DIDACTIC UNIT 1

Bursting at the seams

3RD ESO (A) – [1ST TERM]

Unit objectives
- To understand global and specific information from oral and written
texts about shopping and fashion.
- To produce well organised texts about shopping and fashion.
- To participate in conversations about shopping and fashion using
adequate strategies.
- To develop and use different learning strategies, including ICT, in
relation to shopping and fashion.
- To learn about the essential issues related to shopping and fashion.

2017

STUDENT’S NAME : _________________________________________________________

DIDACTIC UNIT 1: BURSTING AT THE SEAMS
SESSION 1 Diagnostic test (HOMEWORK)
Taken from: http://promo.oupe.es/documents/diagnostic_test_secondary_3_incluir.pdf

Name ………………………………………………………………...
School ………………………………. Class ……………………….
Town …………………………………Province…………………….

A) Vocabulary
1- Put the words in each list
midday hard-working stage poverty
wallet pollution referee autumn
waves scanner cliff polite
audience printer customer scoreboard

By the sea:
Waves (1)
At a rock concert:
(2) (3)
Time and seasons:
(4) (5)
Personality:
(6) (7)
Shopping and money:
(8) (9)
Sports:
(10) (11)
Problems on the planet:
(12) (13)
Computers and technology:
(14) (15)

B) Grammar
2- Complete the text. Use the present simple
My family and I often go (go) to the south of Spain on holiday. We (1) _______ (love) beaches. My
sister (2) _______ (go) sunbathing but my mum (3) _______ (not / like) it. Dad always (4) _______
(try) to speak Spanish but people (5) _______ (not / understand) him.
What kinds of things (6) _______ (you / do) on holiday?
3- Complete the text about Alison’s day. Use the present continuous of the verbs in the box.
Watch Coock Buy Not go Visit Go have

Tomorrow is a busy day for Alison. It’s her mum’s birthday. In the morning, she’s buying a present.
Then, she (1) _________ lunch for her mum. In the afternoon they (2) _________ her grandparents.
In the evening, her parents (3) _________ a party but Alison (4) _________. She (5) _________ a
video with some friends. Then, they (6) _________ to a club.

4- Complete the sentences. Use the comparative or superlative of the word in brackets.
The Antarctic is bigger (big) than the Atlantic.
1 The ________ (expensive) hotel in London is probably the Ritz.
2 In Europe, the ________ (sunny) months are geenrally July and August.
3 In England, April is usually ________ (wet) than May.
4 London is ________ (interesting) than Oxford.
5 The south of England generally has ________ (good) weather than the north.
6 Pluto is the ________ (far) planet from the Sun.

5- Complete the text. Use the correct form of the past simple.
Sarah Thanks for the party. I had (have) a great time. (1) _________ (you enjoy) it?
Paul Yes, I did. Thanks.
Sarah I (2) _________ (not / see) your brother.
Paul No. He (3) _________ (come) late. He (4) _________ (buy) me a CD player!
Sarah Wow! I (5) _________ (wear) my new jeans. (6) _________ (you / like) them?
Paul I’m sorry. I (7) _________ (not / notice) !

6- Complete the sentences about Paul’s party yesterday. Use the past continuous.
1 In the morning Paul and his mum were shopping (shop). They _________ (buy) food for the
party.
2 In the afternoon Sarah _________ (try on) some new jeans.
3 At nine o’clock Paul and Sarah _________ (dance). Paul’s brother _________ (drive) to the
party.
4 At midnight Paul and his brother _________ sleeping (not / sleep). What _________ (they /
do)? They _________ (listen) to music on Paul’s new CD player!

7- Write the sentences. Use going to.

I / cut my hair for charity. I’m going to cut my hair for charity
1 you / come to the party tomorrow?
2 I / not / watch TV tonight.
3 My sister / start a new school today.
4 How long / it / take to get there?
5 My brother and I / cook tonight
8- Complete the sentences. Use the present perfect.
They’ve eaten (eat) all the food.
1 I __________ (win) a competition!
2 ‘__________ (you / use) the Internet?’ ‘Yes, I __________.’
3 He __________ (lost) his dictionary.
4 I __________ (not / do) my homework.
5 ‘__________ (she / arrive)?’ ‘No, she __________.’
6 He __________ (not / read) this book.

C) Listening
http://www.adelescorner.org/listening/holiday/holiday.html

D) READING
1 Read the text. Then write true (T) or false (F).

My school day
School starts at nine o’clock in the morning.
I usually go by bus, and I leave home at quarter past eight. We have four classes in the morning,
and then we have lunch at half past twelve. In the afternoon, we usually have three classes.
I study ten subjects. My favourite subjects are Spanish and French. I love languages! I don’t like
maths or science. I don’t mind P.E. We usually play basketball or hockey.
The teachers at my school are nice. My favourite teacher is Miss Smith. She teaches Spanish. Her
classroom is really nice. There’s a TV, and we sometimes watch Spanish films. There’s also a
stereo, and we often listen to Spanish conversations. But we hardly ever listen to pop music!
There’s a library at my school. We can read there, and we can also use the computers. After
school, I sometimes go to the library and surf the Internet for my homework. On Tuesday, I
always go to the music club. I enjoy playing the guitar.
Jane (aged 15)

1 Jane starts school at quarter past eight. _____

2 Jane loves French and Spanish. _____
3 Jane hates P.E. _____
4 Jane often listens to pop music at school. _____
5 Jane plays the guitar on Tuesday. _____

2 Read the text again. Then answer the questions.

1 How does Jane travel to school?

_________________________________________________
2 How many classes does she have in the morning?
_________________________________________________
3 What time does Jane have lunch?
_________________________________________________
4 What sports does Jane usually play at school?
_________________________________________________
5 Where does Jane surf the Internet?
_________________________________________________
E) WRITING
3 Write about a typical school day. Think about these questions:

• What time does school start / finish?

• How do you usually travel to school?
• What is your favourite subject / classroom?
• Is there a library / café / swimming pool at your school?
• What do you usually do after school?
SESSION 2 Like it’s going out of fashion (55 MINUTES)
1- LANGUAGE

VOCABULARY
Shopping
Contextualizing
Reading For Gist (The Main Idea)
Skim read the text below to find out what it is about
Christmas is the busiest time of year for shops in the UK. Many shops stay
Fashion
Contextualizing
→ Connecting words
→ Predicting
Physical appearance
Contextualizing
Clothes
7- Clothes

Topic area
clothes
Vocabulary focus
anorak, blouse, bra, coat, dress, dressing gown, gloves, jacket,

-Contextualizing
Shopping Fashion Physical appearance Clothes
Bakery, café, post Anorak, blouse, bra,
office, coat

Shopping

fashion

physical appearance

clothes
PRE-READING (5 MINUTES)
Look at the picture. Which of these fashion brands do you usually buy?
READING (15 MINUTES)
Fashion – the World Over
1 Today, dedicated followers of fashion look to cities such as New York City, London, Paris and
Milan for their inspiration and to buy the latest trends. The fashion scene changes with every season
and in many countries, this means that there are four collections – one each for spring, summer,
autumn and winter. The concept of fashion trends developed in the 14th century in Europe, but what
about fashion in the rest of the world?
2 Early Western travellers going to the East noted that fashion styles did not change rapidly in
countries such as Persia, India, China and Japan. However, this was not always the case as there
was also evidence uncovered during the dynasty of Ming China of rapidly changing fashions in
Chinese clothing. History shows us that changes in costume often took place at times of economic
or social change, which occurred in ancient Rome and the medieval Arabian Peninsula. Then a long
period without major changes would follow.
3 At this time, most weaving, embroidery, cutting and stitching was hand-crafted by skilled
craftsmen and seamstresses. Many textiles originated in countries such as China, where exquisite
silks were produced and Turkey with its rich history of embroidery and clothing styles influenced
by Central Asia and the Far East. Until the mid-nineteenth century, in Europe and America most
clothing was therefore custommade by skilled dressmakers and tailors. This meant that following
fashion trends was clearly an expensive past-time.
4 In the twentieth century, mechanised production of textiles and the introduction of the sewing
machine dramatically changed the way fashionable garments were produced. It led the development
of haute couture and, much later, affordable branded clothing which was the offshoot of haute
couture. Mass production meant that clothing became much cheaper and more widely available, yet
at the same time was easily adapted to meet the designers’ demands. As economies grew and people
became more affluent, more people could afford to buy designer clothing across the world.
5 To sum up, fashion is closely interlinked with the history of the world. Periods of rapid change
and movement of people influenced the textiles and styles that people chose to wear. Nowadays,
people are still extremely conscious about the way they dress for various occasions. Adolescents
and young adults feel very strongly about the brands they wear, whether it is for college, partying or
sportswear. Their parents feel the same about their own designer labels. There are designer or
boutique brands all over the world. In many Asian countries, local designers can charge a small
fortune for exclusive bridal wear, wedding attire and other formal wear.

READING COMPREHENSION
1- Choose the best title for each paragraph
A Origins of textiles
B
C
D
E
F

PARAGRAPH LETTER
1
2
3
4
5
2-
3-

3 BOARDGAME (10 MINUTES)

SESSION 3 Fashion victim (55 MINUTES)

2- LANGUAGE II (GRAMMAR AND FUNCTIONS)

GRAMMAR
Contrast between present simple/continuous; be/have in fashion description.
¿Cuándo usamos el present simple?
Lo usamos cuando hablamos de situaciones diarias y de acciones habituales en general en presente.
Ejemplos:
I live in Spain (Vivo en España)
He always goes to the cinema (Siempre va al cine)
They never do their homework (Nunca hacen sus deberes)

¿Cuándo usamos el present continuous?

En inglés, no se suele usar el present continuous para describir cosas generales. Se suele emplear
más para describir cosas que estamos haciendo en un momento específico porque es una acción
que se sigue desarrollando.
Ejemplos:
I’m watching television (at this moment) (Estoy viendo la televisión)
My friends are playing XBOX (at this moment) (Mis amigos están jugando a la XBOX)
They are travelling to Canada (at this moment they are on their way there) (Están viajando a
Canadá)
Es importante prestar atención al hecho de que la acción está en progreso en estos ejemplos y que
no es algo que sucede de forma habitual.

¿Tiene el present continuous otros usos?

El present continuous también se usa para expresar una acción futura que se llevará a cabo en un
futuro próximo.
Ejemplos:
I’m going to visit my cousin this evening
(Voy a visitar a mi primo esta tarde)
They’re playing football after work
(Van a jugar a fútbol después del trabajo)
He’s finishing his project after school
(Va a acabar su proyecto después del colegio)
En algunas ocasiones, la gente en el Reino Unido emplea el present continuous para el futuro lejano
en vez de “will”. Es importante acordarse de que “will” sigue siendo el verbo auxiliar oficial del
futuro simple.
¿Con qué nos quedamos?
Es importante acordarse de las diferencias claras entre estos dos tiempos:
Present simple – Para hablar en general sobre acciones generales en tiempo presente
Present continuous – Para hablar sobre acciones continuas en progreso o acciones futuras
próximas
SIMPLE PRESENT – PRESENT PROGRESSIVE

Form
Simple Present Present Progressive
infinitive form of 'be' and verb + ing
(3rd person singular: infinitive + 's')

I speak I am speaking
you speak you are speaking
he / she / it speaks he / she / it is speaking
we speak we are speaking
they speak they are speaking

Exceptions
Exceptions when adding 'ing' :

• Silent e is dropped. (but: does not apply for

Exceptions when adding 's' : -ee)

• For can, may, might, must, do not add Example: come - coming
s. but: agree - agreeing

Example: he can, she may, it must
• After o, ch, sh or s, add es.
Example: do - he does, wash - she
washes
• After a consonant, the final consonant
y becomes ie. (but: not after a vowel)
Example: worry - he worries
but: play - he plays
• After a short, stressed vowel, the final
consonant is doubled.
Example: sit - sitting
• After a vowel, the final consonant l is doubled
in British English (but not in American
English).
Example: travel - travelling (British English)
but: traveling (American English)
• Final ie becomes y.

Example: lie - lying

See also explanations on Simple Present and Present Progressive

Use
In general or right now?
Do you want to express that something happens in general or that something is happening right
now?

Simple Present Present Progressive

in general (regularly, often, never)
right now
Colin plays football every Tuesday.
Look! Colin is playing football now.
present actions happening one after
also for several actions happening at the same
another
time
First Colin plays football, then he watches
Colin is playing football and Anne is watching.
TV.

Signal words
• always
• every ...
• at the moment
• often
• at this moment
• normally
• today
• usually
• now
• sometimes
• right now
• seldom
• Listen!
• never
• Look!
• first
• then

Note: The following verbs are usually only used in Simple Present:
be, have, hear, know, like, love, see, smell, think, want

Timetable / Schedule or arrangement?

Do you want to express that something is arranged for the near future? Or do you refer to a time set
by a timetable or schedule?

Simple Present Present Progressive

action set by a timetable or schedule arrangement for the near future

The film starts at 8 pm. I am going to the cinema tonight.

Daily routine or just for a limited period of time?
Do you want to talk about a daily routine? Or do you want to emphasis that something is only going
on for a limited (rather short) period of time?

Simple Present Present Progressive

daily routine only for a limited period of time (does not have to happen directly at the
moment of speaking)
Bob works in a
restaurant. Jenny is working in a restaurant this week.

Certain Verbs
The following verbs are usually only used in Simple Present (not in the progressive form).
• state: be, cost, fit, mean, suit

Example: We are on holiday.

• possession: belong, have

Example: Sam has a cat.

• senses: feel, hear, see, smell, taste, touch

Example: He feels the cold.

• feelings: hate, hope, like, love, prefer, regret, want, wish

Example: Jane loves pizza.

• brain work: believe, know, think, understand

Example: I believe you.

• Introductory clauses for direct speech: answer, ask, reply, say

Example: “I am watching TV,“ he says.

PRESENT SIMPLE VS CONTINUOUS EXERCISES
1- Put the verbs into the correct tense (simple present or present progressive). (5 MIN)
1. Look! He (leave) ________ the house.
2. Quiet please! I (write) ________ a test.
3. She usually (walk) ________ to school.
4. But look! Today she (go) ________ by bike.
5. Every Sunday we (go)________ to see my grandparents.
6. He often (go) ________ to the cinema.
7. We (play) ________ Monopoly at the moment.
8. The child seldom (cry) ________ .
9. I (not / do) ________ anything at the moment.
10. (watch / he) ________ the news regularly?
2- Look at the picture on the right and complete the sentences (Simple Present or Present
Progressive). (5 MIN)
1. This (be) ________ Marc.
2. He (wear) ________ a t-shirt and shorts today.
3. He (eat) ________ an apple at the moment.
4. Marc (like) ________ fruits and vegetables.
5. He (eat) ________ some every day.
6. Marc (know) t________ hat apples (be) ________good for his health.
Marc
3-
VIDEOGAME (HOMEWORK)
http://eslgamesworld.com/members/games/grammar/present%20tenses/present%20tenses
%20snakes%20and%20ladders.html
PREFERENCES
Verb patterns con like, love, hate y enjoy en inglés
Seguramente si preguntas al angloparlante medio sobre los verb patterns, ni siquiera sabe que lleva
toda su vida usándolos. Son una cosa tan clara y obvia para los nativos que no nos damos cuenta de
ellos.
De todos modos, los verb patterns siempre surgen en clase de inglés porque son realmente
importantes, y por eso he hablado mucho de ellos. La introducción a los verb patterns es un buen
sitio donde empezar.
Hoy hablaremos de cuatro de los verb patterns con like, love, hate y enjoy – uno de los más
comunes e importantes.

Un verb pattern muy importante: verbo con gerundio

Este verb pattern es muy importante, y se usa especialmente con estos cuatro “verbos de
preferencia”.
like + gerundio
love + gerundio
enjoy + gerundio
hate + gerundio
El gerundio, como sabemos, es la forma del verbo que termina en -ing. Aquí tienes todo sobre los
gerundios.
Claro, se pueden usar estos verbos también con un sustantivo. Pero cuando hablamos de verb
patterns, hablamos de lo que pasa cuando usamos dos verbos seguidos.
Si se usan con un sustantivo, no es un verb pattern. Aquí tienes unos ejemplos de verbo más
sustantivo…
I like chocolate.
I love hamburgers.
She enjoys her English class.
She hates broccoli.
Ejemplos del uso de los verb patterns con like, love, hate y
enjoy
En cambio, estos sí que son verb patterns…
I like eating chocolate.
I love eating hamburgers
She enjoys going to her English class.
She hates eating broccoli.
Los verb patterns se mantienen indiferente de la persona, y indiferente de si la frase es una
afirmación, una pregunta o una negación. Lo que cambia es la conjugación del primer verbo (o el
auxiliar en la pregunta). Pero claro, el gerundio siempre es igual.
I like reading.
He likes reading.
I don’t like swimming.
Do you like swimming?
A gerund is a verb that acts as a noun. Gerunds are formed with a verb + -ing.
I like watching TV.

Gerunds often come after verbs such as like, love, hate, enjoy, (don’t) mind, and prefer.
Subject + verb + gerund
She loves swimming .
He prefers sleeping late.
They enjoy going out.

To ask Yes/No questions using these verbs and a gerund, begin the question with Do/Does
followed by the subject, the verb, and a gerund.
Do/Does + subject + verb + gerund
Do you enjoy swimming ?
Does she like bowling ?

Information questions usually begin with a Wh-word followed by do/does, a subject, verb, and
gerund.
Wh- word + do/does + subject + verb + gerund
Why does she prefer dancing ?

Who questions are formed with Who , the third-person singular form of the verb, and a gerund.
Who + verb + gerund
Who likes skateboarding ?

Gerunds can also be used as the subject of a sentence. The gerund is treated as a singular noun.
Bowling is fun.
EXERCISES
1- Write the correct verb form in each sentence. (5 MIN)

1. My friends would like (celebrate) the end of the course in Port Aventura.

2. Martha loves (work) with children.

3. My daughter hates (play) alone.

4. Little Tommy would love (have) a brother.

5. The football players would prefer (play) in another stadium.

6. Alan's father hates (get up) early every day.

7. Susan likes (go out) with her friends.

2. Fill in the gaps with the verbs in brackets (5 MIN)
1. I like ______ (go) out with friends.
2. She doesn’t like ______ (play) any sport.
3. He hates _______ (cook).
4. She loves ________ (swim).
5. I like ______ (dance).
6. My mother loves ______ (sing).
7. He hates ________ (dance).
8. I like _______ (read) books.
9. They love ______ (play) games.
10. He likes ______ (run).

2. Write down a sentence with each picture (use like, love, hate)

1. ______________ 2. _____________ 3. ______________

________________ _______________ _________________

4. _____________ 5. _______________ 6.________________

_______________ _________________ __________________
7. _____________ 8. _____________
SESSION 4 Bursting at the seams (55 MINUTES)
EVALUATION

20 + 20 +20 +20 = 80

15 + 15+ 15+ 10 = 55
EVALUATION
BLOCK 1
BLOCK 2
BLOCK 3
BLOCK 4

EVALUATION
Students are evaluated in relation to the achievement of the following assessable learning standards
through class/homework and a final task.
Block 1: Understands the main ideas and relevant details of a presentation about shopping and
fashion. LC, SCC, CAE
Block 2: Make a short presentation, with visual support about shopping and fashion. LC, DC, LL,
SIE, CAE
Block 3: Comprehends the main ideas of a text about shopping and fashion. LC, MST, SCC
Block 4: Produces a well-structure leaflet about shops: LC, MST, DC, LL, SIE, CAE
EXAM TOPIC 1
Name ______________________ Class _________________ Date __________________

GRAMMAR
1 Correct the mistakes.

2- Complete the sentences with the present continuous form of the verbs in brackets

3-

4-
VOCABULARY
5- Complete the sentences with the words in the box.

6- Match the pictures with the words

7- Circle the correct options

LISTENING
READING
WRITING
VOCABULARY FASHION

Bracelet - Pulsera
Earring - pendiente
Ring - anillo
Necklace- collar
Sunglasses - gafas de sol
Make-up - maquillaje
Piercings- piercings
Dyed hair - pelo teñido
Jewellery - joyas, bisutería
Purse - monedero
Wallet - cartera
Hat - sombrero
Hood - capucha
Belt - cinturón
Scarf- bufanda
Bow tie - pajarita
Tie - corbata
Gloves- guantes
Socks - calcetines
Stockings/Tights - medias
Shoes- zapatos
Trainers- zapatillas de deporte
High-heels - tacones
Flat shoes- zapatos planos
Sandals- sandalias
Flip-flops- chanclas
Slippers- zapatillas de casa
Boots- botas
Jeans- vaqueros
Trousers- pantalones
Shorts- pantalones cortos
Tracksuit- chándal
Tracksuit bottoms- pantalones de chándal
Skirt- falda
Underwear- ropa interior
Dress- vestido
Evening dress- vestido de noche
Suit- Traje
Jacket- chaqueta
T-shirt- camiseta
Shirt - camisa
Blouse - Blusa
Top- top
Pyjamas- pyjama
Nightdress- camisón
Jumper/Pullover- jersey
Sweatshirt- sudadera
Coat- abrigo
Raincoat- impermeable
Swimsuit - bañador
Dungarees - petos
Glasses- gafas
Miniskirt- minifalda
Tattoo- tatuaje
Helmet- casco
Cap- gorra
Wear- llevar (you put on and take off)
Have got- tener (you don't put on or take off)
Outfit- atuendo/modelo/traje
On/for sale- en venta
Sales- rebajas
Designer- Diseñador
Brand- marca
Shop assistant- dependiente
Shopping center/mall - centro comercial
Second-hand- segunda mano
Bargain - chollo
Discount - descuento
Low prices - precios bajos
To be really/very/quite + adj - ser muy/bastante + adj
Not to be really/very/quite + adjective - no ser muy/demasiado + adjetivo
To wear designer labels - llevar ropa de marca
To follow the latest fashion - estar a la última
To be interested in fashion - estar interesado en la moda
To look natural - parecer natural
To be a fashion victim - ser una "fashion victim"
To spend money on clothes/buying clothes - gastar dinero en ropa
To try sth on- probarse algo
Can I try these things on?- ¿puedo probarme esto?
To suit - quedar bien
To go with/match - pegar
To put sth on/to take sth off - ponerse/quitarse
To get dressed/undressed - vestirse/desvestirse
How is she looking? - ¿cómo es/está?
What does she look like? - ¿cómo es/está?
Trendy clothes don't suit everybody - la ropa de moda no le sienta bien a todo
el mundo
She likes shopping for clothes - le encanta comprar ropa
What's your size? - ¿cuál es tu talla?
Where is the changing room? - ¿dónde están los probadores?
I'll take it - me lo llevo
Have you got the receipt?- ¿tienes el recibo?
Here you are - aquí tienes
How much is it?- ¿cuánto es/vale?
Your change - Su cambio
GRAMMAR

PRESENT SIMPLE
El "simple present" se utiliza:
• Para expresar hábitos y rutinas, hechos generales, acciones repetidas o situaciones,
emociones y deseos permanentes:
I smoke (hábito); I work in London (permanencia); London is a large city (hecho general)
• Para dar instrucciones o indicaciones:
You walk for two hundred meters, then you turn left.
• Para hablar de eventos programados, presentes o futuros:
Your exam starts at 09.00.
• Para referirse al futuro, detrás de algunas conjunciones: after, when, before, as soon as,
until:
He'll give it to you when you come next Saturday.
¡Cuidado! El "simple present" no se utiliza para hablar de lo que está ocurriendo en este
momento.

Ejemplos
• Hábitos y rutinas
He drinks tea at breakfast.
She only eats fish.
They watch television regularly.
• Eventos y acciones repetidos
We catch the bus every morning.
It rains every afternoon in the hot season.
They drive to Monaco every summer.
• Hechos generales
Water freezes at zero degrees.
The Earth revolves around the Sun.
Her mother is Peruvian.
• Instrucciones o indicaciones
Open the packet and pour the contents into hot water.
You take the No.6 bus to Watney and then the No.10 to Bedford.
• Eventos programados
His mother arrives tomorrow.
Our holiday starts on the 26th March
• Construcciones de futuro
She'll see you before she leaves.
We'll give it to her when she arrives.
Formación del "simple present": to think
Afirmativa Interrogativa Negativa
I think Do I think? I do not think
You think Do you think? You do not think
He thinks Does he think? He does not think
She thinks Does she think? She does not think
It thinks Does it think? It does not think
We think Do we think? We do not think.
They think Do they think? They do not think.

Notas sobre la tercera persona del singular del "simple present"

• En la tercera persona del singular, el verbo siempre termina en -s:
he wants, she needs, he gives, she thinks.
• Para las formas negativa e interrogativa, se emplea DOES (= tercera persona del auxiliar
'DO') + el infinitivo del verbo.
He wants ice cream. Does he want strawberry? He does not want vanilla.
• Verbos que terminan en -y : en la tercera persona del singular, se cambia la -y por -ies:
fly --> flies, cry --> cries
Excepción: cuando una vocal precede a la -y:
play --> plays, pray --> prays
• Añadimos -es a los verbos que terminan en:-ss, -x, -sh, -ch:
he passes, she catches, he fixes, it pushes

Ejemplos
• He goes to school every morning.
• She understands English.
• It mixes the sand and the water.
• He tries very hard.
• She enjoys playing the piano.
PRESENT CONTINUOUS
Formación del "present continuous"
El "present continuous" de cualquier verbo se compone de dos partes: el presente del verbo to be +
el "present participle" del verbo principal.
(Para formar el "present participle": raíz+ing, e.g. talking, playing, moving, smiling)

Afirmativa
Sujeto + to be + raíz + ing
She is talking.
Negativa
Sujeto + to be + not + raíz + ing
She is not (isn't) talking
Interrogativa
to be + sujeto + raíz + ing
Is she talking?

Ejemplos: TO GO, "present continuous"

Afirmativa Negativa Interrogativa
I am going I am not going Am I going?
You are going You aren't going. Are you going?
He, she, it is going He, she, it isn't going Is he, she, it going?
We are going We aren't going Are we going?
You are going You aren't going Are you going?
They are going They aren't going Are they going?
Nota: contracciones de las formas negativas: I'm not going, you're not going, he's not going etc.

Funciones del "present continuous"

Como ocurre con todos los tiempos verbales del inglés, la actitud del hablante es tan importante
como el momento en que ocurre la acción o el evento. Al emplear el "present continuous", nos
estamos refiriendo a algo que no ha terminado o está incompleto

El "present continuous" se utiliza:

• para describir una acción que está teniendo lugar en este momento: You are using the
Internet. You are studying English grammar.
• para describir una tendencia o una acción que está sucediendo en la actualidad: Are you still
working for the same company? More and more people are becoming vegetarian.
• para describir una acción o evento futuros que ya están programados: We're going on
holiday tomorrow. I'm meeting my boyfriend tonight. Are they visiting you next winter?
• para describir una situación o evento temporales: He usually plays the drums, but he's
playing bass guitar tonight. The weather forecast was good, but it's raining at the moment.
 • con "always, forever, constantly", para describir y enfatizar una sucesión de acciones
repetidas: Harry and Sally are always arguing! You're constantly complaining about your
mother-in-law!
¡CUIDADO! Hay algunos verbos que no suelen emplear la forma progresiva

Verbos que no suelen emplear la forma progresiva

Los verbos de la siguiente lista suelen utilizar la forma simple porque hacen referencia a estados,
más que acciones o procesos.
Sensación / Percepción

• to feel*
• to hear
• to see*
• to smell
• to taste
Opinión

• to assume
• to believe
• to consider
• to doubt
• to feel (= pensar)
• to find (= considerar)
• to suppose
• to think*
Estados mentales

• to forget
• to imagine
• to know
• to mean
• to notice
• to recognise
• to remember
• to understand
Emociones / deseos

• to envy
• to fear
• to dislike
• to hate
• to hope
• to like
• to love
 • to mind
• to prefer
• to regret
• to want
• to wish
Medidas

• to contain
• to cost
• to hold
• to measure
• to weigh
Otros

• to look (=parecerse a)
• to seem
• to be (en la mayoría de los casos)
• to have(cuando significa "poseer")*

Excepciones
Los verbos de sensación y percepción (see, hear, feel, taste, smell) suelen utilizarse con can: : I can
see... Pueden tomar la forma progresiva pero, en este caso, su significado suele variar.
• This coat feels nice and warm. (percepción de las cualidades del abrigo)
• John's feeling much better now (está mejor de salud)
• She has three dogs and a cat. (posesión)
• She's having supper. (está tomando)
• I can see Anthony in the garden (percepción)
• I'm seeing Anthony later (tenemos intención de vernos)
CONTRAST BETWEEN PRESENT SIMPLE/CONTINUOUS

CONTRAST BETWEEN BE AND HAVE

EXPRESSION OF PREFERENCES: LIKE / LOVE / HATE / ENJOY / DON’T MIND /

FEEL LIKE + -ING

ADJECTIVES WITH TOO/ENOUGH

FUTURE ACTIVITIES GOING TO

COMMUNICATIVE FUNCTIONS