Educ4b Power Point

Authors/Student Researchers:
Judelyn O. Adorna
Aivee L. De Leon
Module Consultant:
Elaine Rose V. Gordula-Nachon
English Department Head,
Siniloan National High School
Module Adviser:
For-Ian V. Sandoval
GMV ONext

VISION
A premier university in
CALABARZON, offering academic
programs and related services
designed to respond to the
requirements of the Philippines
and the global economy,
particularly, Asian countries.
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GOALS
In pursuit of the college vision/mission
the College of Education is committed to
develop the full potential of the individuals,
equip them with knowledge, skills, and
attitudes in teacher education allied fields
to effectively respond to the increasing
demands, challenges and opportunities of
changing time for global competitiveness.
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MISSION AND MAIN THRUST
The University shall primarily provide advanced
education, professional, technological and vocational
instruction in agriculture, fisheries, forestry, science,
engineering, industrial technologies, teacher education,
medicine, law, arts and sciences, information technology
and other related fields. It shall also undertake research
and extension services, and provide a progressive
leadership in its areas of specialization.
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OBJECTIVES of Bachelor of Secondary Education (BSE)
Produce graduates who can demonstrate and practice the professional and
ethical requirements for the Bachelor of Secondary Education such as:
1. To serve as positive and powerful role models in the pursuit of learning
thereby maintaining high regard to professional growth.
2. Focus on the significance of providing wholesome and desirable learning
environment.
3. Facilitate learning process in diverse types of learners.
4. Use varied learning approaches and activities, instructional materials, and
learning resources.
5. Use assessment date to plan and revise teaching-learning plans.
6. Direct and strengthen the links between schools and community activities.
7. Conduct research and development in teacher education and other related
activities.
Slide 10
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FOREWORD
This Teacher’s “Correct Usage of Verb Tenses” is part of the requirements in
Educational Technology 2 under the revised education curriculum based on CHED Memorandum
Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to
introduce both traditional, instructional teaching aids and innovative audio-visual materials to
facilitate and foster meaningful and effective learning where students are expected to demonstrate
a sound understanding of the nature, application and production of the various types of educational
technologies.
The students are provided with guidance and assistance of selected faculty members of
the College through the selection, production and utilization of appropriate technological tools in
developing technology-based teacher support materials. Through the role and functions of
computers especially the Internet, the student researchers and the advisers are able to design and
develop various types of alternative delivery systems. These kinds of activities offer a remarkable
learning experience for the education students as future mentors especially in the preparation and
utilization of instructional materials.
The output of the group’s effort on this enterprise may serve as a contribution to the
existing body of instructional materials that the institution may utilize in order to provide effective
and quality education. The lessons and evaluations presented in this module may also function as a
supplementary reference for secondary teachers and students.
JUDELYN O. ADORNA AIVEE L. DE LEON
Module Developer Module Developer
FOR-IAN V. SANDOVAL
Computer Instructor/Adviser
Educational Technology 2
ELAINE ROSE V. GORDULA-NACHON
Module Consultant
LYDIA R. CHAVEZ
Dean College of Education
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ACKNOWLEDGMENT
The authors hereby express their heartfelt appreciation and sincere thanks
to all persons who rendered their worthwhile support and immeasurable help for the
successful completion of this module.
To their beloved Dean, Prof. Lydia R. Chavez, for promoting academic
excellence in the College of Education;
To their hardworking instructor, Mr. For-Ian V. Sandoval, for being
accommodating and patient enough in helping them complete this module;
To their knowledgeable module consultant, Mrs. Elaine Rose V. Gordula-
Nachon, English Department Head of Siniloan National High School, for her
assistance, willingness and patience in editing this module which led to its successful
completion;
To their loving parents, for their valuable support, thoughtful appreciation
and understanding during the accomplishment of this module and for serving as their
constant source of inspiration;
To their friends and classmates, for their cheerful encouragement and for
comforting them when things seem intolerable during the completion of this module;
Above all, to the Almighty God for the knowledge and strength, guidance,
blessings and inspiration He extended to make this module an achievement.
To all of you, thank you very much!
The Authors
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INTRODUCTION
Grammatical inconsistencies seem to be one of the most common problems
encountered by learners in English classes. One reason why a number of errors in grammar
are made is due to inadequate knowledge and understanding of verb and its forms.
Generally, a sentence contains one verb. Consequently, as the number of verb forms in the
sentence increases, chances are the possibility of committing errors also increases.
Furthermore, the verbs most often used in the English language are irregular verbs which
mean that they change in a variety of ways. This also means that students must be familiar
and if possible memorize the different verb forms. In addition, verbs change their forms
and appearance more often than any other parts of speech, offering the learners a series
of choices and snares that force them to pick their way through them carefully and
deliberately.
Premises considered, it is still possible to learn how to use verbs correctly and
effectively since problems with verbs fall into manageable categories. A common problem,
for instance, is not knowing the correct form of an irregular verb. This module will present
a solution to this particular problem and other common problems that many students
encounter in using verbs. It will also provide them with relevant information on correct
usage of the different verb tenses with corresponding examples.
Through this module, students can broaden their general knowledge of verbs
which may eventually improve their skills in writing grammatically correct sentences which
is preliminary to the development of coherent and unified paragraphs and composition.
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GENERAL OBJECTIVES
After finishing this module, the students shall be able
to:
1. distinguish different verb forms;
2. differentiate simple tenses, perfect tenses, and
progressive tenses in terms of function and
structure;
3. use different verb tenses appropriately;
4. develop interest in enhancing skills in the use of
verbs;
5. realize that the correct usage of verbs contribute to
effective verbal and non-verbal communication;
6. construct grammatically correct sentences;
7. apply the concepts learned in writing paragraphs and
compositions.
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VMGO OF THE BSED PROGRAM
FOREWORD
ACKNOWLEDGMENT
INTRODUCTION
GENERAL OBJECTIVES
TABLE OF CONTENTS
Chapter 1
Simple Tenses
Lesson 1: Simple Present Tense
Activity 1
Activity 2
Activity 3
Lesson 2: Simple Past Tense
Activity 4
Activity 5
Activity 6
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Lesson 3: Simple Future Tense
Activity 7
Activity 8
Activity 9
Chapter Test
Chapter 2
Perfect Tenses
Lesson 1: Present Perfect Tense
Activity 10
Activity 11
Activity 12
Lesson 2: Past Perfect Tense
Activity 13
Activity 14
Activity 15
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Lesson 3: Future Perfect Tense
Activity 16
Activity 17
Activity 18
Chapter Test
Chapter 3
Progressive Tenses
Lesson 1: Present Progressive
Activity 19
Activity 20
Activity 21
Lesson 2: Past Progressive
Activity 22
Activity 23
Activity 24
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Lesson 3: Future Progressive
Activity 25
Activity 26
Activity 27
Lesson 4: Present Perfect Progressive
Activity 28
Activity 29
Activity 30
Lesson 5: Past Perfect Progressive
Activity 31
Activity 32
Activity 33
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Lesson 6: Future Perfect Progressive
Activity 34
Activity 35
Activity 36
Chapter Test
References
Online Resources of Text
Online Resources of Images
Books
About the Authors
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OBJECTIVES
At the end of this chapter the students shall be able to:
differentiate simple present tense and simple past
tense and future tense;
determine which verb form would best complete the
given sentences;
increase their knowledge on the appropriate use of
simple tenses.
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At the end of the lesson, the students are
expected to:
define simple present tense;
improve their knowledge regarding the correct
usage of simple present tense;
answer the activities on simple present tense.
Objectives:
SIMPLE PRESENT TENSE
Present tense expresses an unchanging, repeated, or re-
occurring action or situation that exists only now. It can also
represent a widespread truth.
The simple present tense is used to describe an action, an
event, or condition that is occurring in the present, at the
moment of speaking or writing. It is used when the precise
beginning or ending of a present action, event, or condition
is unknown or is unimportant to the meaning of the
sentence.
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There are two forms of the verb in the simple present tense – base form and s-form.
Verbs in the base form are used in plural nouns/pronouns. While verbs in the s-form are
used in singular nouns/pronouns.
Examples
base form s-form
I wait she waits
They jump Angeli jump
The students write Louie writes
The singers sing Regine sings
The celebrities perform Kris perform
You run Giselle runs
The painters paint she paints
The artists draw Robby draws
The actors act Richard act
The English majors report Judy reports
Each of the highlighted verbs in the following sentences is in the simple present tense
and each sentence describes an action taking place in the present:
• Deborah waits patiently while Bridget books the tickets.
• The shelf holds three books and a vase of flowers.
• The crowd moves across the field in an attempt to see the rock star get into his
helicopter.
• The Stephens sisters are both very talented; Virginia writes and Vanessa paints.
• Ross annoys Walter by turning pages too quickly.
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The simple present is used to express general truths such as scientific fact, as in the
following sentences:
• Rectangles have four sides.
• Canada Day takes place on July 1, the anniversary of the signing of the British North
America Act.
• The moon circles the earth once every 28 days.
• Calcium is important to the formation of strong bones.
• Menarche and menopause mark the beginning and the ending of a woman's reproductive
history.
The simple present is used to indicate a habitual action, event, or condition, as in the
following sentences:
• Leonard goes to The Jumping Horse Tavern every Thursday evening.
• My grandmother sends me new mittens each spring.
• In fairy tales, things happen in threes.
• We never finish jigsaw puzzles because the cat always eats some of the pieces.
• Jesse polishes the menorah on Wednesdays.
The simple present is also used when writing about works of art, as in the following
sentences.
• Lolly Willowes is the protagonist of the novel Townsend published in 1926.
• One of Artemisia Gentleschi's best known paintings represents Judith's
beheading of Holofernes.
• The Lady of Shallot weaves a tapestry while watching the passers-by in her
mirror.
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• Lear rages against the silence of Cordelia and only belatedly realizes that
she, not her more vocal sisters, loves him.
• The play ends with an epilogue spoken by the fool.
 The simple present can also be used to refer to a future event when used in
conjunction with an adverb or adverbial phrase, as in the following sentences.
• The doors open in 10 minutes.
• The premier arrives on Tuesday.
• Classes end next week.
• The publisher distributes the galley proofs next Wednesday.
• The lunar eclipse begins in exactly 43 minutes.
 There are three forms of the verb “be” --- am, is, and are.
Examples:
• I am happy.
• You are invited.
• Anne is beautiful.
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expected to:
define simple past tense;
use simple past tense appropriately;
accomplish the activities on simple past tense.
Objectives:
SIMPLE PAST TENSE
The simple past tense expresses an action or a
condition completed in the past.
 The simple past is used to describe an action, an event,
or condition that occurred in the past, sometime
before the moment of speaking or writing.
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 Verbs are divided into two groups, depending on the way they form the past tense and the past participles.
The first one is the regular verbs. They form their past tense by adding -ed or –d to the form of the
present tense.
Examples:
alter – altered
announce – announced
approach – approached
barter – bartered
boil – boiled
calculate – calculated
chew – chewed
claim – claimed
define – defined
dissolve – dissolved
The other one is the irregular verbs. They form their past tense by adding –n or –en or changing their
spelling.
Examples:
become – became
begin – began
bend – bent
bind – bound
bleed – bled
blow – blew
break – broke
breed – bred
bring – brought
build – built
buy – bought
catch – caught
teach – taught
choose – chose
cling – clung
come – came
do – did
draw – drew
drink – drank
drive - drove
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 Each of the highlighted verbs in the following sentences is in the simple past
tense and each sentence describes an action taking place at some point in past.
Examples:
• A flea jumped from the dog to the cat.
• Phoebe gripped the hammer tightly and nailed the boards together.
• The gem-stones sparkled in a velvet lined display case.
• Artemisia Gentilsechi probably died in 1652.
• The storyteller began every story by saying "A long time ago when the
earth was green.
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expected to:
define simple future tense;
use simple future tense in expressing ideas.
answer the activities on simple future tense.
Objectives:
SIMPLE FUTURE TENSE
The simple future tense expresses an action that
has not yet taken place.
The simple future tense is used to refer to actions that
will take place after the act of speaking or writing.
In forming the future tense of a verb, we use the auxiliary
verbs shall or will with the base form of the verb. Will is
used in all persons while shall is used instead of will in the
first person.
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will/shall + verb base
• The speaker of the House will finish her term in May of 1998.
• Javier will race in the next Olympics.
• Uncle Jim will be fifty years old next year.
• Gabrielle will become an engineer someday.
• The classes will start at 8 am.
THREE WAYS TO EXPRESS FUTURE TENSE
 Future tense is formed by using:
 The future tense can also be expressed by using:
am/is/are + going to + verb base
• The surgeon is going to perform the first bypass in Minnesota.
• Aira is going to buy new shoes this Saturday.
• The students are going to take their final examination on Monday.
• Michelle is going to attend a meeting next week.
• Jaired is going to play a violin on their program next month.
 Likewise, future tense may be expressed using the simple present form of the verb with an adverb or
adverbial phrase that shows future time.
verb base/s-form + adverb of time
• The president speaks tomorrow. (Tomorrow is a future time adverb.)
• The farmers plant the seeds this morning.
• The teacher gives quiz next meeting.
• Selina sends the letter on Tuesday.
• Jerome watches his favorite movie next week.
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OBJECTIVES
At the end of this chapter the students shall be able
to:
explain the structure and uses of perfect tenses;
use perfect tenses appropriately;
answer activities on the use of the three perfect
tenses.
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At the end of the lesson, the students are expected
to:
explain the structure and functions of the present
perfect tense;
use the present perfect tense appropriately;
increase knowledge in using present perfect tense
appropriately.
Objectives:
PRESENT PERFECT TENSE
The present perfect tense is used for an action that began in the
past and continues into the present.
 Present perfect tense describes an action that happened at an
indefinite time in the past or that began in the past and continues in
the present.This tense is formed by using:
has/have + past participle of the main verb
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 In forming the present perfect tense, the auxiliary verb has is always used in the third person
singular.
 In changing regular verbs into past participle, we add –d or –ed.
Examples:
• accomplish– accomplished
• establish – established
• accommodate– accommodated
• realize – realized
• assign – assigned
• improve – improved
• jump – jumped
• walk – walked
• finish – finished
• estimate - estimated
 In changing irregular verbs into past participle, we add –n or –en or we change the spelling of the
verb.
Examples:
• prove – proven
• rise – risen
• hold – held
• be – been
• see – seen
• seek – sought
• eat – eaten
• drive – driven
• beat – beaten
• stand - stood
 The present perfect tense is used to describe action that began in the past and continues into the
present or has just been completed at the moment of utterance. The present perfect is often used
to suggest that a past action still has an effect upon something happening in the present.
 Each of the highlighted compound verbs in the following sentences is in the present perfect tense.
• They have not delivered the documents we need.
This sentence suggests that the documents were not delivered in the past and that they are
still undelivered.
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• The health department has decided that all high school students should be
immunized against meningitis.
The writer of this sentence uses the present perfect in order to suggest that the
decision made in the past is still of importance in the present.
• The government has cut university budgets; consequently, the dean has
increased the size of most classes.
Here both actions took place sometime in the past and continue to influence the
present.
• The heat wave has lasted three weeks.
In this sentence, the writer uses the present perfect to indicate that a condition
(the heat wave) began in past and continues to affect the present.
• Donna has dreamt about frogs sitting in trees every night this week.
Here the action of dreaming has begun in the past and continues into the present.

Objectives:
At the end of the lesson, the students are expected to:
explain the structure and use of the past perfect tense;
use the past perfect tense correctly;
answer the activities at the end of the lesson.
PAST PERFECT TENSE
The past perfect tense can also be used for an action that started in the past and
has been completed at some indefinite time.
The past perfect tense is used to refer to actions that took place and were
completed in the past. The past perfect is often used to emphasize that one
action, event or condition ended before another past action, event, or condition
began. This tense is formed by using:
had + past participle of the main verb
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 Each of the highlighted verbs in the following sentences is in the past perfect.
• Miriam arrived at 5:00 p.m. but Mr. Whitaker had closed the store.
All the events in this sentence took place in the past, but the act of closing the
store takes place before Miriam arrives at the store.
• After we located the restaurant that Christian had raved about, we ate supper
there every Friday.
Here the praise ("had raved") precedes the finding ("located") of the restaurant.
Both actions took place sometime before the moment of speaking or writing.
• The elephant had eaten all the hay so we fed it oats for a week.
In this sentence, both actions take place in the past, but the eating of the hay
("had eaten") preceded the eating of the oats ("fed").
• The heat wave had lasted three weeks.
While the sentence "The heat wave has lasted three weeks" suggests that a
condition began in the past and continues into the present, this sentence
describes
an action that began and ended sometime in the past ("had lasted"). By using the
past perfect the writer indicates that the heat wave has no connection to any
events occurring in the present.
• After she had learned to drive, Alice felt more independent.
Here the learning took place and was completed at a specific time in the past. By
using the past perfect rather than the simple past ("learned"), the writer
emphasises that the learning preceded the feeling of independence.

At the end of the lesson, the students are expected
to:
discuss the structure and function of future perfect
tense;
follow directions in answering the given activities;
improve their skills in using the future perfect tense
appropriately.
Objectives:
FUTURE PERFECT TENSE
The future perfect tense is used for an action that begins and will
end in the future before a particular time.
 The future perfect tense is used to refer to an action that will be
completed sometime in the future before another action takes place. This
is formed by using:
will +have + past participle of the main verb
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• The surgeon will have operated on 6 patients before she attends a luncheon meeting.
In this sentence, the act of operating ("will have operated") takes place in the future
sometime before the act of attending ("attends").
• The plumber and his assistant will have soldered all the new joins in pipes before they
leave for the next job.
Here, the plumbers' act of soldering ("will have soldered") will precede the act of
leaving ("leave").
• By the time you get back from the corner store, we will have finished writing the
thank you letters.
In this sentence, the act of returning from the store ("get back") takes place after
the act of writing ("will have written").
• If this year is like last year, I will have finished my holiday shopping long before my
brother starts his.
In this example, the act of finishing ("will have finished") occurs well before the act
of starting ("starts").
• They will have written their first exam by the time we get out of bed.
Here, the act of getting out of bed occurs sometime after the writing of the exam.
Each of the highlighted verbs in the following sentences is in the future perfect tense.
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OBJECTIVES
At the end of this chapter the students will be able
to:
explain the six progressive forms of verb tenses;
differentiate the progressive tenses from simple
tenses and perfect tenses;
increase knowledge about verb tenses and its
appropriate use in sentences.
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At the end of the lesson, the students are expected to:
explain the structure and functions of the present
progressive tense of the verb;
• increase skill in the appropriate use of the present
progressive tense in sentences;
answer the activities on the use of present
progressive tense.
Objectives:
PRESENT PROGRESSIVE TENSE
 Present progressive tense describes an ongoing action that is happening at the
same time the statement is written. This tense is formed by using:
am/is/are + -ing form of the verb
• The sociologist is examining the effects that racial discrimination has on society.
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 Present progressive tense lets you show that an action is ongoing, that it began
sometime in the past but that it is continuing right now and will continue into the future.
To form this tense, add "-ing" to the present tense of the verb, then use before it "am,"
"is" or "are" whichever is appropriate.
• The FBI is investigating the case.
• Visitors are flocking to the new museum.
• I am hoping for a good grade.
Notice how the verb tense indicates that the investigating, flocking and
hoping
are all going on right now. Each of the actions began at some undefined point
in
the past and have been going on uninterrupted since then.
• The plumber and his assistant will have soldered all the new joins in pipes
before they leave for the next job.
Here, the plumbers' act of soldering ("will have soldered") will precede the
act
of leaving ("leave").
• By the time you get back from the corner store, we will have finished writing
the thank you letters.
In this sentence, the act of returning from the store ("get back") takes place
after the act of writing ("will have written").
• If this year is like last year, I will have finished my holiday shopping long
before my brother starts his.
In this example, the act of finishing ("will have finished") occurs well before
the act of starting ("starts").
Here, the act of getting out of bed occurs sometime after the writing of the
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expected to:
characterize the past progressive tense;
differentiate past progressive tense from simple
past tense;
improve knowledge on the correct use of the
past progressive tense.
Objectives:
PAST PROGRESSIVE TENSE
 The past progressive tense is used to describe actions ongoing in
the past. These actions often take place within a specific time
frame. While actions referred to in the present progressive have
some connection to the present, actions referred in the past
progressive have no immediate or obvious connection to the
present. The on-going actions took place and were completed at
some point well before the time of speaking or writing.
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was/were + -ing form of the main verb
The past progressive tense is formed by combining the auxiliary verb with the present
participle of verb (-ing form).
 The past progressive tense is formed by combining the auxiliary verb with the present
participle
of verb (-ing form).
Examples:
• I was singing when you came.
The verb was is the past tense of the verb to “be” and is combined to the present
participle of the verb “sing” (actually the –ing form).
 Each of the highlighted verbs in the following sentences is in the past progressive tense.
• The cat was walking along the tree branch.
This sentence describes an action that took place over a period of continuous time in the
past. The cat's actions have no immediate relationship to anything occurring now in the
present.
• Lena was telling a story about the exploits of a red cow when a tree branch broke
the parlour window.
Here the action "was telling" took place in the past and continued for some time in the
past.
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• The archivists were eagerly waiting for the delivery of the former prime
minister's private papers.
Here the ongoing action of "waiting" occurred at some time unconnected
to the present.
• Between 1942 and 1944 the Frank and Van Damm families were hiding in
an Amsterdam office building.
In this sentence, the action of hiding took place over an extended period
of time and the continuing nature of the hiding is emphasized.
• When the recess bell rang, Jesse was writing a long division problem
on the blackboard.
This sentence describes actions ("ran" and "was writing") that took
place sometime in the past, and emphasises the continuing nature of
one of the actions ("was writing").

Objectives:
expected to:
explain the uses of the future progressive
tense;
differentiate future progressive from simple
future tense;
answer the activities on the use of future
progressive tense skillfully.
FUTURE PROGRESSIVE TENSE
 The future progressive tense is used to describe actions ongoing in the
future. The future progressive is used to refer to continuing action that will
occur in the future. This is formed by using:
will + be + -ing form of the verb
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 Each of the highlighted compound verbs in the following sentences is in the
future progressive tense.
• The glee club will be performing at the celebration of the town's
centenary.
• Ian will be working on the computer system for the next two weeks.
• The selection committee will be meeting every Wednesday morning.
• We will be writing an exam every afternoon next week.
• They will be ringing the bells for Hypatia next month.
 Future progressive tense lets you show that an action will start at some point in the
future and will continue indefinitely.
• Astronauts will be conducting several experiments during the flight.
Sometime in the future, the experiments will begin. The experiments will continue
into the future.
• To form this tense, add "-ing" to the present tense and precede it with "will be."
In this example, the act of finishing ("will have finished") occurs well before the act
of starting ("starts").
Here, the act of getting out of bed occurs sometime after the writing of the exam.

expected to:
define present perfect progressive tense;
differentiate present perfect progressive tense
from present progressive tense;
complete the activity on present perfect
progressive tense at the end of the lesson.
Objectives:
PRESENT PERFECT PROGRESSIVE
Like the present perfect, the present perfect progressive is used to describe
an action, event, or condition that has begun in the past and continues into the
present. The present perfect progressive, however, is used to stress the on-
going nature of that action, condition, or event. This is formed by using:
has/have + been + -ing form of the main verb
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 Each of the highlighted verbs in the following sentences is in the present perfect
progressive tense and each sentence suggests that the action began in the past and is
continuing into the present.
• That dog has been barking for three hours; I wonder if someone will call the owner.
• I have been relying on my Christmas bonus to pay for the gifts I buy for my large
family.
• They have been publishing this comic book for ten years.
• We have been seeing geese flying south all afternoon.
• Even though the coroner has been carefully examining the corpse discovered in
Sutherland's Gully since early this morning, we still do not know the cause of death.
 Present perfect progressive tense lets you show that an action began sometime in the
past, continued uninterrupted up to the present, but probably won't continue into the
future. To form this tense, add "-ing" to the present tense of the verb and place "have
been" or "has been" in front of it.
• I have been telling you all along that you need to brush up on your grammar.
• She has been trying to get a quote from the mayor all morning.
Both the telling and the trying began sometime in the past.
Both actions continued up to the present, but have now halted.

Objectives:
expected to:
define past perfect progressive tense;
differentiate past perfect progressive tense
from past progressive tense;
improve their skill on the proper use of past
perfect progressive tense in sentences.
PAST PERFECT PROGRESSIVE
The past perfect progressive is used to indicate that a
continuing
action in the past began before another past action began or
interrupted the first action. This is formed by using:
had + been + -ing form of the main verb
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 Each of the highlighted compound verbs in the following sentences is in the
past perfect progressive tense.
• The toddlers had been running around the school yard for ten minutes
before the teachers shooed them back inside.
Here the action of the toddlers ("had been running") is ongoing in the past
and precedes the actions of the teachers ("shooed") which also takes
place in the past.
• We had been talking about repainting the front room for three years and
last night we finally bought the paint.
In this example, the ongoing action of "talking" precedes another past
action ("bought").
• A construction crew had been digging one pit after another in the middle
of my street for three days before they found the water main.
Here, the action of digging ("had been digging") took place in the past and
occurred over a period of time. The digging was followed by the action of
finding ("found").
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• The chef's assistant had been chopping vegetables for several minutes
before he realized that he had minced his apron strings.
This sentence is a bit more complex in that it contains three different
past verb tenses. The sequence of tenses conveys a complex set of
information. The past perfect progressive ("had been chopping") is used
to emphasise the ongoing nature of the past act of chopping. While a
second past perfect progressive ("had been mincing") could be used, the
past perfect ("had minced") is used to suggest that act of mincing was
completed. The simple past ("realized") is used to describe the action
closest to the present, an action that followed both the chopping and the
mincing.
• Madeleine had been reading mystery novels for several years before she
discovered the works of Agatha Christie.
In this sentence the act of discovery ("discovered") occurred in the past
but after the ongoing and repeated action of reading ("had been
reading").
 Past progressive tense lets you show that an action began in the past,
continued for a time, and then ended sometime prior to the present.
• Jones was lying the whole time he was on the stand.
• Jones was on the stand during some period in the past.
During that period, he lied continuously.

expected to:
widen their knowledge of the structure and
format of future prefect progressive;
differentiate future perfect progressive tense
from future progressive tense;
increase their knowledge on the use of future
perfect progressive in sentences.
Objectives:
FUTURE PERFECT PROGRESSIVE
 The future perfect progressive tense is used to indicate a
continuing action that will be completed at some specified time in
the future. This tense is rarely used. This is formed using:
will + have + been + -ing form of the main verb
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 Each of the highlighted verbs in the following sentences is in the future perfect
progressive tense.
• I will have been studying Greek for three years by the end of this term.
In this sentence, the future perfect progressive is used to indicate the ongoing
nature of the future act of the studying. The act of studying ("will have been
studying") will occur before the upcoming end of term.
• By the time the meeting is over, the committee will have been arguing about which
candidate to interview for three hours.
Similarly in this sentence, the ongoing nature of a future act ("will have been
arguing")
is emphasised by the use of the future perfect progressive. The act of sustained
arguing will take place before the meeting is over.
• When he returns, the wine will have been fermenting for three months.
Here the ongoing action of fermentation will precede ("will have been fermenting")
the act of returning.
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ONLINE RESOURCES
TEXT
001. http://leo.stcloudstate.edu/grammar/tenses.html.December 29, 2009
002. http://www.englishpage.com/verbpage/verbs14.htm.December 29, 2009
004. http://www.englishpage.com/verbpage/verbs29practicetest.htm.December 29, 2009
005. http://www.englishpage.com/verbpage/verbs30finaltest.htm.December 29, 2009
006. http://www.englishpage.com/verbpage/presentperfect.html.December 29, 2009
013. http://www.englishpage.com/verbpage/verbtenseintro.html.December 29, 2009
014. http://www.ncat.edu/~uwc/verb_tenses.pdf..December 29, 2009
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ONLINE RESOURCES
IMAGES
001. http://images.clipartof.com/small/14677-Happy-Boy-Riding-A-Brand-New-Blue-Bike-
Retro-Clipart-Illustration.jpg.January 12, 2010
002. http://images.clipartof.com/small/33045-Clipart-Illustration-Of-A-School-Girl-Conducting-
A-Science-Experiment-In-A-Lab.jpg.January 12, 2010
003. http://images.clipartof.com/small/32448-Clipart-Illustration-Of-A-Little-Blond-Boy-Riding-
A-White-Horse.jpg.January 12, 2010
004. http://images.clipartof.com/small/38857-Clipart-Illustration-Of-A-Happy-Boy-Hugging-His-
Puppy-On-A-Sunny-Day.jpg.January 12, 2010
005. http://images.clipartof.com/small/32997-Clipart-Illustration-Of-A-Blond-Boy-Scuba-Diving-
And-Taking-Underwater-Pictures.jpg.January 12, 2010
006. http://images.clipartof.com/small/33006-Clipart-Illustration-Of-A-Little-Blond-Boy-
Chopping-Wood-With-An-Ax.jpg.January 12, 2010
007. http://images.clipartof.com/small/32954-Clipart-Illustration-Of-A-Boy-Fishing-On-The-
Shore-Of-A-Still-Lake-On-A-Sunny-Day.jpg.January12, 2010
008. http://images.clipartof.com/small/32868-Clipart-Illustration-Of-A-Boy-Hiking-With-Gear-
On-His-Back-Reading-A-Map.jpg.January 12, 2010
009. http://images.clipartof.com/small/33248-Clipart-Illustration-Of-Little-Red-Riding-Hood-
Wearing-Her-Cape-Standing-By-A-Basket.jpg.January12, 2010
010. http://images.clipartof.com/small/32371-Clipart-Illustration-Of-A-Little-Boy-In-Winter-
Clothes-Skiing-Past.jpg.January 12, 2010
011. http://images.clipartof.com/small/33247-Clipart-Illustration-Of-A-Happy-Little-Girl-Red-
Riding-Hood-Picking-Mushrooms-Near-The-Forest.jpg.January 12, 2010
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012. http://images.clipartof.com/small/32940-Clipart-Illustration-Of-A-Little-Girl-Playing-
A-Big-Piano.jpg.January 12, 2010
013. http://images.clipartof.com/small/42006-Clipart-Illustration-Of-A-Tired-Little-Girl-In-
Her-Pajamas-Sleeping-At-Night.jpg.January 12, 2010
014. http://images.clipartof.com/small/42005-Clipart-Illustration-Of-A-Blond-Little-Girl-
Sitting-On-The-Floor-And-Reading-A-Story-Book.jpg.January 12, 2010
015. http://images.clipartof.com/small/41931-Clipart-Illustration-Of-A-Little-Boy-Smiling-
And-Playing-A-Guitar-During-Music-Class.jpg.January 12, 2010
016. http://images.clipartof.com/small/12978-Caucasian-Boy-In-A-Hardhat-Holding-A-
Bolt-In-A-Monkey-Wrench-Clipart-Graphic-Illustration.jpg.January 12, 2010
017. http://images.clipartof.com/small/46148-Royalty-Free-RF-Clipart-Illustration-Of-A-
Little-Boy-And-Girl-Sitting-On-The-Floor-And-Reading-A-Fairy-Tale.jpg.January 12,
2010
018. http://images.clipartof.com/small/20750-Clipart-Illustration-Of-A-Sporty-Girl-In-A-
Blue-Uniform-Dribbling-A-Basketball-During-Practice.jpg.January 12, 2010
019. http://images.clipartof.com/small/32953-Clipart-Illustration-Of-A-Boy-Sitting-On-An-
Ice-Chest-While-Ice-Fishing-Reeling-In-A-Little-Fish.jpg.January 12, 2010
020. http://images.clipartof.com/small/64929-Royalty-Free-RF-Clipart-Illustration-Of-A-
Happy-Little-Boy-Sitting-On-A-Stool-And-Painting-On-An-Easel.jpg.January 12,
2010
021. http://images.clipartof.com/small/32875-Clipart-Illustration-Of-A-Little-Blond-Boy-
Taking-Pictures-With-A-Camera-His-Dog-At-His-Side.jpg.January 12, 2010
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BOOKS
01. Paterno, Adelaida. and Ramos, Maximo.Enjoying English.Quezon City: R.P.
Garcia Publishing Co., 1996. February 4, 2010
02. Yarber, Mary Laine. and Yarber, Robert E. Reviewing Basic Grammar, Fourth
Edition. United States: Addison-Wesley Educational Publishers Inc., 1997.
January 9, 2010
03. Duckworth, Michael. Oxford Business English Grammar and Practice. China:
Oxford University Press, 1995. January 9 2010
04. Guffey, Mary Ellen. Business English. Ohio: South-Western College
Publishing, 1996. February 3, 2010
05. Camp, Sue C. and Satterwhite, Marilyn L. College English and
Communication, Ninth Edition. The McGraw-Hill Companies, 2007. February
9, 2010
06. Swan, Michael. and Walter, Catherine. How English Works A Grammar
Practice Book. New York: Oxford University Press, 1997. February 10, 2010.
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ABOUT THE AUTHORS
Judelyn Octia Adorna is a graduate of Bachelor of
Secondary Education major in English at Laguna
State Polytechnic University. She is the second to
the youngest among the four children of Wilfredo
Adorna and Liberty Adorna. She was born on the
12th
day of February year 1988. She is presently
living with her family at #438 Camia St. Don Felipe
Subd. Siniloan, Laguna. She completed her
secondary education at Siniloan National High School
from 2004-2008 while her elementary education at
Buhay Elementary School from 1996-2002.
Aivee Labitag De Leon is a graduate of Bachelor of
Secondary Education major in English at Laguna
State Polytechnic University. She is the eldest
among the four children of Macario De Leon and
Verjeta De Leon. She was born on the 30th
day of
December year 1991. She is presently living with
her family in Brgy. Cabooan Santa Maria, Laguna.
She completed her secondary education at Siniloan
National High School from 2004-2008 while her
elementary education at Santa Maria Elementary
School from 1998-2004.
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