This document provides a summary of English verb tenses and their uses in 3 sentences or less: There are 3 basic tenses in English - present, past, and future - each with simple, progressive, perfect, and perfect progressive forms to indicate actions that are ongoing, completed, or will be completed. Examples are provided of how to form sentences in each tense along with explanations of their meanings and uses. Connectors like conjunctions and conjunctive adverbs are also defined for joining clauses.

1. ENGLISH HANDOUT
Análisis y producción de funciones comunicativas (Tiempos Verbales)
En inglés existen tres tiempos básicos, presente pasado y futuro. Cada una de ellos tiene
una forma perfecta (perfect form) que indica una acción terminada; también una forma
progresiva (progressive form) que indica una acción continua; y una forma perfecta
progresiva (perfect progressive form) que indica una acción continua que será
completada en un momento determinado. Ejemplos:
Formas Formas Formas Formas Perfectas
Simples Progresivas Perfectas Progresivas
Presente take/s am/is/are have/has have/has been taking
taking taken
Pasado took was/were had taken had been taking
taking
Futuro will/shall will be taking will have will have been taking
take taken
Formas Simples
a) Tiempo Presente (Present Tense): Expresa una acción o situación repetida,
inmutable, y recurrente que existe o no sólo en este momento.
Ejemplo
The mountains are tall and white.
Every year, the school council elects new members.
Pb is the chemical symbol for lead.
b) Tiempo Pasado (Past Tense): Expresa una acción o situación que comenzó y
finalizó en el pasado. Mochos de los verbos en tiempo pasado terminan en ED en
lo referente a verbos regulares. Así también los verbos irregulares tienen formas
especiales de pasado que deben ser memorizadas.
Ejemplo Forma
W.W.II ended in 1945. ED Pasado Regular
Ernest Hemmingway wrote "The Old Man and
Forma Irregular
the Sea."
c) Tiempo Futuro (Future Tense): Expresa una acción o situación que ocurrirá en
el futuro. Se usa el auxiliar WILL más la forma simple del verbo.
Ejemplo
The speaker of the House will finish her term in May of
1998.

2. El futuro también se puede formar usando AM, IS o ARE con el GOING TO para
expresar futuro inmediato o cercano.
Ejemplo
The surgeon is going to perform the first bypass in Minnesota.
Debemos tomar en cuenta que podemos utilizar adverbios para denotar o dar
énfasis a la construcción que se escribe
Ejemplo
The president speaks tomorrow.
(Tomorrow es un advebio de tiempo futuro.)
Formas Progresivas
d) Tiempo Presente Progresivo (Present Progressive Tense): Describe una
acción que está sucediendo en el mismo momento que se dice o escríbela oración.
Se forma con AM, IS o ARE con el verbo terminado en ING
Ejemplo
The sociologist is examining the effects that racial
discrimination has on society.
e) Tiempo Pasado Progresivo (Past Progressive Tense): Describe una acción
que estaba sucediendo cuando otra acción ocurrió. Se forma con WAS, WERE
con el verbo terminado en ING
Ejemplo
The explorer was explaining the latest discovery in Egypt when protests
began on the streets.
f) Tiempo Futuro Progresivo (Future Progressive Tense): Describe una acción
continua que sucederá en el futuro. Se forma usando el WILL BE con el verbo
terminado en ING
Ejemplo
Dr. Jones will be presenting ongoing research on sexist
language next week.
Formas Perfectas
g) Tiempo Presente Perfecto (Present Perfect Tense): Describe una acción que
ha sucedido en un momento indefinido en el pasado o que comenzó en el pasado
y continúa hasta el presente. Se forma con usando HAS/HAVE con el participio
pasado del verbo. Muchos participios terminan en ED y otros, los irregulares
tienen formas especiales.

3. Ejemplo Significa
The researchers have traveled to many countries in order to collect En un momento
more significant data. indefinido
Continúa hasta el
Women have voted in presidential elections since 1921.
presente
h) Tiempo Pasado Perfecto (Past Perfect Tense): Describe una acción que ha
sucedido en un momento en el pasado antes de otra acción en pasado. Se forma
con HAD más el participio pasado del verbo.
Ejemplo
By the time the troops arrived, the war had
ended.
i) Tiempo Futuro Perfecto (Future Perfect Tense): Describe una acción que
sucederá en el futuro antes de cualquier otra acción. Se forma con WILL HAVE
más el participio pasado del verbo.
Ejemplo
By the time the troops arrive, the combat group will have spent several weeks
waiting.
Formas Perfectas Progresivas
j) Tiempo Presente Perfecto Progresivo (Present Perfect Progressive
Tense): Describe una acción que comenzó en el pasado, continúa en el presnte y
puede continuar en el futuro. Se forma con HAS/HAVE BEEN más el verbo
terminado en ING.
Ejemplo
The CEO has been considering a transfer to the state of Texas where profits would
be larger.
k) Tiempo Pasado Perfecto Progresivo (Past Perfect Progressive Tense):
Describe una acción continua en pasado que se completó antes que otra acción.
Se forma con HAD BEEN con el verbo terminado en ING.
Ejemplo
Before the budget cuts, the students had been participating in many extracurricular
activities.
l) Tiempo Futuro Perfecto Progresivo (Future Perfect Progressive Tense):
Describe una acción continua que sucederá antes de algún momento especificado
en el futuro. Se forma con WILL HAVE BEEN con el verbo terminado en ING

4. Ejemplo
By the year 2020, linguists will have been studying and defining the Indo-European
language family for more than 200 years.
4. Conectivos II 1.1
CONJUNCIONES (CONJUNCTIONS)
m) CONJUNCIONES COORDINADAS (COORDINATING CONJUNCTIONS): Se
usan para unir dos oraciones dentro de una sola oración
CLAUSULA PRINCIPAL + COMA / CONJUNCION + CLAUSULA PRINCIPAL = COMPOUND
SENTENCE
Ejemplos: It began to rain, but it stopped before noon.
The drive was very long, so we stopped for a break.
And but Or nor for so yet
n) CONJUNCIONES CORRELATIVAS (CORRELATIVE CONJUNCTIONS): Se
usan para unir dos pares de ideas dentro de una sola oración
Ejemplos She excels not only in tennis, but also in swimming.
Both the students and the teacher enjoyed the play.
both...and either...or not only...but also as...as neither...nor whether...or whether
c) CONJUNCIONES SUBORDINADAS (SUBORDINATING CONJUNCTIONS):
Introducen a las cláusulas subordinadas. Crean fragmentos de oraciones menos
unidos a la cláusula principal. Cuando las cláusulas subordinadas están al
comienzo de la oración se usa coma, pero esta no es necesaria cuando las
cláusulas principales estén de primeras.
CLÁUSULA SUBORDINADA + CLÁUSULA PRINCIPAL = ORACIÓN COMPLEJA
Ejemplos: Although rain was expected, I forgot to take an umbrella.
I forgot to take an umbrella although rain was expected.
although because before After while wherever unless if during
whenever though since Until as if so far as whereas as so that
d) ADVERBIOS CONJUNTIVOS (CONJUNCTIVE ADVERBS): Introducen las
cláusulas principales. Cuando se les usa como conectores se les coloca un punto y
coma después de la palabra.

5. CLÁUSULA PRINCIPAL + PUNTO Y COMA / ADVERBIO CONJUNTIVO + CLÁUSULA
PRINCIPAL = ORACIÓN COMPUESTA
Ejemplos: We missed the bus; therefore, we had to walk to school.
The course was difficult; however, I was pleased with my final grade.
thus Hence therefore however otherwise nevertheless furthermore consequently
then Indeed moreover besides likewise nonetheless meanwhile accordingly
Tipos de relación II 1.3
La relación entre las oraciones, Conectores Lógicos (Logical Connectors) se usa para
unir dos ideas que tienen una relación en particular. Esta relación puede ser: Secuencial
(de Tiempo), de razón y propósito, oposición y/o resultados inesperados.
a. Secuencial (de tiempo)
Conjunción Until/After/ Before/When/While/Since/Once/Whenever/As soon as/As long as By the
Subordinada time/
Preposiciones During/After/Before/Since/Until/Upon
Conjunción
Adverbial y Then/Next/After that/Following that/Before that/Afterwards/Meanwhile/Beforehand
Transitorios
Conjunción And then
b. Causal (Razón y Propósito; Causa y Efecto)
Because/As/Since/Inasmuch as/Now that/As long as/Such...that/[such a/an + adjetivo
Conjunción
+sustan + that]/So...that/[so +adjetivo or adverbio + that]/[so much/many/little/few
Subordinada
+ noun + that] Expresar Propósito: So that/In order that/
Preposiciones Because of/Due to/In order to
Conjunción
Adverbial y Therefore/Consequently
Transitorios
Conjunción So
c. Adversativo (Resultado Inesperado, Contraste, Oposición)
Conjunción
Even though/Although/Though/In spite of the fact that/While/Whereas/Where
Subordinada
Preposiciones Despite/In spite of
Conjunción
Adverbial y However/Nonetheless/Nevertheless/On the other hand/In contrast on the contrary
Transitorios
Conjunción But...anyway/But...still/Yet...still/But

6. d. Condición
Conjunción If/Unless/Even if/Providing (that)/Provided (that)/In case/Whether or not/Only if*
Subordinada *inversión del verbo , no hay coma si only if aparece primero en la oración
Conjunción
Adverbial y Otherwise
Transitorios
Conjunción Or (else)
ABSTRACTS
An abstract is an abbreviated version of your science fair project final report. For most
science fairs it is limited to a maximum of 250 words. They can be divided into descriptive
and informative abstracts. Descriptive abstracts head to transmit information, they focus
on the document itself and help readers to decide whether to read the complete report or
document or not. Most of the times, they resemble an introduction of the whole
document. Informative abstracts on the other hand go in a certain position inside the
document (and in agreement with the UPEL-APA regulations). They focus on the subject
and are a short representation of the report or document (because it is a summary of the
actual document). All Abstracts:
Match the table of contents (Informative Abstract)
Avoid first person (I, me, my)
Omit references to visuals
Must stand on its own!
Avoid jargon or any technical terms that most readers won't understand.
Avoid abbreviations or acronyms that are not commonly understood unless you
describe what they mean.
Do not have a bibliography or citations.
Do not contain tables or graphs.
They should have the following five pieces:
Introduction: This is where you describe the purpose for doing your science project.
Problem Statement: Identify the problem you solved or the hypothesis you
investigated.
Procedures: What was your approach for investigating the problem? Don't go into detail
about materials unless they were critical to your success.
Results: What answer did you obtain? Be specific and use numbers to describe your
results. Do not use vague terms like "most" or "some."
Conclusions: State what your science project or invention contributes to the area you
worked in. Did you meet your objectives?

7. Sample
Advertisers are always touting more powerful and longer lasting batteries, but which
batteries really do last longer, and are battery life impacted by the speed of the current
drain? This projects looks at which AA battery maintains its voltage for the longest period
of time in low, medium, and high current drain devices. The batteries were tested in a CD
player (low drain device), a flashlight (medium drain device), and a camera flash (high
drain device) by measuring the battery voltage (dependent variable) at different time
intervals (independent variable) for each of the battery types in each of the devices. My
hypothesis was that Energizer would last the longest in all of the devices tested. The
experimental results supported my hypothesis by showing that the Energizer performs
with increasing superiority, the higher the current drain of the device. The experiment also
showed that the heavy-duty non-alkaline batteries do not maintain their voltage as long as
either alkaline battery at any level of current drain.
E sources:
http://www.sciencebuddies.org/science-fair-projects/project_abstract.shtml
http://www.uah.edu/501/Notes_Study_Questions/abstracts.htm
Passive Sentences.
The Royal Mint produces coins; however, bank notes are issued by the Bank
of England.
He was arrested at the airport.
Most purchases are made by credit card, not cash.
WHICH OF SENTENCES A-C USES THE PASSIVE?
a. The agent (the person performing the action) is unknown, unimportant or too
obvious to mention?
b. The writer wants to focus on a new subject?
c. The writer wants to emphasise the agent?
LOOK AT FOUR MORE PASSIVE SENTENCES AND IDENTIFY WHICH TENSES ARE
USED. WHERE POSSIBLE CHANGE THEM INTO ACTIVE SENTENCES.
The colours are being modified by experts.
Anything that is made can be copied.
The design is going to be changed by the bank.
He should be given a long sentence by the judge.

8. Write the past participle of each verb under the verb: paint, painted
paint write discover invent build climb
manufacture kill cause grow eat
first see make shoot assassinate destroy
Fill in the blanks using the passive voice:
(1) Romeo and Juliet ______________________Shakespeare.
(2) San Francisco _____________________ an earthquake in 1906.
(3) More traffic accidents ___________________ drunk drivers than
anything else.
(4) The Sistine Chapel ___________________ Michelangelo.
(5) The Mona Lisa ___________________ Leonardo da Vinci.
(6) Rice ___________________ Koreans, Chinese, and Japanese.
(7) The light bulb ___________________ Edison.
(8) The Law of Gravity ___________________ Newton.
(9) The moons of Jupiter ___________________ Galileo.
(10) Everest ___________________ Sir Edmund Hillary.
(11) Lung cancer ___________________ smoking.
(12) JFK ___________________ Lee Harvey Oswald.
(13) The pyramids ___________________ the pharaohs.
(14) The Eiffel Tower ___________________ in the 19th century.
(15) The Sphinx’s nose ___________________ Napoleon.
(16) Cars ______________________ in America, Japan, and Korea.
Topics:
Movies:
Who directed Pulp Fiction? (Quentin Tarantino)
Where was Life is Beautiful produced? (Italy)
Where was The Lord of the Rings filmed? (New Zealand)
Who directed 2001: A Space Odyssey? (Stanley Kubrik)

9. Writers:
Who wrote Hamlet? (Shakespeare)
Who wrote Moby Dick? (Melville);
Who wrote Crime and Punishment? (Dostoyevsky)
Who wrote Frankenstein? (Shelly)
Painters:
Who painted the Mona Lisa (Leonardo da Vinci)
Who painted Starry Night? (Van Gogh)
Who painted Guernica? (Picasso)
Who painted The Scream? (Munsch)
Inventions:
Who invented the light bulb? (Edison)
Who invented the flying machine? (Wright Brothers)
Who invented the telephone? (Bell)
Who invented the radio? (Marconi)
Discoveries:
Who discovered the law of gravity? (Newton)
Who discovered E=mc2? (Einstein)
Who discovered the moons of Jupiter? (Galileo)
Who discovered radioactivity? (Currie)
List of other possible passive voice topics:
Causes: What causes lung cancer? (smoking)
Killers: Who killed JFK? ( Lee Harvey Oswald)
Exploration: Who climbed Everest first? (Hillary)
Famous Deaths: How was James Dean killed? (in a car accident)
Famous Cities:
How was San Fransico destroyed? (in an earthquake)
Who was Troy destroyed by? (Greeks)