Catching up after missed classes | Learn Dutch in English

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Use Catching up after missed classes to practice Dutch conversation, pronunciation, vocabulary, grammar, and quizzes.

Dialogue

Ik heb onlangs een paar lessen gemist en loop achter.

ick hep ON-lahngs uhn pahr LESS-un khuh-MIST un lohp AKH-tur. I missed some classes recently and feel behind.

Je kunt de achterstand inhalen.

yuh kuhnt duh AKH-tur-stahnt in-HAH-lun. You can catch up.

Maar als je alles tegelijk probeert te leren, wordt het moeilijker.

mahr ahls yuh AH-lus tuh-LAYKH proh-BEERT tuh LAY-run, vort ut MOOY-luh-kur. But trying to learn everything at once will make it harder.

Kun je me vertellen welke opdracht ik eerst moet doen?

kuhn yuh muh fer-TELL-un VEL-kuh OP-drahkht ick ayRST moht doon? Could you tell me which assignment I should handle first?

De mondelinge samenvatting moet binnenkort worden ingeleverd, en het werkblad kan wachten tot later.

duh MON-duh-ling-uh SAH-mun-vat-ting moht BIN-un-kort VOR-dun in-khuh-LAY-vurt, un ut WERK-blaht kahn WAKH-tun toht LAH-tur. The speaking summary is due soon, and the worksheet can wait until later.

Dan moet ik met de spreekopdracht beginnen.

dahn moht ick met duh SPRAYK-op-drahkht buh-GIN-un. Then I should start with the speaking task.

Begin daarmee en vraag de docent om aantekeningen van de lessen die je hebt gemist.

buh-GIN DAHR-may un vrahkh duh doo-SENT om AHN-tay-kay-ning-un vahn duh LESS-un dee yuh hept khuh-MIST. Start there, and ask the teacher for notes from the classes you missed.

Ik voel me minder zeker omdat de anderen samen hebben geoefend.

ick fool muh MIN-dur ZAY-kur om-DAHT duh AHN-dur-un SAH-mun HAY-bun khuh-OO-funt. I feel less confident because the others practiced together.

We kunnen de opdracht na de les samen doornemen.

wuh KUN-un duh OP-drahkht nah duh LESS SAH-mun DOOR-nay-mun. We can run through the task after class.

Dan weet je wat je kunt verwachten.

dahn vayt yuh vaht yuh kuhnt fer-WAKH-tun. So you know what to expect.

Daardoor voelt de volgende stap haalbaarder.

DAHR-door foolt duh VOL-gun-duh stahp HAHL-bahr-dur. That would make the next step feel more manageable.

Eén gerichte oefensessie is beter dan het werk uit de weg gaan.

ayn khuh-RIKH-tuh OO-fun-SESS-ee iss BAY-tur dan ut werk oyt duh vaykh khahn. One focused practice session is better than avoiding the work.

Word by Word

Ik “Ik” means “I” and identifies the speaker in “Ik heb onlangs een paar lessen gemist”. It is used as the subject before the verb, as in “Ik voel me minder zeker” (“I feel less confident”). You use it when talking about yourself.

heb “heb” means “have” in “Ik heb onlangs een paar lessen gemist”. Together with “gemist”, it forms the completed action of missing classes. A reusable pattern is “Ik heb ... gedaan” for saying that you have done something.

onlangs “onlangs” means “recently” and places “een paar lessen gemist” in the recent past. It commonly appears with a completed action, as in “Ik heb onlangs ...”. Use it when telling someone about something that happened not long ago.

een In “een paar lessen”, “een” means “a” and introduces the small quantity expressed by “paar”. The reusable pattern is “een paar” plus a plural noun, as in “een paar lessen”. Use it when referring to a small, unspecified number of things.

paar “paar” means “few” in “een paar lessen”, referring to a small number of classes. It is used with “een” before a plural noun in this expression. You can use “een paar” when you want to mention a small number without giving an exact number.

lessen “lessen” means “classes” or “lessons” in “een paar lessen” and “de lessen die je hebt gemist”. It refers here to scheduled teaching sessions. A reusable pattern is “lessen volgen” for attending classes.

gemist “gemist” means “missed” in “lessen gemist”, meaning the speaker was absent from those classes. With “heb”, it describes a completed experience: “Ik heb ... gemist”. Use it when saying that you were absent from a class, event, or appointment.

en “en” connects two statements in “Ik heb onlangs een paar lessen gemist en loop achter”. It links the missed classes with their current result. Use “en” to join related words, phrases, or clauses.

loop In “loop achter”, “loop” contributes to the expression meaning “am falling behind” or “am behind”. The literal movement sense of “loop” is not intended here; its meaning comes from the expression as a whole. Use “achterlopen” when progress is behind what is expected.

achter In “loop achter”, “achter” means “behind” and completes the expression about being behind with schoolwork. Its meaning here depends on the combination “loop achter”. A reusable pattern is “achterlopen met ...”, for example when you are behind with work.

Je “Je” means “you” in “Je kunt de achterstand inhalen”. It identifies the person being encouraged to catch up. Use it as the subject when speaking directly to one person.

kunt “kunt” means “can” or “are able to” in “Je kunt de achterstand inhalen”. It expresses that catching up is possible for the other person. A reusable pattern is “Je kunt ...” followed by an action.

de “de” means “the” in “de achterstand” and points to the specific backlog caused by the missed classes. It appears before the noun it determines. Use “de” before a noun when referring to a specific item or situation.

achterstand “achterstand” means “backlog” or “delay” in “de achterstand inhalen”. It refers to work or progress that has fallen behind. A reusable pattern is “een achterstand inhalen” when making up missed work.

inhalen “inhalen” means “catch up” in “de achterstand inhalen”, referring to making up the missed learning. It is used with the object “de achterstand” here. Use the pattern “... inhalen” when you are making up a delay, backlog, or missed progress.

Maar “Maar” means “but” and introduces a limitation to the encouragement in the previous line: trying to do everything at once may make things harder. It marks a contrast between two ideas. Use it to qualify or oppose what was just said.

als “als” means “if” in “als je alles tegelijk probeert te leren”. It introduces the condition under which the result happens. Use “als” to connect a condition with its consequence.

alles “alles” means “everything” in “alles tegelijk probeert te leren”. It refers broadly to all the learning material being discussed. Use it when referring to the complete set of relevant things without listing them.

tegelijk “tegelijk” means “at once” in “alles tegelijk”, emphasizing that all the material would be handled at the same time. It commonly follows the thing being done simultaneously. Use it when several actions or tasks happen together.

probeert “probeert” means “tries” in “je ... probeert te leren”. It describes an attempt to learn everything, not necessarily successful learning. The reusable pattern is “proberen te” followed by an action.

te In “probeert te leren”, “te” marks the infinitive that follows “probeert”. It connects the attempt with the action being attempted. A reusable pattern is “proberen te” plus an infinitive.

leren “leren” means “learn” in “alles tegelijk probeert te leren”. It names the activity the learner is attempting. Use it after “te” in a pattern such as “te leren”, or with a subject when talking about learning.

wordt “wordt” means “becomes” or “gets” in “wordt het moeilijker”, describing a change in difficulty. It links the situation to the result that follows. A reusable pattern is “wordt ...” when something changes into a new state.

het In “wordt het moeilijker”, “het” refers to the situation of trying to learn everything at once and means “it”. It functions as the subject of the result clause. Use this pattern when describing how a situation becomes easier, harder, or otherwise different.

moeilijker “moeilijker” means “harder” or “more difficult” in “wordt het moeilijker”. It compares the resulting difficulty with the earlier situation. Use it after “wordt” when something becomes more difficult.

Kun “Kun” means “can” or, in this polite question, “could”. In “Kun je me vertellen ...?”, it asks the other person for information. Use “Kun je ...?” to make a request or ask whether someone is able to do something.

me “me” means “me” in “Kun je me vertellen ...?”, identifying the person who should receive the information. It appears after “je” and before “vertellen” in this request. Use it when referring to yourself as the person affected by or receiving an action.

vertellen “vertellen” means “tell” in “Kun je me vertellen welke opdracht ...?”. It introduces the information the speaker wants to receive. A reusable pattern is “Kun je me vertellen ...?” when asking someone to explain or provide information.

welke “welke” means “which” in “welke opdracht ik eerst moet doen”. It asks the listener to identify one assignment from the relevant choices. Use “welke” before a noun when selecting or asking about a specific item.

opdracht “opdracht” means “assignment” or “task” in “welke opdracht”. It refers to a piece of schoolwork that must be handled. A reusable pattern is “een opdracht doen” when talking about completing an assignment.

eerst “eerst” means “first” in “ik eerst moet doen”, specifying the order in which the assignments should be handled. It commonly appears with an action to show priority. Use it when deciding what to do before something else.

moet “moet” means “must” or “should” in “ik eerst moet doen”, expressing the assignment that the speaker is expected to do first. It is followed here by “doen”. Use “moet” to express obligation or a recommended priority.

doen “doen” means “do” in “welke opdracht ik eerst moet doen”. It refers to carrying out or completing the assignment. A reusable pattern is “een opdracht doen” for completing a task.

mondelinge “mondelinge” means “spoken” or “oral” in “De mondelinge samenvatting”. It describes a summary that is presented by speaking rather than simply written. It appears directly before the noun it describes.

samenvatting “samenvatting” means “summary” in “De mondelinge samenvatting”. It refers to a shorter presentation of the relevant material. Use it with a subject or topic when referring to a summary of something.

binnenkort “binnenkort” means “soon” in “moet binnenkort worden ingeleverd”. It indicates that the deadline or submission is approaching. Use it when an event will happen in the near future.

worden In “moet ... worden ingeleverd”, “worden” helps form the passive construction meaning that the summary must be submitted. It shows that the action is done to the summary rather than naming who submits it. A reusable pattern is “moet worden” plus a past participle for something that must be done.

ingeleverd “ingeleverd” means “submitted” or “handed in” in “moet ... worden ingeleverd”. It describes the required delivery of the assignment to the teacher or course. Use it with “inleveren” in contexts involving work, forms, or assignments that must be handed in.

werkblad “werkblad” means “worksheet” in “het werkblad”. It refers to the written exercise that can be completed later. Use it as the noun for a sheet of exercises or questions.

kan “kan” means “can” in “het werkblad kan wachten”. It expresses that the worksheet does not need attention immediately. A reusable pattern is “[something] kan wachten” when its action can be postponed.

wachten “wachten” means “wait” in “het werkblad kan wachten”. Here it means that work can be postponed until a later time. Use it after “kan” in the pattern “[something] kan wachten”.

tot “tot” means “until” in “tot later”, marking the point up to which the worksheet can be postponed. It introduces a later time. Use “tot” before a time or event that marks when something ends or happens.

later “later” means “later” in “tot later”, referring to a time after the current priority has been handled. It is used with “tot” here to mark postponement. Use it when the exact future time is not specified.

Dan “Dan” means “then” in “Dan moet ik met de spreekopdracht beginnen”. It shows the consequence of deciding which assignment comes first. Use it to connect a decision or condition with what follows.

met In “met de spreekopdracht beginnen”, “met” means “with” and introduces what the speaker will start with. It is part of the common pattern “beginnen met” plus an activity or object. Use it when naming the starting point of an action.

spreekopdracht “spreekopdracht” means “speaking task” in “met de spreekopdracht beginnen”. It refers to the assignment involving spoken language. A reusable pattern is “met de ...opdracht beginnen” when starting a particular assignment.

beginnen “beginnen” means “begin” or “start” in “met de spreekopdracht beginnen”. It names the first action the learner plans to take. Use the pattern “beginnen met” followed by the activity or task you start.

Begin “Begin” means “begin” or “start” in the instruction “Begin daarmee”. It tells the other person to start with the task just mentioned. Use it at the beginning of a direct instruction.

daarmee “daarmee” means “with that” in “Begin daarmee”, referring back to the speaking task. It avoids repeating the task name. Use “daarmee” when continuing with or acting on something already mentioned.

vraag “vraag” means “ask” in “vraag de docent om aantekeningen”. It gives the learner advice to request notes from the teacher. A reusable pattern is “iemand vragen om ...” when asking a person for something.

docent “docent” means “teacher” in “vraag de docent”. It identifies the person who can provide notes from the missed classes. Use it when referring to a teacher in an educational setting.

om In “vraag de docent om aantekeningen”, “om” introduces what is being requested. It is part of the pattern “iemand vragen om iets”. Use this pattern when asking a person for an object, information, or action.

aantekeningen “aantekeningen” means “notes” in “vraag de docent om aantekeningen”. It refers to written information from the missed classes. A reusable pattern is “aantekeningen van ...” when specifying the class or subject the notes come from.

van In “aantekeningen van de lessen”, “van” means “from” and identifies the lessons the notes come from. It connects “aantekeningen” with their source. Use “aantekeningen van ...” when naming the class, meeting, or event they relate to.

die “die” means “that” or “which” in “de lessen die je hebt gemist”. It introduces information identifying which lessons are meant. Use it to connect a noun with a relative clause that describes or specifies it.

hebt “hebt” means “have” in “je hebt gemist”. Together with “gemist”, it describes the completed action of missing the lessons. A reusable pattern is “je hebt ... gedaan” for saying that you have done something.

voel “voel” means “feel” in “Ik voel me minder zeker”. Together with “me”, it describes the speaker’s emotional or personal state. A reusable pattern is “Ik voel me ...” followed by a description of how you feel.

minder “minder” means “less” in “minder zeker”, showing that the speaker feels less confident than before or than the others. It modifies “zeker” in this comparison. Use it before an adjective when describing a lower degree.

zeker “zeker” means “confident” or “sure” in “Ik voel me minder zeker”. Here it describes the speaker’s confidence about the work. Use it after “voel me” when talking about feeling confident or certain.

omdat “omdat” means “because” and introduces the reason in “omdat de anderen samen hebben geoefend”. It connects the speaker’s lower confidence with the others’ practice. Use it to give a reason for a statement.

anderen “anderen” means “others” in “de anderen”. It refers to the other classmates, without naming them individually. Use it when contrasting or referring to people besides the person or group already being discussed.

samen “samen” means “together” in “samen hebben geoefend”. It shows that the others practiced as a group. Use it when people carry out an activity jointly.

geoefend “geoefend” means “practiced” in “samen hebben geoefend”. With “hebben”, it describes practice that has already taken place. Use it when talking about practicing a skill, task, or language.

We “We” means “we” in “We kunnen de opdracht ... doornemen”. It includes the speaker and the learner in the proposed practice. Use it as the subject when offering to do something together.

kunnen “kunnen” means “can” or “are able to” in “We kunnen de opdracht ... doornemen”. It expresses the possibility of reviewing the task together. A reusable pattern is “We kunnen ...” when making a joint suggestion.

na “na” means “after” in “na de les”. It places the proposed review at a time following the class. Use it before a time, event, or activity that comes first.

les “les” means “class” or “lesson” in “na de les”. It refers to the class that is currently taking place. Use it with a time expression such as “na de les” when describing when something happens.

doornemen “doornemen” means “go through” or “review” in “de opdracht ... doornemen”. It describes examining the task together so the learner knows what it involves. A reusable pattern is “iets doornemen” for reviewing a task, text, or plan.

weet “weet” means “know” in “Dan weet je wat je kunt verwachten”. It describes having the information needed to understand what will happen. Use it before information introduced by “wat” or another clause.

wat “wat” means “what” in “wat je kunt verwachten”. It introduces the information about the thing or situation the learner should expect. Use it in a pattern such as “weten wat ...” when referring to known information.

verwachten “verwachten” means “expect” in “wat je kunt verwachten”. It refers to anticipating what will happen during the task. A reusable pattern is “weten wat je kunt verwachten” when someone understands what is likely to happen.

Daardoor “Daardoor” means “as a result” in “Daardoor voelt de volgende stap haalbaarder”. It links the earlier review plan to its positive effect on the next step. Use it to introduce a consequence of something just mentioned.

voelt “voelt” means “feels” in “voelt de volgende stap haalbaarder”. It describes how the next step is experienced after the preparation. Use it when describing how something seems or feels to someone.

volgende “volgende” means “next” or “following” in “de volgende stap”. It identifies the step that comes after the current preparation. Use it before a noun when referring to the next item in an order or process.

stap “stap” means “step” in “de volgende stap”. Here it refers to the next action in catching up with the coursework. Use it for one stage in a process or plan.

haalbaarder “haalbaarder” means “more manageable” or “more achievable” in “voelt de volgende stap haalbaarder”. It says that the next action seems easier to accomplish after the review. Use it when comparing how realistic or manageable a task feels.

Eén “Eén” means “one” in “Eén gerichte oefensessie”. The accent emphasizes the exact number, one session. Use it when stressing that a single activity is enough or is being contrasted with more activity.

gerichte “gerichte” means “focused” or “targeted” in “Eén gerichte oefensessie”. It describes practice aimed at a specific task or need. It appears directly before the noun it describes.

oefensessie “oefensessie” means “practice session” in “Eén gerichte oefensessie”. It refers to one planned period devoted to practicing. Use it when arranging a specific block of time for practice.

is “is” means “is” in “is beter dan”. It links the practice session with the comparison that follows. Use it to state what something is like or how it compares.

beter “beter” means “better” in “is beter dan het werk uit de weg gaan”. It expresses a favorable comparison between focused practice and avoiding the work. Use “beter dan” to compare two choices or actions.

werk “werk” means “work” in “het werk uit de weg gaan”. It refers here to the schoolwork that needs to be faced and completed. Use it with “het” when referring to a specific body of work.

uit de weg gaan “uit de weg gaan” means “avoid” or “evade” in “het werk uit de weg gaan”. As a whole, it describes deliberately not dealing with the work: “uit” contributes the idea of moving away, “de weg” is the path or way, and “gaan” means going. Use the pattern “iets uit de weg gaan” when someone avoids dealing with a task, problem, or responsibility.

Grammar Points

proberen te + infinitief

probeert te leren

proh-BEERT tuh LAY-run

tries to learn

Na proberen staat te voor het volgende werkwoord: proberen te leren.

comparatief: bijvoeglijk naamwoord + -er

moeilijker

MOOY-luh-kur

more difficult

Gebruik -er om een vergelijking te maken, zoals moeilijker, haalbaarder en beter.

Dutch Vocabulary

achter adv

AKH-tur behind

achterstand noun

AKH-tur-stahnt backlog; delay

de achterstand inhalen phrase

duh AKH-tur-stahnt in-HAH-lun catch up on the backlog

gemist verb

khuh-MIST missed

inhalen verb

in-HAH-lun to catch up

leren verb

LAY-run to learn

lessen noun

LESS-un classes

moeilijker adj

MOOY-luh-kur more difficult

onlangs adv

ON-lahngs recently

opdracht noun

OP-drahkht assignment; task

probeert verb

proh-BEERT tries

tegelijk adv

tuh-LAYKH at once; simultaneously

Quiz

Word Order

Arrange the words in the correct order.

You can catch up.

Show Answer

Je kunt de achterstand inhalen.

That would make the next step feel more manageable.

Show Answer

Daardoor voelt de volgende stap haalbaarder.

Spelling

Tap the letters to spell the word.

tries

Show Answer

probeert

missed

Show Answer

gemist

classes

Show Answer

lessen

behind

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achter