English week 37

• Engels
• Middelbare school
• havo
• Leerjaar 4

English week 37

Lesson goals:

-students are able to correctly form a sentence into an interrogative sentence

-students are able to choose the correct interrogative pronoun according to the context of a sentence

Lessonup class codes

PH4N

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Making Questions 

Making Questions

Making questions

Er zijn vier manieren om vragen te maken:

1. vragen maken in zinnen met de simple present

2. vragen maken in zinnen met de simple past

3. vragen maken in zinnen met het werkwoord 'to be'

4. vragen maken in zinnen met meer dan één werkwoord

Making questions

1. vragen maken in zinnen met de simple present

gebruik do/does + het hele werkwoord om een vraag te maken in de simple present

I enjoy watching movies.           -->         Do you enjoy watching movies? 

She often listens to that CD.      -->         Does she often listen to that CD? 

Let goed op het verschil: 'does' gebruik je alleen als het onderwerp van de zin derde persoon enkelvoud is (een he, she of it) 

Making questions

2. vragen maken in zinnen met de simple past
gebruik did + het hele werkwoord om een vraag te maken in de simple past

Yesterday I read an interesting book.      ---> Did you read an interesting book? 

She walked home after the party.            ---> Did she walk home after the party? 

Let op! Je moet bij regelmatige werkwoorden dus de -ed er weer afhalen als je een vraag maakt, bij onregelmatige werkwoorden gebruik je na did het eerste rijtje. 

Making questions

3. vragen maken in zinnen met het werkwoord 'to be'

Zet de vorm van 'to be' vooraan in de zin om een vraag te maken. 

He is late for school.                       --->      Is he late for school? 

They are standing over there.       --->      Are they standing over there? 

Making questions

4. vragen maken in zinnen met meer dan één werkwoord

Zet het eerste werkwoord van de zin vooraan om een vraag te maken. 

They have been going crazy about this.                 --->      Have they been going crazy...? 

She was travelling around Europe at that time.    --->    Was she travelling around E...? 

Let op! De rest van de zin verandert dus niet! 

Making questions

Practise! 

On the following slide you can find a link to a website which contains extra practise. 

After doing the entire exercise, check your work.

www.englisch-hilfen.de

Interrogative pronouns

Interrogative pronouns are 'vragende voornaamwoorden' in Dutch, and as the term already reveals, we use them solely in interrogative sentences (vraagzinnen)

Who     /    Whose     /    Whom     /   What   /    Which  /   Why

Who-Whose- Whom??

Personen= who

Van wie bezit= whose

Na voorzetsel = whom

Who is that man?

Whose laptop is this?

With whom did you go to school?

WHAT/ WHICH

What: keuze uit enorm veel of onbeperkt

Which: de keuze is beperkt

What countries would you like to visit?

Which countries have you visited?

WHERE/WHEN

Where: verwijst alleen naar een plaats

When: verwijst naar tijd.

Choose the correct interrogative pronoun.

____ is that strange girl?

1. When
2. Who
3. Which
4. Why

Choose the correct interrogative pronoun.

____ is the nearest supermarket?

1. Why
2. When
3. Where
4. Who

Choose the correct interrogative pronoun:
________ car do you want?

1. Who
2. Which
3. What
4. Why

Choose the correct interrogative pronoun:
_______ are you doing today?

1. Why
2. Which
3. When
4. How

Choose the correct interrogative pronoun:
_________ shoes are these?

1. Why
2. Whose
3. How
4. Where

Practice

Please do the following exercises in your book:

Unit 1, Lesson 3:

- ex. 1-7: reading

- ex. 9-10: grammar RB 10, 24

-ex. 11: expressions p. 51 SB 

English week 37 p. ll

Lesson goals of today

- Students are able to critically analyse the content of the YouTube clip and identify its key messages related to global citizenship.

- Students are able to formulate their own perspectives on the issue presented in the video and discuss potential actions they can take to address similar global challenges

Reading time

Why do you think it is important to stay informed about global events?

What kind of impact do people around the world have on each other?

The following activity

You are going to watch a clip about the flood in Libya. During this clip you are going to do two things: 1. you are going to write down any important points you have listened that might help you answer questions about the clip and 2. write down any unknown words. 

What are the main causes and effects of the flooding in Libya, as mentioned in the video?

How might this natural disaster affect the lives of people in Libya?

How does the issue discussed in the video relate to citizens globally? Explain how individuals from different parts of the world can connect to this issue.

What responsibilities do you think individuals and nations have in responding to the challenges presented in the video?

How can you use your voice and influence as a global citizen to raise awareness about similar issues and advocate for positive change?

Provide at least two specific examples or details from the video that support the topic.

How does the speaker's tone and perspective affect the way you interpret the information presented in the video?

The unknown vocabulary task

You should have a word list consisting of unknown words. What you do is guess the meaning first according to the given context. After 7 minutes, you are going to use vandale.nl and look up the definition of the word. 

You should end up with a word list consisting of unknown words, your estimated definition and the definition according to vandale.nl

The next activity (post-listening)Brainstorming Disaster Relief Efforts

Today, we will discuss the Netherlands' role in global disaster relief efforts and how individuals in our country can make a difference. 

The class will be divided in small groups made by Ms. Akkus. 

Your task: Your group will focus on a specific disaster relief effort or global climate change challenge. You will brainstorm ideas on how the Netherlands can contribute as a nation and what actions individuals here can take.

Within your group, discuss and brainstorm:

How the Netherlands can help with your assigned disaster relief effort or global challenge.

What individuals in our country can do to support these efforts.

Write down your group's ideas on a shared document. 

Prepare a short presentation (3 min.) to share your ideas with the class.

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