assignment on verbs

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Common Core State Standards Related to Verbs

CCSS.ELA-Literacy.CCRA.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA Standards: Language

CCSS.ELA-Literacy.L.1.1c – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS.ELA-Literacy.L.1.1e – Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-Literacy.L.2.1d – Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). CCSS.ELA-Literacy.L.3.1a – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-Literacy.L.3.1d – Form and use regular and irregular verbs. CCSS.ELA-Literacy.L.3.1e – Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. CCSS.ELA-Literacy.L.3.1f – Ensure subject-verb and pronoun-antecedent agreement. CCSS.ELA-Literacy.L.4.1b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-Literacy.L.5.1b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. CCSS.ELA-Literacy.L.5.1c – Use verb tense to convey various times, sequences, states, and conditions. CCSS.ELA-Literacy.L.5.1d – Recognize and correct inappropriate shifts in verb tense. CCSS.ELA-Literacy.L.8.1b – Form and use verbs in the active and passive voice. CCSS.ELA-Literacy.L.8.1c – Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. CCSS.ELA-Literacy.L.8.1d – Recognize and correct inappropriate shifts in verb voice and mood. CCSS.ELA-Literacy.L.9-10.1b – Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

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Verb tense worksheets terms of use, unit 1: using "to be".

Verb Tenses Diagram - A diagram of verb tenses and examples

This unit contains worksheets outlining common usages of the verb "to be." Good for use with beginning level and intermediate level learners.

Answer Key - This is the answer key to Unit 1 worksheets.
Exercise 1 - Simple Present Tense
Exercise 2 - Simple Present Tense
Exercise 3 - Simple Present Tense
Exercise 4 - Review of the Simple Present Tense
Exercise 5 - Review of the Simple Present Tense
Exercise 6 - Simple Past Tense
Exercise 7 - Simple Past Tense
Exercise 8 - Simple Past Tense
Exercise 9 - Simple Past Tense
Exercise 10 - Simple Present Tense and Simple Past Tense
Exercise 11 - Simple Present Tense and Simple Past Tense
Exercise 12 - Review of the Present Tense and Simple Past Tense
Print all - Click here to print all worksheets in Unit 1, including the answer key

Unit 2: Present Tense

Answer Key - This is the answer key to Unit 2 worksheets.
Exercise 4 - Simple Present Tense
Exercise 5 - Simple Present Tense
Exercise 6 - Simple Present Tense
Exercise 7 - Simple Present Tense
Exercise 8 - Simple Present Tense
Exercise 9 - Simple Present Tense
Exercise 10 - Simple Present Tense
Exercise 11 - Simple Present Tense
Exercise 12 - Simple Present Tense
Exercise 13 - Simple Present Tense
Exercise 14 - Review of the Simple Present Tense
Exercise 15 - Present Progressive Tense
Exercise 16 - Present Progressive Tense
Exercise 17 - Present Progressive Tense
Exercise 18 - Present Progressive Tense
Exercise 19 - Present Progressive Tense
Exercise 20 - Present Progressive Tense
Exercise 21 - Present Progressive Tense
Exercise 22 - Present Progressive Tense
Exercise 23 - Review of the Present Progressive Tense
Exercise 24 - Simple Present Tense and Present Progressive Tense
Exercise 25 - Simple Present Tense and Present Progressive Tense
Exercise 26 - Review of the Simple Present Tense and Present Progressive Tense
Exercise 27 - Simple Present Perfect Tense
Exercise 28 - Simple Present Perfect Tense
Exercise 29 - Simple Present Perfect Tense
Exercise 30 - Simple Present Perfect Tense
Exercise 31 - Simple Present Perfect Tense
Exercise 32 - Simple Present Perfect Tense
Exercise 33 - Simple Present Perfect Tense
Exercise 34 - Present Perfect Progressive Tense
Exercise 35 - Present Perfect Progressive Tense
Exercise 36 - Simple Present Perfect Tense and Present Perfect Progressive Tense
Exercise 37 - Review of the Simple Present Perfect Tense and Present Perfect Progressive Tense
Exercise 38 - Cumulative Review of the Present Tense

Unit 3: Past Tense

This unit contains printable past tense worksheets. each worksheet includes an explanation and examples of the three aspects (simple, progressive, and perfect) of the past tense. practice involves filling in the blanks and rewriting sentences in the specified aspect of the past tense..

Answer Key - This is the answer key to Unit 3 worksheets.
Exercise 1 - Simple Past Tense
Exercise 2 - Simple Past Tense
Exercise 3 - Simple Past Tense
Exercise 4 - Simple Past Tense
Exercise 5 - Simple Past Tense
Exercise 10 - Simple Past Tense
Exercise 11 - Simple Past Tense
Exercise 12 - Simple Past Tense
Exercise 13 - Simple Past Tense
Exercise 14 - Review of the Simple Past Tense
Exercise 15 - Past Progressive Tense
Exercise 16 - Past Progressive Tense
Exercise 17 - Past Progressive Tense
Exercise 18 - Past Progressive Tense
Exercise 19 - Past Progressive Tense
Exercise 20 - Past Progressive Tense
Exercise 21 - Past Progressive Tense
Exercise 22 - Past Progressive Tense
Exercise 23 - Review of the Past Progressive Tense
Exercise 24 - Simple Past Tense and Past Progressive Tense
Exercise 25 - Simple Past Tense and Past Progressive Tense
Exercise 26 - Simple Past Tense and Past Progressive Tense
Exercise 27 - Review of the Simple Past Tense and Past Progressive Tense
Exercise 28 - Simple Past Perfect Tense
Exercise 29 - Simple Past Perfect Tense
Exercise 30 - Simple Past Perfect Tense
Exercise 31 - Simple Past Perfect Tense
Exercise 32 - Simple Past Perfect Tense
Exercise 33 - Past Perfect Progressive Tense
Exercise 34 - Past Perfect Progressive Tense
Exercise 35 - Past Perfect Progressive Tense
Exercise 36 - Simple Past Perfect Tense and Past Perfect Progressive Tense
Exercise 37 - Cumulative Review of the Past Tense

Unit 4: Future Tense

This unit contains printable future tense worksheets. each worksheet includes an explanation and examples of the three aspects (simple, progressive, and perfect) of the future tense. practice involves filling in the blanks and rewriting sentences in the specified aspect of the future tense..

Will and Going to - an introduction to the difference between these two forms of the future tense
Will and Going to answers - answers to the above worksheet
Answer Key - This is the answer key to Unit 4 worksheets.
Exercise 1 - Simple Future Tense
Exercise 2 - Simple Future Tense
Exercise 3 - Simple Future Tense
Exercise 4 - Simple Future Tense
Exercise 5 - Simple Future Tense
Exercise 6 - Simple Future Tense
Exercise 7 - Simple Future Tense
Exercise 8 - Review of the Simple Future Tense
Exercise 9 - Future Progressive Tense
Exercise 10 - Future Progressive Tense
Exercise 11 - Future Progressive Tense
Exercise 12 - Review of the Future Progressive Tense
Exercise 13 - Future Perfect Tense
Exercise 14 - Review of the Simple Future Tense
Exercise 15 - Future Perfect Tense
Exercise 16 - Future Perfect Tense
Exercise 17 - Future Perfect Progressive Tense
Exercise 18 - Future Progressive Tense
Exercise 19 - Review of the Future Progressive Tense
Exercise 20 - Cumulative Review of the Future Tense

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Introduction to Verbs

With our Introduction to Verbs lesson plan, students learn the basics about using and recognizing verbs. Students will learn the definition of a verb and how to form them and use them in sentences.

Included with this lesson are some adjustments or additions that you can make if you’d like, found in the “Options for Lesson” section of the Classroom Procedure page. One of the optional additions to this lesson is to have students write sentences for the activity worksheet. Another is to teach students one of the songs from the additional resources for this lesson.

Description

Additional information, what our introduction to verbs lesson plan includes.

Lesson Objectives and Overview: Introduction to Verbs introduces young students to the definition of verbs and enables them to identify, form and use verb tenses correctly. Students develop their vocabulary and written expression by identifying verbs in sentences, inserting the correct verb into a given sentence, and more. At the end of the lesson, students will be able to define verb, identify verbs, form and use verb tenses correctly. This lesson is for students in 1st grade, 2nd grade, and 3rd grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the green box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. The only supplies you need for this lesson are the handouts. To prepare for this lesson ahead of time, you can copy the handouts.

Options for Lesson

Included with this lesson is an “Options for Lesson” section that lists a number of suggestions for activities to add to the lesson or substitutions for the ones already in the lesson. For this lesson, you can have students write sentences for the activity worksheet. You can also change the actions for the opening step of the lesson if you’d like. Finally, you can teach your students one of the songs from the additional resources.

Teacher Notes

The teacher notes page includes a paragraph with additional guidelines and things to think about as you begin to plan your lesson. It notes that students who already have some experience with using and writing verbs will likely have an easier time with this lesson. This page also includes lines that you can use to add your own notes as you’re preparing for this lesson.

INTRODUCTION TO VERBS LESSON PLAN CONTENT PAGES

The Introduction to Verbs lesson plan includes two pages of content. The lesson begins with a series of images of a money doing different things: swimming, painting, hanging, pulling, throwing, and jumping. The lesson asks students to think about what the images and words have in common. They’re all actions, and actions that most students have probably done themselves at one point or another. We call all of these words verbs.

Verbs are action words that tell what the subject is doing, will be doing, or has done. The lesson provides examples of each. We often use helping verbs with action verbs. They help tell about a past action, present action, or future action. We can also use verbs to describe actions or states of being. They can tell about physical actions, mental actions, and states of being, such as what you are. Helping verbs are used for states of being. They can be used alone, with action verbs, or with other helping verbs.

The lesson includes some example sentences with the verb bolded so students can identify them more easily. There are so many different verbs because there are so many different actions! We can explain all actions using a verb or a helping verb. You can practice identifying the actions you do all day long. Verbs are action words that can tell you what a subject is doing, has done, or will do. The more time spent practicing with verbs, the easier they will be to identify and use!

INTRODUCTION TO VERBS LESSON PLAN WORKSHEETS

The Introduction to Verbs lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. You can refer to the guide on the classroom procedure page to determine when to hand out each worksheet.

DESCRIBE THE ACTION ACTIVITY WORKSHEET

For the activity worksheet, students will look at pictures and write three verbs that describe the action in each of them. These may include helping verbs.

INTRODUCTION TO VERBS PRACTICE WORKSHEET

The practice worksheet asks students to first circle the verbs in ten sentences. Some of these sentences will have more than one verb. Next, students will circle the correct verb for each sentence between the two options that they are provided.

ACTIONS AND VERBS HOMEWORK ASSIGNMENT

For the homework assignment, students will first write down five actions they do in the morning at home, at school, and in the night at home. Next, they will write a sentence for each of these actions. They will then circle the action and helping verbs in each of their sentences.

Worksheet Answer Keys

This lesson plan includes answer keys for the activity worksheet and the practice worksheet. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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Introductions to Verbz

It was easy to use and adapt for my special education students during virtual teaching. The kids enjoyed the pictures and even though I did not use the whole lesson and materials for this particular lessons I plan on using them for future lessons.

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This was a wonderful and colourful resource to assist with the teaching of action verbs in my Grade 1.

Introduction to verbs

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Verb: definition & types.

A verb is a word or a combination of words that indicates action or a state of being or condition. A verb is the part of a sentence that tells us what the subject performs. Verbs are the hearts of English sentences.

Jacob walks in the morning. (A usual action)
Mike is going to school. (A condition of action)
Albert does not like to walk. (A negative action)
Anna is a good girl. (A state of being)

Verbs are related to a lot of other factors like the subject, person, number, tense, mood, voice , etc.

Basic Forms of Verbs

There are six basic forms of verbs. These forms are as follows:

Base form: Children play in the field.
Infinitive: Tell them not to play
Past tense: They played football yesterday.
Past participle: I have eaten a burger.
Present participle: I saw them playing with him today.
Gerund: Swimming is the best exercise.

Different Types of Verbs

Main/Base Verb
Regular/Weak Verb
Irregular/Strong Verb

Transitive Verb

Intransitive verb.

Strong Verb

Finite Verbs

Non-finite verbs, action verbs, linking verb, auxiliary verbs, modal verbs, reflexive verb, ergative verb.

Phrasal Verb

Lexical Verb

Delexical Verb
Stative/Being Verb

Dynamic Verb

Non-continuous verb.

The base verb is the form of a verb where it has no ending (-ing, -ed, -en) added to it. It is also called the Root Verb since it is the very root form of a verb.

I go to school every day.
You run a mile every morning.
Do your homework.

Regular Verb

The Verbs that follow the most usual conjugations are considered Regular Verbs . It is regular since it abides by most if not all of the regular grammar rules there are.

Rehan plays cricket.
Tam called out my name.
You really walked all the way back?

Irregular Verb

The Verbs that have irregularities in terms of following grammar rules are Irregular Verbs, in general.

Do the dishes.
I hardly ever drink enough water in a day.
She drove all the way back.

The Main Verb that takes a direct object sitting right after it would be a Transitive Verb. They usually construct the most straightforward of sentences.

She went to the fair.
We do not like being called out loud in crowds.
I love visiting my village home.

The main Verb that does not take a direct object specified right afterward and rather there is an indirect one mentioned somewhere along the line is called an Intransitive Verb. These verbs often make the corresponding sentences incomplete.

I laughed .
A ghast of cold wind blew .

Verbs that end with “-d” and “-t” in their Past Indefinite and Past Participle form are Weak Verbs. There is a tendency to associate Weak Verbs with Regular Verbs but not all Weak Verbs are Regular Verbs in the English language.

Strong Verb

Strong Verbs are those in which the vowels in the verb stem changes from “i” to “a” to “u” in the Present Indefinite to Past Indefinite to Past Participle form of Verbs.

Finite verbs are the actual verbs that are called the roots of sentences. It is a form of a verb that is performed by or refers to a subject and uses one of the twelve forms of tense and changes according to the number/person of the subject.

Alex went to school. (Subject – Alex – performed the action in the past. This information is evident only by the verb ‘went’.)
Robert plays hockey.
He is playing for Australia.
He is one of the best players. (Here, the verb ‘is’ directly refers to the subject itself.)

Non-finite Verbs are not actual verbs. They do not work as verbs in the sentence rather they work as nouns, adjectives, adverbs, etc. Non-finite verbs do not change according to the number/person of the subject because these verbs, also called verbals , do not have any direct relation to the subject. Sometimes they become the subject themselves.

The forms of non-finite verbs are – infinitive, gerund, and participle (participles become finite verbs when they take auxiliary verbs.)

Alex went abroad to play (Infinitives)
Playing cricket is his only job. (Present participle)
I have a broken bat. (Past participle)
Walking is a good habit. (Gerund)

Action verbs indicate what the subject of a sentence performs. Action verbs can make the listener/reader feel emotions, see scenes more vividly and accurately.

Action verbs can be transitive or intransitive .

Transitive verbs must have a direct object. A transitive verb demands something/someone to be acted upon.

I painted the car. (The verb ‘paint’ demands an object to be painted)
She is reading the newspaper. (The verb ‘read’ asks the question “what is she reading?” – the answer is the object)

Intransitive verbs do not act upon anything. They may be followed by an adjective, adverb, preposition, or another part of speech.

She smiled . (The verb ‘smile’ cannot have any object since the action of ‘smiling’ does not fall upon anything/anyone)
I wake up at 6 AM. (No object is needed for this verb)

Note: {Subject + Intransitive verb} is sufficient to make a complete sentence but {Subject + Transitive verb} is not sufficient because transitive verbs demand a direct object.

A linking verb adds details about the subject of a sentence. In its simplest form, it connects the subject and the complement — that is, the words that follow the linking verb. It creates a link between them instead of showing action.

Often, what is on each side of a linking verb is equivalent; the complement redefines or restates the subject.

Generally, linking verbs are called ‘ be’ verbs which are - am, is, are, was, were . However, there are some other verbs that can work as linking verbs. Those verbs are:

Act, feel, remain, appear, become, seem, smell, sound, grow, look, prove, stay, taste, turn.

Some verbs in this list can also be action verbs. To figure out if they are linking verbs, you should try replacing them with forms of the be verbs . If the changed sentence makes sense, that verb is a linking verb.

She appears ready for the game. (She is ready for the game.)
The food seemed delicious. (The food was delicious.)
You look happy. (You are happy.)

Auxiliary verbs are also called helping verbs . An auxiliary verb extends the main verb by helping to show time, tense, and possibility. The auxiliary verbs are – be verbs , have , and do .

They are used in the continuous (progressive) and perfect tenses.

Linking verbs work as main verbs in the sentence, but auxiliary verbs help main verbs.

Do is an auxiliary verb that is used to ask questions, to express negation, to provide emphasis, and more.

Alex is going to school.
They are walking in the park.
I have seen a movie.
Do you drink tea?
Don’t waste your time.
Please, do submit your assignments.

A modal verb is a kind of auxiliary verb. It assists the main verb to indicate possibility, potentiality, ability, permission, expectation, and obligation.

The modal verbs are can, could, must, may, might, ought to, shall, should, will, would.

Example:

I may want to talk to you again.
They must play their best game to win.
She should call him.
I will go there.

When the Subject and the Object are the same and the Verb reflects on the Subject, that is the Reflexive Verb. These Verbs are often used with Reflexive Pronouns like - myself, himself, herself, itself etc.

Examples:

He has done it himself.
I'll watch it myself.

Ergative Verbs can be used as Transitive and Intransitive Verb. They are also called Labile Verb in English.

Phrasal Verb

An idiomatic phrase consisting of a Verb and another element, most likely an Adverb or a Preposition is called a Phrasal Verb.

She broke down in tears.
Don't look down upon the poor.
I'll see to it.

Lexical Verb is the main or principal verb of a sentence which typically takes the major responsibility of a Verb that represents the action of the Noun or Pronoun.

He ran to his father.
I laughed out loud.
Rina tried her best.

DE-Lexical Verb

Delexical Verbs lack importance when it comes to meaning since these Verbs hardly have meanings of their own when used individually. The meaning is taken out of the Verbs and put into the Noun. Take, have, make, give etc. are Delexical Verbs.

He took a shower.
I had a cold drink.
She made some arrangements.

Stative Verb

The Verbs that describe the state of being are called Stative or Being Verbs.

I need some boxes.
You belong to the pomp and power.
He smells danger.
They remember what happened that day.

The Verbs that entail continuous or progressive action of the Subject are called Dynamic or Fientive Verbs. They express the Subject’s state of being on the move.

He’s running fast.
Keep hitting the ball hard.
The dog goes for a walk every afternoon.

The Verbs that are usually never used in their continuous forms are called Non-continuous Verbs.

Intensive Verb

The Verbs that focus intensely on just the Subject are called Intensive Verbs. Intensive Verbs are also called Linking or Copular Verbs.

You seem happy.
It appears to be just perfect.
She looks stunning.
He's become rather irritable.

Extensive Verb

All the Verbs that do not focus intensively on just the Subject (as the Intensive Verbs) of the sentence are Extensive Verbs.

He loves her.
She runs too fast.
Ron sells fish.

A participle is a Verb form where they retain some of the characteristics and functions of both Verbs and adopt those of the Adjectives .

Present Participle (Verb + -ing)

Have I become a laughing stock?
Cycling is a well-rounded exercise.

Past Participle

I have taken a hint.
Have you given it enough thought?

Perfect Participle (Having + Past Participle)

Having said that, I was quite worried.
Having stepped out of my comfort zone, I saw a whole new world.

The Verbs having -ing endings that function like Nouns in sentences are called Gerunds.

Smoking is injurious to health.
Walking is good for health.
I love swimming .

The 'to + Verb' forms where the Verbs are at their base or stem forms while they function as Nouns, Adjectives or Adverbs instead of Verbs.

I wanted to help you out.
Are you trying to go there?
I just love to flaunt my new Ferarri.

Types of Questions: Open-ended and Closed-ended

Infinitive: Definition and Types

Irreversible Binomials: Definition, Types with examples

Complex Sentence: Definition, Formation and More

Past participle : definition, usages and examples.

Parts of Speech
Preposition
Conjunction
Interjection
Conditionals
How to Use "Therefore" in Sentences Avoiding Common Mistakes
How to Use "Whereas" with Examples and Avoid Common Mistakes
When and How to Use "Thus" Correctly Without Common Mistakes
How to Use "On the Contrary" Properly with Meaning and Examples
When and How to Use "Either/Or" with Examples and Common Mistakes to Avoid
How to Use "On the Other Hand" Effectively without Mistakes
How to Use "Respectively" with Example and Common Errors to Avoid
How and When to Use "Moreover" Without Mistakes
How to Use "Likewise" in Sentences Based on Context & When not to Use
When & How to Use "Although" in Sentences to Avoid Mistake

Free Printable Verbs Worksheets for 8th Grade

Verbs: Discover a collection of free printable Reading & Writing worksheets for Grade 8 students, designed to enhance their skills and understanding. Brought to you by Quizizz, your trusted educational partner.

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Explore printable Verbs worksheets for 8th Grade

Verbs worksheets for Grade 8 are an essential tool for teachers looking to enhance their students' understanding of grammar and mechanics. These worksheets focus on reading and writing skills, while also reinforcing the importance of proper grammar usage. By incorporating various parts of speech, such as verbs, nouns, adjectives, and adverbs, these worksheets provide a comprehensive approach to language arts education. Teachers can use these resources to create engaging lesson plans that cater to the unique needs of their Grade 8 students. With a wide range of activities, from fill-in-the-blank exercises to sentence construction tasks, verbs worksheets for Grade 8 offer a versatile and effective way to improve students' language skills.

Quizizz is an innovative platform that offers a variety of educational resources, including verbs worksheets for Grade 8, to help teachers create interactive and engaging lessons. By integrating reading, writing, grammar, and mechanics into a single platform, Quizizz provides a comprehensive solution for teaching language arts. Teachers can easily customize the content to suit their students' needs, ensuring that every learner receives the appropriate level of instruction. In addition to worksheets, Quizizz also offers quizzes, flashcards, and other learning tools that can be used to supplement traditional teaching methods. By incorporating Quizizz into their lesson plans, teachers can provide a well-rounded education that addresses all aspects of language arts, including the essential parts of speech.

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Verbs and sentences

Grammar and Writing Workbook for Grade 3

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Completing sentences with verbs

In these grammar worksheets, students identify the verbs in a word list and use those verbs to complete sentences.

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More verbs worksheets

Find all of our verbs worksheets , from verbs as action words to conjugating verbs, verb tenses and irregular verbs.

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A Better Way to Homeschool

What if we focus on character

24 Ways to Make Learning about Verbs Creative, EASY, and Fun

September 28, 2021 By Bekki 2 Comments This content may contain affiliate links.

INSIDE: Fun and Easy Action Verb Activities for teaching verb tenses

I was browsing Pinterest this morning over a cup of coffee looking for a creative action verb activities.

I know, not your typical read-over-coffee topic.

But I’m tired of kids falling asleep or worse groaning when we begin talking about verbs and other parts of speech. “There has to be a verb game I can use to bring this area of learning to life!” I dreamed.

If verbs are really where all the ACTION is expressed in writing, then why can’t we find ways to make them jump off the page with our kids.

I took another big sip and started digging.

It can often be challenging to teach the same concept to kids of different ages and abilities.

My favorite teacher, Mrs. Smith taught me, “If you can incorporate scissors, glue and the potential to get ink on their skin , the kids become a captivated audience.”

Lesson + Scissors = a win, win.

Verb tenses can be overwhelming for kids. make it fun instead.

I’m a firm believer in allowing language to wash over our kids in their read-aloud stories and I don’t make a big deal about things like past, present, and future tenses.

Reading is the most effective way to teach kids proper grammar.

Nothing impacts their grasp of the English language better than a well written and engaging story ! Language, including the elusive present perfect verb tenses, become a natural part of a child’s vocabulary.

But sometimes a good hands-on activity or craft is exactly the ticket needs to help kids understand that language in a deeper way- without burying them with worksheets.

It takes a little effort, but even learning action verbs can be a fun activity.

Free Resource: Begin your VERB Activity Fun with a set of 144 Action Verbs for your Student to explore .

Action Verb Activities: 24 Ready to Go Verb Activities, Crafts, and Games.

Just add scissors, glue, and some cute kids perfect for classrooms, craft time, or at home learning. .

1. Pocket full of verbs

2. action verb craft, 3. create your own verb bank, 4. my verb mail activity.

Action verb activities?

Verb books to read before handing kids a pencil., 5. it’s hard to be a verb louis is a verb .

Being a verb is hard!

Especially for Louis, who can’t seem to control himself when he gets the urge to move at the wrong time and situation.

6. Kites Sail High by Ruth Heller

7. first book of verbs by cara danielson, 8. slide, slurp, scratch and burp by brian cleary, 9. the great verb game.

10. Whoosh! Action Verb Game

11. Verb Tenses NO PREP Packet

12. KindergartenWriting Unit

Looking for writing centers and ideas for your writer’s workshop? This Kindergarten Writing Unit 1 is all about learning to tell stories by drawing.

Children will work on telling stories through drawings, adding details and labeling their pictures with words.

The activities can be differentiated for children at different levels.

Lowest level writers can start with writing their name and drawing pictures.
Mid-level writers can start writing words and labeling their pictures.
Advanced writers can start writing sentences.

This set includes NARRATIVE, INFORMATIVE and OPINION Writing.

13. Verb Charades!

14. verb tic tac toe.

Create a Tic Tac Toe Board and fill in the squares with pronouns.
Give the students a stack of Verb cards .
To fill in their square, the student says the correct form of the verb!

15. Verb Ball Toss

16. 20 questions.

17. A Verb Workbook page taken up a notch.

18. mixed up verbs.

Place a bunch of verbs in a hat or bag.
Students tell a story by pulling a verb and then continuing the tale.

19. Build it!

20. verb bingo, 21. verb web, 22. listen carefully .

23. Hop that Verb!

Educational and playful: this colorful rug will not contribute to a fun time but will also help kids learn letters and Numbers with Creative pictures

24. Kids in Action!

Print this free action verb activities list..

This post comes with a free printable verb activity list to help keep your kids hopping as they learn those verb tenses! This printable simplifies our journey to being that fun teacher!!

Here is a sneak preview…

DOWNLOAD YOUR FREE PRINTABLE

Download the checklist . You’ll get the printable, plus join 9,000+ moms who receive my weekly parenting tips and ideas!
Print . Any paper will do the trick, but card stock would be ideal.
Place it in an easy to find spot as a helpful reminder.

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Verbs Exercises

If you wonder what the basic English Grammar topics are, then you must know that verbs are one among them. Children are taught about verbs from a very young age as it helps them identify the action words in sentences. As they grow up, they are taught about the various types of verbs, such as auxiliary verbs, main verbs, transitive verbs and many others.

Students should have a clear understanding of verbs as it will help them with grammatically correct sentences. Through verbs, children can also talk about the time of the action words, i.e., whether the action took place in the present, past or future.

Verb Exercises with Answers

Try the following exercises and also check the answers to see if you got it all right.

Exercise 1 – Fill in the blanks

Read the following sentences and select the correct form of the verb given in brackets.

Rita ___ a mile every day. (run/runs)
The dogs ___ all night. (barks/bark)
The cat ___ the snake. (catch/caught)
We ___ in the park in the evenings. (play/plays)
Mia __ school yesterday. (went/go)
Sheela ___ to be a Police Officer when she grows up. (want/wants)
Mahesh ___ back to his mother. (ran/run)
Amy ___ very fast. (walk/walks)
You can ___ with us. (come/came)
They ___ to a picnic together. (went/go)
Have you ___ the baby? (see/seen)
Hannah Montana ___ so well. (sing/sung)
The bird ___ away from the cage. (flew/flown)
I __ a letter for my friend. (write/wrote)
The friends ___ back from the trip. (drove/drive)
Did you ___ anything? (do/done)
They ___ till late evening. (plays/played)
Can you __ well? (swim/swam)
Cheetahs ___ very fast. (run/ran)
My brother and I ___ every day. (talk/talks)

Answers for Exercise 1

Exercise 2 – use helping verbs.

Fill in the blanks with the correct form of helping verbs (is/am/are).

Penny __ my sister.
I __ very interested in the new project.
We ___ best friends.
Vinit __ my friend since class 2.
__ you happy here?
__ this your book?
I ___ going to meet my granny today.
___ you aware of this poem written by William Shakespeare?
India ___ a secular country.
The children ___ studying for their exams.
The boy __ very mischievous.
I ___ feeling very sleepy.
The dog __ barking at the stranger.
The cats ___ fighting for food.
___ you sure what you said is true?

Answers for Exercise 2

Exercise 3 – use has/have/had.

Read the following sentences and use has/have/had appropriately.

Bernie ___ a meeting yesterday.
Do you want to ___ an ice cream?
The lion ___ a big mane.
My parents __ gone to a party a few days back.
___ you seen Reema?
__ he not moved to a new city he wouldn’t be sick.
All the members of the committee ___ arrived now.
__ you seen my new scooter?
Raj __ to go back home.
My sister ___ her final exam tomorrow.
I ___ a Husky.
They do not __ a bicycle.
We ___ not visited the new park yet.
Lady Macbeth __ a lust for power.
Rita ___ a seminar before.

Answers for Exercise 3

Frequently asked questions on verbs exercises, what are verbs.

A verb is a word that shows action done by the subject. For example, “The child cried the whole night.” Here, ‘cried’ is a verb as it shows action done by the subject, i.e., ‘child’.

What are two types of verbs?

There are mainly two types of verbs, i.e., the helping/auxiliary verb and the main verb. For example, “Sheldon is speaking to the teacher.” Here, ‘is’ happens to be the helping verb and ‘speaking’ is the main verb.

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Assignment verbs

Knowing what the verbs in your assignment actually mean will help you to do it!

Phrasal Verbs – The Best Lesson Plans & Resources for ESL Teachers

Phrasal Verbs are an intricate part of the English language.

While phrasal verbs are quite difficult for TEFL students to grasp, it is necessary to understand them in order to master the language.

When I used to teach English, I often found it difficult to find quality phrasal verbs lesson plans, worksheets, and material outside of my textbook.

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Below you can download free Word and PDF files without registration and find links to many other great resources to teach phrasal verbs to your ESL students.

Downloadable Phrasal Verb Worksheets

The best (free and paid) phrasal verbs lesson plans & resources, what are phrasal verbs, phrasal verb reference list with explanations.

I’ve searched the web and made this list of resources to teach phrasal verbs for you.

Fluentize Lesson Plans

Great ESL lesson plans based on real-world videos , for teen and adult students, including phrasal verb vocabulary. (Pay $2.99 per lesson plan or buy a package. Free sample lessons available.)

Linguahouse Lesson Plans

A huge selection of lesson plans based on articles or videos, from intermediate to advanced, including phrasal verb vocabulary. (Buy a yearly subscription or get free limited access.)

Phrasal Verb Games

Ditch your dull worksheets. The FluentU blog suggests 5 superb games for teaching phrasal verbs .

esl -lounge Lesson Plans

Among others, esl -lounge offers t hree lesson plans especially to teach phrasal verbs (included in the paid membership) and a bunch of free “phrasal verb generator worksheets” with gap texts.

Lower Intermediate Lesson Plan

A completely free Phrasal Verb Lesson Plan about “Work and Daily Activities” for A2 Lower Intermedite Level. Including a nice illustration and an answer sheet.

2 Lesson Plans for “Senior Primary”

A free PDF file with two 45-minutes lessons about phrasal verbs for “Senior Primary” level students.

Teachers Pay Teachers Resources

Buy cheap lessons plans, worksheets and other materials to teach phrasal verbs on Teachers pay Teachers .

UsingEnglish Lesson Plans

Three free PDF lesson plans to teach phrasal verbs incorporating games.

ISLCollective Worksheets

More than 300 creative and colorful phrasal verbs worksheets in MS Word document format. Available after free registration.

Video: Phrasal Verb Learning Song

Video: Phrasal Verbs in Songs

Business English Lessons and Exercises

A bunch of free phrasal verbs lesson and exercises to teach business English students .

A phrasal verb is similar to an idiom in the sense that it is idiomatic language.

More specifically, phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition .

What makes them so difficult for students is that they more or less have to be memorized.

While a student may understand the word ‘hang’, he or she would probably have trouble grasping the idea of ‘hang out’ at first.

As well as learning their meanings, students need to learn how to use phrasal verbs properly.

Some phrasal verbs require a direct object ( someone/something ), while others do not.

Some phrasal verbs can be separated by the object, while others cannot.

This list shows about 200 common phrasal verbs, with meanings and examples.

Print it as a reference list for your students or use parts of it to create your own worksheets.

The examples will help your students to understand the meanings. (Only the most usual meanings are given. Some phrasal verbs may have additional meanings.)

Encourage your students to study them as they come across them, rather than trying to memorize many at once.

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