Elke week staat één onderwerp in drie lessen centraal.
v Elk onderwerp wordt geïntroduceerd met een film van ongeveer vijf minuten.
v Elke les begint met een lesdoel en eindigt met een check op het lesdoel.
v In de eerste les oefen je met lezen, kijken en luisteren.
v In de tweede en derde les oefen je met spreken en schrijven.
v Na drie weken leer je iets over de Engelstalige wereld in ‘People and stories’.
v Achterin het boek vind je de grammatica-uitleg en -oefeningen die bij de lessen horen.
v In de online omgeving staan de films, uitlegvideo’s, audiofragmenten en extra adaptieve oefeningen.
methodeconcept
Boom voortgezet onderwijs auteurs
Marith Assen
Ellen de Boer
Leen van der Elst
Paul Fischer
Wieke Hillen
Wilma Jansen
Raene Sijbom
eindredactie
Boom voortgezet onderwijs
Hayley Cafarella
boom voortgezet onderwijs
Being happy 142 52 Describing your own happiness 146
Talking about happiness 148
People and stories — Technology 54 Silicon Valley 150
55 A/B Intrusive narrator: The Wild Robot 152
Discovering music genres 186
Talking about your favourite songs 190
Writing your own lyrics 192
Understanding big issues 194
Talking about big issues 198
Giving solutions 200
Reading film reviews 202
Summarising films 206
Writing a review 210
and stories — Music
Rastafarianism 210
A/B Songs of freedom 212
56 Reading an opinion article 156
57 News backgrounds 160
58 Writing an opinion article 162
59 Using online and social media 164
60 Describing your social media use 168
61 Sharing your opinion on social media 170
62 Taking notes during an interview 172
63 Dreaming about future ambitions 17
64 Interviewing someone 178
People and stories — Big news
65 South-African apartheid 180
66 A /B Themes: Ruby Red 182
1 Comparing different types of holidays
goal : You will learn to compare different types of holidays.
This week’s video
1
a Where did Suzy go on holiday? T 1
b Explain which part of her holiday Suzy didn’t enjoy. T 2
c What does Sophie tell about Sweden's nature? T 1
d Copy the table and fill it in. T 2
Sophie’s holiday yes no lazy mornings museum visits
coffee house visit twisted ankle obstacle course
2 Read the two texts on the right.
a What is the best time to visit France according to text I and according to text II? T 1
b Write down what the texts say about what you can do in France during that time. T 1
c For each holiday, write down which aspects you do and don’t like. T 2
Can’t make up your mind about your next holiday? Come to France! In July and August, the south of France is a sun-soaked paradise and everyone is happy. You can hang out at the beach and relax, or stroll through one of our lovely little towns. Need more action? Go hiking across the mountains and rivers, or climb the Eiffel tower in Paris!
I I
France is a great place to go on holiday! During January and February, the French Alps are a winter wonderland without the busyness of the Christmas season. You’ll be able to ski as much as you want, and when you’re ready for some downtime, you can snuggle up with a book in front of the fireplace. Can’t ski? Take a walk through the enchanting forests!
Comparative reading
Going on holiday takes a lot of planning. You need a place to go, a place to stay and things to do. Information about these things is everywhere, but a lot of it comes from advertisements trying to convince you to spend your money. They don't take your wishes into account. That’s why you can always compare different sources to see what’s important for you and what’s not, before you make a decision.
Follow these steps to compare texts:
v Focus your search; what do you want to know?
v Look for this topic in all sources.
v Write down what the different sources say about the topic.
v Compare the information.
3 Read the texts below and use comparative reading to answer the questions.
a The reviews touch upon three topics. Besides the lake, what do Juan and Mouli both discuss? T 1
b Which upsides and downsides are mentioned concerning the lake? T 1
c Explain if you would like to go to this summer camp or not after reading these reviews. Give at least three reasons. I
Worst. Summer. Ever.
On the first night they told this terrifying ghost story about how the mother of a camper haunted the camp. Some of the counsellors then pretended to be the mother, and kept yelling our names when we walked around in the dark. They even whispered our names to us when we went to the bathroom! I was awfully scared all the time.
The cabins were also incredibly dirty, like they had never been cleaned, and I could have sworn things were moving on my bed sheets.
Finally, there were a lot of bothersome bugs around the camp because it was next to a lake. I’ve never had to deal with so many bites before, and I even had a fever when my dad dropped by for the visiting day, so they didn’t allow him to see me. I was in bed for several days.
I’m glad I’m home again. I hope my parents won’t send me on another camp anytime soon, or at least not one that’s outdoors.
Juan V., Pittsfield, Maine
Best summer I’ve ever had!!
During these summer holidays, I had the most fun ever. I made a bunch of new friends. The girls in my cabin were incredibly sweet, and we told each other even more scary stories than the counsellors could make up (though they did start camp off with a pretty spooky one!).
Ooh, and the counsellors allowed us to give our cabin a makeover. I’d brought posters from home and someone else brought nice blankets, so it felt just like home. But better.
We were also closest to the lake, which meant that we snuck off one night to swim in the dark. It was even a full moon, so it felt like magic. I also went canoeing for the first time, and during the camp-wide competition my cabin came in first during the canoe race!!
I can’t wait to go back next year. I’m going to send postcards to all my new friends to keep in touch with the camp vibes.
Mouli M., Seattle, Washington
4 Read the advertisements 1-5 and answer the questions.
a If you’re looking for an active holiday, which of these could you choose? T 2
b Why do you think holidays 1, 3 and 5 are more expensive? T 2
c Explain which of these holidays you would prefer. I
d What do you think to your heart’s content means? I
4
Want to go on a road trip, but don’t own a car? Take one of our bike tours! You’ll cycle for 50–75 km each day and spend the night at one of our selected Bed and Breakfasts.
6-day trips are possible from €241 onwards.
5
Plan a trip to your favourite city, or visit a new one! Stroll along ancient streets, visit a museum or two and go sightseeing on the boulevards and in the parks. This relaxed 7-day city trip is just a short flight away and will give you a cultural boost, so book it now!
Prices are from €355 onwards. 1
2
Not afraid to get dirty? Come join our outdoor adventures. You’ll spend your days hiking, evenings around the campfire and you’ll sleep under the stars in your own tent. Your breath will be taken away by the sights and by our obstacle course. Sign up now! You can book a 5-day trip for €165.
3
When you hear the word ‘vacation’, do you think of doing nothing at all? Then this is the holiday for you! Spend a week at one of our beach resorts and you’ll go home as relaxed as you’ve ever been. Food is taken care of, there’s a pool at the hotel and the beach is only a minute away. These 8 days of luxury are yours for a mere €463.
Love snow, love the cold? Join our ski trips for an unforgettable winter wonderland! Ski pass and equipment are included, so you can ski or snowboard to your heart’s content. Our master cabins come with a jacuzzi. Book your 7-day holiday now for €699.
5 Read the sentences and fill in the gaps. Use the words from the words list. T 1
a This tent is way too cold, I need a as well as my sleeping bag.
b I sent my grandpa a ……… from summer camp, so he knows how much fun I had!
c I don’t like camping because you can never be rid of those mosquitoes.
d Mum said you can ……… ! I love sleepovers so much!
6 Study the words from this lesson: English-Dutch and Dutch-English. R
v Have you reached your goal?
R I know how to read comparatively.
T1 I can indicate characteristics of different types of holidays.
T2 I can explain how holidays differ from each other.
I I can explain which type of holiday I prefer and why.
Words
when toen a mere slechts from … onwards vanaf comparative vergelijkend finally ten slotte cultural cultureel counsellor begeleider boost stimulans bed sheets (bedden)lakens blanket deken obstacle course hindernisbaan equipment uitrusting sights bezienswaardigheden visiting day bezoekdag
city trip stedentrip
road trip autovakantie bike tour fietstocht
beach resort strandresort resort resort, vakantiecomplex luxury weelde pool zwembad
river rivier campfire kampvuur mountain berg
postcard ansichtkaart downtime rust afraid bang busyness drukte relaxed ontspannen enchanting betoverend camp-wide voor het hele kamp bothersome vervelend unforgettable onvergetelijk sun-soaked zonovergoten incredibly ongelooflijk selected geselecteerde to spend the night overnachten to sign up inschrijven to drop by langsgaan to make up your mind een keuze maken to book boeken to stroll wandelen to keep in touch contact houden to snuggle up zich nestelen to pretend doen alsof
2 Describing areas
goal : You will learn to describe places, areas and landscapes.
1 Match the places with the descriptions. T 1
It’s a busy place with lots of people and enormous buildings. A big river runs through it and it’s next to the sea.
There are a lot of hills and mountains here. It is beautiful and green, with lots of lakes and views of the sea.
There’s a medieval fort, with old-fashioned houses and ancient walls around it. There are some trees and fields.
You’ll see some beautiful sights, as well as a big city. It runs over into a desert but is itself very green.
Talking
v Chunks
What is New Delhi like? Can you tell me what the landscape is like? What does Schiermonnikoog look like?
It always smells like a car exhaust pipe in such big cities.
It’s so quiet, you can hear the rustling of the wind in the trees.
In Norway, you’ll find lots of quiet places in the mountains.
Looking around you, you’ll see skyscrapers and office buildings.
The countryside is in ruins because of the flood.
The city is a busy and crowded place
You can see wide-open spaces there. It's full of enormous buildings.
The city is surrounded by beautiful mountains. It is in the middle of nowhere.
about what areas look like v Grammar
2 Read the conversation and fill in the gaps. You can use the chunks. Make sure all answers are different. T 1
Róisín Hey Hakim, you’re back from your family visit in Karachi! I’ve never been there, it [ a ] there?
Hakim Hey Róisín, good to see you! Well, Karachi ……… [ b ] ; it’s a huge city, and there are people everywhere.
Róisín Oh, that doesn’t sound great. You have family outside the city as well, right? it [ c ] in the rest of Pakistan?
Hakim [ d ] amazing! There are loads of mountains, great rivers, and fields and forests. We didn’t go there this time, though, because my uncle’s in hospital.
Róisín Sorry to hear that! I was lucky to stay at my grandparents’ cottage in the Irish countryside before we had to get back to school. ……… [ e ] the rustling of the wind everywhere around it, and inside [ f ] biscuits.
Hakim That sounds lovely! Maybe I’ll join you next time you go.
Róisín Only if you show me around Karachi one day.
Hakim It’s a deal!
Carcassonne
3 Work in pairs.
a Describe your hometown to your classmate. Take turns mentioning a typical thing for the place where you live. Say at least three things each. T 1
b Think about your last holiday. Use the chunks to describe the place where you were to your classmate. Take turns. T 1
c Discuss the differences in your descriptions. Would you like to go to the place your classmate talked about? T 2
4 Look at the pictures. Choose one, describe it and explain why you like it better than the others. Write at least five sentences. T 2
5 Work in groups. You’re going to create a holiday brochure. I
v Each choose a different location; one you’ve been to on holiday or where you’d like to go.
v Write a description of the place and explain why others should go there as well.
v You can include things like the landscape, activities, food and the weather in your description.
v Write at least ten sentences each.
v Include a picture of each location.
v Combine the descriptions of the different locations in a booklet; make sure to include a front page.
v Have you reached your goal?
R I know the chunks to describe places, areas and landscapes.
T1 I can use the chunks to describe places, areas and landscapes.
T2 I can make my own sentences to describe places, areas and landscapes.
I I can give a complete description of a place, area and landscape.
3
Talking about holidays
goal : You will learn to talk about holidays.
1 Think of what makes a holiday great for you.
a Make a grid with nine squares in your notebook. In each one, write down something that you love during your holidays. For example: I love it when it’s sunny T 1
b Go around the class, find people who have written the same thing as you and cross it off. The first person to cross off all nine items wins. T 1
Talking about holidays
v Chunks
v Questions & answers
q What was the best thing about your holiday?
a We booked a single room, but we got a whole suite!
v When we got on the plane, they upgraded our seats.
q How was your holiday?
a It was terrible because the dog broke our game console.
v We had to find new shelter because our tent broke during a storm.
v I had a great time, I feel so relaxed.
v I twisted my ankle on a hike in the mountains.
v It was really rainy, so we were mostly inside.
v We had an accident on the highway.
v Our flight was cancelled, so we waited for hours at the airport.
q What did you do on holiday?
a We lounged around in the sun all day.
v We visited Gent and Bruges!
v We had a lot of fun!
2 Look at the pictures of holiday disasters on the right page. For each picture, write a sentence saying what happened. Use the chunks. T 1
3 a What are fun things to do where you live? What would someone from a completely different place like to do in your hometown? Write down five activities in keywords. T 1
b Your friend from a completely different place visited you and did all the things you wrote down in exercise 3a. Write down what he or she did in five complete sentences. T 2
4 Choose one of the pictures from exercise 2. Write a story around it. What happened before this scene and what happened after it? Was the holiday saved? Write your story in at least ten sentences. I
5 Work in pairs. Discuss the best holiday you’ve had. I
Talk about the following things:
v Where you were;
v What you did;
v Who was with you;
v The thing you liked most;
v The thing you disliked most.
v Have you reached your goal?
R I know the chunks to talk about holidays.
T 1 I can use the chunks to talk about holidays.
T 2 I can make my own sentences to talk about holidays.
I I can have a conversation about my holiday.
10
British seaside resorts
goal : You will learn about British beach resort culture.
1 a Make a mind map about beach holidays. Think of things you can find at the beach or in beach towns, activities you can do there and other characteristics around it. T 1
b Work in pairs. Compare your mind maps and discuss the differences between them. T 2
a Which seven British seaside towns are mentioned in the text? T 1
b What was the main reason for the coast to become a popular travel destination? T 1
c Describe in your own words what a 'bathing machine' (paragraph 2) was. T 2
d Why did the British seaside towns become less popular in the 1970s? T 1
e ‘Many of Britain's seaside towns have been in terminal decline since the 1980s.’ Describe in your own words what happened to many seaside towns. T 2
Britain has a rich tradition of seaside resorts which goes back to the 18th century. Before then, the coast wasn't very popular, but the wealthier classes started visiting the seaside in the 18th century because it was said to be healthy. With more and more people heading to the coasts, a bizarre culture of bathing rituals was born.
The height of this was the 'bathing machine': a four-wheeled, canvas-covered construction which allowed ladies to get changed into their swimsuits and be wheeled down to the sea. It is believed that these were first introduced in Margate in Kent in the 1750s. Another famous seaside feature was the pier. Ryde was the first town to get a pier, over 200 years ago. The original purpose of these was to make it possible for ladies and gentlemen to breathe in as much healthy sea air as possible without needing a boat.
The popularity of the British seaside peaked with the arrival of the railway. It also became possible at that time for the working classes to visit the coast. The town of Blackpool had the most visitors and attractions. Here, many traditional seaside activities originated: donkey rides, Punch and Judy shows, fun fairs and pleasure palaces. 1 2
Little changed over the following century. Buckets and spades were used by children and fish & chips eaten on the promenade. In the late 1970s, things changed. Because of cheaper flights, tourists were now able to choose 7 days of beach weather in Spain over a rainy week in Bognor.
Many of Britain's seaside towns have been in terminal decline since the 1980s. For some, it seems recovery is a long way off, for example Skegness or Barrow-in-Furness. Even once mighty Blackpool is now ranked as one of the most deprived areas in England. But all is not lost. Many of the UK's holiday towns are once again thriving; whether they were untouched by the decline or have fought back.
Of course, there are still a few Great British seaside towns that had it right from the start. Their promenades, piers and amusement arcades have never been busier. A great example is Brighton, which finally gets its revenge on Blackpool being the most popular seaside destination in the UK.
Adapted from: thebeachguide.co.uk
3 Work in pairs.
a In paragraph 3 of the text Britain's seaside resorts, various traditional seaside activities are mentioned. Together, discuss what you think they are. Then, look up information or photos to check if you were right. T 2
b Which of these activities do you think would still be popular nowadays? Why? T 2
c Would you like to try any of these activities? Why (not)? T 1
4 Work in groups of 4 or 5.
a Each choose a different British seaside resort from the list below and look up information and fun activities you could do here. T 2
b Write down a short note about your resort in which you explain to your group members why this is the best place to visit. I
c Now each member reads out their note. Then, all of the other group members react to the introduction with their opinion or a question. Use the phrases on the right to help you. I
Useful phrases:
v I totally/fully/partly agree.
v I agree/don't agree with you.
v I believe/don't believe ...
v I don't think so.
v What do you think?
v What's your opinion?
v Would you like to say something?
v What do you mean?
v I think/I don't think ...
v I don't believe that.
v Well, if you ask me ...
d When you're done, decide as a group which destination you think is the most fun. Be prepared to explain your opinion to the rest of the class. I
v Have you reached your goal?
R I know about British seaside resorts and their history.
T 1 I can describe characteristics of British seaside resorts.
T 2 I can find and discuss information on traditional seaside activities.
I I can explain why a certain resort is nice to visit.
Seaside town Brighton has never been busier.
Grammatica
1 Woordsoorten
1.1 Vraagwoorden
1.2 Persoonlijke en bezittelijke voornaamwoorden
1.3 Betrekkelijke voornaamwoorden
1.4 Wederkerende voornaamwoorden
1.5 Lidwoorden
1.6 Telwoorden
1.6.1 Hoofdtelwoorden
1.6.2 Rangtelwoorden
1.6.3 Onbepaalde telwoorden
1.7 Voorzetsels
1.8 Aanwijzende voornaamwoorden
1.9 Bijvoeglijke naamwoorden
1.9.1 Trappen van vergelijking
1.9.2 Bijvoeglijke naamwoorden en bijwoorden
2 Werkwoorden, tijden en zinnen
2.1 Tijden van het werkwoord
2.1.1 Present simple
2.1.2 Present continuous
2.1.2.1 Stative en dynamic verbs
2.1.3 Present perfect
2.1.4 Past simple
2.1.5 Past continuous
2.1.6 Future: to be going to 2.1.7 Future simple: will 2.2 Hulpwerkwoorden
2.2.1 Ontkenningen
2.2.2 Vraagzinnen
2.2.3 Modale werkwoorden
2.3 Onregelmatige werkwoorden
2.3.1 To be
2.3.1.1 Present simple
2.3.1.2 Present perfect
2.3.1.3 Past simple
2.3.2 To have (got)
2.3.2.1 Present simple
2.3.2.2 Present perfect
2.3.2.3 Past simple
2.3.3 Andere onregelmatige werkwoorden
2.4 Gebiedende wijs
2.5 Phrasal verbs
3 Spelling en schrijven
3.1 Meervoudsvorm
3.2 To en too
3.3 Possessive ‘s’
3.4 Interpunctie
3.5 Woordvolgorde
1 Woordsoorten
1.1 Vraagwoorden
De belangrijkste vraagwoorden (question words) in het Engels zijn de 5 W’s en 1 H. Ze staan meestal aan het begin van een vraagzin, net zoals in het Nederlands. Who? Who is that boy?
What? What are your hobbies?
When? When is your football training?
Where? Where does he live?
Why? Why are you laughing?
How? How did you do that?
Daarnaast zijn er nog twee andere vraagwoorden die iets minder vaak voorkomen: Whose? Whose bike is this? Is it yours? Which? Which of these colours do you like most?
Soms lijken what en which in het Engels veel op elkaar. Ze kunnen allebei ‘welke’ betekenen, maar er is een klein verschil. Kijk goed naar de volgende zinnen: What sports do you like?
Which sport do you like better: football or horse riding?
In de eerste zin is er een keuze uit een onbeperkt aantal sporten: je gebruikt what. In de tweede zin is er een beperkt aantal opties: je gebruikt which
v Opdrachten
1 Vul het juiste vraagwoord in. T 1 Kies uit who / what / when / where / why / how / whose / which.
a did the firemen find the cat in the end? In the basement?
b do you think you’re talking to?
c …… far is the moon from the earth?
d movie do you like better? Spiderman or Transformers?
e can’t you come to my party?
f …… is the next episode? I can’t wait!
g do you think? Should I get the red or black one?
h trash is this? They should clean it up.
2 Vul het juiste vraagwoord in. Kies uit what / which. T 1
a …… kind of animals have you had?
b article is more relevant? The one about Porsches or the one about rockets?
c sport do you like the most? Rugby or handball?
d …… book genres do you read most often?
e dish is that? The ravioli or tortellini?
f outdoor activities do you like to do?
2 Werkwoorden, tijden en zinnen
2.1 Tijden van het werkwoord
Net als in het Nederlands geven werkwoorden in het Engels de tijd van de zin aan. In de volgende paragrafen maak je kennis met enkele werkwoordstijden (verb tenses) van het Engels.
2.1.1 Present simple De present simple komt overeen met de onvoltooid tegenwoordige tijd in het Nederlands. Je gebruikt de present simple in de volgende gevallen.
v feiten The sun rises in the east.
v gewoontes All my classmates cycle to school every day.
v iets wat regelmatig They often play football together. (niet) gebeurt
v dienstregelingen The bus leaves at six p.m. en schema’s
De volgende woorden wijzen vaak op een gewoonte of iets wat regelmatig gebeurt. Bij deze woorden gebruik je dus vaak de present simple. always / never / sometimes / usually / often / every day ...
Vervoeging present simple to walk to watch to study to go
I walk watch study go you walk watch study go
he / she / it walks watches studies goes
we walk watch study go you walk watch study go they walk watch study go
Let op de spelling bij de derde persoon enkelvoud ( he / she / it ):
v Als het werkwoord eindigt op een sisklank voeg je een - e - toe :
I watch > she watches I push > he pushes
v Na een medeklinker + y verandert - y in - ies : I study > Helen stud ies
v Bij to go en to do zet je - es achter het werkwoord: I go > Mark go es I do > it does
Let op! Er zijn werkwoorden die de regels hiernaast niet volgen. Deze werkwoorden zijn onregelmatige werkwoorden. De vervoeging van de onregelmatige werkwoorden moet je uit je hoofd leren.
v Zie paragraaf 2.3
v Opdrachten
1 Vul de juiste vorm van de present simple in. Geef aan of er sprake is van een feit, een gewoonte, een regelmatigheid of een geplande gebeurtenis. T 1
a He usually …… (arrive) too late for our PE class.
b The train to Paris …… (depart) at noon tomorrow.
c Marc and Suzy, my best friends, always (give) the best presents.
d Cotton (burn) more easily than synthetic fibres.
e The film …… (start) at 8 p.m. tonight.
f Every morning, his dog (pick up) the newspaper.
g Mr Enzo (play) David Bowie’s album ‘Blackstar’ quite often while we do our tasks.
h Max and Zoë’s train (leave) for Austria on 19 December.
i Gao yi never (travel) by plane because it’s bad for the environment.
j The baker is closed now. It …… (open) tomorrow morning at 7:30 a.m.
2 Vul het ontbrekende woord in het schema in. T 1
infinitief he/she/it I/you/we/they to go on a go on to look looks b …… to birdwatch c birdwatch d arranges arrange
e …… plays play to conclude concludes f to fry g fry to cube cubes h ……
2.1.2 Present continuous Je gebruikt de present continuous als je praat over een handeling of gebeurtenis die:
v nu aan de gang is en tijdelijk is
Please be quiet, I’m trying to study.
v zich in de toekomst afspeelt en Ali and I are going to school by bus gepland of voorbereid is tomorrow.
v herhaaldelijk gebeurt en die je The neighbours are always arguing, vervelend vindt (vaak met woorden I can hear it through the walls. als always, forever …)
Je vormt de present continuous met de tegenwoordige tijd van to be en de ing-vorm van het werkwoord. I’m calling my sister. Is he asking the teacher about our homework? You’re not being very nice.
v Zie paragraaf 2.3.1
Let op de spelling van de ing-vorm. Als een werkwoord eindigt op één klinker + één medeklinker, wordt de medeklinker dubbel geschreven: They are travelling the world. (to travel)
Als het werkwoord eindigt op -e, kun je de -e weglaten: Dad is baking a delicious banana cake. (to bake)
Lees verder v
3 Spelling en schrijven
In de vorige paragrafen over woordsoorten en werkwoorden is al een aantal spellingsregels uitgelegd. Hieronder zie je ze nog eens op een rijtje.
Werkwoord dat eindigt met een sisklank of - o: voeg een - e - toe
v 3e persoon present simple:
He pushes the button. (to push)
Ellen goes to church every Sunday. (to go)
Medeklinker + y: y > ie
v comparatives en superlatives:
It’s easier to wiggle your nose than to wiggle your ears.
v 3e persoon present simple:
She usually copies my notes. (to copy)
v 3e persoon past simple en voltooid deelwoord:
She copied my notes yesterday / She has copied your notes already. (to copy)
Dubbeling van de medeklinker bij woorden die eindigen op één klinker + één medeklinker
v comparatives en superlatives:
Dory is the slimmest person in her family.
v past simple:
Roberto was so furious that he slammed the door. (to slam)
v ing-vorm:
I’m planning to visit my friend in Weert this weekend. (to plan)
Laat de -e weg bij werkwoorden op - e:
v ing-vorm:
Abdul is making sandwiches. (to make)
3.1 Spelling van de meervoudsvorm
In het Nederlands gebruik je de meervoudsvormen -(e)n of -(’)s: huizen, auto’s en computers.
In het Engels vorm je het meervoud meestal door - s toe te voegen. Je gebruikt daarbij nooit een apostrof. house houses car cars computer computers
Uitzonderingen
- es
Woorden die eindigen op een sisklank krijgen in het meervoud - es bus buses flash flashes batch batches box boxes
Sommige woorden die eindigen op -o krijgen in het meervoud ook - es, maar andere volgen de normale regel. hero heroes tomato tomatoes photo photos studio studios
- y > ies
Als een woord eindigt met een medeklinker +y, vervang je -y in het meervoud door - ies baby babies party parties
Als er een klinker voor - y staat, krijgt het meervoud gewoon een - s. delay delays
- f(e) > - ves
Sommige woorden die eindigen op - f(e) eindigen in het meervoud op - ves leaf leaves knife knives scarf scarves wolf wolves
Maar veel woorden die eindigen op - f(e) volgen de normale regel. roof roofs safe safes giraffe giraffes
Onregelmatig meervoud
Sommige woorden volgen geen enkele regel in de vorming van het meervoud. Je moet ze uit je hoofd leren. Hieronder zie je enkele voorbeelden. child children* fish fish foot feet man men mouse mice
person people series series sheep sheep tooth teeth woman women*
* Let op dat de uitspraak van de eerste lettergreep ook verandert bij deze woorden in het meervoud.
