A Modular Approach

with Readings

Marco D. Meduranda, PhD

Professor
Navotas Polytechnic College

1
 Module 3

Verbs: Classes, Properties and

Forms

EXPECTED LEARNING OUTCOMES

By the end of this module, students will have been able to:

1. recall and recognize verbs in various texts; express self using

appropriate verbs.

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2
 General Instructions

This module is composed of key inputs on the

classes, properties and forms of VERBS. The
exercises are meant to deepen your
competencies in understanding this part of
speech.

The assessment tasks at the end will allow you

to demonstrate the essential understandings,
key competencies and desired learning
outcomes for each lessons.

Connect with your teacher via the learning

management system created for this particular
course. Upload your outputs on the Google
drive folder.

Your success to this course lies in your hands.

Good luck!

MDM

3
Assessment Tasks

TASK Grids: Accomplish all the tasks below. Submit your outputs in PPT
format, each tasks in separate files, on your Google Drive.

POWERPOINT LESSON PLAN QUIZ or PUZZLE

LECTURE/ VIDEO COMPILATION
LESSON

Create an original Search the internet and With all the concepts
PowerPoint lesson get at least ONE that you learned about
about VERBS that sample lesson plans on verbs, create a quiz
covers the following: the following topics (multiple choice) or
types, parts, forms, about verbs: types, puzzle (crossword or
tenses, mood, voice, parts, forms, tenses, word search) that
verbals and verb mood, voice, verbals contains the following
phrases. There should and verb phrases. topics about verbs:
be a minimum of 40 Present in PPT. types, parts, forms,
slides. If you choose tenses, mood, voice,
video lesson, the verbals and verb
length should be at phrases. Make sure to
least 15 minutes. provide answer key.
Provide ample You may use this site:
examples. https://www.puzzle-
maker.com/

4
4
Types of Verbs
Note: This document should only be used as a reference and should not replace assignment guidelines.
Verbs are words that express action or state of being. There are three types of verbs: action verbs,
linking verbs, and helping verbs.

Action Verbs
Action verbs are words that express action (give, eat, walk, etc.) or possession (have, own, etc.). Action
verbs can be either transitive or intransitive.

Transitive Verbs
A transitive verb always has a noun that receives the action of the verb, called the direct object.

EXAMPLE: Laurissa raises her hand.

The verb is raises. Her hand is the object receiving the verb’s action. Therefore,
raises is a transitive verb.

Transitive verbs sometimes have indirect objects, which name the object to whom or for whom the
action was done.

EXAMPLE: Abdus gave Becky the pencil.

The verb is gave. The direct object is the pencil. (What did he give? The pencil.)
The indirect object is Becky. (To whom did he give it? To Becky.)

Intransitive Verbs
An intransitive verb never has a direct or indirect object. Although an intransitive verb may be followed
by an adverb or adverbial phrase, there is no object to receive its action.

EXAMPLE: Laurissa rises slowly from her seat.

The verb is rises. The phrase, slowly from her seat, modifies the verb, but no
object receives the action.

Transitive or Intransitive?
To determine whether a verb is transitive or intransitive, follow these two steps:
1. Find the verb in the sentence.
EXAMPLE 1: Dustin will lay down his book. What is the action? will lay
EXAMPLE 2: His book will lie there all day. What is the action? will lie
2. Ask yourself, “What is receiving the action of the verb?” If there is a noun receiving the action
of the verb, then the verb is transitive. If there is no direct object to receive the action, and if the
verb does not make sense with a direct object, then it is intransitive.
EXAMPLE 1: Dustin will lay Dustin will lay Since the verb can take a
his book.
down his down what? direct object, it is
book. transitive.
EXAMPLE 2: His book will His book will It does not make sense to
nothing.
lie there all lie what? “lie something.” Since the
day. verb has no direct object, it
is intransitive.

FL 208 • 801-863-8936 • www.uvu.edu/writingcenter

Facebook: UVUWritingCenter • Twitter: @uvuwritingctr

5
Types of Verbs
Note: This document should only be used as a reference and should not replace assignment guidelines.

Linking Verbs
A linking verb connects the subject of a sentence to a noun or adjective that renames or describes the
subject. This noun or adjective is called the subject complement.
EXAMPLE: Jason became a business major.
The verb, became, links the subject, Jason, to its complement, a business major.

Lisa is in love with Jason.

The verb, is, links the subject, Lisa, to the subject complement, in love with
Jason (describing Lisa).

The most common linking verb is the verb to be in all of its forms (am, are, is, was, were, etc.). This verb
may also be used as a helping verb (see next section). To become and to seem are always linking verbs.

Other verbs may be linking verbs in some cases and action verbs in others:
to appear to feel to look to remain to stay to taste
to continue to grow to prove to sound to smell to turn

LINKING: Libby appeared happy. (Appeared links Libby to the subject complement,
happy.)
ACTION: Deon suddenly appeared. (Here, appeared is an intransitive action verb.)

Helping Verbs
Helping verbs are used before action or linking verbs to convey additional information regarding aspects
of possibility (can, could, etc.) or time (was, did, has, etc.). The main verb with its accompanying helping
verb is called a verb phrase.

EXAMPLES: Teju is (helping verb) going (main verb) to Florida.

The trip might (helping verb) be (main verb) dangerous.

The following words, called modals, always function as helping verbs:

can may must shall will
could might ought to should would

EXAMPLES: Tanya could learn to fly helicopters. (Could helps the main verb, learn.)
Janine will drive to Idaho tomorrow. (Will helps the main verb, drive.)

In addition, the following forms of the verbs to be, to do, and to have sometimes serve as helping verbs.
(Note: In other cases, they may serve as action or linking verbs.)
am be being do had have was
are been did does has is were
HELPING: Jana is moving to a new house.
LINKING: Jana is ready to go.
HELPING: Dustin did eat his vegetables!
ACTION: Dustin did his homework last night.

Utah Valley University (UVU) does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation,
gender identity, age (40 and over), disability status, veteran status, pregnancy, childbirth, or pregnancy-related conditions,
citizenship, genetic information, or other bases protected by applicable law in employment, treatment, admission, access to
educational programs and activities, or other University benefits or services.

6
Name Date

22.1 The Principal Parts of Verbs (Regular Verbs)

• Practice 1
Regular Verbs Every verb has four principal parts: the present, the present participle, the past, and the
past participle. Regular verbs form the past and past participle by adding -ed or -d to the present form.

PRINCIPAL PARTS OF REGULAR VERBS

Present Present Participle Past Past Participle
look (am) looking looked (have) looked
inform (am) informing informed (have) informed
move (am) moving moved (have) moved
use (am) using used (have) used
In sentences the four principal parts are used alone or with helping verbs.

SENTENCES USING THE PRINCIPAL PARTS OF CALL

Present: I call my aunt every week.
Present Participle: I I am calling Dr. Johnson this morning.
Past: She called to invite me to a party.
Past Participle: He has called three different stores.

Exercise 1 Identifying the Principal Parts of Regular Verbs. Underline the verb or verb
phrase in each sentence. Then identify the principal part used to form the verb.
EXAMPLE: We watched the tennis match. past
1. I write a column for the school newspaper.
2. Gary waited half an hour for the bus.
3. Karen is visiting her relatives in Iowa.
4. Are you listening to the explanation?
5. The speaker had paused for a moment.
6. They were wearing their basketball uniforms.
7. Mr. Kelly coached the football team last season.
8. Amy had remembered to pack a flashlight.
9. We are planning a number of surprises.
10. These musicians usually play some contemporary music.

Exercise 2 Using Principal Parts of Regular Verbs. Write the form of the verb in parentheses
that correctly completes the sentence.
EXAMPLE: We are (begin) the project tomorrow. beginning
1. Kevin has (live) in Kentucky all his life.
2. The players were (discuss) their strategies.
3. I still (exercise) every day.
4. We have (agree) to meet at 7 P.M.
5. Before he spoke, the entertainer (smile) at the audience.
6. Frank had already (perform) his act before I arrived.
7. He is (attempt) to run a four-minute mile.
8. Yesterday Jennifer (promise) she would join our group.
9. Kenneth is (practice) a new song on his clarinet.
10. I am (suggest) that you make several changes.

 Prentice-Hall, Inc. The Principal Parts of Verbs (Regular Verbs) • 121

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VERB FORM
Problem

Although English verbs have only a few forms, it can still be difficult to remember which
ending to use in different grammatical situations, especially since some forms are used
in more than one pattern, and many verbs are irregular.

Solutions

REVIEW THE BASIC PATTERNS and try to identify which form(s) give you the
most trouble so you can proofread for those.

Simple Form 3rd Person Simple Past Present Past

(no endings) Present (-ed) Participle Participle
(-s, -es) (-ing) (-ed, -en)
Regular talk talks talked talking talked
debate debates debated debating debated
Irregular be is was/were being been
go goes went going gone
have has had having had
write writes wrote writing written

Remember that the -ED ENDING on regular verbs is used in four situations. (Some
of these forms vary with irregular verbs.)

Simple past tense: I washed my car yesterday.

Perfect tenses:* I have washed my car twice this week.
Passive voice: My car has been washed.
Adjective: I am excited, frightened, worried, etc.

*Note: After any form of have, the next verb should be a past participle.
She has been here before. We have finished. We had seen enough, so we
left.

If you tend to forget the -ed ending, it might be because you do not “hear” it as you
read your paper out loud or silently to yourself. To proofread, either enunciate this
ending as a way to internalize the form, or scan your paper for the grammatical
situations listed above and check for correct verb endings.

8
ADD -S OR -ES TO PRESENT TENSE VERBS when the subject is a third person
singular noun.

She prefers a partner who engages in conversation and who knows how to
dance.
Advice usually comes when we don’t want it and is not available when we
need it.

USE A GERUND (-ing) AFTER A PREPOSITION—by, for, from, in, of, on, etc.

The actor was worried about forgetting his lines.

Students are responsible for proofreading their own papers.

USE THE SIMPLE FORM OF THE VERB (no endings!) AFTER INFINITIVE TO AND
MODALS (HELPING VERBS)—can, could, may, might, must, shall, should, will, would.

Incorrect: She wants to partying tonight because she can sleeps tomorrow.
Correct: She wants to party tonight because she can sleep tomorrow.

Exceptions to these rules: a few phrases ending with to are followed by a gerund
instead of the simple form of the verb, such as object to, in addition to, be
accustomed to, be devoted to, be committed to, and be opposed to. Examples:

We look forward to seeing you.

I’m used to sleeping with the window open.

PAY PARTICULAR ATTENTION TO ANY FORM OF TO BE—am, is, are, was, were,
be, being, been. These words are part of different grammatical patterns that have
very distinct meanings.

Active progressive sentence—use the gerund (-ing):

She is working now. We will be going soon. He was studying hard when I
called.

Passive sentence—use the past participle (-ed):

The website is updated once a month.

These lakes were formed by glaciers.

For more information:

Azar, B.S. (1989). Understanding and using English grammar (2nd ed.). Upper Saddle River,
NJ: Prentice Hall.

Grammatical Conjugation. (2012, May). Wikipedia. Wikimedia Foundation. Retrieved from

https://en.wikipedia.org/wiki/Grammatical_conjugation

9
 VERB TENSES
In formal, academic writing, actions that take place at different moments in time are
represented by different verb tenses. These differences become especially important in lab
reports and in papers for geology and history, where they clearly communicate the order in
which things happened.

When we talk, we often say “He gave me the shirt he bought in Boise,” using the same simple
past tense for both gave and bought. When we write, however, we’re supposed to make it
clear that these actions happened at different times.

He gave (simple past) me the shirt that he had bought (past perfect) in Boise.

BEFORE BACK THEN BACK THEN NOW LATER

I I I I
I am working today, but tomorrow I will swim.
present progressive future

She studied last night, so she feels good about the quiz.
simple past simple present

He had worked all day, but then he went to the party.

past perfect simple past

■Examples
1. Mike has to take the notes before he lends them.
PAST Yesterday, Mike lent (simple past) you the notes he had taken (past perfect) in
class last week.
PRESENT Mike is lending (present progressive) you the notes he took (simple past) in
class last week.
FUTURE Mike will lend (future) you any notes he takes (simple present) in class today.

2. Meg has to finish the paper before she turns it in.

PAST Yesterday, Meg turned in (simple past) the paper she had finished (past
perfect) over the weekend.
PRESENT Today, Meg is turning in (present progressive) the paper she finished (simple
past) this weekend.
FUTURE On Monday, Meg will turn in (future) the paper she will have finished (future
perfect) next weekend.
3. Ryan is reading and getting hungry at the same time. He is doing both gradually, so all the
verbs are progressive. He starts reading first, though, so the tenses have to show that.

PAST Ryan had been reading (past perfect progressive) for several hours, and he
was getting (past progressive) hungry.
PRESENT Ryan has been reading (present perfect progressive) for several hours, and he
is getting (present progressive) hungry.
FUTURE Ryan will have been reading (future perfect progressive) for several hours, and
he will be getting (future progressive) hungry.
10
■Future: Later (after now, in five minutes, tomorrow, next year)
Future I will walk to work tomorrow.

Future Progressive He will be walking to work The action will be ongoing

every day next week. or will take a while.

Future Perfect I will have walked to the store The action will have been
by the time you get there. completed by this point in
the future.

Future Perfect Progressive By Monday, my son will have The action will have been
been walking for two full weeks. going on for a while by this
point in the future and may
be continuing.

■Present: Now (right now)

Simple Present I walk.

Present Progressive I am walking to the store. The action is ongoing or is

taking a while.

Present Perfect I have walked 500 miles. The action has been
completed.

Present Perfect Progressive I have been walking The action has been going
every day before lunch. for a while and may be
continuing.

■Past: Back then (before now, yesterday, ten minutes ago, last month)
Simple Past I walked to the store. The action has been
completed.

Past Progressive I was walking to the store The action was ongoing or
when I saw the accident taking a while.

■Past Perfect: Before back then (before yesterday, before last month)
Past Perfect I had walked to the store The action was completed
before I walked to the gym. before another past action.

Past Perfect Progressive I had been walking for several The action had been
miles and I was tired. ongoing or taking a while
before another past action.

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■Regular Verbs
Most verbs are regular verbs, so they follow the same predictable pattern. In this pattern, the
past tense adds an –ed to the base form of the verb.

I work  I worked

The perfect tenses then use that –ed form to form what is called the past participle:

I have worked I had worked She has worked

■Irregular Verbs
Some verbs, however, are irregular verbs, so their past and perfect tenses are unpredictable
and have to be memorized. Here are some common ones:

PRESENT PAST PAST PARTICIPLE

become became become She became angry because he had become calm.
begin began begun It began to rain after the wind had begun to blow.
bend bent bent She bent back the flower that had bent down.
blow blew blown He blew the same horn that had been blown earlier.
bring brought brought He brought pie and saw that she had brought cookies.

break broke broken Her heart broke because the vase was broken.
choose chose chosen He chose a rod that nobody else had chosen.
cling clung clung Her son clung to her less than he had clung earlier.
come came come She came to work after the boss had come in.
drag dragged dragged She dragged the dog as she had dragged her toy.

draw drew drawn He drew a dog where she had drawn a cat.
drink drank drunk He drank little, because she had drunk too much.
drive drove driven We drove the car we had test-driven earlier.
fall fell fallen She fell just where I had already fallen.
forget forgot forgotten I forgot the meeting that he had also forgotten.

forgive forgave forgiven I forgave her, just as I had been forgiven.

lay laid laid I laid the pen down where he had laid the paper.
lend lent lent He lent me a pen since I had lent him my book.
lie lay lain He lay down where they had lain.
raise raised raised We raised the roof after we had raised the walls.

ride rode ridden She rode ten miles, but we had ridden twenty.
rise rose risen The sun rose earlier than it had risen in March.
see saw seen He saw it as half-full; I had seen it as half-empty.
shake shook shaken We shook the box which they had just shaken.
shrink shrank shrunk The gloves shrank just as the hat had shrunk.

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■Exercises
1. Chris (bake) the cake for the dinner we (cook). (The cake is baked first.)

PAST Chris _______ the cake for the dinner we ________ last weekend.
PRESENT Chris _______ the cake for the dinner we ________ tonight.
FUTURE Chris _______ the cake for the dinner we ________ on Friday.

2. Ana (drive) for ten hours straight and her back (start) to hurt. (Both are taking place
over time, but the driving starts first.)

PAST Ana _______ for ten hours straight and her back _______ to hurt.
PRESENT Ana _______ for ten hours straight and her back _______ to hurt.
FUTURE Ana _______ for ten hours straight and her back _______ to hurt.

3. Kim (bring) ten balloons to the party and he (give) one to me.

PAST Kim _______ ten balloons to the party and he _______one to me.
PRESENT Kim _______ ten balloons to the party and he _______one to me.
FUTURE Kim _______ ten balloons to the party and he _______one to me.

4. The guest speaker (begin), so the audience (grow) quiet.

PAST The guest speaker _______, so the audience _______ quiet.

PRESENT The guest speaker _______, so the audience _______ quiet.
FUTURE By eight p.m. the guest speaker _______, so the audience
_______ quiet.

■Possible Answers
1. PAST Chris had baked the cake for the dinner we cooked last weekend.
PRESENT Chris has baked the cake for the dinner we are cooking tonight.
FUTURE Chris will have baked the cake for the dinner we will be cooking on Friday.

2. PAST Ana had been driving for ten hours straight and her back was starting to hurt.
PRESENT Ana has been driving for ten hours straight and her back is starting to hurt.
FUTURE Ana will have been driving for ten hours straight and her back will be starting to hurt.

3. PAST Kim had brought ten balloons to the party and he gave one to each child.
PRESENT Kim brought ten balloons to the party and he is giving one to each child..
FUTURE Kim will have brought ten balloons to the party and he will give one to each child.
.
4. PAST The guest speaker had begun, so the audience grew quiet.
PRESENT The guest speaker has begun, so the audience is growing quiet.
FUTURE By eight p.m. the guest speaker will begin, so the audience will have grown quiet.

Last Revised Fall 2016

Pocatello ISU Writing Center Idaho Falls

REND 323 Student Success Center CHE 220
208-282-4823 www.isu.edu/success/writing 2082-7925

13
Verb Moods
Mood of the verb…
Say it with ATTITUDE!

Mood is the attitude a verb conveys in a sentence. Changing the verb’s mood will change
the tone of the sentence. Verb moods indicate a state of being or reality.

5 moods
• Indicative: expresses an assertion, facts, or opinions; the “normal” verb form.
• Imperative: expresses command, prohibition, entreaty or advice. This mood is
used to give orders or make requests. Often the subject is implied rather than
stated.
• Interrogative: expresses a state of questioning. You will often notice inversion
in the order of subject and verb.
• Conditional: indicates a conditional state that will cause something else to
happen. Often uses the words might, could, or would.
• Subjunctive: expresses doubt or something contrary to fact. Something is not
factual, but probable, unlikely, hoped for, or feared. These are the clauses that
often start with “If,” “I wish that, ” “I hope that,” or “I desire that.” In the
indicative, we would say “I was,” but in the hypothetical subjective, we would use
the verb form “were.” Keep in mind that not all clauses that begin with “If” are
contrary to fact.

Indicative She is happy.

Imperative Smile!
(Note: The subject “you” is implied rather than stated.)
Interrogative Is she happy?
(Note: The subject follows the verb.)
Conditional She could be happy.

Subjunctive If she won the lottery, she would be happy.

(Note: the 2nd clause is conditional)

Now, you try! Create your own sentences showing the mood of the verb.
Indicative

Imperative

Interrogative

Conditional

Subjunctive

14
Verb Moods

Learn About It…

The mood of a verb refers to the manner in which the verb is expressed.

Most verbs are indicative and are used to express statements of fact or opinion.

The imperative mood is used to give orders and make requests.

The interrogative mood asks questions.

The conditional mood expresses a condition or a hypothetical situation.

The subjunctive mood can express wishes, doubt, or contradictions.

A shift in the verb mood occurs when more than one mood is used in the same
sentence. Unnecessary shifts should be avoided.

Verb Moods
Mood Sentence Explanation
Indicative This book is three hundred pages A statement of fact is
long expressed.
Imperative Sit in your seat. A command is given.

Interrogative Did you hear a noise? A question is asked.

Conditional If I study hard, I will do well on the The sentence expresses a

test. hypothetical situation.
Subjunctive If I were taller, I would play The subject gives a statement
basketball . that is contrary to fact or
I wish I were taller. wishes for something.
Shift in verb Raise your hand, and then can you Raise is imperative, while can
mood ask your question? you ask is interrogative.

Read the following sentences. Write the mood of each verb next to the sentence. Circle
the sentence with the shift in mood.

Did you see that huge bug?

Call me when you get home, and then you should start your homework.

Get in this house right now.

15
Verb Moods
Quiz: Moods of the Verb

1. Complete this sentence: The mood of a verb indicates ________

a. the subject is active.

b. a state of being or reality.

c. the speaker is the subject.

2. Complete this sentence: The indicative mood of a verb is used ________

a. in most statements and questions.

b. in a direct command.

c. to indicate the future tense.

3. Complete this sentence: The imperative mood of a verb is used to ________

a. show the indirect object is being acted upon.

b. ask a question.

c. indicate a request or command.

4. Complete this sentence: The interrogative mood of a verb is used to ________

a. show the indirect object is being acted upon.

b. ask a question.

c. indicate a request or command.

5. Complete this sentence: The conditional mood of a verb is used to ________

a. show the indirect object is being acted upon.

b. indicate a state that will cause something else to happen.

c. indicate a request or command.

6. Complete this sentence: The subjunctive mood of a verb is most commonly used ________

a. when the subject is acting upon an object.

b. in a direct question or a command.

c. in contrary-to-fact or hypothetical statements.

7. Which sentence shows the INDICATIVE mood?

a. Sit down and be quiet.

b. She walks her two dogs every day.

c. Why did he insist on driving to the mall?

8. Which sentence shows the IMPERATIVE mood?

a. Turn in your ID badge before leaving the building.

b. We should turn in our ID badges before leaving the building.

c. Should we turn in our ID badges before leaving the building?

9. Which sentence shows the CONDITIONAL mood?

16
Verb Moods
a. You could earn high wages.

b. You earn high wages.

c. Do you earn high wages.

10. Which sentence shows the SUBJUNCTIVE mood?

a. If he were the chief financial officer, the company would make a profit.

b. Is he the chief financial officer of this profitable company?

c. He is the chief financial officer of a profitable company.

17
Verb Moods
Try It
It
Read the following passage. Pay attention to verb moods. Circle any
sentences with shifts in mood. Use the questions to help you.
Technology Overload
(1) Technology burnout is a very real problem in today’s society. (2) It’s
not just a matter of too much technology—though that’s certainly a contributing
factor—it’s also about us paying too much attention to it. (3) Think about it: your
smartphone buzzes to let you know you have an email. (4) Do you check it right
away? (5) If you’re like most Americans, the answer is yes. (6)
We’re like Pavlov’s dogs, constantly taking our phone out of Which sentence in the first
our pocket the moment it tells us there’s new information to paragraph uses the
read. (7) This immediate gratification leads to addictive interrogative mood?
behavior in many people, so much so that we sometimes forget
proper etiquette.
(8) Remember your manners and you should put your phone down. (9)
Just as no one wants to hear your conversation in a theater, no one wants to see
the bright screen of your phone while they’re watching a movie.
How would you revise the
(10) Similarly, put your phone away when there are live human shift in verb mood in
beings in front of you. (11) It’s simply rude to answer emails sentence 8?
while your friend is trying to have a conversation with you; this
type of multitasking is one possible cause for burnout, not to mention a strained
friendship.
(12) Want to avoid technology burnout? (13) Take a break. (14) Just
because you can stay connected twenty-four hours a day, seven days a week,
doesn’t mean that you should.

Identify the mood of the verb in each of the following sentences. The first one is done
for you.
1. indicative 8. ____________________
2. ____________________ 9. ____________________
3. ____________________ 10. ____________________
4. ____________________ 11. ____________________
5. ____________________ 12. ____________________
6. ____________________ 13. ____________________
7. ____________________ 14. ____________________
What is the difference between the indicative and the imperative mood?

_______________________________________________________________________

_______________________________________________________________________

18
Verb Moods
Apply It
Read the following passage. It contains mistakes. Answer the questions
that follow.
Cleaning House
(1) Luis was concerned that his friend Sarabeth looked a little sad at
school one day. (2) “What’s wrong, my friend?” he asked, putting his arm around
her.
(3) Sarabeth signed, “I’m worried about my mom. (4) She was laid off from
the factory last week. (5) Fortunately, she found another job right away—a really
great one in an office—but she seemed unusually nervous about it when she left
the house this morning. (6) I wish I were rich. (7) Or at least that I could help with
the expenses.”
(8) “Don’t fret. (9) Sara, your mom is one of the toughest women I know.”
(10) Luis was happy to see a smile overtake the sad expression on Sarabeth’s
face before he left her to go to soccer practice.
(11) Practice was a wash for Luis. (12) Coach said, “If you don’t have
your physical signed yet, you can’t play today.” (13) Luis should have stayed and
watched, but he was starved, so he decided to go home early and surprise his
mom.
(14) When he got home, he heard his mom’s voice coming from the study.
(15) “That looks great, Carla. (16) Just dust the shelves, and then you should
vacuum the floor. (17) After that, you’re free to go.” (18) Luis peeked around the
corner to see his mom handing a check to Sarabeth’s mom.
(19) “Thank you, Mrs. Montego. (20) I appreciate you hiring me.”
(21) Luis wanted to go back in time and unlearn everything he had just
seen and heard. (22) Trying to save both of them the embarrassment, Luis
snuck back outside and waited until after Sarabeth’s mom had left before
reentering his house.

19
Verb Moods
Answer each of the following questions in reference to “Cleaning House.”

1. When Luis speaks to Sarabeth in sentence 2, which verb mood does he use?
______________________________________________________________
______________________________________________________________

2. What is the verb mood in sentence 4?

______________________________________________________________
______________________________________________________________

3. What is the verb mood in sentence 6? How do you know?

______________________________________________________________
______________________________________________________________

4. Rewrite sentence 8 in the interrogative mood.

______________________________________________________________
______________________________________________________________

5. In sentence 12, which verb mood does Coach use? How do you know?
______________________________________________________________
______________________________________________________________

6. What is wrong with sentence 16? How should sentence 16 be revised?

______________________________________________________________
______________________________________________________________

20
Verb Moods
Overview:
The indicative mood makes a statement or asks a question. The imperative
mood expresses commands or requests. The subjunctive mood represents an
act or state of being as a contingency or possibility.

• Indicative mood and Interrogative mood: The indicative mood is used

to make a statement, while the interrogative mood is used to ask a
question. Almost all of the verbs you use in speaking or writing are in one
of these two moods.

• Imperative mood: The imperative mood is used to express commands or

requests. Even when please is added, the verb is still imperative.
Please take this book to the media center.
Sit up straight.

NOTE: The indicative, interrogative, and imperative moods do not

change the forms of the verb, but the subjunctive mood does change
the verb form.

• Subjunctive mood: The subjunctive mood does not state a fact, but
represents an act or state of being as a contingency or possibility.
Uses of the Subjunctive Mood:
1. It expresses a demand, recommendation, suggestion, wish, hope,
or necessity.
Examples:
o Demand: The teacher demanded that Joe report to the principal’s
office immediately.
o Recommendation or Suggestion: I suggest that she take Spanish
next semester.
o Necessity: It is necessary that Tom be home by dark.
o Wish or hope: God bless you!
o “If this be treason!” said Patrick Henry (not stating that it is treason)

2. It states a condition or wish that is contrary to fact.

Examples:
o “If this be treason!” said Patrick Henry (not stating that it is treason)
o Condition that is contrary to fact: If Sarah were the principal, things
might be a lot better.
o Wish that is contrary to fact: I wish I were a genius.

21
Verb Moods
Exercise 1: Underline the errors in each of the following sentences and
rewrite each correctly.
Example: Jack walks as if he was lame.
Correction: Jack walks as if he were lame.

1. I wish my brother was with me during this time.

2. I only hope that he keeps his appointment; otherwise, I will miss the entire
performance.
3. It is necessary that the photographer gets you to look at the camera.
4. She complained to me as if I was in charge.
5. It is suggested that the photographer keeps the background uncluttered.
6. If I was the President, I would have no more homeless people or hunger.
7. It is necessary in her job that she remains healthy.
8. I wish I was a champion tennis player.
9. I recommend that you are careful when driving.
10. If this is reality, I would rather be dreaming.
11. I suggest that you are paying attention.
12. He looks as if he was going to faint.
13. If Joe was a little older, he might have more sense.
14. If only he was twenty.
15. If this was war, I would enlist immediately.
16. If Tom was more sociable, he would have many more friends.
17. The teacher suggested that Jane takes another course in math.
18. I suggest that Bob was less formal.
19. If Jane was elected tomorrow, we would all celebrate.
20. I wish that Joe was more tactful and considerate.

Exercise 2: On a separate piece of paper, write original sentences using

the suggestions for each sentence.
1. Contrary to fact 5. Demand
2. Necessity 6. Desire
3. Hope 7. Wish
4. Suggestion 8. Contrary to fact

22
Grammar Handout 134
Verbs: Active/Passive Voice 134
Verbs can be either in the active voice or in the passive voice.

Verbs are in the ACTIVE voice when the subject in the sentence actually does what the verb describes.
Mrs. Schmidt invited John and Sam to the cocktail party.
(Mrs. Schmidt is actually doing the inviting.)

Jane called me.

(Jane is actually doing the calling.

Verbs are in the PASSIVE voice when the action described by the verb is done to the subject.

John and Sam were invited to the cocktail party by Mrs.Schmidt.

(John and Sam did not do the inviting. It was done to them.)

I was called by Jane.

(I did not do the calling. It was done to me.)

Hints for Identifying Passive Verbs

Hint # 1: Passive verbs will always be formed with a be verb + a past participle.
a. be verbs or verb phrases* = be, being, been, is, are, was, were, am
* will be, is being, are being, has been,
could have been (partial list)
* Be verb phrases have helping verbs with the be verbs.
Refer to Packet 2 for a list of helping verbs.

Important: has, have, and had are NOT be verbs. They serve as either helping or action verbs.

b. past participle = the third principal part of a verb – without its helper (has,
have, had)

Present Past Past Participle **

see saw (has, have, had) seen
cause caused (has, have, had) caused
eat ate (has, have, had) eaten
throw threw (has, have, had) thrown
do did (has, have, had) done

Verbs: Active/Passive Grammar Handout 134 (March 2009; ASC Eng/Read) Page 1

23
** Note that many, but not all, past-participle verbs end in n, en, ne. Also, if you want to test to see if a
verb could be past participle, put has, have, or had in front of it. If it sounds right, it can serve as a past-
participle verb.

Examples: My sister will do her work this evening.

To test if do is a past participle, place has in front of it. Does have do sound
correct? Obviously, it doesn’t. Therefore, the word do is not a past participle.

They had forgotten to do their homework.

Forgotten already has had in front of it and had forgotten sounds correct.
Therefore, the word forgotten is a past participle.

Examples of Passive Verbs

1. Bob was seen by Ted.

be verb = was +
past particple = seen

* passive verb = was seen

2. The traffic jam had been caused by an accident.

be verb phrase = had been +
past participle = caused

* passive verb = had been caused

3. The apple will be eaten by the teacher.

be verb phrase = will be +
past participle = eaten

* passive verb = will be eaten

4. The papers are thrown in the trash each morning.

be verb = are +
past participle = thrown

* passive verb = are thrown

5. Paper grading is not done by the professor.

be verb = is +
past participle = done

* passive verb = is done

Verbs: Active/Passive Grammar Handout 134 (March 2009; ASC Eng/Read) Page 2

24
Hint # 2: Almost all passive verb sentences contain a written or understood by phrase – by the
teacher, by the girl, by Tom, by me.

The noun or pronoun (the object) at the end of the by phrase is the doer of the action. Therefore, to
change the passive verb to an action verb, rewrite the sentence using the object as the subject.

Please note that if the object is a pronoun (me, him, her, us, them, whom) you need to change the
pronoun to the nominative case (I, he, she, we, they, who) to use it as the subject of the sentence.

Examples:
Passsive My sister was hit by Tom.
(Take the noun Tom at the end of the by phrase and make it the subject
of the sentence.)

Active Tom hit my sister.

Passive The car door was slammed on my foot.

(Although there is no written by phrase, it is understood that someone
or something did the slamming, so we can add a by phrase.)

The car door was slammed on my foot by Tom.

OR
The car door was slammed on my foot by me.
OR
The car door was slammed on my foot by the wind.

Active Tom slammed the car door on my foot.

OR
I slammed the car door on my foot. (change me to I)
OR
The wind slammed the car door on my foot.

Hint # 3: Who is doing the action? Substitute the subject and the verb in the following question:

Did the (subject) do the (verb)ing? If yes, the verb is active. If no, the verb is passive.

Jane called me. Did Jane do the calling? Yes, verb is active.

I was called by Jane. Did I do the calling? No, verb is passive.

Verbs: Active/Passive Grammar Handout 134 (March 2009; ASC Eng/Read) Page 3

25
Try the following exercise to see if you can identify the passive verbs. Remember, you must have a BE
verb and a PAST PARTICIPLE.

Directions:
Place PV on the blank line of those items that contain a passive verb. In these
PASSIVE-VERB sentences only, circle the be verb or be verb phrase, underline the
past participle, and place parentheses around the by phrase. If there is no by phrase,
write one in.

Examples: _____The children were driven to school by Mom.

__PV_The children were driven to school (by Mom).
_____The silent alarm had been accidently tripped.
__PV_ The silent alarm had been accidentally tripped (by the teller).

______ 1. Bob had remembered to call Mom for her birthday.

______ 2. The book was returned to the library.

______ 3. The accident was caused by the road conditions.

______ 4. Mary is going to go to school with her cousins.

______ 5. The job has been completed earlier than expected.

______ 6. The bus will be driven by one of the teachers.

______ 7. The doctor had called the patient to give her the good news.

______ 8. The report had been sent to the wrong address.

______ 9. I had sent the report to the wrong address.

______ 10. The award is being given to the student with the highest GPA.

______ 11. The town was gripped by fear during the accident at the nuclear power plant.

Verbs: Active/Passive Grammar Handout 134 (March 2009; ASC Eng/Read) Page 4

26
______ 12 . One wall of my bedroom is covered by family photographs.

______ 13. The fawn was struck as it crossed the turnpike.

______ 14. My doctor referred me to a specialist.

______ 15. Margie’s long hair had been cut.

______ 16. The teachers’ strike was protested by the parents of the school.

______ 17. Bloodhounds had been tracking the escaped convicts for hours.

______ 18. The football team was given a standing ovation.

______ 19. The stock clerk had dropped a gallon glass jar of pickles.

______ 20. The windows in the house stick easily.

Verbs: Active/Passive Grammar Handout 134 (March 2009; ASC Eng/Read) Page 5

27
Verbals
Note: This document should only be used as a reference and should not replace assignment guidelines.

Verbal Forms
A verbal is a form of a verb used as an adjective, adverb, or noun. There are three types of verbals:
participles, gerunds, and infinitives. Each of them can be used by itself or as part of a verbal phrase.
Infinitives
An infinitive is the basic form of a verb, preceded by the word to. It can serve as a noun, adjective, or
adverb.
EXAMPLES: To fly would be fun.
To fly is a noun that serves as the subject of the sentence.

Erika is the woman to visit.

To visit is an adjective modifying the noun woman.

To win, I will have to work very hard.

To win is an adverb that modifies the verb work. It answers the question, “Why?”
Participles
A participle is the present progressive tense (-ing) or the past tense (-ed) of a verb used as an adjective.
EXAMPLES: The crying baby reached for his mother.
Here, crying (a form of the verb to cry) is an adjective describing the noun baby.

Frightened, the panicking boy jumped away from the spider.

Frightened, the past participle of the verb to frighten, describes the noun boy.
Panicking is the present participle form of the verb, to panic. It modifies the noun boy.
Gerunds
A gerund is the present progressive (-ing) form of a verb used as a noun.
EXAMPLES: Dancing is not allowed in the library.
Dancing is the subject of the sentence; the verb to dance is made into a noun.

Mark dislikes singing.

Singing is the direct object of the verb dislikes. Mark dislikes what? Singing.
Verbal Phrases
Although a verbal may consist of a single word, objects, complements, and modifiers may be added to the
original participle, gerund, or infinitive to make it into a verbal phrase.
Objects
There are two types of objects: direct objects and indirect objects.
A direct object receives the action of the verb.
EXAMPLES: Eating the pizza was no small task.
The pizza is the direct object of the gerund, eating. It answers the question, Eating what?

To win the prize would make my day!

The prize is the direct object of the infinitive, to win. It answers the question, To win what?
An indirect object names the noun to whom or for whom the action was done.
EXAMPLE: Giving her those roses was the hardest thing I’ve ever done.
The noun, roses, is the direct object of the verb, giving. It answers the question, “Giving
what?” The pronoun, her, is the indirect object. It answers the question, “To whom?”

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28
Verbals
Note: This document should only be used as a reference and should not replace assignment guidelines.

Complements
Complements rename or define nouns (subjects or objects) in the sentence.
EXAMPLES: Being the oldest child, she did a lot of free babysitting.
The noun, child, is the complement of the subject of the sentence, she.

To make him happy is nearly impossible.

The pronoun, him, is the direct object of the verb, to make. It answers the question, “To
make what/whom?” The adjective, happy, is a complement, which defines him.

Modifiers
Although verbals are modifiers, they may also take modifiers themselves. These modifiers describe or
clarify the verbals.
EXAMPLES: Eating quickly, I had no time to talk.
Quickly describes how I was eating.

Walking to the park, they saw a deer.

To the park modifies the word walking by describing where they were walking.

Common Errors
Verbal phrases are the source of many common errors, including sentence fragments and misplaced
modifiers.

Sentence Fragments
Verbal phrases can never stand alone as a sentence. Many sentence fragments are actually verbal phrases
that should be attached to a neighboring sentence.

FRAGMENT: Making our party complete. Erin brought the cake.

CORRECT: Making our party complete, Erin brought the cake.

Misplaced Modifiers
Sometimes, a verbal may be located too far from the word it modifies, confusing the meaning of the
sentence. Such misplaced modifiers should be moved closer to the words they modify.

UNCLEAR: Joe ate the chicken sitting in the chair. (Who is sitting in the chair, Joe or the chicken?)
CLEAR: Sitting in the chair, Joe ate the chicken. (It is now clear that Joe is in the chair.)

Dangling Modifiers
If the word that a verbal describes is not actually in the sentence, the verbal is a dangling modifier. To
correct such a problem, the modified word should be added to the sentence.

DANGLING: Having sent the letter overnight, it will probably arrive on time.
Who has sent the letter? The subject of the sentence is it (the letter), but having sent the
letter overnight cannot modify the letter. The sender is not in the sentence.

CLEAR: Having sent the letter overnight, we think it will arrive on time.
The subject of the verbal, we, is included in the sentence.

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gender identity, age (40 and over), disability status, veteran status, pregnancy, childbirth, or pregnancy-related conditions,
citizenship, genetic information, or other bases protected by applicable law in employment, treatment, admission, access to
educational programs and activities, or other University benefits or services.

29
 Name Date

Lesson
4 Verb Phrases Teaching
The simple predicate, or verb, may consist of two or more words. These words are
called the verb phrase. A verb phrase is made up of a main verb and one or more
helping verbs.
A main verb can stand by itself as the simple predicate of a sentence.
CHAPTER 1

Many different people lived in the American colonies.

MAIN VERB (action)
The colonists were hardworking.
MAIN VERB (linking)
Helping verbs help the main verb express action or show time.
Ships from England would bring supplies to the settlers.
VERB PHRASE (Would is the helping verb.)

Common Helping Verbs

Forms of be is, am, was, are, were, be, been
Forms of do do, does, did
Forms of have has, have, had
Others may, might, can, should, could, would, shall, will

Identifying Verb Phrases

Underline the verb phrase in each sentence. Include main verbs and helping verbs.
1. The colonists would build a home as quickly as possible.
2. Wood from nearby forests was used for their homes.
3. In later years, some houses were made of brick.
4. Poor settlers could make their furniture from the many trees of the forest.
5. Wealthy families could order fancy furniture from England.
6. The colonists may have brought some tools and household items with them.
7. They did eat some new foods, such as corn.
8. Most colonists would wear rough, homemade clothing called homespun.
9. Adults and children did like games and contests. Copyright © McDougal Littell Inc.
10. Sometimes, they might fly a kite.
11. Colonial children might have become good at familiar games such as marbles
and hopscotch.
12. You would have recognized some of their favorite playthings—jump ropes,
dolls, and other toys.
13. Many families would have been the proud owners of pet cats and dogs.
14. Farm children might have owned a pet lamb or pony.
15. Life in colonial times could be both difficult and fun.

10 GRAMMAR, USAGE, AND MECHANICS BOOK

30
 Name Date

Lesson
4 Verb Phrases More Practice

A. Identifying Main Verbs and Helping Verbs

Underline the main verb once and the helping verb twice in each of the following
sentences.
EXAMPLE I am learning about life in colonial America.

CHAPTER 1
1. Master craftsmen would teach young boys certain skills.
2. The young boys were called apprentices.
3. Some apprentices could learn all about fine furniture.
4. Others might be taught about the printing press.
5. An especially talented boy would be apprenticed to a lawyer or doctor.
6. Some girls were trained as housekeepers or cooks.
7. Many children did attend some type of school.
8. All should have learned daily living skills from their parents.
9. A farm boy would help his father with the chores.
10. A girl’s mother would show her daughter how to spin and weave.

B. Writing Verb Phrases

Add a helping verb to complete the verb phrase in each sentence below.

1. Some families ________________ visit colonial towns such as Williamsburg,

Virginia.

2. ________________ you toured the Governor’s Palace there?

3. A visitor ________________ see how people in the colonies actually lived.

4. You ________________ watch craftsmen making beautiful glass bowls.

5. Criminals ________________ placed in stocks in front of the jail.

6. ________________ you ever see pictures of someone with his head and hands
Copyright © McDougal Littell Inc.

locked in the wooden stock?

7. ________________ you remember the uniformed soldiers parading around

the town?

8. All the shops ________________ filled with items from colonial times.

9. You ________________ buy a tin whistle or a three-cornered hat.

10. The restaurants ________________ filled with people enjoying delicious colonial
foods.

11. ________________ you ever eaten your dinner by candlelight?

12. ________________ you think you would like to visit Williamsburg?

GRAMMAR, USAGE, AND MECHANICS BOOK 11

31
 Name Date

Lesson
4 Verb Phrases Application
A. Writing Sentences Using Verb Phrases
Make a verb phrase by adding a helping verb to each main verb below. Then write
a sentence using the verb phrase. Underline the verb phrase.
EXAMPLE made
CHAPTER 1

Eric has made six baskets in a row.

1. play

__________________________________________________________________________________________
2. read

__________________________________________________________________________________________
3. seen

__________________________________________________________________________________________
4. run

__________________________________________________________________________________________
5. remember

__________________________________________________________________________________________
6. take

__________________________________________________________________________________________

B. Writing Using Verb Phrases

Use at least three of the following verb phrases in a story. Write the story on the
lines below and underline the verb phrases that you have used.
have discovered could make might choose were making
would promise did invent will try can break

_____________________________________________________________________________________________
Copyright © McDougal Littell Inc.
_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

12 GRAMMAR, USAGE, AND MECHANICS BOOK

32
 References

Givon, T. (1987). On understanding grammar. New York: Academic Press.

Gordon, P. C., Grosz, B. J., & Gilliom, L. A. (1993). Pronouns, names,
and the centering of attention in discourse. Cognitive Science, 17, 311-
347.

Bailey, R. F. (1984). A survival kit for writing English (2nd ed.). Melbourne,
Vic: Longman Cheshire.

Tabbert, Russell. (1984). Parsing the Question ―Why Teach Grammarǁ. The
English Journal. 73(8): 38-42

Terrell, T.D. (1991). The Role of Grammar Instruction in a Communicative

Approach. The Modern Language Journal. 75(1): 52-63.
http://dx.doi.org/ 10.1111/j.1540-4781.1989.tb02537.x

Thornbury, Scott. (1999). How to Teach Grammar. Essex: Pearson Education

Limited.

Wajnryb, Ruth. (1990). Grammar Dictation. Oxford: Oxford University Press.

Warriner, J. E. "The Teaching of Composition." Pamphlet published by

Harcourt School Department, n.d.

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