Planning a Short Presentation | Learn Dutch in English

About This Lesson

Use Planning a Short Presentation to practice Dutch conversation, pronunciation, vocabulary, grammar, and quizzes.

Dialogue

Ik moet volgende week een korte presentatie geven.

ik moot VOL-khun-duh vayk uhn KOR-tuh preh-zen-TAH-tsee KHAY-vun I have to give a short presentation next week.

Begin met een duidelijke opzet voordat je volledige zinnen schrijft.

start met uhn DOW-duh-luh-kuh OP-zet vuh-DAHT yuh VOLL-luh-duh ZIN-un skh-RAYFT Start with a clear outline before writing full sentences.

Mijn onderwerp is hoe ik mijn studiegewoonten heb veranderd.

mine ON-der-wairp iz hoo ik mine stew-DEE-khuh-vohn-tun hep vuh-AHN-dert My topic is how I changed my study habits.

Dat is herkenbaar, dus denk na over wat het publiek zal leren.

daht iz her-KAYN-bahr, DOYS denk nah OH-vur waht ut pyoo-BLEEK zahl LAY-run That is relatable, so think about what the audience will learn.

Ik wil het probleem, de verandering en het resultaat uitleggen.

ik vil ut proh-BLAYM, duh vuh-AHN-duh-ring un ut ray-zul-TAHT OYT-LEKH-un I want to explain the problem, the change, and the result.

Die structuur werkt. Voeg eenvoudige overgangen tussen die delen toe.

dee stryk-TOOR vairkt. voohkh AYN-VOW-duh-khuh OH-vur-khahn-gun TUS-un dee DAY-lun too That structure works. Add simple transitions between those parts.

Moet ik de hele presentatie uit mijn hoofd leren?

moot ik duh HAY-luh preh-zen-TAH-tsee OYT mine HOWT LAY-run Should I memorize the whole presentation?

Oefen met aantekeningen, zodat je natuurlijker klinkt.

OO-fun met AHN-tay-kuh-ning-un, ZOH-daht yuh nah-TYOOR-luh-kur KLINKT Rehearse with notes so you sound more natural.

Ik ga twee keer oefenen en mezelf opnemen.

ik khah tvay kayr OO-fuh-nun un muh-ZELF OHP-nay-mun I will practice twice and record myself.

Dat helpt je om je timing te verbeteren en zelfverzekerder te klinken.

daht helpt yuh om yuh TAI-ming tuh vuh-BAY-tuh-run un ZELF-vuh-ZAY-kur-dur tuh KLINK-un That will help you improve your timing and sound more confident.

Word by Word

Ik “Ik” means “I” and identifies the speaker in “Ik moet volgende week een korte presentatie geven.” It is used as the subject before what the speaker must or wants to do, as in “Ik wil het probleem...”.

moet “moet” expresses that the speaker has to do something in “Ik moet volgende week...”. It is used before an infinitive, here “moet ... geven”, to state an obligation.

volgende “volgende” means “next” in the time expression “volgende week”. Use it before a time word when referring to the one coming after the current one, as in “volgende week”.

week “week” means “week” in “volgende week”, which gives the time of the presentation. It commonly follows a word such as “volgende” when describing when something will happen.

een “een” means “a” or “an” in “een korte presentatie”. It introduces one non-specific presentation before the noun and its description.

korte “korte” describes the presentation as short in “een korte presentatie”. It appears before the noun in this description, and the same position is used for other adjectives describing a noun.

presentatie “presentatie” means “presentation”, the talk the speaker has to give next week. It is used in the expression “een korte presentatie geven” for giving a presentation.

geven “geven” means “give” in “een korte presentatie geven”. It follows “moet” as the action required, and “presentatie geven” is the relevant object-and-verb combination here.

Begin “Begin” tells someone to start, here by starting with an outline. In “Begin met een duidelijke opzet”, it is used as a direct instruction followed by “met” and what should come first.

met “met” means “with” in “Begin met een duidelijke opzet”. It introduces the thing used as the starting point or accompaniment, and it commonly follows “begin” in this instruction.

duidelijke “duidelijke” describes the outline as clear in “een duidelijke opzet”. It comes before “opzet” and specifies what kind of outline should be used.

opzet “opzet” means an outline or planned structure in “een duidelijke opzet”. It is the thing to begin with before writing full sentences, as in “Begin met een duidelijke opzet”.

voordat “voordat” means “before” and introduces the action that should happen later in “voordat je volledige zinnen schrijft”. Use it to connect one action with another action that precedes it.

je “je” means “you” in “voordat je volledige zinnen schrijft” and “zodat je natuurlijker klinkt”. It identifies the person writing or speaking and commonly appears before the verb in these clauses.

volledige “volledige” means “full” or “complete” in “volledige zinnen”. It describes the sentences that should be written rather than only an outline.

zinnen “zinnen” means “sentences” in “volledige zinnen schrijft”. It is used as the object of “schrijft” when referring to the complete sentences someone writes.

schrijft “schrijft” means “writes” in “je volledige zinnen schrijft”. It appears after “je” in the clause introduced by “voordat”, describing the writing that should follow the outline.

Mijn “Mijn” means “my” in “Mijn onderwerp”. It identifies the topic as belonging to the speaker and is placed directly before the noun it describes.

onderwerp “onderwerp” means “topic” in “Mijn onderwerp is hoe ik mijn studiegewoonten heb veranderd”. It names what the presentation is about and is used in the pattern “mijn onderwerp is...”.

is “is” links the topic with its content in “Mijn onderwerp is hoe ik...”. It is used between the subject “Mijn onderwerp” and the information that explains it.

hoe “hoe” means “how” and introduces the description of the change in “hoe ik mijn studiegewoonten heb veranderd”. Use it to introduce information about the way or process of something.

studiegewoonten “studiegewoonten” means “study habits”, the habits the speaker changed. It is used after “mijn” in “mijn studiegewoonten” to identify whose study habits are being discussed.

heb “heb” works with “veranderd” in “heb veranderd” to say that the speaker has changed the study habits. Use this form with a past participle when describing a completed change connected to the present.

veranderd “veranderd” means “changed” in “mijn studiegewoonten heb veranderd”. Together with “heb”, it describes the change the speaker has made, and the form follows the auxiliary in “heb veranderd”.

Dat “Dat” means “that” and refers to the preceding idea about changed study habits in “Dat is herkenbaar”. Use it to point back to an idea or situation that has just been mentioned.

herkenbaar “herkenbaar” describes something that people can recognize from their own experience in “Dat is herkenbaar”. It is useful when responding to a situation that feels familiar to the people listening.

dus “dus” means “so” or “therefore” and introduces the advice that follows in “dus denk na over...”. It connects the reason that the topic is relatable with the resulting suggestion.

denk “denk” is part of the instruction “denk na over wat het publiek zal leren”, telling the listener to consider something. Use it together with “na” and “over” when asking someone to think carefully about a topic.

na “na” completes the expression “denk na over”, which means to think something over. In this dialogue it functions with “denk”, not as a separate time word, and the expression is followed by what should be considered.

over “over” means “about” in “denk na over wat het publiek zal leren”. It introduces the topic of the thought and follows the expression “denk na”.

wat “wat” means “what” and introduces the information the audience will learn in “wat het publiek zal leren”. Use it to introduce the thing or information being considered.

het “het” means “the” before “publiek” in “het publiek”. It identifies the particular audience being discussed in the presentation context.

publiek “publiek” means “audience”, the people who will listen to the presentation. It is used in “wat het publiek zal leren” to describe what those listeners will learn.

zal “zal” points to what the audience will learn in “wat het publiek zal leren”. It is used before “leren” to refer to the learning expected from the audience.

leren “leren” means “learn” in “het publiek zal leren”. It follows “zal” and describes the knowledge or lesson the audience is expected to gain.

wil “wil” expresses the speaker’s intention in “Ik wil het probleem... uitleggen”. It is followed by an infinitive, here “uitleggen”, to state what the speaker wants to do.

uitleggen “uitleggen” means “explain” in “het probleem, de verandering en het resultaat uitleggen”. It follows “wil” and takes the ideas being explained as its objects.

probleem “probleem” means “problem” in “het probleem”. It is the first part the speaker wants to explain, and it appears after the definite article “het”.

de “de” means “the” before “verandering” in “de verandering”. It identifies the particular change that belongs to the presentation’s structure.

verandering “verandering” means “change” in “de verandering”. It names the second point the speaker wants to explain, alongside “het probleem” and “het resultaat”.

en “en” means “and” and connects the listed presentation points in “het probleem, de verandering en het resultaat”. Use it to join items in a series.

resultaat “resultaat” means “result” in “het resultaat”. It names the outcome that the speaker wants to explain as the final point in the list.

Die “Die” means “that” in “Die structuur werkt” and points back to the structure just described. Use it before a noun when referring to a particular previously mentioned thing.

structuur “structuur” means “structure” in “Die structuur werkt”. Here it refers to the organization of the presentation into a problem, change, and result.

werkt “werkt” means “works” in “Die structuur werkt”, saying that the proposed structure is effective. Use it to evaluate whether a plan, method, or arrangement functions well.

Voeg “Voeg” instructs someone to add something in “Voeg eenvoudige overgangen tussen die delen toe”. It is used with “toe” around the material being added, as in “Voeg ... toe”.

eenvoudige “eenvoudige” means “simple” in “eenvoudige overgangen”. It describes the kind of transitions to add and appears before the noun it modifies.

overgangen “overgangen” means “transitions”, the connecting phrases or movements between presentation sections. In “overgangen tussen die delen”, it is followed by “tussen” to specify what the transitions connect.

tussen “tussen” means “between” in “tussen die delen”. It identifies the two or more sides of a relationship, and it is used here before the parts being connected.

delen “delen” means “parts” in “die delen”, referring to the sections of the presentation. It follows “tussen” in “tussen die delen” to identify the parts between which transitions are needed.

toe “toe” completes the addition expression “Voeg eenvoudige overgangen tussen die delen toe”. Together with “Voeg”, it signals that something should be added; the reusable pattern is “Voeg ... toe” with the added item in the middle.

hele “hele” means “whole” or “entire” in “de hele presentatie”. It emphasizes that the speaker is asking about memorizing the complete presentation, not only one section.

uit mijn hoofd “uit mijn hoofd” means “from memory” or “by heart” in “de hele presentatie uit mijn hoofd leren”. In the expression, “uit” contributes “from”, “mijn” identifies the speaker’s, and “hoofd” means “head”; together they form the idiomatic memory expression.

Oefen “Oefen” tells someone to rehearse or practice in “Oefen met aantekeningen”. It is used as an instruction followed by “met” and the notes that support the practice.

aantekeningen “aantekeningen” means “notes” in “met aantekeningen”. These are the written prompts used while rehearsing, and “met” introduces them as support or material.

zodat “zodat” means “so that” and introduces the intended result in “zodat je natuurlijker klinkt”. Use it to connect an action with the result it is meant to produce.

natuurlijker “natuurlijker” means “more naturally” in “natuurlijker klinkt”. It describes the desired improvement in how the speaker sounds, and it is used with “klinkt” to describe speech or delivery.

klinkt “klinkt” means “sounds” in “zodat je natuurlijker klinkt”. It describes how the speaker’s delivery comes across and is used after “je” in this result clause.

ga “ga” is part of “Ik ga twee keer oefenen”, expressing a planned action. It is followed by an infinitive to state what the speaker intends to do.

keer “keer” means “time” or “occasion” in “twee keer”, counting how often the speaker will practice. Use a number followed by “keer” to express a number of repetitions.

oefenen “oefenen” means “practice” in “Ik ga twee keer oefenen”. It follows “ga” as the planned action and can be used with a frequency expression such as “twee keer”.

mezelf “mezelf” means “myself” in “mezelf opnemen” and refers back to the speaker. It is used as the object when the speaker records their own voice or performance.

opnemen “opnemen” means “record” in “mezelf opnemen”. It follows “ga” and takes “mezelf” as the object, specifying that the speaker will make a recording of themself.

helpt “helpt” means “helps” in “Dat helpt je om je timing te verbeteren”. It describes how the practice supports the learner and is used with the person helped, “je”, followed by a goal.

om “om” introduces the goal in “helpt je om je timing te verbeteren”. Together with “te”, it connects the help with the action that the learner aims to carry out.

te “te” marks the infinitive in “om je timing te verbeteren” and “zelfverzekerder te klinken”. It appears before the action word in this purpose construction.

verbeteren “verbeteren” means “improve” in “je timing te verbeteren”. It follows “te” and names the goal that the practice helps the learner achieve.

timing “timing” means the timing of the presentation in “je timing te verbeteren”. It is the specific performance aspect that the speaker wants to improve.

zelfverzekerder “zelfverzekerder” means “more confident” in “zelfverzekerder te klinken”. It describes the desired way of sounding and is used with “klinken” to evaluate the speaker’s delivery.

klinken “klinken” means “sound” in “zelfverzekerder te klinken”. It follows “te” in the purpose expression and describes how the speaker’s voice or delivery comes across.

Grammar Points

Vergrotende trap: bijvoeglijk naamwoord + -er

Oefen twee keer; zinnen klinken natuurlijker.

OO-fun tvay kayr; ZIN-un KLINK-un nah-TYOOR-luh-kur

Practice twice; sentences sound more natural.

De uitgang -er geeft een vergelijking aan; natuurlijker betekent “more natural”.

uit mijn hoofd leren

Ik wil de volledige presentatie uit mijn hoofd leren.

ik vil duh vohl-LAY-dih-khuh preh-zen-TAH-tsee OYT mine HOWT LAY-run

I want to memorize the complete presentation.

Dit is een vaste uitdrukking voor iets memoriseren; letterlijk: het vanuit je hoofd leren.

Dutch Vocabulary

begin verb

buh-KHIN start / begin

duidelijke adj

DOW-duh-luh-kuh clear

geven verb

KHAY-vun to give

korte adj

KOR-tuh short

onderwerp noun

ON-der-wairp topic

opzet noun

OP-zet outline / structure

presentatie noun

preh-zen-TAH-tsee presentation

studiegewoonten noun

stew-DEE-khuh-vohn-tun study habits

veranderd verb

vuh-AHN-dert changed

volgende week phrase

VOL-khun-duh vayk next week

volledige adj

vohl-LAY-dih-khuh full / complete

zinnen noun

ZIN-un sentences

Quiz

Spelling

Tap the letters to spell the word.

to give

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geven

presentation

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presentatie

start / begin

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begin

outline / structure

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opzet