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Present Tense Negative Worksheet

This document provides an overview of Module 3 of an English language course. It covers several topics: 1. A reading comprehension activity about the Montgolfier brothers' invention of the hot air balloon. Students order sentences and events from the story. 2. A listening and speaking section where students describe different jobs and careers. They also discuss what kind of work they might enjoy. 3. A grammar lesson focusing on verb tenses. Students answer questions about a text and complete exercises transforming sentences. 4. A vocabulary building activity where students match words to their translations and create a story using the vocabulary terms. The module aims to develop students' English reading, writing, listening, speaking and
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0% found this document useful (0 votes)
26 views8 pages

Present Tense Negative Worksheet

This document provides an overview of Module 3 of an English language course. It covers several topics: 1. A reading comprehension activity about the Montgolfier brothers' invention of the hot air balloon. Students order sentences and events from the story. 2. A listening and speaking section where students describe different jobs and careers. They also discuss what kind of work they might enjoy. 3. A grammar lesson focusing on verb tenses. Students answer questions about a text and complete exercises transforming sentences. 4. A vocabulary building activity where students match words to their translations and create a story using the vocabulary terms. The module aims to develop students' English reading, writing, listening, speaking and
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Module 

3. Great minds 
3A. Reading & Vocabulary 
1.  Put the words in the correct order to make up sentences. 
• The/was/invention/new/a/success/and/the/and/animals/safe/landed/
sound/great. 
• noticed/He/of /shirts/one/his/that/started/float/to/upwards. 
• and/Joseph/science/loved/wanted/an/become/to/inventor. 
• float/burned/to/They/straw/underneath/heat/some/and/it/the/the/ba
lloon/helped. 
• The/asked/balloon/brothers/the/up/king/for/to/men/send/in/the/per
mission. 
2. Order the sentences in ex. 1 as they appear in the text on p. 42, SB. 
1. ________________________________________________________ 
2. ________________________________________________________ 
3. ________________________________________________________ 
4. ________________________________________________________ 
5. ________________________________________________________ 
3. Copy out the new words and word combinations from the text on p. 42, 
SB share the list with your deskmate and teach the vocabulary (explain the 
meaning  of  the  words).  Find  the  sentences  with  the  words.  Make  up 
sentences of your own and ask your deskmate to translate them. 
4. Make an outline/plan of the text. Summarize it and retell in a nutshell.  
5.  Project  work.  Think  of  a  thing  that  you  like.  Search the  Internet to find 
out  about  the  history  of  this  thing.  Make  a  presentation  about  it  and  tell 
your classmates about it. 
6. Put the names of subjects in an appropriate column. 
Subjects:  Economics,  Astronomy,  History,  Chemistry,  Psychology,  Computer 
science,  Biology,  Education,  Physics,  Health  science,  Politics,  Management, 
Sociology, Ecology, Engineering, Applied linguistics. 
Natural science Social science Applied science
 
 
3B. Listening and Speaking 
1. Say what they do at work: 
• pizza delivery boy 
• air traffic controller 
• car salesman 
• vet 
2. Look at photos of John, Steve, Kim and Bill on p. 44, SB. What character 
traits do they need to cope with their work successfully? Why? 
3. Speak about yourself and some of your groupmates supposing what kind 
of job they can do. 
Andrew might be… 
I think I will be… 
 
4.  Read  what  Tom  the  gardener  says  about  his  job.  Why  does  he  like  it? 
Why is it important to do the job that you like?  
Let  me  tell about  my  job.  I  think I  am  the  happiest  person  in the  world  as  I  do 
what I have always dreamt about. I am a gardener – can you believe it?!  Yeah! I 
love my job. I cannot even think about working in an office in front of a computer 
all day long. I think it’s boring. I get up early in the morning and go to the garden 
and potter there, listening to the birds singing – it’s absolutely amazing to be in 
touch with the nature. I hope you’ll find the job that’ll please you! 
What job would you like to do? Why? 
 
 
3C. Grammar in Use 
1. Answer the questions to the text on p. 46, SB. 
• Why is the text called “Mistakes that worked”? 
• Who is the discoverer of penicillin? 
• How did he discover it? 
• What was new for you in the text? 
• What would you like to learn more? 
2. Scan the text once again and copy out all the verbs. Explain the usage of 
this or that tense. 
3. Transform the sentences into negative and interrogative. 
• By the time mum came home her son had cooked the dinner. 
• Sandra had been writing a report for three hours before she realized it 
was too late. 
• This bridge was built in 1953. 
• Tom was reading a very interesting book while his dad was watching a 
football match. 
4. Put the verbs in brackets into the correct tense.  
• He ____________ (give) me the book back, ____________ (thank) for lending it to 
him and ___________ (say) that he enjoyed it very much; I ___________ (know) 
that he __________ (read) it because most of the pages ___________ (be) still 
uncut. 
• He ____________ (keep) looking at her, wondering where he ____________ (see) 
her before. 
• I ____________ (put) the $10 note into one of my books; but next day it 
_____________ (take) me ages to find it because I ______________ (forget) which 
book I _____________ (put) it into. 
 
3D. Vocabulary and Speaking 
1a. Match the words with their translation. 
step by step   
to get Master’s degree   
again and again   
to examine elements   
pay the bills   
 
1b. Work in pairs. Make up a story with the words in 1a and read it out to 
the class. Choose the best story following the criteria: correctness 
(grammar and vocabulary), plot. 
2. Make up a dialogue using idioms.  Speak about the problem: It is 
obligatory to get a university degree and keep on studying throughout the 
life.  
 
3E. Writing Skills 
1. Read the sentences and make up a story. Make a poster, draw the 
characters and present it to the group.   
• Parents went on a tour round Europe. 
• Kate and Tom were left with their Auntie Frankie. 
• They decided to have a party. 
• Everybody was happy. 
• When parents came back, their children prepared a surprise. 
 
3F. English in Use 
1. Translate the phrasal verb bring. Think of examples to illustrate the 
meaning of the verb bring. 
bring down   
bring forward   
bring on   
bring off   
bring over   
bring through   
 
2. Fill in down, forward, on, off, over, through. Translate the sentences into 
Russian. 
• The financial crisis has brought the prices _________________. 
• She was a real success though she had to bring ________________ a lot of 
obstacles on her way. 
• Emily, you’ve brought ______________ an excellent idea!  
• The fireman brought _____________ an eleven‐year old girl yesterday. 
• Please, don’t bring ______________ troubles saying things like that! 
• I tried to bring her _____________ but she was as stubborn as a mule. 
 
 3. Read the sentences out and translate them. Comment one of the 
statements. Explain your choice and say what it means to you. 
‐ Truth lies at the bottom of a well. (Demicritus) 
‐ Although I disagree with what you say, I will defend to the death your 
right to say it. (Voltair) 
‐ Actions speak louder than words. 
‐ The best things in life are free. 
‐ The roots of education are bitter but the fruit is sweet. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
KEYS. Module 3. Great minds 
3A 
1.   
• The  new  invention  was  a  great  success  and  the  animals  landed  safe  and 
sound.  
• He noticed that one of his shirts started to float upwards. 
• Joseph loved science and wanted to become an inventor. 
• They burned some straw underneath it and the heat helped the balloon to 
float. 
• The brothers asked the king for permission to send men up in the balloon.  
 
2.  
1. He noticed that one of his shirts started to float upwards. 
2. Joseph loved science and wanted to become an inventor. 
3.  They  burned  some  straw  underneath  it  and  the  heat  helped  the  balloon  to 
float. 
4. The new invention was a great success and the animals landed safe and sound.  
5. The brothers asked the king for permission to send men up in the balloon.  
 
6.  
Natural science Social science Applied science
Astronomy History Economics
Chemistry Psychology Computer science
Biology Education Health science
Physics Politics Management
Ecology Sociology Engineering
    Applied linguistics 
 
3B. Listening and Speaking 
1.  
• deliver pizza 
• control and direct air traffic  
• sales cars  
• cures animals 
2. friendly, responsible, attentive, careful, sociable, persuasive 
 
3C. Grammar in Use 
1.  
• The text is called like this because it informs the readers of the 
discoveries that were made by chance. 
• Alexander Fleming. 
• He noticed that there was some mould on one of the bacteria samples he 
had left by an open window. He examined what was around the bacteria 
and discovered that mould was able to destroy harmful bacteria. 
3.  
• By the time mum came home her son hadn’t cooked the dinner. 
• What had the son done by the time mum came home? 
• Sandra hadn’t been writing a report for three hours before she realized it 
was too late. 
• What had Sandra been doing before she realized it was too late? 
• This bridge wasn’t built in 1953. 
• When was the bridge built? 
• Tom wasn’t reading a very interesting book while his dad was watching a 
football match. 
• What was Tom’s father doing while he was reading a very interesting 
book? 
4. Put the verbs in brackets into the correct tense.  
• He gave me the book back, thanked for lending it to him and said that he 
enjoyed it very much; I knew that he hadn’t read it because most of the 
pages were still uncut. 
• He kept looking at her, wondering where he had seen her before. 
• I put the $10 note into one of my books; but next day it took me ages to 
find it because I forgot which book I had put it into. 
 
3D. Vocabulary and Speaking 
1a.  
step by step  шаг за шагом
to get Master’s degree  получить степень магистра
again and again  снова и снова
to examine elements  изучать элементы
pay the bills  оплатить счета
 
3F. English in Use 
1.  
bring down  снижать (цены)
bring forward  предложить
bring on  навлекать
bring off  спасать
bring over  переубедить
bring through  провести через какие-
либо трудности
 
2.  
• The financial crisis has brought the prices down. 
• She was a real success though she had to bring through a lot of obstacles 
on her way. 
• Emily, you’ve brought forward an excellent idea!  
• The fireman brought off an eleven‐year‐old girl yesterday. 
• Please, don’t bring on troubles saying things like that! 
• I tried to bring her over but she was as stubborn as a mule. 
  
 

Common questions

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The use of idioms in dialogues can significantly enhance language learners' proficiency and conversational skills by exposing them to cultural nuances and figurative expressions. Idioms enrich vocabulary, improve comprehension of native speech patterns, and facilitate fluent, natural conversations. Practicing idiomatic expressions helps learners transition from basic to advanced language levels by enabling more authentic interactions .

Using real-life phrases such as 'Truth lies at the bottom of a well' in education encourages deeper philosophical reflection by compelling students to ponder abstract concepts and meanings beyond surface interpretations. Such phrases can inspire introspection and debates about truth, perception, and reality. However, without proper contextualization, they may confuse learners rather than enlighten them, requiring careful instructor guidance to maximize educational impact .

The text suggests a multi-faceted approach to vocabulary acquisition, which includes organized lists of new words, teaching words to deskmates, and practical application through sentence creation and translation exercises . This pedagogical method supports active engagement with vocabulary, reinforcing memory through varied cognitive and social activities.

The discussion about job satisfaction emphasizes aligning personal interests with career choices by illustrating how enjoying one's work can lead to a fulfilling life. For example, the gardener expresses immense satisfaction and happiness by working in a field he is passionate about, highlighting that choosing a job based on personal interests can significantly enhance one's quality of life and productivity .

Engaging students in creating and presenting stories using vocabulary and dialogue develops a variety of cognitive skills such as creativity, critical thinking, and communication. It encourages learners to construct coherent narratives, thus enhancing linguistic creativity and understanding. Presenting the stories further develops public speaking and confidence. This activity involves synthesizing vocabulary knowledge into meaningful contexts, strengthening associative and recall abilities .

Transforming sentences into negative and interrogative forms enhances grammatical understanding by requiring learners to apply rules of syntax and structure actively. This exercise forces learners to think critically about sentence formations and verb usage, improving their ability to manipulate and understand different grammatical constructs .

Interdisciplinary classification of academic subjects into natural, social, and applied sciences enhances comprehension by categorizing fields based on their methodologies and focal points. Natural sciences (e.g., Astronomy, Biology) focus on understanding the physical world, social sciences (e.g., Sociology, Psychology) study human behavior and societies, and applied sciences (e.g., Engineering, Management) apply knowledge to practical problems. This classification allows for a clearer understanding of how different fields relate, interact, and contribute to a holistic knowledge of the world .

Using structured outlines and summaries aids comprehension by helping students organize information systematically, making it easier to understand and remember . This strategy encourages active engagement with the material, demands critical thinking to distill essential ideas, and enhances retention by providing a clear framework to recall the content.

The professions such as pizza delivery boy, air traffic controller, car salesman, and veterinarian reflect specific character traits necessary for success. For instance, a pizza delivery boy might need to be responsible and punctual, an air traffic controller requires attentiveness and the ability to work under pressure, a car salesman benefits from being sociable and persuasive, and a veterinarian should be compassionate and careful . These traits align with the demands and challenges of each profession, suggesting that character compatibility plays a vital role in job performance.

The phrase 'mistakes that worked' refers to discoveries that were made by chance rather than through direct intention or experiment. In the text, this is exemplified by Alexander Fleming's discovery of penicillin. Fleming noticed mould on a bacterial sample, which had accidentally been left by an open window, and upon examination, he realized the mould could destroy harmful bacteria . This illustrates how unforeseen incidents can lead to significant scientific breakthroughs.

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