ENGLISH LANGUAGE

GRAMMAR
Lesson Five

VERBS
 OBJECTIVES
By the end of the lesson, students should be able to:
 identify the various inflections of the regular and irregular
verbs
use verbs correctly in appropriate tense forms:
distinguish regular verb forms from the irregular forms.
identify primary auxiliaries.
use them appropriately in speech and in writing.
identify modal auxiliaries and use them to express the
right intentions in speech and in writing.
 VERBS
Verbs are one of the main parts of every sentence. A sentence is not a
sentence without at least one verb. Verbs move the meaning of
sentences along by showing action (cook, run), occurrence
(become, happen), or a state of being (be, live). They are the part of
speech that can tell time in that they have tense. They can indicate
that something has already happened, that it is currently happening,
or that it will happen at a later time. In addition to changing form to
show time, verbs can change depending on what form of person is
doing the action (first person, I drive; second person, you drive; third
person, she/he/it drives), and whether the verb’s subject is singular
or plural (one boy plays, two boys play). When identifying verbs, look
for words that can change form to past, present, and future. If the
word can change tense, it’s a verb.
 VERBS
What a verb is and what it does
A verb is a word (run) or a phrase (run out of) which expresses the
existence of a state (love, seem) or the doing of an action (take, play).
Auxiliary verbs also called helping verbs are used with full verbs to
give other information about actions and states. For example be may
be used with the present participle of a full verb to say that an action
was going on ('in progress') at a particular time (I was swimming);
have may be used with the past participle of a full verb to say that an
action is completed ( I have finished).
 VERBS
Action Verbs
Most action verbs represent a visible action, one that can be seen with
our eyes. For example, waltz, surf, gallop, chop, row, swing, and
punch are action verbs.
Identifying such doing words in a sentence is generally easy. But some
action verbs are more difficult to identify because the action is far
less obvious, as in depend, yearn, foresee, understand, consider,
require, mean, remember, and suppose. It is helpful to remember
that mental verbs are action verbs too, even though they are less
visible than the others.
Linking Verbs
Unlike the action verb, the linking verb expresses a state of being or a
condition. Specifically, it links, or connects, a noun with an adjective
(a descriptor) or another noun (an identifier) in a sentence.
 VERBS
Example:
Nathan and Sara are hardworking students.
The noun students identifies or renames the compound subjects,
Nathan and Sara; hardworking is an adjective describing the noun
students; and the verb that links the two components together.
Example:
 Collin was tired after his golf game.
The adjective tired describes the subject, Collin, and the verb was links
the two components together.
Some linking verbs can be tricky to identify because they appear to be
action verbs. Their job in the sentence is to clarify the condition or
state of the noun to which they are connected. The verbs in the
following list can act not only as action verbs, but also as linking verbs.
Appear, become, feel, grow, look, prove, remain, seem, smell,
sound, Stay, taste, come, lie, prove, act, turn, fall, get
 VERBS
How can one tell which role these tricky verbs are playing? Let’s take a
look at the word turned, used in two different ways.
 The Ferris wheel turned slowly as it began its initial rotation.
Here, the Ferris wheel performed an action: It turned.
Can you visualize the huge wheel slowly rotating, with the riders in the
cars, as it warms up? The word turned here is an action-oriented
verb. Let’s look at another example:
 One frightened rider turned green as the ride began to speed up
quickly.
Here, the word turned connects the describing word, or adjective—
green—to the subject—rider. In this example, turned is acting as a
linking verb, not an action verb.

Examples of linking Verbs

am is are was were be being been
 VERBS
Linking or Action Verb
One easy way to tell whether a verb is an action verb or a linking verb
is to replace the verb in question with a verb form of be (from the
preceding list), or a linking verb like seemed or became. If the new
sentence still makes sense, then you have a linking verb. If the
sentence loses its meaning, then you have an action verb.
For instance:
 The farmer grew several prize-winning tomatoes this season.
Let’s replace grew with is:
 The farmer is several prize-winning tomatoes this season.
Or, let’s use the word seemed:
 The farmer seemed several prize-winning tomatoes this season.
Neither choice works, which means that grew is an action verb, not a
linking verb, in the sentence.
 VERBS
Let’s try another example.
 The beef stew we had for dinner tasted delicious.
This time, let’s replace tasted with was:
 The beef stew we had for dinner was delicious.
Or, let’s use the word looked:
 The beef stew we had for dinner looked delicious.
Both choices make sense, because in this sentence tasted is a linking
verb, not an action verb.
Helping/auxiliary Verbs
Helping verbs enhance the main verb’s meaning by providing us with
more information about its tense. A main verb may have as many as
three helping verbs in front of it in a sentence.
Examples:
 Martin walked quickly to the bus stop to avoid being late.
 Martin had walked quickly to the bus stop to avoid being late.
 Martin must have walked quickly to the bus stop to avoid being late.
 VERBS
A main verb with helping verbs is called a verb phrase. It is important
to remember that a helping verb need not be right next to the main
verb in the sentence. For instance, we could rewrite the last
sentence so that the adverb quickly separates the helping verbs
must and have from the main verb walked.
Example:
 Martin must have quickly walked to the bus stop to avoid being late.
If you were asked to identify the verb phrase, you would eliminate the
adverb quickly and give must have walked as the answer.
The range of a verb phrase is defined as both “the main verb plus its
auxiliaries,” as previously explained, and “the main verb plus its
auxiliaries, its complements, and other modifiers.” So some
instructors might expect you to identify the previous verb phrase as:
must have walked quickly to the bus stop.
Common Helping Verbs
Am, is, are, was, were, be, do, does, did, have, had, has, may, might
must , shall, will, can, should, would, could, ought
 VERBS
FINITE AND NON-FINITE VERBS
Verbs can be divided into two categories: Finite and Non-Finite Verbs
Finite verbs are governed by the person and number of the subject.
Examples:
I am driving down the lane.
Bandana drives to college.
They drive very fast.
In the above sentences, the verb ‘drive’ is governed by the person and
number of the subjects, ‘I’, ‘Bandana’ and ‘They’ respectively.
A finite verb is also described as a verb that has a subject, such as he
plays or he played.
The subject gives us information about the verb, such as who, when
and how many.
 
 VERBS
FINITE AND NON-FINITE VERBS
Non-finite verbs do not change their form even when the person and
the number of the subject changes.
Examples: I want to eat something delicious.
Bandana has to eat apples every day.
They want to eat eggs for breakfast.
In the above sentences, the verb ‘eat’ does not change even though
the person and number of the subject change.
Non-finite verbs are of three kinds:
• Gerund: The ‘-ing’ form of the verb which is used as a noun is called a
gerund. It is also called the verbal noun.
Examples: Taking exercise is important.
Running is a good way to keep fit.
• Infinite: The infinitive is the base form of the verb. It is often used with
‘to’ or without ‘to’. Infinitives with ‘to’ before them are called ‘to-
infinitives’.
 VERBS
FINITE AND NON-FINITE VERBS
Examples: David and I agreed to meet at 4 o’clock.
I’ll arrange to see the dentist straight away.
• Participle: There are two kinds of participles:
Present participles are formed by adding ‘-ing’ to the base verb.
Examples:
I have been reading.
She has been sleeping
Past participles are formed by adding -d, -ed, -en, -t or -n to the base
verb.
Examples:
I have worked.
She has eaten
 VERBS
Transitive and Intransitive Verbs
Verbs can be broken into two types: transitive and intransitive.
Transitive Verbs
In Latin, trans means across. Therefore, the subject transfers the action
to the object. Most verbs in English are transitive.
 I > took > my car to the shop.
 We > played > basketball yesterday.
In the above examples, the verbs took and played are followed by the
direct objects car and basketball, respectively.
Subject + Verb + Object
They take a direct object after them and without the object they are
incomplete.
Incomplete: I saw. (what did I see?)
Complete: I saw a bird. (a bird is the direct object here and completes
the meaning)
 VERBS
Transitive Verbs
Note: notice that you can understand a verb whether transitive or not
by asking the question "what".
Example:
We played soccer.
Now that we can ask the question "what did you play?" it is
transitive.
Note: some transitive verbs may take more than one object.
My son bought me a watch for my birthday.
They gave me a pay raise.
In the two sentences above the words in bold are indirect objects
and the underlined words are direct objects; so, the verbs "buy and
give" are transitive.
They awarded a gold medal to the top 10 students.
The young girl brought some flowers to her mother.
In the two sentences above the words in bold are direct objects and
the underlined words are indirect objects; so, the verbs "award and
bring" are transitive.
 VERBS
Test for Transitive Verbs
If a verb is transitive, you will always be able to ask a question beginning
with what or whom. For example, “To what shop did you take your car?”
or “With whom did you play basketball?” By asking these questions,
you are asking, “Who or what receives the action of the verb?”
Intransitive Verbs
In Latin, intrans means not across. Therefore, intransitive verbs do not
take direct objects because there is no action to transfer.
 Pablo’s writing improved.
 We walked carefully.
Neither of the above examples has a direct object.
Subject + Verb
They don’t take objects after them.
Example:
 Sandra cried.
 We can’t ask the question "what did she cry?" so it’s intransitive.
 The room flooded.
 VERBS
Intransitive Verbs (cont’d)
 We swam.
 The birds flew.
 He jumped.
Note: notice that most intransitive verbs describe movement, and are
usually followed by a prepositional or adverbial phrase to complete the
meaning of the sentence with extra information.
Examples:
 They danced at Sally’s birthday party for hours.
 When the fire alarm rang, we all ran out of the building as fast as we
could.
 The little girl was sitting in the corner.
 The Sun rises in the East.
 The earthquake happened yesterday at around 3 am.
Test for Intransitive Verbs
You can recognize a sentence with an intransitive verb because it cannot be
rewritten into passive voice. For example, the sentence “Paul departed
late last night” cannot be rewritten to say “Late last night was departed
Paul.”
 VERBS
 Special Cases
Verbs with Multiple Meanings
Some verbs can be either transitive or intransitive because they have
multiple meanings. When used in the context of physical movement,
run is intransitive.
 I ran every day when I was an athlete.
 I run every morning to stay in shape.
In the context of guiding or overseeing a company or other group of
individuals, run is transitive.
 Joe runs his own restaurant.
 Martha ran her business efficiently.
Verbs in Different Contexts
Verbs can also be either transitive or intransitive depending on context.
The verb sing is normally intransitive.
 I sing rather poorly.
 She sings quite beautifully.
 VERBS
 Special Cases
Sing is only transitive if the sentence answers the question, “What did
the subject sing?”
 I sang “Don’t Stop Believin” rather poorly last night.
 She sang “I Will Always Love You” quite beautifully last week.
More examples of verbs that can be both transitive and intransitive
depending on its usage and meaning.
Examples:
 You have spoiled everything again.
 Put the meat in the fridge so that it doesn't spoil.
In the first sentence above the verb "spoil" has a meaning of ruining
something and has an object so it is transitive; however in the
second sentence “it doesn't spoil” means it doesn't go bad and
doesn't have an object; so it is intransitive.
 VERBS
Modal Auxiliary Verbs
What are "modal auxiliary verbs"?
The verbs can, could, will, would, should, may, might, must, ought and
shall are verbs which 'help' other verbs to express a meaning: it is
important to realise that these "modal verbs" have no meaning by
themselves. A modal verb such as would has several varying functions;
it can be used, for example, to help verbs express ideas about the past,
the present and the future. It is therefore wrong to simply believe that
"would is the past of will": it is many other things.
A few basic grammatical rules applying to modal verbs
Modal verbs are NEVER used with other auxiliary verbs such as do,
does, did etc. The negative is formed simply by adding "not" after the
verb; questions are formed by inversion of the verb and subject:
 You should not do that.
 Could you pick me up when I've finished?
 VERBS
Modal Auxiliary Verbs
Modal verbs NEVER change form: you can never add an "-s" or "-ed", for
example. Modal verbs are NEVER followed by to, with the exception of
ought to.
What sort of meanings do modals give to other verbs?
The meaning are usually connected with ideas of DOUBT, CERTAINTY,
POSSIBILITY and PROBABILITY, OBLIGATION and PERMISSION (or
lack of these). You will see that they are not used to talk about things
that definitely exist, or events that definitely happened. These meanings
are sometimes divided into two groups:
DEGREES OF CERTAINTY: certainty; probability; possibility; impossibility
OBLIGATION/FREEDOM TO ACT: permission, lack of permission; ability;
obligation.
Let's look at each modal verb separately, and the functions they help to
express:
 VERBS
Modal Auxiliary Verbs
WILL
Making personal predictions
 I don't think the Queen will ever abdicate.
 I doubt if I'll stay here much longer.
Talking about the present with certainty (making deductions)
 I'm sure you will understand that there is nothing the Department can do
 There's a letter for you. It'll be from the bank: they said they'd be writing.
Talking about the future with certainty
 I won't be in the office until 11; I've got a meeting.
 Don't bother ringing: they'll have left for their 10 o'clock lecture.
Talking about the past with certainty
 I'm sure you will have noticed that attendance has fallen sharply.
Reassuring someone
 Don't worry! You'll settle down quickly, I'm sure.
 It'll be all right! You won't have to speak by yourself.
 VERBS
Modal Auxiliary Verbs
WILL
Making a decision
For the main course I'll have grilled tuna.
I'm very tired. I think I'll stay at home tonight.
Making a semi-formal request
Will you open the window, please? It's very hot in here.
Sign this, will you?
Offering to do something
You stay there! I'll fetch the drinks.
Insistence; habitual behaviour
I'm not surprised you don't know what to do! You will keep talking in
class.
Damn! My car won't start. I'll have to call the garage.
Making a promise or a threat
You can count on me! I'll be there at 8 o'clock sharp.
If you don't finish your dinner off, you'll go straight to bed!
 VERBS
Modal Auxiliary Verbs
SHALL
Shall is a form of will, used mostly in the first person. Its use, however, is
decreasing, and in any case in spoken English it would be contracted to
"-ll" and be indistinguishable from will.
The only time you do need to use it is in questions, when:
Making offers
Shall I fetch you another glass of wine?
Making suggestions
Shall we go to the cinema tonight?
MAY & MIGHT
May & might sometimes have virtually the same meaning; they are used
to talk about possibilities in the past, present or future. ("Could" is also
sometimes used).
May is sometimes a little bit "more sure" (50% chance); whereas might
expresses more doubt (maybe only a 30% chance).
 VERBS
Modal Auxiliary Verbs
MAY & MIGHT
May & might are used, then, for:
Talking about the present or future with uncertainty
She may be back in her office: the lecture finished ten minutes ago.
I may go shopping tonight, I haven't decided yet.
England might win the World Cup, you never know.
Talking about the past with uncertainty
I'm surprised he failed. I suppose he might have been ill on the day of
the exam.
They can also sometimes be used for talking about permission, but
usually only in formal situations. Instead of saying May I open a
window? we would say Is it all right/OK if I open a window? or Can I
open a window?
for example. You might, however, see:
Students may not borrow equipment without written permission.
 VERBS
Modal Auxiliary Verbs
MAY & MIGHT
MAY
Talking about things that can happen in certain situations

If the monitors are used in poorly lit places, some users may
experience headaches.
Each nurse may be responsible for up to twenty patients.
With a similar meaning to although

The experiment may have been a success, but there is still a lot of work
to be done. (= Although it was a success, there is still ...)
MIGHT
Saying that something was possible, but did not actually happen

You saw me standing at the bus stop! You might have stopped and
given me a lift!
 VERBS
Modal Auxiliary Verbs
WOULD
As the past of will, for example in indirect speech
"The next meeting will be in a month's time" becomes
He said the next meeting would be in a month's time.
Polite requests and offers (a 'softer' form of will)
Would you like another cup of tea?
Would you give me a ring after lunch?
I'd like the roast duck, please.
In conditionals, to indicate 'distance from reality': imagined, unreal,
impossible situations
If I ruled the world, every day would be the first day of Spring.
It would have been better if you'd word processed your assignment.
After 'wish', to show regret or irritation over someone (or
something's) refusal or insistence on doing something (present or
future)
I wish you wouldn't keep interrupting me.
I wish it would rain.
 VERBS
Modal Auxiliary Verbs
WOULD
Talking about past habits (similar meaning to used to)
When I was small, we would always visit relatives on Christmas Day.
Future in the past
The assassination would become one of the key events of the century.
CAN & COULD
Talking about ability
Can you speak Mandarin? (present)
She could play the piano when she was five. (past)
Making requests
Can you give me a ring at about 10?
Could you speak up a bit please? (slightly more formal, polite or 'softer')
Asking permission
Can I ask you a question?
Could I ask you a personal question? (more formal, polite or indirect)
 VERBS
Modal Auxiliary Verbs
CAN & COULD
Reported speech
Could is used as the past of can.
He asked me if I could pick him up after work.
General possibility
You can drive when you're 17. (present)
Women couldn't vote until just after the First World War.
Choice and opportunities
If you want some help with your writing, you can come to classes, or
you can get some 1 on1 help.
We could go to Stratford tomorrow, but the forecast's not brilliant. (less
definite)
Future probability
Could (NOT can) is sometimes used in the same way as might or may,
often indicating something less definite.
When I leave university I might travel around a bit, I might do an MA or I
suppose I could even get a job.
 VERBS
Modal Auxiliary Verbs
CAN & COULD
Present possibility
I think you could be right you know. (NOT can)
That can't be the right answer, it just doesn't make sense.
Past possibility
If I'd known the lecture had been cancelled, I could have stayed in bed
longer.
MUST
Examples here refer to British English; there is some variation in its usage
in American English.
Necessity and obligation
Must is often used to indicate 'personal' obligation; what you think you
(yourself) or other people/things must do. If the obligation comes from
outside (e.g. a rule or law), then have to is often (but not always)
preferred:
 VERBS
Modal Auxiliary Verbs
MUST
Necessity and obligation (cont’d)
I really must get some exercise.
People must try to be more tolerant of each other.
You mustn't look - promise?
If you own a car, you have to pay an annual road tax.
Strong advice and invitations
I think you really must make more of an effort.
You must go and see the film - it's brilliant.
You must come and see me next time you're in town.
Saying you think something is certain
This must be the place - there's a white car parked outside.
You must be mad.
What a suntan! You must have had great weather.
The negative is expressed by can't:.
You're going to sell your guitar! You can't be serious!
She didn't wave - she can't have seen me.
 VERBS
Modal Auxiliary Verbs
SHOULD
Giving advice
I think you should go for the Alfa rather than the Audi.
You shouldn't be drinking if you're on antibiotics.
You shouldn't have ordered that chocolate dessert - you're not going to
finish it.
Obligation: weak form of must
The university should provide more sports facilities.
The equipment should be inspected regularly.
Deduction
The letter should get to you tomorrow - I posted it first class.
Things which didn't or may/may not have happened
I should have renewed my TV licence last month, but I forgot.
You shouldn't have spent so much time on that first question.
 VERBS
Modal Auxiliary Verbs
OUGHT TO
Ought to usually has the same meaning as should, particularly in
affirmative statements in the present:
You should/ought to get your hair cut.
Should is much more common (and easier to say!), so if you're not
sure, use should.
USED TO
a Used to expresses a past habit or state.
I used to come here when I was a child.
Before we had television, people used to make their own entertainment.
I used to have a bicycle, but I sold it.
The meaning is similar to would for past habits, but used to is more
common in informal English. I used to come here means that at one
period I came here regularly, but then I stopped.
 VERBS
Modal Auxiliary Verbs
USED TO
(a) Used to expresses a past habit or state.
I used to come here when I was a child.
Before we had television, people used to make their own entertainment.
I used to have a bicycle, but I sold it.
The meaning is similar to would for past habits, but used to is more
common in informal English. I used to come here means that at one
period I came here regularly, but then I stopped.
There is no present-tense form.
NOT -I use to come here now.
(b) Used is normally an ordinary verb. We use the auxiliary did in
negatives and questions.
There didn't use to be/never used to be so much crime.
What kind of books did you use to read as a child?
 VERBS
Modal Auxiliary Verbs
USED TO
NOTE
Used as an auxiliary is rather old-fashioned and formal.
There used not to be so much crime.
What kind of books used you to read?
(c) Compare these sentences.
We used to live in the country. But then we moved to London.
We're used to life/We're used to living in the country now. But at first it was
quite a shock, after London.
In the second example are used to means 'are accustomed to'.
 VERBS
Modal Auxiliary Verbs
The verb DARE
Dare can be either a modal verb or an ordinary verb. It means 'not to be
afraid to do something'. We use it in negatives, questions and similar
contexts, but not usually to say that an action really happened.
I daren't look/don't dare (to) look at the bill.
Dare you say/Do you dare (to) say what you're thinking?
The police didn't dare (to) approach the building.
I don't expect many people dare (to) walk along here at night.
NOTE
a) Americans mostly use the patterns with to.
b) We use How dare... ?for an angry protest.
How dare you speak to me like that?
c) I dare say means 'probably'.
I dare say you'll feel better tomorrow.
 VERBS
Modal Auxiliary Verbs
Ought To
"Ought to" is used to advise or make recommendations. "Ought to" also
expresses assumption or expectation as well as strong probability, often
with the idea that something is deserved. "Ought not" (without "to") is
used to advise against doing something, although Americans prefer the
less formal forms "should not" or "had better not."
Examples:
You ought to stop smoking. recommendation
Jim ought to get the promotion. It is expected because he deserves it.
This stock ought to increase in value. probability
Mark ought not drink so much. advice against something (notice there is
no "to")
 VERBS
Modal Auxiliary Verbs
Ought To
Notice "Ought not"
Remember that "ought to" loses the "to" in the negative. Instead of
"ought not to," we say "ought not." "Ought not" is more commonly used
in British English. Americans prefer "should not."
Examples:
You ought not smoke so much.
She ought not take such risks while skiing.
They ought not carry so much cash while traveling.