

• Maybe you forgot to…
• Excuse me if I am out of line, but…

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• Excuse me if I am overstepping my boundaries, but…
• Perhaps there was a misunderstanding but…
• I’m sorry to say this but I am really quite upset/angry/disappointed…
• There appears to be a problem here…
• I’m sorry but I’d like to make a complaint about…
• How can we fix this?
• How could we amend this?
• Do you have any thoughts on how we could proceed?
• Is there anything that can be done to improve the situation?
• Could you help me with…
• I’m having problems + ing-form
• I think there’s a problem with…
• I think there’s something wrong with…

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 4.3. Een e-mail schrijven

The greeting

• If you don’t know the name:

Dear Sir or Madam,
• If you do know the name:
Dear Mr (achternaam), - for a man

Dear Ms (achternaam), - for a single or married woman

Dear Miss (achternaam), - for a single (& young) woman

Dear Mrs (achternaam), - for a married woman

The beginning

• reason of writing:
I am writing with regard to …

I am writing in reference to …

I am writing in response to …

I am writing in reply to …

The middle

• details
• what to do as a result to the email

The ending

• Thank you very much

• Thanks in advance

The farewell

• If you don’t know the name:

Yours faithfully,

(eigen voornaam & naam)

• If you do know the name:
Yours Sincerely,

(eigen voornaam & naam)

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 4.4. Sollicitatiebrief schrijven

Inleidende alinea

▪ I am writing to you in regards to the position for a [functie] which was advertised on
[krant / media] on [datum].
▪ I wish to apply for the position of [functie].
▪ In response to your advertisement in [krant / media] dated [datum] I would like to
apply to this position.
▪ I'm responding to your advertisement in [krant / media] for want of [functie] for your
[afdeling].
▪ With this letter I would like to inform about the possibility of an internship at your
company.
▪ I am writing to enquire if there is an opportunity for me to follow a student
traineeship at your company.
▪ I am writing to introduce myself to you as a student of [Naam school].

Verklarende alinea

▪ As an [functie] for [naam bedrijf], I've developed my talent and experience as a

[functie].
▪ Presently I am deputed as a [functie] at [Naam bedrijf] for [periode / tijd].
▪ I have had [periode / tijd] experience working in a similar role.
▪ During these years I have equipped myself with [competenties / werkzaamheden].
▪ My most recent position has developed my [competenties] skills.
▪ My qualifications very closely meet the needs outlined in the advertisement.
▪ I feel that I can meet / fulfill the requirements of this position.
▪ I believe that I am a suitable applicant.
▪ I am enclosing a copy of my curriculum vitae, which gives details of my qualifications
and experience. As you will see I have had [periode / tijd] experience of working in a
company as a [functie]. I believe I fit the profile required for this job.
▪ Currently I am a student at [Naam school]. In my internship I would like to focus on
[werkzaamheden / competenties]. My skills are [competenties].
▪ Since [jaar] I have been a student of [opleiding] at [Naam school].
▪ This internship would preferably be during a period of [periode / tijd], starting
[datum]. Other periods would also be of interest to me.

Slotalinea

▪ I would be more than happy to come in for an interview at your earliest convenience.
Please contact me at the above address or phone number if you require any further
details.
▪ I am enclosing a copy of my resume, which gives details of my qualifications and
experience. If you require further details, I am available to provide them in an
interview.

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 ▪ I would appreciate the opportunity to discuss how my education and experience will
be helpful to you.
▪ Hopefully you will be able to provide me with an internship position at your company.
▪ I shall be more than happy to give you further information in person if you invite me
for an interview.
▪ I hope my application will be successful in gaining me an interview.
▪ Thanking you in advance for your consideration and I look forward to hearing from
you.
▪ Thank you for considering my application.

4.5. Een standpunt verwoorden met argumenten en voorbeelden

Informal:

• In my opinion…
• I think that…
• I would say that…
• I consider / find / believe / suppose / presume / assume that…
• I have the feeling that…
Formal:
• As far as I’m concerned…
• It is my impression that…
• Speaking personally…
• My own / personal opinion on the subject is that…
• I am of the opinion that…

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 5. Leesvaardigheden

Tekst in het Engels begrijpen en:

• het onderwerp van een tekst bepalen
• de hoofdgedachte van een tekst weergeven
• de gedachtegang van een tekst volgen
• relevante informatie uit een tekst selecteren, onder meer in verband met cultuuruitingen
• de tekststructuur en -samenhang herkennen

analyseren en structureren:

• de inhoud van een tekst op een overzichtelijke manier ordenen

vergelijken en evalueren:

• je mening kunnen geven over een tekst/ een bepaald onderwerp/…

➔ kunnen doen voor verschillende tekstsoorten. Elke tekstsoort heeft een bepaald doel.
Tekstsoorten Tekstdoel Een voorbeeld
Informatief de lezer informeren/informatie meegeven over een bepaald onderwerp. Het nieuwsbericht
Prescriptief Deze teksten willen je beïnvloeden om iets te doen of om iets op een bepaalde Een
manier te doen. reclameboodschap
argumentatief Deze teksten bouwen een redenering op om je te overtuigen Een discussie
narratief Deze teksten willen feiten en gebeurtenissen vertellen om je mee te nemen in Een reisverhaal
een verhaal.
artistiek-literair Deze teksten geven gevoelens en gedachten weer op een creatieve manier of En fragment uit
willen een esthetische taalbeleving stimuleren een roman

6. Link words

• To show time: when(ever), as, while, after, before, since, as long as, as soon as, till,
until

• To show place: where, wherever

• To show condition:
if, unless, provided that, on condition that, as long as

• To show similarity: similarly, likewise, in a similar manner, like, in the same way,
analogously, neither … nor, both … and

• To compare or show contrast: however, nevertheless, rather, whereas, but, yet, on

the other hand, on the contrary, by comparison, compared to, up against, balanced
against, although, conversely, meanwhile, in contrast, after all, otherwise,
alternatively.

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• To express an alternative: or, either ... or, whether ... or, neither … nor

• To express concession: (al)though, even though, even if, if

• To introduce a new point: furthermore, moreover, in addition

• To add something: and, again, and then, besides, equally important, finally, further,
furthermore, next, what is more, moreover, as well as, in addition, first (second, etc.),
not only . . . but

• To prove your point: because, for, since, for the same reason, obviously, evidently,
indeed, in fact, in any case, that is

• To show cause and effect: as a result, consequently, hence, due to, in view of,
accordingly, for this reason, therefore, because, as, since, so that, in order that

• To give an example or an illustration: for example, for instance, in this case, in another
case, take the case of, to illustrate, as an illustration, to take another example, namely,
that is, as shown by, as illustrated by, as expressed by, thus, in fact

• To repeat, insist and/or refer back to an earlier point: as I have said, in brief, as I have
noted, as suggested above, as has been noted

• To emphasize: definitely, extremely, indeed, absolutely, positively, obviously,

naturally, always, never, surprisingly, without a doubt, certainly, undeniably, without
reservation, forever.

• To conclude a paragraph or an essay: thus, lastly, in brief, in short, on the whole, to

sum up, to conclude, in conclusion, as I have shown, as I have said

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13
 7. Inadmissible mistakes

SPELLING

• use of capitals:
o 1st person singular” I”
o names of countries (Britain)
o names of languages ( French)
o names of inhabitants (the Italians)
o adjectives related to countries or nationalities ( Spanish wine)
o names of persons, countries, cities, …
o names of days and months

• dates in English:
in writing: 3 September 2019
while speaking: “the 3rd of September 2019”

• English – Spanish - …

GRAMMAR

• Plural: y changes into ies:

one baby – two babies

• Irregular plural of nouns: form and pronunication

man – men
woman – women
child – children

• simple present 3rd pers. singular: -s

• won’t = will not = zal niet

want = willen

• correct use of “to do + infinitive” (simple present) and “did + infinitive” (simple past)
in interrogative and negative sentences

• Form of to do and modals + infinitive:

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 he doesn’t cheat (not: he doesn’t cheats)
he didn’t know (not: he didn’t knew)
she can’t swim (not: she can’t swims)

8. Regular mistakes

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 English Grammer Level B1:
Basiskennis (nodig voor schrijven)

Deel 1: Tijden

1. Future continuous (Zie schema)

2. Past continuous (Zie schema)

3. Past perfect (Zie schema)

3.1 REGULAR VERBS

positive
subject + had + past participle → for example: I had worked, he had worked, we had
worked,…
negative subject + had not + past participle → for
example: I hadn’t work, he hadn’t work,..
interrogative had + subject + past participle→ for
example: had I worked?,…
3.2 IRREGULAR VERBS
positive
subject + had + irregular past participle → for example: I had eaten
negative
subject + had not + irregular past participle → for example: I hadn’t eaten
interrogative
Had + subject + irregular past participle → for example: had I eaten?

4. Past simple (Zie schema)

5. Present perfect continuous (Zie schema)

positive
subject + simple present of ‘to have’ + been + ing-form of the verb → for example: I’ve been
working, he has been working,…
negative
subject + simple present of ‘to have’ + not + been + ing-form of the verb → for example: I’ve
not been working, he hasn’t been working,…

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interrogative
simple present of ‘to have’ + subject + been + ing-form of the verb → for example: have I
been working? Has he been working?,…

6. Present perfect (Zie schema)

6.1 REGULAR VERBS Present Perfect

Positive negative interrogative

subject + simple present of ‘to
have’ + past participle (base
form of the verb + -ed)
➔ for example: I’ve
worked, they’ve
worked,…
subject + simple present of
‘to have’ + not + past
participle (base form of the
verb + -ed)
➔ for example: I
haven’t worked, he
hasn’t work,…
simple present of ‘to have’ +
subject + past participle (base
form of the verb + -ed)
➔ for example: have I
worked? Has she
worked?,…

6.2 IRREGULAR VERBS Present Perfect

positive negative interrogative

subject + simple present of
‘to have’ + irregular past
participle → for example:
I’ve eaten/stood/bought/….
→ analoog voor (you, he,
they,..)
subject + simple present of
‘to have’ + not + irregular
past participle → for
example: I’ve not
eaten/stood/bought,… →
analoog voor de rest
simple present of ‘to have’ +
subject + irregular past
participle → for example:
have I eaten? Have I
stood?,…

7 Simple passive

The passive voice is used:

a) When the object of a sentence is more important than the subject
The city was destroyed by the volcano.
b) When the subject of the sentence is unknown.
This cheese was made in Canada.
It is common in formal and scientific writing.

Hoe herken je de passive?

De passive heeft altijd 2 elementen: het werkwoord to be + een voltooid deelwoord

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Alle tijden van de passive

• The food is preserved (present simple)

• The food was preserved (past simple)
• The food is being preserved (present continuous)
• The food was being preserved (past continuous)
• The food has been preserved (present perfect)
• The food had been preserved (past perfect)

Form:
You can use the passive voice in all tenses. Use the correct form of be + the past participle of
the verb.
.
Present Simple: Past participle The workers collect the rubbish of
I Wednesdays.
you / they / we am => The rubbish is collected on
It / She / he are Thursdays.
is
Past Simple: taken People built the castle over 800 years
you / they / we given ago.
I / It / She / he were built => The castle was built over 800
was made years ago.
eaten
Present Perfect: brought Someone has taken my book!
I / you / they / we cooked => My book has been taken!
It / She / he have been left...
has been
Past Perfect: When we arrived at the airport,
I / you / they / we / it / she / he someone had resold our tickets.
had been => When we arrived at the airport,
our tickets had been resold.
Modals You must wear a hard hat in this area.
I / you / they / we / it / she / he => Hard harts must be worn in this
can be area.
will be
would be
must be
should be
could be

Oefeningen: https://www.examenglish.com/grammar/B1_simple_passives.htm

8 Conditionals, 2nd and 3rd

8.1 Second Conditional

Use: The second conditional structure is used to talk about imaginary situations and the
consequences.

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 Example: If I had a car, I could visit my friend.
(But the truth is, I do not have a car, and I cannot visit my friend).
The second conditional structure is also used to talk about imaginary abilities and the
consequences.
Example: If I could fly, I wouldn’t need a car.
(But the truth is, I cannot fly, and so I need a car.)

Form:
1) Make the second conditional in this way.
If I past simple , I would / wouldn’t verb
you you ‘d (infinitive form)
he he
she... she... could / couldn’t

Example: If we had more money, we would buy that house.

Or
I would / wouldn’t verb if I past simple
you ‘d (infinitive form) you
he he
she... could / couldn’t she...

Example: She’d be more successful if she worked harder.

2) The verb to be can use were for all subjects. This is particularly true in the sentence: If I
were you…
If I were you, I’d buy a bicycle.
However, this rule is often overlooked.
If he were more careful, he wouldn’t break everything. =>
If he was more careful, he wouldn’t break everything.
3) To talk about imaginary abilities, use could.
If I could + verb (infinitive) , I would / wouldn’t verb
you you ‘d (infinitive form)
he he
she... she...

Example: If I could help you, I would!

4) Notice that the infinitive verb after the modal verbs is not necessary if the meaning is
clear. Don’t contract modal verbs when there is no infinitive verb present.
If I could pay, I’d... => If I could pay, I would...
Common errors:
1) Many students write would after If
If I would have a lot of money, I would buy that car!
=> If I had a lot of money, I would buy that car!

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2) Many students forget to use could to talk about abilities.
If I played the drums, I’d join a band.
=> If I could play the drums, I’d join a band.
Oefeningen: https://www.examenglish.com/grammar/B1_second_conditional.htm

8.2 Third Conditional

Use the third conditional to talk about past events. Use it to describe what could have
happened (event ‘b’) as a result of something else (event ‘a’). However, neither event
a nor event b happened. Therefore the third conditional describes hypothetical, imaginary
situations.
If I had been at home yesterday, I’d have got your phone call.
(But, I was not at home, and I didn’t receive your call.)
The third conditional is often used to criticise:
If you had worked harder, you wouldn’t have failed the test.
(But you didn’t work hard and you failed the test).
Or it can be used to express regret:
If I hadn’t spent all my money, I could’ve bought a computer.
(But I spend all my money and I couldn’t buy a computer).
Or it can be used to express relief:
If I we’d taken that route, we’d have been stuck in the traffic jam for hours!
(But we didn’t take that route, and we didn’t get stuck)
Form:
a) Make the third conditional structure this way:
would have
would’ve
If past perfect , ‘d have past participle
(had + past participle) wouldn’t have
(hadn’t + past participle)
EVENT A EVENT B
If you’d told me that Anna had put on weight, I wouldn’t have congratulated her on becoming pregnant.
Or:

I / you / he / she / would have past perfect

we / it / they would’ve (had + past participle)
‘d have past participle if (hadn’t + past participle)
wouldn’t have
EVENT B EVENT A
Jim wouldn’t have made those mistakes if you had trained him properly.

b) You can also use may have / may not have, might have / might not have or could have /
couldn’t have to describe less certain possibilities rather than certain consequences.
You might have had an accident if you’d driven home in the snow last night.

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 c) Sometimes the if clause is implied but not spoken.
‘I’d have helped.’
means ‘I’d have helped if you’d asked me.’
‘I wouldn’t have said that.’
means ‘I wouldn’t have said that if I’d been there.’
Common Mistakes
Some students write would after if. Would does not go in the If clause, it goes in the other
clause.
If I would have seen Sally, I’d have told her the news. → If I had seen Sally, I’d have
told her the news.

Oefeningen: https://www.examenglish.com/grammar/B1_3rd_conditional.htm

9 Tenses and their rules

Tensens SIMPLE PRESENT SIMPLE PAST SIMPLE FUTURE PRESENT CONTINOUS

Rules -habites -handeling ligt volledig in
-truths and facts het verleden (e.c. she
(e.c. The earth goes drove me home
around the sun) yesterday)
-with non-action’ - opeenvolging van korte
verbs (zie verder) in het verleden
-with timetables -gewoonte in het
(certain verleden
hours/days/..) -afwisseling met de past
continus (in eenzelfde
zin) bv. Ik was aan het
bellen tot mama
binnenkwam.
- spreken over iets in de -een handeling die
toekomst dat zeker zal gebeurt op het
gebeuren moment dat je erover
-mening uitdrukken in de spreekt
toekomst die niet - een handeling die
gebaseerd is op feiten behoorlijk lang duurt
-voor verzoeken,
suggesties, beloftes - definitieve plannen
En weigeringen in de nabije toekomst
- na “to assume, to be
afraid, to expect, to -handelingen die vaak
hope, to know, to herhaald worden en
suppose, to think,…” irritant zijn

Tenses PAST CONTINUOUS FUTURE PRESENT PERFECT

Rules - handelingen die op een
specifiek moment in het
verleden gebeuren.
- handelingen die in het
verleden vaak herhaald werden
en irritant waren
- samen met de simple past in
specifieke situaties
CONTINUOUS
- handelingen die op - handelingen die in het verleden
een bepaald moment begonnen zijn, maar nog niet voorbij zijn
in de toekomst zal - handelingen die zich ‘ergens’ in een
gebeuren onbepaald en vaag verleden hebben
-om mensen heel voorgedaan
beleefd iets te vragen -met yet in de betekenis van ‘al’ of ‘nog
niet’ (not yet)
-met ‘for’ en ‘since’

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 verhaal vertellen: simple past
voor echte handelingen, past
continuous voor beschrijvingen

Tenses PAST PERFECT FUTURE PERFECT PRESENT PERFECT CONTINUOUS

Rules een handeling Voor uit te drukken dat een - handelingen die in het verleden begonnen
die zich bepaalde handeling zal gebeurd zijn, maar nog niet voorbij zijn
voordeed voor of afgerond zijn tegen een -met ‘for’ en ‘since’
een andere bepaald punt in de toekomst.
handeling in
het verleden.

Tenses PAST PERFECT FUTURE PERFECT THE GOING TO FUTURE

CONTINUOUS
Rules voor een handeling die
zich voordeed voor een
andere handeling in het
verleden, om de duur van
die handeling te
benadrukken
CONTINUOUS
-om uit te drukken dat een
bepaalde handeling zal
gebeurd zijn tegen een
bepaald punt in de toekomst
-voor specifieke plannen, gemaakt
voor het moment dat je erover
spreekt
-voor voorspellingen over de
toekomst die steunen op feiten

10 SPECIAL CASES:

10.1 NON-ACTION VERBS

Non-action verbs zijn speciale werkwoorden die normaal gezien alleen in de simple present
kunnen worden gebruikt. Als je die werkwoorden krijgt in een situatie die normaal om de
present contiuous vraagt, gebruik je dus toch de simple present. Een klein voorbeeld:
- to see kan niet in de continuous voorkomen in de betekenis “zien”
- to see kan echter ook betekenen “een relatie hebben met”. In dat geval kan het wel in
de continuous: I’m seeing Jane.

Deze werkwoorden kunnen dus ook niet voorkomen in de present perfect contiuous (gebruikt
present perfect), past continuous (gebruik simple past), future continuous (gebruik simple
future), past perfect continuous (gebruik past perfect) of future perfect continuous (gebruik
future perfect).

22
10.2 PAY SPECIAL ATTENTION TO THE FOLLOWING VERBS

1) hang is regular or irregular depending on meaning

BASE FORM SIMPLE PAST PAST

PARTICIPLE
ophangen (terechtstellen) hang hanged hanged
hangen hang hung hung

2) lie / lay

BASE FORM SIMPLE PAST PAST PARTICIPLE

liegen (lie, lying) lie lied lied
liggen (lie, lying) lie lay lain
leggen (lay, laying) lay laid laid
After laying down his weapon, the soldier lay down to sleep. Will you lay out my
clothes while I lie down to rest?

3) sit / set

BASE FORM SIMPLE PAST PAST PARTICIPLE

zitten sit sat sat
zetten set set set

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 Present Past Future
Simple Form: Verb Form: Verb + ed Form: Will / ‘ll + verb
He/She/It: Verb + s

I Work He Works I worked I will work

I didn’t work I didn’t work I wont work
Did I work? Did I work? Will I work?

Continuous Form: simple present of be + verb-ing Form: Simple past of be + verb-ing Form: Simple future of be + verb-ing

I’m working
I’m not working I was working I will be working
Am I working? I wasn’t working I will not be working
Was I working? Will I be working?
Perfect Form: simple present of have + past Form: simple past of have + past Form: simple future of have + past
participle participle participle

I have worked I had worked I will have worked

I haven’t worked I hadn’t worked I will not have worked
Has he worked? Had I worked? Will I have worked?

Perfect continuous Form: simple present of had + been+ Form: simple past of had + been+ Form: will + have + verb-ing
verb-ing verb-ing

I have been working I had been working I will have been working
I haven’t been working I hadn’t been working I will not have been working
Have I been working? Had I been working? Will I have been working?

24
11 Basis tijden (herhaling uit 2de graad)

11.1 SIMPLE PRESENT

Example: To work, to play, to go, to stand
Positive
Subject + base form
! third person singular (he, she, it):
- base form + s
- base form ending in s, ch, sh + es
- base form ending in consonant + y (to apply): change y into ie + s
for example: I work, he works, we work,..

Negative
Subject + ‘to do’ + not + base form
For example: I don’t work, he doesn’t work,…

Interrogative
‘to do’ + subject + base form
For example: do i work, does he work,..

11.2 SIMPLE PAST

A. REGULAR VERBS (to work, to play, to thank, to die, to rake, to open, …)

negative
subject + did not + base form of the verb (DO NOT add ed)
I didn’t work, he didn’t work,..

positive
Subject + base form of the verb + ed
For example I worked, he worked,..
interrogative did + subject + base form of the verb (DO NOT
add ed)
For example:
did I work? Did he work?,…

25
 B. IRREGULAR VERBS

positive
subject + irregular past form of the verb (→ list irregular verbs)
for example: I ate/went/…

negative
subject + did not + base form of the verb (NOT the irregular form)
for example:
I didn’t eat/go/…

interrogative
did + subject + base form of the verb (NOT the irregular form)
for example:
did I eat? Did I go?,…

11.3 SIMPLE FUTURE

positive negative interrogative

subject + will + base form of subject + will not (won’t) + will + subject + base form of the
the verb base form of the verb verb

For example I will go I will not work Will I work?

You will go You will not work Will you work?
He will go He will not work Will he work?
…. …..

11.4 PRESENT CONTINUOUS

positive negative interrogative

subject + simple present of subject + simple present of ‘to be’ + simple present of ‘to be’
‘to be’ + ing-form of the verb not + ing-form of the verb (base form + subject + ing-form of
(base form + ing) + ing) the verb (base form +
ing)
For example I am working I’m not working Am i working?
You are working You’re not working Are you working?
They are working We’re not working Are they working?

11.5 PAST CONTINUOUS

positive negative interrogative

subject + simple past of ‘to subject + simple past of ‘to be’ + simple past of ‘to be’ + subject +
be’ + ing-form of the verb not + ing-form of the verb ing-form of the verb
For I was working I wasn’t working Was i working?
example You were working You weren’t working Were you working?

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 11.6 FUTURE CONTINUOUS

positive negative interrogative

subject + will be + ing- subject + will not (won’t) be + ing- will + subject + be + ing-form of
form of the verb form of the verb the verb
For I’ll be working I’ll not be working Will i be working?
example You’ll be working You’ll not be working Will you be working?
…. …. …..

11.7 FUTURE PERFECT

A. REGULAR VERBS

positive
subject + will have + past participle → for example: I’ll have worked
negative
subject + will not (won’t) have + past participle → for example: I will not have worked
interrogative
will + subject + have + past participle→ for example: will I
have worked?
B. IRREGULAR VERBS

positive
subject + will have + irregular past participle → for example: I’ll have eaten, he will have eaten,..

negative
subject + will not have + irregular past participle → for example: I will not have eaten, he will not
have eaten,..

interrogative
Will + subject + have + irregular past participle → for example: will I have eaten? Will he have
eaten?,…

11.8 PAST PERFECT CONTINUOUS

positive
subject + had been + ing-form of the verb → for example: I had been working, he had been working,
we had been working,…

negative
subject + had not been + ing-form of the verb→ for example: I hadn’t been working, he hadn’t been
working,…

27
interrogative
Had + subject + been + ing-form of the verb→ for example: had I been working? Had they been
working?,…

11.9 FUTURE PERFECT CONTINUOUS

positive
subject + will have been + ing-form of the verb → for example: I’ll have been working, he will
have been working,…
negative
subject + will not (won’t) have been + ing-form of the verb → for example: I’ll not have been
working,…
interrogative
will + subject + have been + ing-form of the verb → for example: will I have been working?
Will he has been working?,…

12 IRREGULAR VERBS

BASE FORM SIMPLE PAST PAST PARTICIPLE

zijn be was, were been

slaan beat beat beaten

worden become became become

beginnen begin began begun

wedden bet bet bet

breken break broke broken

brengen bring brought brought

(ver)branden burn burnt burnt

kopen buy bought bought

vangen catch caught caught

kiezen choose chose chosen

komen come came come

kosten cost cost cost

snijden cut cut cut

uitdelen deal dealt dealt

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doen do did done
tekenen draw drew drawn

dromen dream dreamt dreamt

drinken drink drank drunk

rijden, besturen drive drove driven

eten eat ate eaten

vallen fall fell fallen

voeden feed fed fed

voelen feel felt felt

vechten fight fought fought

vinden find found found

vliegen fly flew flown

vergeten forget forgot forgotten

krijgen get got gotten, got

geven give gave given

gaan go went gone

groeien grow grew grown

hebben have had had

horen hear heard heard

verbergen hide hid hidden

vasthouden hold held held

kwetsen hurt hurt hurt

houden keep kept kept

weten know knew known

leggen lay laid laid

leunen lean leant leant

leren learn learnt learnt

weggaan leave left left

laten, verhuren let let let

liggen lie lay lain

aansteken light lit lit

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verliezen lose lost lost
maken make made made

betekenen mean meant meant

ontmoeten meet met met

maaien mow mowed mown

betalen pay paid paid

zetten put put put

stoppen quit quit quit

lezen read read read

berijden, rijden ride rode ridden

rinkelen ring rang rung

lopen run ran run

zeggen say said said

zien see saw seen

verkopen sell sold sold

sturen send sent sent

zetten set set set

naaien sew sewed sewn

schieten shoot shot shot

tonen show showed shown

sluiten shut shut shut

zingen sing sang sung

zitten sit sat sat

slapen sleep slept slept

ruiken smell smelt smelt

spreken speak spoke spoken

spellen spell spelt spelt

uitgeven spend spent spent

morsen spill spilt spilt

splijten split split split

30
staan stand stood stood

stelen steal stole stolen

steken, plakken stick stuck stuck

steken, prikken sting stung stung

slaan strike struck struck

zweren swear swore sworn

zwemmen swim swam swum

nemen take took taken

onderwijzen teach taught taught

vertellen tell told told

denken think thought thought

werpen throw threw thrown

verstaan understand understood understood

wakker maken wake woke woken

dragen wear wore worn

winnen win won won

schrijven write wrote written

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Deel2: Grammatica

1. Adverbs
Use:
Adverbs can be used to describe verbs. They describe HOW you do something.
Examples: She walks quickly; He sings nicely.

Form:
1) You can make many adverbs by adding –ly to an adjective.
slow -> slowly; loud -> loudly
If an adjective ends in ‘y’, change it to an ‘i’.
heavy -> heavily; funny -> funnily
Add ‘ally’ to adjectives ending in ‘ic’.
Physical -> physically; energetic -> energetically
2) Some adverbs are irregular, and do not end in ly. These include:
good -> well She dances well.
hard -> hard He works hard.
fast -> fast He runs fast.
late -> late He arrives late.
3a) Usually, the adverb goes after the verb it describes.
She talks quietly NOT She quietly talks.
He runs fast. NOT He fast runs.
3b) If the verb has a direct object WITHOUT A PREPOSITION the adverb should go after the
object.
You sang that song nicely. NOT You sang nicely that song.
He did the job well. NOT He did well the job.
3c) If the verb is followed by a preposition and an object, you can put the adverb in different
places.
He quickly walked to the shop.
He walked quickly to the shop.
He walked to the shop quickly.
4) Adverbs are NOT used to describe the following verbs. These verbs use adjectives.
Be I am quiet. NOT I am quietly.
Seem It seems strange. NOT It seems strangely.
Look That looks nice. NOT That looks nicely.
Smell That smells good. NOT That smells well.
Sound That sounds great. NOT That sounds greatly.
Feel That feels funny. NOT That feels funnily.
5) Some words end in ‘ly’ but they are not adverbs. Friendly is an example. Friendly is an
adjective. We can say ‘She is friendly’ but not ‘She talks friendly’. There is no adverb for
friendly, but we can say ‘She talks in a friendly way’. Elderly and lonely are also adjectives,
not adverbs. Kindly and early are adjectives and adverbs.
Oefeningen: https://www.examenglish.com/grammar/b1_adverbs.htm
32
 2. Gebruik van Both, either and neither

1) Both

Both betekent 'allebei' bij twee personen, dieren of dingen.

Het werkwoord staat dan in het meervoud:

• Philip and Jim are both on a business trip.

(Philip en Jim zijn allebei op zakenreis.)

• The cat and the dog are both outside.

(De kat en de hond zijn allebei buiten.)

Both means two of two things.

I have two cats. I like both of them.

2) Neither

Neither betekent 'geen van beide(n)' als het om twee personen, dieren of dingen gaat. Het
werkwoord staat dan in het enkelvoud.

• The cat and the dog are in the garden. Neither of them likes to stay inside.
(De kat en de hond zijn in de tuin. Ze vinden het geen van beide leuk om binnen te
blijven.)

Neither ... nor betekent noch ... noch.

• Neither the dog nor the cat wanted to play outside.

(Noch de hond, noch de kat wilde buiten spelen.)

Neither means not one or the other of two things.

Neither of my cats is grey.
Remember to use a singular verb after neither.
Neither of the dogs are dangerous. => Neither of the dogs is dangerous.
3) Either

Either betekent 'een van beide(n)' óf 'elk van beide(n)' als het om (meestal) twee personen,
dieren of dingen gaat. Het werkwoord staat dan in het enkelvoud.

• You can buy stamps at either of the downtown post offices.

(Je kunt postzegels kopen bij een van de postkantoren in de stad.)

• Philip and Jim are our managers. Either of them has to sign the contract.
(Philip en Jim zijn onze managers. Een van beiden moet het contract tekenen.)

33
 • There were fields on either side of the road.
(Er waren velden aan beide zijden van de weg.)

Either ... or betekent "of ... of".

• You can choose either coffee or tea.

(Je kunt koffie of thee kiezen.)

Either means one or the other.

There are two cakes. Please have one. You can have either one.

4) All

All (alle) gebruik je als het over meer dan twee personen, dieren of dingen gaat.
Het werkwoord staat dan in het meervoud.

• There were many visitors. They were all wearing hats.

(Er waren veel bezoekers. Ze hadden allemaal een hoed op.)

5) Each, none
Each (elk) en none (geen) gebruik je als het over meer dan twee personen, dieren of dingen
gaat.
Het werkwoord staat dan in het enkelvoud.

• There are five students in the class room. Each (of them) is reading a book.
(Er zijn vijf leerlingen in het lokaal. Elk van hen leest een boek.)

• There are five students in the class room. None (of them) is reading a book.
(Er zijn vijf leerlingen in het lokaal. Geen van hen leest een boek.)

Form:
You can use both, neither and either directly before a noun.
Both supermarkets are good.
Neither supermarket sells electrical goods.
We can go to either supermarket, I don’t mind.

2) Both, neither and either are often used with ‘of’. But you must always use
a determiner (the, my, these, those, his etc) before the noun.
Both of children like chocolate cake. => Both of the children like chocolate cake.
However, you don’t have to use of with both.
Both of the children like chocolate cake.
Both children like chocolate cake.
3) You can use both, neither and either+ of + object pronoun(you, them, us).

34
Both of them wore white dresses.
Neither of us was late.
Have either of you got a pen?
4) You can use both ... and ...; neither ... nor ..., and either ... or ....
Examples:
Both James and Diana work here.
Neither James nor Diana works here.
You can ask either James or Diana.

3. Broader range of intensifiers such as too, enough

1) Too
Use:
Too means there is a lot of something. It shows a negative opinion.
It’s too hot = It is very hot and I don’t like it.
Form:
You can use too before an adjective.
It’s too cold. My trousers are too small.
You can also use it before an adverb,
You walk too fast. James speaks too quietly.
Before a noun, use too much (uncountable nouns) or many (countable nouns).
I ate too much food.
I ate too many sandwiches.
You can also use too much after a verb.
I ate too much.
Paul drinks too much.
2) Enough
Use:
Enough means you have what you need.
We have enough food for everyone = everyone has some food.
We don’t have enough chairs for everyone = some people don’t have chairs.
Form:
Write enough before a noun.
We have enough chairs.
But write it after an adjective or verb.
Are you warm enough? He’s qualified enough. She isn’t tall enough to be a model.

You don’t work hard enough. Are you sleeping enough?

35
Sentences with enough are sometimes followed by to + verb infinitive.
I’m not tall enough to reach the book.
I haven’t got enough money to buy that coat.

3) So
Use:
So means very.
It’s so hot!

Form:
So is generally used before an adjective or an adverb.
He’s so funny! He plays the piano so well!
However, in modern English, it is increasingly being used before nouns and verbs.
That dress is so last year! (= That dress is last year’s fashion)
I’m so going to shout at him when I see him! (so = really)
So can be used with a that clause, to show a result of the first clause.
I was so hot that I couldn’t sleep.
4) Such
Use:
Such also means very. Such is used before an adjective and noun.
They are such nice children.

Form:
A / an, if necessary, go after such, not before.
That’s a such pretty dress. => That’s such a pretty dress!
Like So, Such can be used with a that clause, to show a result of the first clause.
I was such a nice day that we decided to go to the park.

Common mistakes
1) Some students use too with a positive meaning. But use so or very here
It’s too hot! I love the summer! => It’s so hot! I love the summer!
2) Some students write enough in the wrong place.
Do we have sugar enough? => Do we have enough sugar?
3) Some students use so / such…that incorrectly.
It was so hot that the sun was shining.
This sentence is not correct because ‘the sun was shining’ is not a direct result of ‘It was so
hot’. The hot day did not cause the sun to shine.
Oefeningen: https://www.examenglish.com/grammar/b1_intensifiers.htm

36
 4. Comparatives and superlatives
4.1. Comparative Adjectives

Use:
Use the comparative form to talk about how two things are different.
I am taller than you.
This book is thicker than that one.
Form:
1) If an adjective has one syllable, add er to the end. If it ends in e already, just add r.
tall => taller nice => nicer
thick => thicker late => later
2) If an adjective ends in one vowel and one consonant, write the consonant again, then
write er. But never write a w twice.
big => bigger new => newer (NOT newwer) thin => thinner slow => slower (NOT
slowwer) slim => slimmer
My brother is thinner than me.
3) If an adjective has two syllables and ends in y, change the y to i and add er.
funny => funnier silly => sillier
Which of these books is funnier?
5) Some adjectives have irregular superlative forms. These are listed below.
good => better
bad => worse
far => further
Add than after a comparative adjective to compare one thing with another. However, this is
not always necessary.
My house is smaller than yours.
Oefeningen: https://www.examenglish.com/grammar/a2_comparative_adjectives.htm

4.2. Superlative Form

Use:
Use the superlative form to describe something that is greater than any other thing.
The Amazon is the longest river in the world.
Helen is the most intelligent student in the class.
Form:
1) Write the before all superlatives.
2) If an adjective is short and has one syllable, add est to the end. If it ends
in e already, just add st.
tall => the tallest nice => the nicest
thick => the thickest late => the latest

37
2) If an adjective ends in one vowel and one consonant, write the consonant again,
then write est. But never write a w twice.
big => the biggest new => the newest (NOT
newwest)
thin => the thinnest slow => the slowest (NOT
slowwest)
slim => the slimmest
The biggest cat in the world is the lion.
3) If an adjective has two syllables and ends in y, change the y to i and add est.
funny => the funniest silly => the silliest

It’s the silliest film I’ve ever seen!

4) For other adjectives with two or more syllables, DON’T add est. Write most before
the adjective.
interesting => the most interesting surprising => the
most surprising

It’s the most interesting book I’ve ever read.

5) Some adjectives have irregular superlative forms. These are listed below.
good => the best
bad => the worst
far => the furthest
6) a) In is often (but not always) used after a superlative adjective to describe where
this statement is true.
London is the biggest city in England.
Everest is the highest mountain in the world.
My brother is the tallest person in my family.

Oefeningen: https://www.examenglish.com/grammar/A2_superlative.htm

5. Complex question tags

Use question tags in two situations.

1) You are not sure if something is true, so you want to check. In this case, your voice should
rise when you say the question tag.
↗
You’re not going now, are you?

2) You know something is true. You want to include/involve another person in the
conversation. In this case, your voice should fall when you say the tag. It does not sound like
a question.
↘
He doesn’t live here now, does he?

38
Form:
Question tags are either:
1) positive statements with short, negative questions at the end.
These tags check something that you believe is true.
It’s Monday today, isn’t it?
2) negative statements with short, positive questions at the end.
These tags check something that you believe is false.
It’s not raining, is it?
Make question tags this way:
1) If there is an auxiliary verb or a modal verb, write it in the opposite form (positive or
negative) at the end of the sentence. Then write the subject pronoun of the sentence.
Ian’s nice, isn’t he?
Laura hasn’t arrived yet, has she?
I can’t do anything to help, can I?
We won’t be late, will we?
Caution:
CAUTION: Use aren’t with I’m in questions tags.
I’m a bit careless, aren’t I? NOT I’m a bit careless, am not I?
2) In present and past simple sentences, use do, does or did in the question tag.
Brian and Cathy don’t eat meat, do they?
Your dad lives abroad, doesn’t he?
Your friends enjoyed themselves, didn’t they?
3) Use a positive question tag after never.
Miles never goes out, does he?
Oefeningen: https://www.examenglish.com/grammar/B1_question_tags.htm

6. Connecting words expressing cause and effect, contrast etc.

Use:
Connectives join two clauses, and show the relationship between them.
The relationship can show:

• a contrast Although, but, even though, however, despite, in spite of

• a cause because, because of, as a result of, due to
• an effect so, consequently, as a result, thus, therefore

These words cannot be used interchangeably. They may be located in different places with
in the sentence, and they may use a different grammar.

39
Form:
a) Connectives showing Contrast
Compare these sentences with the same meaning:
i It is sunny but temperatures are low.
Never start a sentence with But. You can use but after a comma(,). In short sentences, no
punctuation is needed.
ii Although it is sunny, temperatures are low. / Even though it is sunny, temperatures are
low.
Note how Although and Even though are located in a different part of the sentence from
But. Although and Even though go before the known clause, whereas but goes before the
unknown clause. The two clauses are separated with a comma. The order of clauses can be
reversed.

Temperatures are low, even though / although it’s sunny.

iii It is sunny. However, temperatures are low.
Note how however starts a sentence and is followed by a comma. It may also be seen after a
semi-colon (;). Consequently, it is usually seen in longer sentences.
iv Despite the sun, temperatures are low.
In spite of the sun, temperatures are low.
Note the position of Despite and In spite of before the known clause. The order of clauses
can be reversed:
Temperatures are low despite / in spite of the sun.
Also note that these words are followed by a noun, not a verb clause. You can also use the –
ing form of the verb in these sentences.
Despite / In spite of it being sunny, temperatures are low.
b) Connectives showing a Cause
Compare these sentences with the same meaning.
i I arrived late because the traffic was bad.
Because the traffic was bad, I arrived late.
Note you can ONLY start a sentence with Because if there are two clauses in the sentence.

Because we were late. INCORRECT

Because we were late, we missed the start of the show. CORRECT
Starting a sentence with Because is more formal than using it in the middle of a sentence,
and is most commonly used in writing, not speaking.
ii I arrived late because of the bad traffic. OR Because of the bad traffic, I arrived late.
I arrived late due to the bad traffic. OR Due to the bad traffic, I arrived late.
I arrived late as a result of the bad traffic. OR As a result of the bad traffic, I arrived late.
Note how these expressions are followed by a noun, not a verb clause.

40
c) Connectives showing Effect
Compare these sentences with the same meaning.
i We were late so we missed the beginning of the show.
Never start a sentence with So. So can follow a comma(,). In short sentences, no punctuation
is needed.
ii We were late and thus we missed the beginning of the show.
We were late and consequently we missed the beginning of the show.
We were late and as a result we missed the beginning of the show.
We were late and therefore we missed the beginning of the show.
Consequently, As a result, Therefore and Thus are more formal than So. They are common
in formal sentences. They often start a sentence, but they can be joined to the previous
sentence with and.
Common Mistakes:
1. Some students begin sentences with But and So.
Joe went to university. But he didn’t like it. → Joe went to university, but he didn’t like it.
2. Some students write a sentence with because and only one clause.
I went to the shop. Because I needed some bread. → I went to the shop because I needed
some bread.
3. Some students do not use nouns when they needed to.
I went indoors due to it was cold outside. → I went indoors due to the cold weather outside.
Oefeningen: https://www.examenglish.com/grammar/b1_connectors.htm

7. Using Modals for Recommendations: must/can’t deduction

Use:
The following modals can be used to give recommendations.
must Must can be used to give a strong recommendation.
You must see the Empire State Building while you are in New York.
have to You can also use have to for recommendations, but must is more common. Have
to is generally used to talk about rules and things beyond your control.
You have to see the Empire State Building while you are in New York.
should Should and ought to are used to give a suggestion.
You should try haggis while you are in Scotland.
could Could is used to give an option.
You could stay in a hotel, or you could stay at a guest house.
don’t have to Don’t have to is used to say that something isn’t necessary.
You don’t have to get a taxi; the metro is really fast and efficient.
shouldn’t Should is used to warn someone gently against doing something.
You shouldn’t walk home alone after dark.

41
mustn’t Mustn’t is used to warn someone strongly against doing something.
You mustn’t go to that part of the city – it’s dangerous.
Form:
Must, should and could are modals. Modals follow the following rules.
1) Do not add ‘s’ to the third person singular.
He must. NOT He musts
2) To form a negative, add not after the verb.
I shouldn’t. NOT I don’t should
3) To form questions, invert the modal verb and the subject.
Must you? NOT Do you must?
4) Modals are always followed by a verb in the infinitive form.
I should go. NOT I should to go. / I should coming.

Have to is a regular verb.

1) Use Do / Does / Did to form questions.
Do you have to go? NOT Have you to go?
2) Have to is followed by a verb in the infinitive form.
I have to go.
3) Use don’t / doesn’t / didn’t to form negative sentences.
I don’t have to go. NOT I haven’t to go.
Common Mistakes:
1. Many students use to after modal verbs.
You must to visit the museum. → You must visit the museum.
2. Some students write the question and negative form of have to incorrectly.
You haven’t to take the bus → You don’t have to take the bus.
Have you to go now? → Do you have to go now?
Oefeningen: https://www.examenglish.com/grammar/b1_modals_recommendations.htm

8. Modals – May Might and Will + Adverbs of Probability

8.1. May and Might

Use:
Use May and Might to talk about what will possibly happen in the
future. May and Might mean maybe will. They can refer to the future or the present.
Examples: I might have a pen in my bag. ( = present use)
She may arrive tomorrow. ( = future use)
Form:
May and Might are modal verbs, like can, will and should, so they follow the same rules.
1) Do not add ‘s’ to the third person singular.
He may come. NOT He mays come.
She might stay. NOT She mights stay.

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2) To form a negative, add not after may and might.
He may not come. She might not stay.
3) To form questions, invert may/might and the subject. However, questions with might are
not common.
Might he be late?
4) May can be used with ‘I’ or ‘we’ to make requests. However, can and could are more
common.
May I have some chocolate? May we go to the party?
5) May and Might are always followed by a verb in the infinitive form.
I might go. NOT I might to go.
She might stay. NOT She might staying.

Oefeningen: https://www.examenglish.com/grammar/b1_may_might.htm

8.2. Will + adverbs of probability

Use:
You can use will and won’t with different adverbs to show how probable a future event is.
I’ll possibly go to the party.
I’ll probably go to the party.
I’ll definitely go to the party.
I’ll certainly go to the party.
Form:
Note that will / ‘ll is used before the adverb, but won’t is used after the adverb.
I’ll probably see you later.
I probably won’t see you later.

Meer uitleg: https://www.youtube.com/watch?v=HSZvfyF3dzs

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 9. Modals – should have/might have/etc

9.1. Should Have

Use:
1) Should have can be used to express regret about the past – to wish that something in the
past had happened in a different way:
I should have studied for my exam!
(I didn’t study for my exams. I failed. Now I wish that the past was different.)
2) Should have can also be used to talk about something you expected to happen, but it didn’t
happen (or it didn’t happen until later).
The letter should have arrived by now, but it hasn’t come yet.
(I was expecting a letter, but it isn’t here).
Here’s the bus! It should have been here twenty minutes ago.
(The bus is late. It has just arrived).
Form:
I should have + past participle You should have phoned me.
You should’ve
He / She / It You shouldn’t have done that.
We shouldn’t have + past participle
They

Oefeningen: https://www.examenglish.com/grammar/B1_should_have.htm

10. Using Modals for Recommendations – must/have to

Use:
The following modals can be used to give recommendations.
must Must can be used to give a strong recommendation.
You must see the Empire State Building while you are in New York.
have to You can also use have to for recommendations, but must is more common. Have
to is generally used to talk about rules and things beyond your control.
You have to see the Empire State Building while you are in New York.
should Should and ought to are used to give a suggestion.
You should try haggis while you are in Scotland.
could Could is used to give an option.
You could stay in a hotel, or you could stay at a guest house.
don’t have to Don’t have to is used to say that something isn’t necessary.
You don’t have to get a taxi; the metro is really fast and efficient.
shouldn’t Should is used to warn someone gently against doing something.
You shouldn’t walk home alone after dark.

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mustn’t Mustn’t is used to warn someone strongly against doing something.
You mustn’t go to that part of the city – it’s dangerous.
Form:
Must, should and could are modals. Modals follow the following rules.
1) Do not add ‘s’ to the third person singular.
He must. NOT He musts
2) To form a negative, add not after the verb.
I shouldn’t. NOT I don’t should
3) To form questions, invert the modal verb and the subject.
Must you? NOT Do you must?
4) Modals are always followed by a verb in the infinitive form.
I should go. NOT I should to go. / I should coming.

Have to is a regular verb.

1) Use Do / Does / Did to form questions.
Do you have to go? NOT Have you to go?
2) Have to is followed by a verb in the infinitive form.
I have to go.
3) Use don’t / doesn’t / didn’t to form negative sentences.
I don’t have to go. NOT I haven’t to go.
Common Mistakes:
1. Many students use to after modal verbs.
You must to visit the museum. → You must visit the museum.
2. Some students write the question and negative form of have to incorrectly.
You haven’t to take the bus → You don’t have to take the bus.
Have you to go now? → Do you have to go now?
Oefeningen: https://www.examenglish.com/grammar/b1_modals_recommendations.htm

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 11. Phrasal verbs, extended

A phrasal verb is like an idiom — it is a phrase that has a special meaning. Phrasal verbs have
a main verb and another word that is usually either an adverb or a preposition. Here are
some examples:

• Let’s get together on Tuesday. (main verb + adverb)

• I decided to put off the meeting until next week. (main verb + preposition)

Phrasal verbs are very common in spoken English, especially in informal (casual) speech.

• No one at the meeting brought up the issue of overtime.

• Gladys didn’t show up to the party until 10 p.m.
• Mark sleeps in until noon on Saturdays.
• Alex had to speak up so his grandfather could hear him.
• This movie is based on a true story.
• I need to work on my pronunciation.
• At 195 cm with red hair, Alan really stood out in Japan.

Oefeningen: https://www.esleschool.com/b1-phrasal-verbs/

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 12. Prepositions and prepositional phrases of place

Use:
Use prepositions of place to describe where something is.

The ball is in the box.

The ball
The ball is on the box. is under the box.

The ball is over the box.

The ball is next to the The ball is between the
box. two boxes.

The ball is near (to) the

box. The ball is in front of the The ball is behind the
box. box.

In is also used in these situations:

Countries, cities, villages We live in France / in Paris / in Madrid.
It’s the highest building in the world.
the world
They have a cottage in the mountains / in a valley.
mountains and valleys
She works in a bank.
buildings
Don’t swim in the sea / the river / the lake.
water
He lives in the middle of Paris / in the city centre.
the middle / centre
Which film was that actor in? I read about it in the newspaper.
books / films / newspaper
On is also used in these situations:
walls, ceilings, doors, floor: She hung the picture on the ceiling / the wall / the door.

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 There’s a dirty mark on the page / table
surfaces
There’s a label in on the box / bottle
the front / side/ back
The school is on the left.
left / right
Jim’s office is on the second floor.
Floors
What’s on the menu? Did you buy everything on the list?
lists / menus
I live on Jackson street. The nearest gas station is on the
roads motorway. The post box is on the way to work.
He lives on the coast. London is on the River Thames.
natural lines and borders
At is also used in these situations:
the top / bottom (of a page) Sign your name at the top / bottom.
Turn left at the traffic lights / roundabout / end of the street.
Directions:
Wait at the traffic lights / corner / tree.
Position (next to something)
I wrote my name at the front / back of the book.
the front / the back
What happened at the beginning / end of the film?
the beginning / the end
I met him at a party / conference / football match
events
I’ll meet you at the airport / the station / home
buildings

Common mistakes:
1. Some students miss out part of the prepositional phrases.
I live next a small shop. => I live next to a small shop.

I parked the car in front the I parked the car in front of the building.
building. =>
2. Some students add a second preposition where it is not necessary.
Your bag is behind of the
Your bag is behind the door.
door.=>

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 13. Reported speech (range of tenses) - Comparatives

Use:
Use reported speech to talk about what another person said in the past.
Eve: ‘I went to the party on Friday night’.
James: ‘Eve said that she had gone to the party on Friday night’.

Form:
1) When reporting speech, the verb in the sentence may shift to a past tense.
am / is / are changes to was / were
“I am fine.” She said that she was fine.
present simple changes to past simple
“I like it.” He said he liked it.
present continuous changes to past continuous
“She’s sleeping.” He said that she was sleeping.
will changes to would
“I’ll be there.” You said that you’d be there.
can changes to could
“I can come to the meeting.” You said that you could come to the meeting.
past simple changes to past perfect
“I did the shopping.” Tom said that he had done the shopping.
present perfect changes to past perfect
“I’ve read that book.” I told him that I’d read the book.
past continuous changes to past perfect continuous
“She was walking home alone.” He said that she had been walking home alone.
present perfect continuous changes to past perfect continuous
“I’ve been working,” I told him that I’d been working.
2) To report speech, use He / She / I said (that) ...
You can also use He / She told me (that)...; I told him / her (that)...

3) Don’t use quotation marks (“) when reporting speech.

4) References to times in the past also may need to change when using reported speech, if
that time is no longer the same.
this morning / week / month →that morning / week / month
yesterday →the previous day
last week / month →the previous week / month
ago →earlier / previously
tomorrow →the following day
next week / month →the following week / month

Oefeningen: https://www.examenglish.com/grammar/B1_reported_speech.htm

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 14. Wh- questions

Wh- questions always begin with one of the wh- question words (interrogative pronouns),
which show what kind of information is wanted.

Wh-questions start with one of the wh- question

words: what, when, where, which, who, whom, whose, why and how.

The wh- question words introduce the questions.

For example:
— “Where did you buy this coat?” = Where introduces an open question, because you can
give an infinite number of answers.
♦ “Did you buy this coat in the new shop?” = Yes/no questions require short answers
followed by yes or no, they are also called closed questions.

NOTE: An auxiliary (be/have…) or a modal verb (can/could/would…) must be placed after a

wh- question and before a subject.

Example:

1. When was the Second World War?

2. Where did you live 10 years ago?
3. Why did she move to London?
4. Which course did you choose?
5. What did the director tell you?
6. Whose child was that?
7. Who ate all the chocolate?
8. Whom did he call?
9. How did you get there?

14.1. The wh- questions in the past tense are used to ask for information in the
past.

In the past tense (both simple and continuous), we use the past forms of the auxiliary and
modal verbs.
The structure of wh- questions in past form is:

• With an auxiliary verb:

Wh- question word + auxiliary verb (past form) + subject + verb +…?

• With a modal verb:

Wh- question word + modal verb (past form) + subject + verb + …?

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 • Without an auxiliary verb:
What/who + verb (past form) + …?
Which/whose + noun + verb (past form) + …?

Oefeningen: https://www.perfect-english-grammar.com/past-simple-exercise-6.html

14.2. The wh- questions in the future tense are used to ask for information in the
future.

In the future tense (both simple and continuous), we use the future forms of the auxiliary
and modal verbs.

There are two means we can use to ask about the future:

• Will (the future form of the auxiliary to be);

• The phrase to be going to.

The structure of wh- questions in future form is:

• With will:
Wh- question word + will + subject + verb (present form) + …?
What/who + will + verb (present form) + …?
Which/whose + noun + will + verb (present form) + …?
• With to be going to:
Wh- question word + to be (present form) + subject + going to + verb (present
form) + …?
What/who + to be (present form) + subject + going to + verb (present form) + …?
Which/whose + noun + to be (present form) + suject + going to + verb (present
form) + …?

Will

• When will you visit us?

• Who will arrive first?
• Whose project will win?

To be going to

• Where are you going to hang the picture?

• What are you going to wear tonight?
• Which course are they going to attend?

We use will to talk about:

• immediate decisions;
• predictions;

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 • feelings.

We use to be going to to talk about:

• previously decided plans;

• future situations we have information about.

Oefeningen: https://open.books4languages.com/english-b1-grammar/chapter/wh-
questions-in-future-form/#exercises

15. Will and going to, for prediction

Use be going to to talk about your personal plans for the future.
I’m going to see my sister at the weekend.
Are you going to marry Paul?
Form:
1) The form of the positive and negative sentences and questions is shown below.
Positive
am / ‘m
I
you are / ‘re going to verb (infinitive form)

he / she / it is / ‘s
we are / ‘re
they are / ‘re
Negative
‘m not
I
you aren’t OR ‘re not going to verb (infinitive form)

he / she / it isn’t OR ‘s not

we aren’t OR ‘re not
they aren’t OR ‘re not
Questions
I
Am
Are you going to verb (infinitive form) ?

Is he / she / it
Are we
Are they

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2) The short reply to a ‘be going to’ question is ‘Yes, I am’, ‘Yes, she is’ etc. You cannot
contract these short sentences.
Yes, he’s. => Yes, he is.
The short negative replies are:
No, I’m not.
No, you’re not / No, you aren’t.
No, he’s not / No he isn’t. No, she’s not / No she isn’t. No, it’s not / no it isn’t.
No, we’re not / No, we aren’t.
No, they’re not / No, they aren’t.

Common mistakes:
1) Some students forget to add the verb ’be’ before ‘going to’.
I going to see my friends tonight. => I’m going to see my friends tonight.
2) Some students forget to invert the subject and be in questions.

What time you are going to leave? => What time are you going to leave?

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Examen Engels van 14/01/2021

Er was deze keer GEEN zakelijke brief en GEEN sollicitatiebrief. Er waren 5 luisteropdrachten,
4 leesopdrachten en 2 schrijfopdrachten.
De schrijfopdrachten bestonden uit: maak een samenvatting van een video over PE classes
(min 90 woorden max 180) en lees 2 krantenartikels en geef over één uitgebreid je mening
(min 180 woorden) het eerste krantenartikel ging over iets met het milieu en het tweede
over Youtube kids.

1e opdracht kreeg je een filmpje over over-toursim

2e opdracht uitgebreide reactie/mening over een kranten artikel
Het ene ging over San-Fransisco dat facial recognition had verboden voor de privacy van zijn
burgers
En het andere dat leerkrachten naar aanleiding van de schietpartij in parklandschool vanaf
nu een wapen mogen dragen in de klas

Examen Engels van 27/10/2020

Lezen Taak1:
*Kiezen uit twee artikels. ik nam deze: De paus laat weten bij het terugkomen van een
bezoek aan polen dat radicalisering in mindere maten zou bestaan wanneer de mensen
meer zouden geloven ipv met de economie bezig te zijn.
OPDRACHT. Je wilt je mening laten horen over dit artikel op de site waar je het gelezen. Max
180 woorden

Lezen Taak2:
*Een heel lange tekst over bori Maa. en daar vele vragen over in de vorm van: welke twee
woorden van alinea 7 beschrijven het beste alinea 4 en 6. vreemde vraag.

Waarom komt Boori Ma niet geloofwaardig over?

Hoe staan de volgende mannen tov Boori ma haar verhaal:

De mannen (Sceptisch of Medelevend)
De vrouwen (sceptisch of Medelevend)
De Kinderen (sceptisch of medelevend)

Als je het verhaal wil lezen kan dat volgens de link hieronder. Ik vind dat het verhaal niet vlot
leest en het neemt toch wat tijd vooraleer je het gelezen hebt en aan de vragen kan
beginnen. https://www.irishtimes.com/news/a-real-durwan-part-1-1.1111462

Luisteren Taak1
*Sience of America met Eric Colson. Een filmpje waarin hij verteld over genetische
manipulatie van organische en plantaardige producten en hoe ze nu een generatie cross-
breeding kunnen overslagen door onmiddellijk het DNA gen van het ene zaad in het andere
te steken.

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Opdracht: Een samenvatting van 180 woorden schrijven over dit filmpje.

Luisteren Taak2
Een filmpje over the trolley problem.
Zie yt: https://www.youtube.com/watch?v=vfIdNV22LQM

vraag 1: waarom moest michael 'people are good op het bord schrijven?
a)hij is eigenlijk een demon en daardoordoet hij soms deze dingen
b)hij heeft vorige les niet goed opgelet
c)hij was weer niet goed aan het luisteren

vraag2: je krijgt een korte uitleg over 3 historische wetenschappers die zich ook met zo een
experimenten hebben bezig gehouden. Welke sluiten aan bij het filmpje en welke niet.
Een gedicht van rosetta christini (één van haar moeilijkere vakjargon denk ik dan) en daar
een heleboel vragen rond.

Lezen Taak3:
*een stuk van een sprookje lezen en daarover vragen beantwoorden

Vraag 1 Waarom moest de zwaluw over de stad vliegen.

a. Om te kijken hoe het met de stad gaat
b. zodat de Koning zijn geld kan uitdelen
c. nog iets

Vraag 2. Welke periode speelt het zicht af

1winter
2herfst
3lente
4zomer

Vraag3 tekeningen van een vliegende zwaluw en zeggen welke er het beste bij past
a zwaluw met een zwaard
b zwaluw met een diamant
c zwaluw met een goud stuk
d gouden veer*

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