UNIT II Verbs PDF

UNIVERSIDAD NACIONAL DE TUCUMAN Introducción a la Gramática Inglesa
FACULTAD DE FILOSOFIA Y LETRAS VERBS
UNIT II:
VERBS
Cuadernillo Anual – Año 2014 Página 14

UNIT Nº 2: VERBS
Theory Section
A full verb is a word (e.g. run) which expresses the existence of a state (e.g. love, seem) or the
doing of an action (e.g. take, play).
The term verb is used in two senses:
The verb (V) is one of the elements in the sentence, like the subject (S) and the object (O).
E.g.
~ The girl found her doll.

S V O
A verb is a part of speech or word class, like a noun and an adjective. As a word class, verbs
can be divided into three major categories:
 The open class of full or lexical verbs.
 Primary auxiliary verbs (BE, HAVE, DO).
 Modal verbs (e.g. can).
The full verb may occur alone, or with other verbal elements in a verb phrase, e.g. “have been
eating.” If there is only one verb in the verb phrase, it is the main verb, and the verb phrase is
simple. If there is more than one verb, the final one is the main verb, and the ones that come
before are auxiliaries. This type of phrase is called complex.E.g.
~ They have been playing.

P.Aux.V. P.Aux.V Full V.
Of the three classes of verbs, full verbs can act only as main verbs, modal auxiliaries can act
only as auxiliary verbs, and the primary can act either as main verbs or as auxiliary verbs. E.g.
~ You didn’t do your homework.

P. Aux. V. Full V.
~ I haven´t had my breakfast yet. Can you wait?

P. Aux. V. Full V.
~ Carl isn´t coming today. He is in a meeting.

P. Aux. V. Full V.

Auxiliary Verbs
Auxiliaries have an important syntactic function in common: they become the operator when
they occur as the first verb in the verb phrase. The main verb be and the main verb have
(sometimes, especially in BrE) are also operators when they are the only verb in the verb
phrase. On the other hand, only the auxiliary do is an operator, not the main verb do, when it is
the first verb in a verb phrase. Operators share these characteristics:
 They precede the word “not” in negative sentences.

~ Sorry but I cannot (can’t) help you
 They occur in front of the subject in interrogative sentences.

~ She won’t be here tomorrow. Will she come on Friday?
 They are stressed to emphasize positive meaning.

~ You must finish your work. I hàve finished it.
 They are used in elliptical answers when the rest of the predication is omitted.
~ Will you phone me? Yes, I will
No, I can’t
If there isn’t an operator in a positive declarative sentence, we introduce the dummy operator
do.
~ She answered the phone. She did not (or didn’t) answer the phone.
~ They wrote a love poem. Did they write a love poem?
~ You never arrive on time. But I dìd arrive on time today.
~ You never read the newspaper. Yes, I do.

No, I don’t.
Tense and Aspect
Verbs are used to express distinctions in time through tense. Tense is a grammatical category
realized by verb inflection. Time is a universal, nonlinguistic concept with three types of
reference: past, present, future. Tense is understood as the correspondence between the form
of the verb and our concept of time. There are two tenses in English: present tense and past
tense.
Aspect is a grammatical category that concerns the way in which the speaker experiences the
action implied by the verb as completed or in progress. Aspect is normally realized by means of
the use of auxiliaries: be followed by present participles expresses progressive aspect (E.g.
Lizzy is cleaning the floor); have followed by past participles expresses perfective aspect (E.g. I
have already finished). There are then three Aspect distinctions: the simple (non-progressive
and non-perfective), the progressive and the perfective ones.
Auxiliary verbs are used with full verbs to give other information about actions and states. For
example, be may be used with the present participle of a full verb to say that an action was or is
going on (‘in progress’) at a particular time (e.g. I was swimming); have may be used with the
past participle of a full verb to say that an action has present results or is completed (e.g. I have
finished).

The combination of the different tenses and aspects results in eight different verb tenses:
Present Simple I travel
Past Simple I travelled
Present Progressive I am travelling
Past Progressive I was travelling
Present Perfect I have travelled
Past Perfect I had travelled
Present Perfect Progressive I have been travelling
Past Perfect Progressive I had been travelling
Verbal Forms
Many English verbs have six forms:
 base form
- Modals E.g. I will study hard.
- Imperatives E.g. Study hard!
- Present Tense (I – you – we – they) E.g. I miss you.
 Infinitive
- bare infinitive E.g. Let me go!
- to infinitive E.g. She wants to go with you.
 –s form
E.g. She studies really hard.
He is tired.
 past form or V-ed1
E.g. They forgot their appointment.
He phoned me yesterday.
 present participle (or -ing participle)
E.g. I’m listening to you.
 past participle (or -ed participle) / V-ed2
E.g. I’ve never answered that.
She’s already told you.

There are morphological rules that explain the spelling of verbal forms, i.e. the ways in which
a verbal form is predicted from its base. Also, there are phonological rules that explain the
ways in which those forms are pronounced. For example:
 Morphological or spelling rule: The present participle form is derived by adding –ing to the
base form, e.g. play ~ playing.
 Phonological or pronunciation rule: The past form is pronounced as / id / after bases ending in
/d/ or /t/, e.g. pad ~ padded
Some verbs called regular verbs have the same –ed ending or inflection for the past simple and
the past participle. They are called regular because the past and past participle forms can be
predicted from the base form. Some other verbs are called irregular because the past and past
participle forms cannot be regularly predicted from the base.
Semantic Classification of Verbs
A full verb may refer to an event, i.e. to actions which are deliberate or voluntary or to changing
situations. They have a beginning and an end. Therefore, these verbs are called Event or
Activity Verbs and can be used in both the progressive and the simple aspects. E.g.
~ She always makes good cakes. (Simple Aspect)

~ She’s making a cake. (Progressive Aspect)
A full verb may also refer to a state, i.e. to involuntary situations or acts, feelings, experiences,
etc. These verbs are therefore called Stative Verbs. They refer to a state of affairs which
continues over a period of time and which does not need to have a clear beginning or end.
These Stative Verbs are not generally used in the progressive aspect. E.g.:
~ He is 39.
The same verb can change from one category to another. To be more accurate, we should talk
of verbs used dynamically or statively. E.g.:
~ She has one brother. (Have with Stative meaning: possess)

~ She has lunch at 2 pm every day. (Have with Dynamic meaning: eat)
State Meanings of Verbs
State Verbs of Being and Having: These are verbs that include, as part of their meaning,
the notions of being and having: be, belong, concern, consist of, contain, cost, depend, deserve,
equal, exist, fit, have, include, involve, lack, matter, need, own, owe, possess, remain,
resemble, require, seem, suffice, tend, etc. E.g.:
~ This book contains three chapters. (This book has three chapters).
~ Your age doesn’t matter to me. (Your age is not important to me).
The verb be can be used with the progressive aspect when the noun or adjective that follows it
refers to a type of behaviour. E.g.:
~ My in-law’s are friendly. (They are friendly people. They have always been. Inherent
trait of character)
~ My in-law’s are being friendly. (Their friendliness is a form of behaviour. Temporary
Behaviour)

Verbs of Inert Cognition (Intellectual States): they refer to mental states and the most
common are: believe, forget, hope, imagine, know, suppose, understand, remember, think, etc.
E.g.:
~ I think you are a very good parent. (This is my opinion. Mental state).
Verbs of Cognition can sometimes be used in the progressive aspect, in which case we speak
of a mental activity:
~ I’m thinking of changing my car. (I’m considering this possibility. Mental activity or
exertion).
Verbs of Emotion or Attitude: the most common in this category are: abhor, adore, agree,
envy, desire, despise, dislike, hate, like, love, mind, prefer, please, want, wish, etc. The
progressive aspect with the attitudinal verbs is a more tentative and hence more polite method
of expressing a mental attitude. E.g.:
~ I hope you can help me.

~ I was hoping you could help me.
Verbs of Inert Perception: feel, hear, smell, taste, etc. The term “inert” is used for these
common verbs to distinguish perception of the kind denoted by see, where the perceiver is
merely passively receptive, from that of look at, where the perceiver is actively directing his
attention towards some object. E.g.:
~ I see someone standing by the door. (Passive perception- Involuntary Act)

~ I’m looking at your painting and I think it’s great. (Active perception- Voluntary action)
Feel, taste and smell can be used to indicate not only “inert perception”, but also “active
perception”. In the second case, they belong to the activity category and so may freely occur in
the progressive aspect. E.g.:
~ I can smell the flowers in your garden. (Inert perception. The sensation simply
happens to me.)
~ I am smelling the flowers in your garden. (Active perception. I am deliberately
performing the action.)
Verbs of Bodily Sensation: ache, feel, itch, hurt, tickle, tingle, etc. With these verbs, the
progressive and simple aspects are almost interchangeable when referring to temporary states.
E.g.:
~ My back hurts.
~ My back is hurting.
Stance verbs: These verbs are intermediate between the stative and dynamic categories.
The main stance verbs are live, stand, sit and lie; and they are characterized by the fact that
they can be used with the simple aspect to express a permanent state, and with the progressive
aspect to express a temporary state. E.g.:
~ Monica lives in New York (Permanent residence)

~ Monica is living in New York (Temporary residence)

Dynamic or Event Meanings of Verbs
Dynamic durative verbs: this type of verbs denotes happenings which are capable of having
duration, events that take place over a period of time.
1. Activity verbs (Inanimate Forces): they refer to activities performed by inanimate forces
such as the wind, the sun, the stars, etc. The most common verbs in this category are blow,
boil, rain, snow, etc. E.g.:
~ The sun is shining brightly today.
2. Activity Verbs (Animate Agents): they refer to activities performed by animate

agents/subjects. Some typical verbs in this category are ask, beg, buy, call, eat, help, learn,
listen, study, work, etc. E.g.:
~ Tim’s studying hard for the exam.
3. Process verbs: these verbs denote a change of state taking place over a period of time.
They tend to occur with the progressive aspect since a process ordinarily has duration. Some
common verbs in this category are change, deteriorate, grow, improve, mature, slow down,
widen, grow, etc. E.g.:
~ My kids are growing fast.

~ The economic situation in the USA is improving slowly.
4. Accomplishment verbs: these verbs denote an action or activity which takes place over a
period of time and has a goal. Some typical verbs in this category are finish, knit, read, write,
make, etc. Activity verbs can be classified as accomplishment verbs when they are followed by
an object or an adverb of place. E.g.:
~ Don’t disturb. I’m trying to finish the book.

~ Tom has written a letter of complaint to the airline company.
Dynamic Punctual: these verbs denote events with little or no duration.
1. Momentary Verbs: these verbs refer to happenings so momentary that it is difficult to think of
them as having duration. Some common verbs in this class are hit, jump, kick, knock, nod, tap,
wink, etc. E.g.:
~ He jumped up when he was admitted to the scholarship.
When these verbs are used with the simple aspect they denote one single movement. When
used with the progressive aspect, they denote a series of events. E.g.:
~ He nodded in agreement.
~ He was nodding in agreement.
2. Transitional Verbs: these verbs denote transition into a state. Some typical verbs in this
category are arrive, die, fall, land, leave, lose, stop, etc. E.g.:
~ The bus arrived unusually early.

BIBLIOGRAPHY.
 Alexander L. G. (1999). Longman English Grammar. Longman. 17 th Edition.
 Biber D., Conrad, S., Leech, G. (2003). Longman Student Grammar of Spoken and Written
English. (Student’s Book and Workbook) . Longman. Essex: England.
 Collins Cobuild English Grammar (2005). Thompson Learning Publishers. USA.
 Collins Cobuild Intermediate English Grammar – Practice Material – (2006). Thompson

Learning Publishers. Great Britain.
 Cotton D., Falvey D., Kent S. (2008). Language Leader Coursebook Intermediate. Pearson
Longman.
 Eastwood J. (2005). Oxford Learner’s Grammar- Grammar Finder (Reference). OUP.
 Eastwood J. (2005). Oxford Learner’s Grammar- Grammar Builder (Practice). OUP.
 Hughes, John (2008) Language Leader Workbook Intermediate. Pearson Longman
 Leech G. (1987). Meaning and the English Verb (Chapter 2). Longman. 2 nd Edition.
 Quirk R., Greenbaum S. and Leech G. (1985). A Comprehensive Grammar of the English
Language. Longman.
 Quirk R., Greenbaum S. (1973) A University Grammar of English. Essex : Longman.
 Vince M. (2003) First Certificate Language Practice with key. Macmillan. 2nd Edition.

UNIT Nº 2: VERBS
Practice Section
Task Nº 1. Complete the sentences with the appropriate forms of the verbs in the box.
soil – wire – cushion – pile – machine – pain – measure – signal
1. It ………..……….. me to think of you living all alone.

2. They are …………………….. the money from the United States.
3. The material is ……………………. in a factory.
4. Young people don’t want to ………………….. their hands working.
5. He was ……………………. clothes into the suitcase.
6. This vehicle’s suspension is designed to ……………………. passengers.
7. …………………. the length and width of the gap, please.
8. She ……………………. a passing taxi and quickly got on it.
Task Nº 2. Classify the following verbs into full verbs, modal auxiliary verbs and
primary auxiliary verbs by ticking in the correct box.
Full Modal Primary Full Modal Primary

Verb Auxiliary Auxiliary Verb Auxiliary Auxiliary
Verb Verb Verb Verb
make want
shall get
could might
have be
should will
find sing
may would
do dive
ought to take
must imagine
dry summarize
Task Nº 3. Classify the verbs in the verb phrases into full or auxiliary verbs.
1. Shall we leave?
2. The family had a country house in Wales.
3. Paula has done better than I thought.
4. Do you know the answer?
5. Everybody does their homework on time.
6. You should consider the following clues.
7. Honest politicians don’t do what they’re supposed to.
8. They would have got involved if you had asked.
9. Scientists have had many possibilities of confirming their theory.
10. Most of us might be finishing by 10 o’clock.

Task Nº 4. Read the following texts and classify all the underlined verb phrases.
Classify them as simple or complex.
Obama to Call for End to N.S.A.’s Jet Fell Into Ocean With All Lost,
Bulk Data Collection Premier Says
Under the administration’s proposal, the Based on analysis of satellite data, Prime
government would obtain individual orders Minister Najib Razak of Malaysia said there
from the Foreign Intelligence Surveillance was no longer any doubt that the plane flew
Court to obtain only records linked to phone south into remote waters and could not have
numbers a judge agrees are likely tied to landed safely.
terrorism.
*Source: http://www.nytimes.com/pages/todayspaper/
Task Nº 5. Read the following text and underline all the verb phrases in it. Classify them
as simple or complex.
The history of tobacco

Tobacco had already long been used in the Americas by the time European settlers arrived and introduced
the practice to Europe, where it became popular. At high doses, tobacco can become hallucinogenic;
accordingly, Native Americans did not always use the drug recreationally. Instead, it was often consumed
as an entheogen; among some tribes, this was done only by experienced shamans or medicine men.
Eastern North American tribes would carry large amounts of tobacco in pouches as a readily accepted
trade item and would often smoke it in pipes, either in defined ceremonies that were considered sacred, or
to seal a bargain, and they would smoke it at such occasions in all stages of life, even in childhood. It was
believed that tobacco was a gift from the Creator and that the exhaled tobacco smoke was capable of
carrying one's thoughts and prayers to heaven.
Apart from smoking, tobacco had a number of uses as medicine. As a pain killer it was used for earache
and toothache and occasionally as a poultice. Smoking was said by the desert Indians to be a cure for
colds, especially if the tobacco was mixed with the leaves of the small desert sage, Salvia dorrii, or the root
of Indian balsam or cough root, Leptotaenia multifida, the addition of which was thought to be particularly
good for asthma and tuberculosis. Uncured tobacco was often eaten, used in enemas, or drunk as
extracted juice.
*Source: http://en.wikipedia.org/wiki/History_of_tobacco
Task Nº 6. Identify the operators in the following sentences and state the functions that
they play.
1. She is not working in a bar at the moment.

2. - Can you see the TV or should I move? - Yes, I can. Don’t worry.
3. Will they have arrived by tomorrow night?
4. - I’ve lived here for twenty years. – I have, too.
5. It will not be an easy test to pass.
6. – I’m sure he won’t go. – You’re wrong. My boss ‘is going to go to Italy this summer.
7. Sullivan’s music does have a certain charm.
8. She didn’t understand, did she?
9. Mum does have dark hair and brown eyes.
10. Jennifer did not clean the house yesterday.
11. - Has he been seeing a psychiatrist? - No, he hasn’t.
12. This cannot be the right road.
13. I ´do have plenty of time now.

Task Nº 7. Rewrite the following sentences applying the four basic features of
Operators.
1. It has rained a lot this season.
2. Economists should display a better plan.
3. Destiny is sometimes cruel.
4. A rolling stone gathers no moss.
5. Pat does her exercises rigorously every morning.
Task Nº 8. Consider the underlined verbs and choose the appropriate option to classify
them according to their form.
1. The runners lined up for the race. past participle past form present participle
2. The result was1 announced2. 1. past participle 1. past form 1. -s form
2. past participle 2. past form 2. present participle
3. It takes1 courage to grow up2. 1. base form 1. -s form 1. present form
2. bare infinitive 2. to infinitive 2. base form
4. You can1 turn2 the world around. 1. base form 1. bare infinitive 1. present form
2. base form 2. bare infinitive 2. present form
5. Live your beliefs. base form bare infinitive present form
6. The authorities analyze the base form bare infinitive present form
results.
7. The couple was driving slowly. past participle past form present participle
8. Just let me know the truth. base form bare infinitive present form

Task Nº 9.Complete the spaces below with the correct verb form(s) and meaning(s) of
the following verbs. In each case, justify the changes in spelling.
present past past

base form -s form participle form participle meaning(s)
1 bid
2 creep
3 kneel
4 lay
5 burst
6 prove
7 saw
8 bend
9 flee
10 dwell
11 sink
12 swear

Task Nº 10. Decide if the forms given are correct. If not, provide the right ones. Indicate
the spelling rules applied in every case.
base form -s form present participle past form past participle

1. oversee oversees oversing oversaw oversaw
2. draw draws drawing drawed drew
3. lay lais laying laid laid
4. catch catchs catching catched caught
5. realize realizes realizing realized realizen
6. sting stinges stinging stang stang
7. seek seekes seeking seeked sought
8. dye dies dying died dyen
Task Nº 11. Write down the definitions of the verbs in the box below.
Verb Definition
Singe
Bar
Mow
Dread
Slink
Forsake
Spin
Bear
Shrink
Wed
strew
Hew
Cleave

Task Nº 12. Identify the tense -aspect combinations/ verb tenses in the sentences below.
1. In London many people eat in restaurants.

2. The children are running around.
3. Have you found the keys to the drawers?
4. John blew up once he had heard the news.
5. We don’t live here, we’ve been visiting friends.
6. She took her granny the cake she herself had baked.
7. No wonder I’m tired. I’ve been working for hours.
8. Who is next?
9. Jane was here a minute ago.
10. I’ve never heard about it before.
11. What were you doing yesterday night when I phoned you?
12. I’m not waiting for you any longer.
Task Nº 13. Present tenses. Indicate Verb Tense and Use of the underlined verb
phrases.
1. My back itches me so much.

2. I feel good in your house.
3. She has been the best teacher I’ve ever had.
4. The sun rises in the east.
5. Her parents go to Majorca every summer.
6. The Constitution says that every citizen is equal to the law.
7. I accept their decision.
8. My sister is living with her boyfriend now.
9. The kids are making pancakes in the kitchen.
10. My father’s always criticising people.
11. They’ve dated for years.
12. How long have you been waiting?
Task N° 14. Put the verbs in brackets into the Present Simple or Present Progressive.
1. A.: I ____________________ (think) about visiting Jane this afternoon.

B: I wouldn’t bother. I _______________________ (think) she’s away on holiday.
2. A: Mr Jones _______________________ (have) a telephone message from the
office.
B: Can it wait? He ________________(have) a bath just now.
3. A: The police ______________________ (still/look) for fingerprints left in the room.
B: It _______________________________ (look) as if they won’t find the criminal.
4. A: I __________________________________ (enjoy) breathing in clean, country air!
B: So do I. I _________________________ (enjoy) being in this field with you now.
5. A: I ____________________________ (see) my boss about a pay rise this afternoon.
B: I __________________________ (see). That’s why you’re wearing a suit and tie.
6. A: Why __________________ (you/taste) the soup? Is there anything wrong with it?
B: Yes - it _____________________(taste) too sweet. I think I’ve used sugar instead of
salt.
7. A: Why ______________________________ (you/feel) the baby’s forehead, Mum?
B: I think she’s got a temperature. She _______________________ (feel) rather hot.
8. A: John _________________________________ (be) a very rude person, you know.
B: I know. Sheila __________________(be) very rude these days too, although she’s
usually polite
9. A: How much ____________________________________ (your new baby/weigh)?
B: I don’t know yet. The nurse ________________________ (weigh) him at the moment.
10. A: It ___________________________ (look) as if it’s going to rain this afternoon.
B: I know. I _____________________ (look) for my umbrella to take out with me.

Task Nº 15. Past Tenses. Choose the right use of the underlined verb phrases.
1. That ring belonged to my mother.

 Past Simple to indicate a situation which occurred at a definite past time.
 Past Simple to indicate a situation which existed over a period of time in the past.
2. Fortunately, the plane landed on time.
 Past simple to indicate a situation which took place at an indefinite past time.
3. In summer, we took trips to the country.
 Past simple to indicate a situation which took place repeatedly in the past.
4. I was feeling dizzy all morning long.
 Past Progressive to indicate a situation that is happening at the moment of speaking.
 Past Progressive to indicate continued states in the past.
 Past Progressive to indicate repeated actions in the past.
5. My granny was knitting when I arrived.
 Past Progressive to indicate a situation in progress.
 Past Progressive to indicate that a situation was in progress in the past when
something else happened.
6. We went to his office but he had left.
 Past Perfect Simple to indicate that an action occurred right after another past action.
 Past Perfect Simple to indicate an action which took place before another past action.
 Past Perfect Simple to indicate two actions happening at the same time.
7. I had been thinking about that before you mentioned it.
 Past Perfect Progressive to indicate a continuous activity in the past.
 Past Perfect Progressive to indicate an action in the past that happened prior to
another action.
8. Monica didn’t graduate when she had wished.
 Past Perfect Simple to indicate an action in the past that happened prior to another
action.
 Past Perfect Simple to indicate a past wish prior to another time in the past.
Task Nº 16. Write an example for each the following uses of the FUTURE using the
correct form or construction.
1. Predict an event in Argentina based on a personal opinion:

_______________________________________________________________
2. State your intentions and plans for this subject:
_______________________________________________________________
3. Tell about an event which will already be completed before a certain time in the
future:
_______________________________________________________________
4. Make a promise to a relative of yours:
________________________________________________________________
5. Express an already made arrangement for the future which is certain to happen:
________________________________________________________________
6. Write about an event in the calendar scheduled or timetabled to happen in the
future:
________________________________________________________________
7. Tell about an action which will be in progress in the immediate or distant future:
________________________________________________________________
8. Indicate the continuation or duration of an event at a specific time in the future:
________________________________________________________________
9. In this example, the speaker sees signs of something that is about to happen:
________________________________________________________________

Task Nº 17. Complete the following sentences with the correct forms of the verbs in
brackets and indicate tense and use in each case.
1. At that time, the Socialists …………………….. (introduce) fairly radical reforms.

Tense: __________________________ Meaning: ______________________
2. In the play he …………………. (be) a serious businessman who …………………. (earn)
his money with hard work and effort.
Tense: __________________________ Meaning: ______________________
3. For the past few years entrepreneurs ………………………………… (develop) fashionable
restaurants and bars in the area.
Tense: __________________________ Meaning: ______________________
4. The decision to raise tariffs on imports ……………………………. (add) fuel to the fire.
Tense: __________________________ Meaning: ______________________
5. She …………………………………….. (teach) her students about personal relationships
this semester.
Tense: __________________________ Meaning: ______________________
6. When her mom opened the bedroom’s door, she …………………………… (slip) out of bed
already.
Tense: __________________________ Meaning: ______________________
7. By the year 2050, scientists ………………………………… (collect) enough data about the
recently discovered virus.
Tense: __________________________ Meaning: ______________________
8. They were …………………………….. (tidy up) the remains of their picnic when the storm
……………………………….. (break out).
Tense: __________________________ Meaning: ______________________
9. ‘Now we’re here alone, I ………………………………….. (tell) you the truth about my
daughter.
Tense: __________________________ Meaning: ______________________
10. In this city, the bakery …………………… (open) at 7 a.m. every day except Mondays.
Tense: __________________________ Meaning: ______________________
11. He …………………………………. (serve) in the army for the past 20 years.
Tense: __________________________ Meaning: ______________________
12. Until 2000, Mary …………………………………. (film) her documentary in France. In 2001
she moved to England.
Tense: __________________________ Meaning: ______________________
13. When you finish your rehearsal, I …………………………………… (wait) for you outside.
Tense: __________________________ Meaning: ______________________

Task Nº 18. Discuss the differences in meaning in the following sentences. Identify
verb tenses and provide a paraphrase.
1)
a. He wrote about politics during his youth.
b. He has written about politics since his youth.
2)
a. She takes her dog for a walk every morning.
b. She’s taking her dog for a walk in the mornings this month.
3)
a. Tom is always watching TV when I need to sleep.
b. Tom always watches TV when I need to sleep.
4)
a. The child has sprained his ankle; call an ambulance, please.
b. The child sprained his ankle, so we called an ambulance.
5)
a. I’m e-mailing my boss so don’t disturb me.
b. I’m e-mailing my boss a lot more these days.
6)
a. While the drummer was playing, one girl in the audience was clapping her hands.
b. When the drummer was playing, one girl in the audience clapped her hands.

Task Nº 19. Classify the verbs in the sentences below under the following semantic
verb categories.
a) Verbs of having
b) Verbs of being
STATIVE VERBS
c) Verbs of inert cognition (intellectual states)
d) Verbs of emotion (emotive) or attitude (attitudinal

verbs)
e) Verbs of inert perception
f) Verbs of bodily sensation
g) STANCE VERBS
h) Activity verbs (animate agents)

Dynamic Durative
i) Activity verbs (inanimate forces)

DYNAMIC VERBS
j) Process verbs
k) Accomplishment verbs
l) Momentary verbs
Dynami
cPunct
m) Transitional verbs
ual
1. The moment he winked at me I knew it was love at first sight. He has the most beautiful
blue eyes.
2. My throat always hurts before a difficult situation.
3. Careful! You are hurting me!
4. Would you mind explaining it again please?
5. It has been raining non-stop this autumn.
6. My children normally make their beds before they leave for school.
7. She seems rather immature.
8. Tommy felt safe as soon as he heard her mother step into his room in the middle of
the night.
9. Your hands feel cold. Why?
10. When he tapped my shoulder, I realized he was the same boy who had greeted me that
morning.
11. The train left before I could see it.
12. My foot itches. It’s probably because I’ve been jumping around too much.
13. Her granddaughter would always taste her granny’s meals while she prepared them.
14. I don’t mind waking up early as long as I have a hearty breakfast.
15. It snowed the whole weekend. Winters are definitely getting colder every year.
16. Don’t shout at me. I understand your point though I disagree.
17. The girl was standing near the building when the fire started.
18. The old professor suffered how the new generation deteriorated as new
technological breakthroughs happened.

Task N° 20. Tick the sentences that are right and correct the wrong ones. Justify your
answers.
1. Hi, Matthew. What do you look at?

2. Oh, look at this photo. I’m thinking you look lovely.
3. Daniel is doing some of the work. He’s being very helpful.
4. Everyone is enjoying the game.
5. The job is consisting in answering the phone and typing reports.
6. I’m liking school much better now.
7. This is a photo of the village I’m coming from.
8. She was appearing in a film.
Task N° 21. Discuss the differences in meaning in the following sentences. Identify the
semantic verb categories and provide a paraphrase.
1. a) We consider you are a good applicant for this job.
b) We are considering applying for this job.
2. a) I can perfectly see your point in this topic.
b) I have an appointment with the oftalmologist. I can’t see in the short distance.
3. a) She hasn’t been feeling well lately. She’s had severe stomachaches.
b) This new sweater feels very rough.
c) I feel happy about the exam results.
4. a) My father is a very cheerful person.
b) My father is being cheerful today. And that’s surprising.
5. a) You look a bit sad. Anything’s the matter?
b) What are you looking at?
6. a) He appears to be a good person.
b) He’s appearing on stage tonight.
7. a) Your new perfume smells really good.
b) Smell my new perfume. You’ll like it.

8. a) Billy was kicking a ball around the yard.
b) The police kicked the ball hard.
9. a) My sister has a new car.
b) My sister is having breakfast.
10. a) We hope you will give us some advice.
b) We are hoping you would give us some advice.
EXTRA PRACTICE
Task Nº 1. Classify the verbs underlined according to their form.
*Source: Cotton David, Falvey David and Kent Simon (2008) Language Leader Coursebook
Intermediate. Pearson Longman

Task Nº 2. Identify and classify the verbs in the text stating all you know about them.
Then identify verb tenses and uses.
*Source: Hughes, John (2008) Language Leader Workbook Intermediate. Pearson Longman

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UNIVERSIDAD NACIONAL DE TUCUMAN Introducción a la Gramática Inglesa

FACULTAD DE FILOSOFIA Y LETRAS VERBS

Cuadernillo Anual – Año 2014 Página 14

The term verb is used in two senses:

~ The girl found her doll.

 The open class of full or lexical verbs.

 Primary auxiliary verbs (BE, HAVE, DO).

 Modal verbs (e.g. can).

~ They have been playing.

~ You didn’t do your homework.

~ I haven´t had my breakfast yet. Can you wait?

~ Carl isn´t coming today. He is in a meeting.

Cuadernillo Anual – Año 2014 Página 15

 They precede the word “not” in negative sentences.

 They occur in front of the subject in interrogative sentences.

 They are stressed to emphasize positive meaning.

~ They wrote a love poem. Did they write a love poem?

~ You never arrive on time. But I dìd arrive on time today.

~ You never read the newspaper. Yes, I do.

Tense and Aspect

Cuadernillo Anual – Año 2014 Página 16

Present Simple I travel

Past Simple I travelled

Present Progressive I am travelling

Past Progressive I was travelling

Present Perfect I have travelled

Past Perfect I had travelled

Present Perfect Progressive I have been travelling

Past Perfect Progressive I had been travelling

Many English verbs have six forms:

Cuadernillo Anual – Año 2014 Página 17

Semantic Classification of Verbs

~ She always makes good cakes. (Simple Aspect)

~ She has one brother. (Have with Stative meaning: possess)

State Meanings of Verbs

Cuadernillo Anual – Año 2014 Página 18

~ I hope you can help me.

~ I see someone standing by the door. (Passive perception- Involuntary Act)

~ Monica lives in New York (Permanent residence)

Cuadernillo Anual – Año 2014 Página 19

Dynamic or Event Meanings of Verbs

~ The sun is shining brightly today.

2. Activity Verbs (Animate Agents): they refer to activities performed by animate

~ Tim’s studying hard for the exam.

~ My kids are growing fast.

~ Don’t disturb. I’m trying to finish the book.

Dynamic Punctual: these verbs denote events with little or no duration.

~ He jumped up when he was admitted to the scholarship.

~ The bus arrived unusually early.

Cuadernillo Anual – Año 2014 Página 20

 Alexander L. G. (1999). Longman English Grammar. Longman. 17 th Edition.

 Collins Cobuild English Grammar (2005). Thompson Learning Publishers. USA.

 Collins Cobuild Intermediate English Grammar – Practice Material – (2006). Thompson

 Eastwood J. (2005). Oxford Learner’s Grammar- Grammar Finder (Reference). OUP.

 Eastwood J. (2005). Oxford Learner’s Grammar- Grammar Builder (Practice). OUP.

 Hughes, John (2008) Language Leader Workbook Intermediate. Pearson Longman

 Quirk R., Greenbaum S. (1973) A University Grammar of English. Essex : Longman.

Cuadernillo Anual – Año 2014 Página 21

1. It ………..……….. me to think of you living all alone.

Full Modal Primary Full Modal Primary

Cuadernillo Anual – Año 2014 Página 22

The history of tobacco

1. She is not working in a bar at the moment.