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UNIT 10 Verbs Lesson 10.1 Action Verbs and Direct Objects 333 Lesson 10.2 Indirect Objects 335 Lesson 10.3 Linking Verbs and Predicate Words 337 Lesson 10.4 Present, Past, and Future Tenses 339 Lesson 10.5 Main Verbs and Helping Verbs 341 Lesson 10.6 Present and Past Progressive Forms 343 Lesson 10.7 Perfect Tenses 345 Lesson 10.8 Irregular Verbs 347 Lesson 10.9 More Irregular Verbs 349 Grammar Review 351 Writing Application 359 332 332_P2U10_888766.indd 332 3/18/08 12:20:50 PM 332-359 wc6 U10 829814 1/15/04 10.1 7:42 PM Page 333 Action Verbs and Direct Objects There are two main kinds of verbs: action verbs and linking verbs. Action verbs tell what the subject does. ■ An action verb names an action. It may contain more than one word. Jay has visited Africa. ACTION VERB ACTION VERB Verbs An action verb is often followed by a noun that receives the action of the verb. This noun is called the direct object. In the sentence above, the noun Africa is the direct object of the verb has visited. ■ A direct object receives the action of a verb. It answers the question whom? or what? after an action verb. what? Sightseers paid the fees. DIRECT OBJECT Not all action verbs take direct objects. ■ A transitive verb has a direct object. ■ An intransitive verb does not have a direct object. You must examine how an action verb is used in a sentence to determine whether it is transitive or intransitive. Some verbs can be used both ways. Sheila read a book about Africa. [transitive] Sheila read in a great hurry. [intransitive] 10.1 Action Verbs and Direct Objects 333 332-359 wc6 U10 829814v6 11/6/07 Exercise 1 2:19 PM Page 334 Identifying Action Verbs and Direct Objects For the sentences below, write each action verb. If the verb has a direct object, write it and underline it. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. The equator divides Africa in two. Streams and wells create oases in the desert. Camels can travel in the desert for days without water. Not even cars cross the sand dunes. In the eastern Sahara, the sun shines for thousands of hours every year. Boats transport goods down the Nile River. In flat regions the Nile River flows slowly. Many people build their homes in the Nile Valley. Grasslands border the Sahara on the south. Bushes and small trees grow in the grasslands. Wild animals roam the grasslands of Central Africa. Large herds of cattle graze on the grasslands. Herders tend the cattle. African farmers grow coffee. Much rain falls in the tropical forests. Many tourists visit the jungles. Europeans established colonies in Africa. Explorers crossed the Mediterranean Sea for riches. Others hunted elephants for their ivory tusks. Miners sought gold under the ground. Many African nations later gained their independence. Anthropologists explore for evidence of early peoples. Scientists study gorillas in remote forests. Game parks protect wildlife. Some Africans raise livestock. Exercise 2 Writing Action Verbs Write five brief sentences about yourself. Use an action verb in each sentence. Underline the action verb. If the verb has a direct object, circle the direct object. SAMPLE ANSWER 334 Unit 10 Verbs I eat a big breakfast. 332-359 wc6 U10 829814 1/15/04 10.2 7:43 PM Page 335 Indirect Objects A direct object answers the question whom? or what? after an action verb. In the sentence below, the direct object is Egypt. Egypt answers the question what? after the action verb visited. Rachel visited Egypt last year. An action verb may also have an indirect object. ■ An indirect object answers the question to whom? or for whom? the action was done. what? Sightseers paid the guides fees. to whom? INDIRECT OBJECT Verbs The direct object in the sentence above is fees. It answers the question what? after the action verb paid. The indirect object is guides. Guides answers the question to whom? after the action verb. Indirect objects appear only in sentences that have a direct object. Two clues will help you identify indirect objects. First, the indirect object always comes before the direct object. Second, if you add the word to or for in front of the indirect object, the sentence still makes sense. Rachel bought her friends post cards. rds ca post Rachel bought for her friends. 10.2 Indirect Objects 335 332-359 wc6 U10 829814v6 11/6/07 Exercise 3 2:20 PM Page 336 Distinguishing Between Direct and Indirect Objects Write whether the underlined word is a direct object or an indirect object. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Egypt gives tourists lessons in history. The pyramids show visitors life in the past. Sculptors produced statues for tombs and temples. Artists made decorative objects of pottery. Archaeologists study the ancient tombs. The tombs contain valuable historic scrolls. The guide read the tourists the scrolls’ messages. Send us a map of Egypt. We gave my parents a cruise on the Nile. Artists gave the pharaohs beautiful golden objects. The ruins offer historians facts about a culture of long ago. Ancient Egyptians built pyramids for their pharaohs. Government leaders gave the people direction. Instructors taught students mathematics. Scribes taught composition skills to the boys. Festivals gave Egyptians relaxation from work. Musicians offered the families entertainment. Governors sent the pharaoh taxes. The people gave the priests their obedience. People sail barges down the Nile. Exercise 4 Identifying Direct and Indirect Objects For each sentence, write the direct object. Then write and underline each indirect object. 1. 2. 3. 4. 5. 336 The floodwaters of the Nile gave farmers rich soil. Wealthy Egyptians built themselves beautiful homes. Parents fed their children bread. Some Egyptians wrote relatives letters. Gardens and rivers gave the Egyptians food. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.3 7:43 PM Page 337 Linking Verbs and Predicate Words ■ A linking verb connects the subject of a sentence with a noun or an adjective in the predicate. Verbs In the sentence above, the linking verb is connects Africa, the subject, with continent, a noun in the predicate. Continent is called a predicate noun. ■ A predicate noun is a noun that follows a linking verb and tells what the subject is. ■ A predicate adjective is an adjective that follows a linking verb and tells what the subject is like. In the first sentence above, the predicate noun country renames the subject. In the second sentence, the predicate adjective scenic describes the same subject. Predicate nouns and predicate adjectives follow only linking verbs. Some linking verbs can also be used as action verbs. The farmer grows tired. [linking verb] The farmer grows corn. [action verb] Common Linking Verbs be become seem appear feel taste grow look 10.3 Linking Verbs and Predicate Words 337 332-359 wc6 U10 829814 1/15/04 Exercise 5 7:44 PM Page 338 Identifying Action and Linking Verbs and Predicate Words For each sentence, write the verb. Then write whether it is an action verb or a linking verb. If it is a linking verb, write whether it is followed by a predicate noun or a predicate adjective. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Village life changes slowly in Zambia. Many people live in grass-roofed houses. Villagers raise food crops on the land. Some farmers appear content with their lives. Other people move to the mining towns. The country is rich in copper. The copper industry grows successful. A common food in Zambia is corn porridge. Many Zambians respect the old customs. They seem happy with their traditions. Zambia is a land of farmers and miners. Each family group developed its own culture. Traditions became important for each group. No individual owned land. The family group was responsible for its members. Most Zambians speak a native Bantu language. Sometimes communication between groups is a problem. The English language is common among businesspeople. Some languages seem unfamiliar to a nearby group. Zambia’s population grows quickly. Exercise 6 Using Predicate Nouns and Adjectives To complete each sentence, write a predicate noun or predicate adjective as indicated in parentheses. You may need to write more than one word. 1. 2. 3. 4. 5. 338 I feel (predicate adjective). My family is (predicate adjective). I am (predicate noun). My favorite food is (predicate noun). I think basketball is (predicate adjective). Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.4 7:44 PM Page 339 Present, Past, and Future Tenses A verb changes its form to show tense and to agree with its subject. The tense of a verb tells when an action takes place. ■ The present tense of a verb names an action that happens regularly. It can also express a general truth. The present tense is usually the same as the base form of the verb. When the subject is a singular noun or he, she, or it, however, you usually form the present tense by adding -s to the base form. The chart below shows the present tense forms of the verb visit. Present Tense Forms Plural I visit. We visit. You visit. You visit. He, she, or it visits. They visit. Verbs Singular The present tense of the verb be differs from the base form be: am, are, is. ■ The past tense of a verb names an action that already happened. Form the past tense of most verbs by adding -ed to the base form of the verb. ■ The future tense of a verb names an action that will take place in the future. Form the future tense by adding the helping verb will or shall to the base form of the verb. 10.4 Present, Past, and Future Tenses 339 332-359 wc6 U10 829814 1/15/04 Exercise 7 7:44 PM Page 340 Distinguishing Present, Past, and Future Tenses For each sentence write the verb. Then write whether it is in the present, past, or future tense. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Larry learns about archaeology in the library. Someday he and his parents will travel to Egypt. Larry and his friend Ann watched a film about the Sahara. This vast desert extends into Egypt. The survival of the ancient Egyptians depended on the Nile River. The Nile still provides the country’s water. Silt from the Nile fertilized farmland. The Nile flows into the Mediterranean Sea. Silt protected land near the Mediterranean from erosion. The Aswan High Dam harnesses the water of the Nile. Water from the dam will increase Egypt’s agricultural production. The dam traps the silt from floodwaters in Lake Nasser. Instead of silt, farmers will use chemical fertilizers. The dam will damage the environment. A Greek historian called Egypt the “gift of the Nile.” Like other ancient civilizations, Egypt developed on fertile land near a river. Egyptian monuments will puzzle people far into the future. The Nile’s floods help the crops. Farmlands cover less than 4 percent of the land of Egypt. Today Egypt exports cotton. Exercise 8 Using Present, Past, and Future Tenses For each sentence write the present, past, and future forms of the verb in parentheses. 1. 2. 3. 4. 5. 340 The capital, Cairo, (prosper) near the base of the Nile delta. This part of the country (collect) the most rain. The Western Desert (contain) few oases. Oases (support) small villages and farms. The sands of the Eastern Desert (extend) from the Nile River almost to the Red Sea. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.5 7:44 PM Page 341 Main Verbs and Helping Verbs Verbs have four principal parts. The chart below shows the principal parts of the verb learn. Principal Parts of the Verb Learn Base Form Present Participle Past Form Past Participle learn learning learned learned Verbs The principal parts of a verb can be combined with helping verbs to form verb phrases. ■ A helping verb is a verb that helps the main verb tell about an action or make a statement. ■ A verb phrase consists of one or more helping verbs followed by a main verb. The most common helping verbs are be and have. The helping verb be makes a verb phrase with the present participle of a main verb. Be and the Present Participle Present Singular I am learning. You are learning. She is learning. Past Plural We are learning. You are learning. They are learning. Singular I was learning. You were learning. He was learning. Plural We were learning. You were learning. They were learning. The helping verb have makes a verb phrase with the past participle of a main verb. Have and the Past Participle Present Singular I have learned. You have learned. She has learned. Plural We have learned. You have learned. They have learned. Past Singular We have learned. You had learned. He had learned. Plural We had learned. You had learned. They had learned. 10.5 Main Verbs and Helping Verbs 341 332-359 wc6 U10 829814v6 11/6/07 Exercise 9 2:20 PM Page 342 Identifying Helping Verbs in Verb Phrases Write each verb phrase. Then underline the helping verb. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Some African societies have changed greatly. The people of Malawi were living in family groups. They have looked to chiefs for leadership. They have formed one nation from many different family groups. Many children in Malawi are working at jobs. Malawi workers have produced beautiful items for export. The country's name has changed along with its society. Today it has become Malawi, “land of flame.” Before 1964 people had called the country Nyasaland. For almost thirty years, Hastings Banda had ruled the country. Exercise 10 Identifying Past and Present Participles Write each verb phrase and label its main verb as a present participle or past participle. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 342 Malawi had acquired independence in 1964. Bingu wa Mutharika has now assumed leadership. The people have named Mr. Mutharika president. The president has appointed a cabinet. The cabinet is helping the president. Malawi is developing into a stable nation. The government has improved agriculture. Malawi’s economy has strengthened. Young people are training for leadership roles. The people of Malawi have learned valuable skills. Farmers are tending cattle, goats, and sheep. Malawi is depending on other nations for access to the sea. Men with jobs in cities have mailed money home. Most farmers are growing food for themselves and their families. Most of the people in Malawi are living in rural areas. In Malawi women historically have raised the crops. The economy is based on agriculture. Malawi has received money from the United States for its schools. Europeans have planted tea in the highlands. The Bantu people had arrived in the region of Malawi in the 1500s. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.6 7:44 PM Page 343 Present and Past Progressive Forms The present tense of a verb names an action that occurs regularly. To describe an action that is continuing, use the present progressive form of the verb. ■ The present progressive form of a verb tells about an action that is continuing right now. The children are listening to a story. The present progressive form of a verb consists of the present participle of the main verb and the helping verb am, are, or is. Present Progressive Form Plural I am singing. We are singing. You are singing. You are singing. He, she, or it is singing. They are singing. Verbs Singular The past tense describes an action that was started and completed in the past. To describe an action going on some time in the past, use the past progressive form. ■ The past progressive form of a verb names an action that continued for some time in the past. The women were singing a folk song. The past progressive form of a verb consists of the present participle and the helping verb was or were. Past Progressive Form Singular Plural I was singing. We were singing. You were singing. You were singing. He, she, or it was singing. They were singing. 10.6 Present and Past Progressive Forms 343 332-359 wc6 U10 829814v6 11/6/07 Exercise 11 2:20 PM Page 344 Using Present and Past Progressive Forms For each sentence, write the present progressive or past progressive form of the verb in parentheses. Be sure your sentences make sense. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Students today (learn) about African nations. For years a few European countries (rule) some parts of Africa. Many Africans (grow) eager for independence by the 1950s. Today most African countries (govern) themselves. Now changes (take) place in African governments. Many countries now (hold) elections. More Americans (visit) Africa nowadays. They (find) the scenery spectacular. The Mali Empire (flourish) in West Africa for about two hundred years. People still (visit) Timbuktu in Mali. Exercise 12 Using the Progressive Forms For each sentence, write the progressive form of the verb. If the verb is in the present tense, change it to the present progressive form. If the verb is in the past tense, change it to the past progressive form. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 344 Visitors see great differences across the continent. Temperatures average more than 100° in the Sahara. Oases become dry. Nomadic herders roam across northern Africa. A family constructed a house with hard mud walls. Architects design modern houses or apartments. Technology replaces some traditions. Families cooked food over an open fire. Modern stoves reduce wood use by 500 percent. Textile mills in Cairo make cloth from cotton. Tourists shop in Cairo. Visitors explore the old parts of many cities. The economy of Egypt improves. In the nineteenth century, tourists visited Egypt in large numbers. Each year tourism becomes more important to the economy. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.7 7:44 PM Page 345 Perfect Tenses ■ The present perfect tense of a verb tells about something that happened at an indefinite time in the past. It also tells about an action that happened in the past and is still happening now. Sheila has collected African jewelry for years. In the sentence above, Sheila began to collect African jewelry at some time in the past and still collects it. The present perfect tense of a verb consists of the helping verb have or has followed by the past participle of the main verb. Present Perfect Tense Singular Plural I have collected. We have collected. You have collected. You have collected. He, she, or it has collected. They have collected. Verbs ■ The past perfect tense of a verb names an action that happened before another action or event in the past. Before her last birthday, Sheila had collected only coins. In the sentence above, Sheila started and finished collecting coins before another event that also occurred in the past, her last birthday. The past perfect tense of a verb consists of the helping verb had and the past participle of the main verb. Past Perfect Tense Singular Plural I had started. We had started. You had started. You had started. He, she, or it had started. They had started. 10.7 Perfect Tenses 345 332-359 wc6 U10 829814 1/15/04 Exercise 13 7:44 PM Page 346 Review: Identifying Tenses For each sentence, write the verb. Then write whether the verb is in the present, past, present perfect, or past perfect tense. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Moroccan ships pass through the Strait of Gibraltar. Morocco has exported fish and minerals. In the year 711, Moroccans invaded Spain. For some time, they ruled most of Spain. The Moroccans had left many influences in Spain. Most Moroccans speak Arabic. Farmers had raised dates, olives, and citrus fruit. Craft workers have handed down their skills. Craft workers have often learned their skills from earlier generations. Tourists value Moroccan leather. Exercise 14 Using the Perfect Tenses For each sentence, write the perfect tense of the verb. If the verb is in the present tense, change it to the present perfect tense. If the verb is in the past tense, change it to the past perfect tense. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 346 Before modern times, Moroccan artisans created intricate silver jewelry. They pounded metal into delicate shapes. In the recent past, craftspeople constructed products from leather. They also work on carpets for export. Farmers raise barley, wheat, fruits, and vegetables. Shepherds tend their flocks in green meadows. Morocco trades with many other countries. Long ago, ships from many countries docked in Casablanca. Tourists visited the old section of the city. Merchants crowded the narrow streets. Marrakesh’s hospitality charmed many travelers in the nineteenth century. Fat bears dance in the public square. Visitors watch talented jugglers and acrobats. The Berbers lived in the mountains for centuries. Centuries ago, the Moroccan Berbers helped the Arabs conquer Spain. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.8 7:44 PM Page 347 Irregular Verbs Irregular verbs do not form their past forms and past participle by adding the ending -ed. The irregular verbs below are grouped according to how their past forms and past participle are formed. Irregular Verbs Base Form begin drink ring shrink sing spring swim Past Form began drank rang shrank or shrunk sang sprang or sprung swam Past Participle begun drunk rung shrunk sung sprung swum The past form and the past participle are the same. bring buy catch feel get keep lay lead leave lend lose make pay say seek sell sit sleep swing teach think win brought bought caught felt got kept laid led left lent lost made paid said sought sold sat slept swung taught thought won brought bought caught felt got or gotten kept laid led left lent lost made paid said sought sold sat slept swung taught thought won Verbs Pattern One vowel changes to form the past form and the past participle. 10.8 Irregular Verbs 347 332-359 wc6 U10 829814 1/15/04 Exercise 15 7:45 PM Page 348 Using the Past Tense of Irregular Verbs For each sentence, write the past tense form of the verb in parentheses. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. African merchants (begin) work before dawn. Peddlers (bring) their goods to market. They (lay) out their wares in attractive displays. The sun (feel) hot in the open marketplace. Children (seek) the shade of date trees. Infants (sleep) in spite of the chaos. People (make) requests about animals for sale. Some traders (sing) songs about their goods. Some people (buy) gourds of all sizes. A tailor (win) some new customers. Exercise 16 Using the Past Participle of Irregular Verbs For each sentence, write the past participle of the verb in parentheses. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 348 Some women have (sell) bracelets and necklaces. Traders had (bring) gorgeous robes and veils. The material has not (shrink). Herders have (leave) cattle in the stalls. Herders had (lead) livestock to market. The herder has (catch) the stray. Some people have (keep) pots of stew warm. Craft workers have (teach) their children their craft. Some merchants have (sleep) in the sun. The market has (lose) business to other villages. The merchants had (think) competition might be good. One merchant has (say) the market needs competition. People have (pay) by trading. How much fruit have people (buy)? A mother has (lend) her child money to buy a trinket. The child had (get) some candy. The candy had (begin) to stick to the child’s fingers. Merchants have (sit) on beautiful rugs. By evening a cool breeze has (spring) up. Wind chimes have (ring) in the breeze. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 10.9 7:45 PM Page 349 More Irregular Verbs Irregular Verbs Pattern The base form and the past participle are the same. Base Form become come run Past Form became came ran Past Participle become come run The past form ends in -ew, and the past participle ends in -wn. blow draw fly grow know throw blew drew flew grew knew threw blown drawn flown grown known thrown The past participle ends in -en. bite break choose drive eat fall give ride rise see speak steal take write bit broke chose drove ate fell gave rode rose saw spoke stole took wrote bitten or bit broken chosen driven eaten fallen given ridden risen seen spoken stolen taken written The past form and the past participle do not follow any pattern. be (am, are, is) do go tear wear was, were did went tore wore been done gone torn worn The base form, past form, and past participle are all the same. burst cut let put burst cut let put burst cut let put F LY W FLE Verbs F LO W N 10.9 More Irregular Verbs 349 332-359 wc6 U10 829814 1/15/04 Exercise 17 7:45 PM Page 350 Using the Past Tense of Irregular Verbs For each sentence, write the past tense form of the verb in parentheses. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Crystal (do) research for her project. She (go) to the library for books about Nigeria. Some of her information (come) from magazines. Fulani people (eat) well in the rainy season. Children (ride) on cattle from camp to camp. Their camps (are) temporary homes. The Hausa (become) skilled potters and weavers. The men (wear) long robes and loose-fitting trousers. Teachers (run) schools for Nigerian children. In 1954 the government (take) control of all the schools. Exercise 18 Using the Past Participle of Irregular Verbs For each sentence, write the past participle form of the verb in parentheses. Verbs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 350 In Kenya’s dry season, no rain had (fall). A dry wind has (blow) over the land. The families had (eat) beans and potatoes. By March the farmers had (go) to the fields. People have (do) the farm work by hand. Pumps had (draw) water from wells. Farmers had (grow) gardens close to the house. By noon the sun had (rise) high in the sky. Travelers have (go) to Kenya for years. Tourists have (see) herders with cattle sticks. The herders had (choose) each new camp carefully. A fire had (drive) away mosquitoes and flies. Kenyans have (grow) tea and coffee in the highlands. Tourists have (fly) over Kenya’s Tsavo National Park. They have (ride) in trucks deep into the countryside. Have you (speak) to any of them? My parents had (take) many pictures on a photo safari. One camera had (break). They had (knew) the tour guide. The tour guide has not (let) tourists off the paths. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 7:45 PM UNIT 10 Page 351 Grammar Review VERBS The excerpt below is from a traditional Ashanti folktale. The Ashanti are the largest and most powerful ethnic group in the West African country of Ghana. The passage has been annotated to show some of the kinds of verbs covered in this unit. Literature Model from All Stories Are Anansi’s an Ashanti folktale by Harold Courlander I Past tense Verbs n the beginning, all tales and stories belonged to Nyame, the Sky God. But Kwaku Anansi, the spider, yearned to be the owner of all the stories known in the world, and he went to Nyame and offered to buy them. The Sky God said: “I am willing to sell the stories, but the price is high. Many people have come to me offering to buy, but the price was too high for them. Rich and powerful families have not been able to pay. Do you think you can do it?” Anansi replied to the Sky God: “I can do it. What is the price?” “My price is three things,” the Sky God said. “I must first have Mmoboro, the hornets. I must then have Onini, the great python. I must then have Osebo, the leopard. For these things I will sell you the right to tell all stories.” Anansi said: “I will bring them.” Present progressive form Present perfect tense Linking verb followed by a predicate noun Action verb followed by a direct object Grammar Review 351 332-359 wc6 U10 829814 1/15/04 7:45 PM Page 352 Grammar Review Review: Exercise 1 Identifying Action Verbs and Direct Objects For the sentences below, write each action verb and direct object. Underline the direct objects. If a sentence has no direct object, write none. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. We boarded the ship for Africa. Our ship entered the harbor after a long wait. We photographed the animals. We visited several African plateaus. Boaters rode the river rapids. Hikers walked through the jungles. Our guide traveled with us. She selected the best places for overnight camps. We traced our trip on a large map. The tourists gave the guide a generous tip. Review: Exercise 2 Identifying Direct and Indirect Objects Verbs For each sentence, write the verb plus any direct object and indirect object. Then circle the verb and underline each direct object once and each indirect object twice. (Not all sentences will have both kinds of object. One sentence has neither.) SAMPLE ANSWER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 352 Storytellers tell children fascinating stories. tell stories, children Joel Chandler Harris adapted African American folk legends. He collected the stories in the book Uncle Remus, His Songs and Sayings. Uncle Remus tells a boy stories about a fox, a rabbit, and a bear. Brer Rabbit is the American version of the African character Zomo. Brer Rabbit told Brer Fox his terms. Harris used humor in his stories. The Atlanta Constitution published the stories. As a boy, Harris visited a plantation near his home. African Americans told Harris stories. The stories influenced modern authors. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 7:46 PM Page 353 Grammar Review Review: Exercise 3 Distinguishing Linking Verbs from Action Verbs For each sentence, write the verb and whether it is an action verb or a linking verb. If it is a linking verb, write whether it is followed by a predicate noun or a predicate adjective. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The Nile River is the world’s longest river. The Nile flows from Lake Victoria. Bright blue and orange birds seem exotic. Africa is a land of geographical wonders. Its plateaus appear flat. Wild animals graze on the plains. The weather in the high plateaus and mountains is mild. The mountain looks beautiful. Community ceremonies are an important rural tradition. Everyone gathers for celebrations of births and marriages. Review: Exercise 4 Writing Predicate Nouns and Predicate Adjectives Verbs Write a predicate noun or a predicate adjective as indicated to complete each sentence below. You may need to add other words. (Use the Literature Model on page 351 to help you.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The Sky God was Nyame was Anansi was Anansi is a Onini is a Hornets are Anansi stories are The python is Osebo is The price of the stories is . (predicate noun) . (predicate noun) . (predicate adjective) . (predicate noun) . (predicate noun) . (predicate noun) . (predicate noun) . (predicate adjective) . (predicate noun) . (predicate adjective) Grammar Review 353 332-359 wc6 U10 829814 1/15/04 7:46 PM Page 354 Grammar Review Review: Exercise 5 Using Present, Past, and Future Tenses For each sentence, write the verb form indicated in parentheses. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Folklorists (present tense of collect) stories from all parts of Africa. Many stories (future tense of tell) about the past. Animals (present tense of act) like humans in some stories. Folklorists (past tense of record) many “Why” stories. One story (present tense of explain) why there are rainbows. Many stories’ endings (past tense of surprise) listeners. Children (present tense of enjoy) the surprises. Folklorists (past tense of discover) versions of an Ethiopian tale in Turkey. A Congolese fable (future tense of teach) children that families stick together. These stories (future tense of help) children understand other cultures. Review: Exercise 6 Using Present, Past, and Progressive Forms For each sentence, write the verb form indicated in parentheses. Verbs SAMPLE ANSWER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 354 Most Ashanti people (present progressive form of live) in Ghana. are living Desert (present tense of cover) most of northern Africa. In parts of western Africa, rain (present tense of fall) all year long. Nomads (past progressive form of travel) to grazing areas. Animals (present progressive form of roam) the lands by the lake. Berber families (past progressive form of end) their meal with tea and pastries. The Ashanti (present tense of remain) a very powerful ethnic group. Many Ashanti people (present progressive form of work) as farmers. For years the Ashanti (past tense of speak) English as a second language. The British (past tense of rule) several colonies in West Africa. In the 1950s, the Ashanti and other African peoples (past progressive form of struggle) for their independence. Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 7:46 PM Page 355 Grammar Review Review: Exercise 7 Using Present Perfect and Past Perfect Tenses For each sentence, write the verb form indicated in parentheses. Young people (present perfect tense of learn) crafts from their elders. ANSWER have learned SAMPLE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Many people (past perfect tense of plant) crops. Others (past perfect tense of raise) livestock. Some people (present perfect tense of migrate) to the cities. Many rural families (past perfect tense of live) in mud houses. Village life (past perfect tense of stay) the same for generations. Some farmers (past perfect tense of use) the same methods as their ancestors did. Some people (present perfect tense of try) new methods. The architecture in cities (past perfect tense of reflect) traditional styles. Some city families (present perfect tense of rent) modern apartments. Outdoor markets (present perfect tense of open) on city streets. Verbs Review: Exercise 8 Using Past and Past Participle Forms of Irregular Verbs For each sentence, write the past or past participle form of the verb in parentheses. Be sure your sentences make sense. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Explorers (seek) prehistoric paintings in the Sahara. Early peoples (draw) pictures of animals. Figures and masks of wood have (come) from many African sculptors. Some early Africans (make) bronze or ivory sculptures. Until the 1900s, few people outside Africa had (know) about African arts. Western art has (grow) from the influence of African sculpture. African Americans (sing) songs incorporating African musical rhythms. Africans have (sing) complicated rhythms. Only in a few areas had Africans (write) their stories down. In the past, many Egyptians (write) in Coptic letters. Grammar Review 355 332-359 wc6 U10 829814 1/15/04 7:46 PM Page 356 Grammar Review Review: Exercise 9 Writing Present Perfect and Past Perfect Tenses of Irregular Verbs Write each sentence, using the verb and tense indicated in the parentheses. SAMPLE ANSWER Some Africans (present perfect tense of leave) their rural homes. Some Africans have left their rural homes. Verbs 1. Many African cities that were once poor (present perfect tense of become) prosperous. 2. Before people began moving into cities, many (past perfect tense of grow) corn or maize on farms in the countryside. 3. Now city attractions (present perfect tense of lead) many rural people to move. 4. Many African countries (past perfect tense of make) progress in agriculture. 5. Periods of drought (present perfect tense of be) a problem. 6. Elders (past perfect tense of teach) traditional skills and values before university-trained teachers set up schools. 7. Foreign rulers (past perfect tense of pay) little attention to education. 8. They (past perfect tense of give) no thought to independence for their African colonies. 9. Now most African peoples (present perfect tense of win) their independence. 10. Black South Africans (past perfect tense of seek) and attained the right to vote and to rule themselves. Review: Exercise 10 Identifying Verb Tenses and Forms Write the italicized verbs in the following sentences. For each verb, write whether it is in the present, past, future, present perfect, or past perfect tense. Underline all the verbs that are in the progressive form. I am leaving next week on a trip to Africa. 2I have saved my money for two years. 3My whole family is going. 4We have gotten all the tourist brochures. 5The travel agent helped us plan our route. 6We will go to Morocco, Egypt, and Kenya. 7I had hoped for a stop in Ghana, too. 8My parents chose a different tour. 9We were studying the maps last night. 10 The trip looks terrific! 1 356 Unit 10 Verbs 332-359 wc6 U10 829814 1/15/04 7:47 PM Page 357 Grammar Review Review: Exercise 11 Proofreading The following passage is about Nancy Schutt’s painting Vanishing, which appears on this page. Rewrite the passage, correcting the errors in spelling, capitalization, grammar, and usage. Add any missing punctuation. There are ten errors. Nancy Schutt The artist has took an endangered species as the subject for this painting, the animal she has chose is the leopard. 2The size and strength of these cats have gave them a feirce reputation. 3Will their reputation 1 Verbs Nancy Schutt, Vanishing, 1992 (continued) Grammar Review 357 332-359 wc6 U10 829814 1/19/04 10:27 AM Page 358 Grammar Review saved them from extinction? 4That is the question Nancy Schutt addressing in her painting Vanishing. 5Many of Schutts’ paintings deals with the theme of interaction among humans animals, and the natural world. Review: Exercise 12 Mixed Review For each sentence, write the verb and tell whether it is an action verb or a linking verb. Then write and label any direct object, indirect object, predicate noun, or predicate adjective. SAMPLE ANSWER Verbs 1. 2. 3. 4. 5. We left home last month for our trip. left, action verb; home, direct object We boarded the ship for Africa. The ship seemed large and modern. It was a freighter. We photographed the animals. We sent our friends pictures. For each sentence, write the form of the verb indicated in parentheses. 6. Herds of elephants (past perfect tense of live) on many parts of the African continent. 7. People (present perfect tense of cause) animals’ habitats to shrink. 8. The white rhinoceros and the gorilla (present progressive form of become) extinct. 9. Animal parks (future tense of protect) some endangered species. 10. Governments (present progressive form of outlaw) hunting in these areas. 358 Unit 10 Verbs 332-359 wc6 U10 829814v6 1/9/08 11:31 AM Page 359 Writing Application Action Verbs in Writing Jean Craighead George uses precise action verbs in this passage from Julie of the Wolves to make her writing lively and vivid. Examine the passage, focusing especially on the italicized verbs. Techniques with Action Verbs Try to apply some of Jean Craighead George’s writing techniques when you write and revise your own work. 1 Whenever possible, replace general words with precise verbs. Compare the following: looked GEORGE’S VERSION glanced, scanned GENERAL WORD 2 Expand a single verb into longer groups of words with more than one specific verb: SINGLE VERB Verbs Amaroq [one of the wolves] glanced at his paw and slowly turned his head her way without lifting his eyes. He licked his shoulder. A few matted hairs sprang apart and twinkled individually. Then his eyes sped to each of the three adult wolves that made up his pack and finally to the five pups who were sleeping in a fuzzy mass near the den entrance. The great wolf’s eyes softened at the sight of the little wolves, then quickly hardened into brittle yellow jewels as he scanned the flat tundra [ground]. For more about the importance of using interesting verbs, see TIME Facing the Blank Page, page 98. A few matted hairs separated. GEORGE’S VERSION A few matted hairs sprang apart and twinkled individually. Practice Practice the Techniques with Action Verbs by revising the following passage. Use a separate sheet of paper. The lioness lay lazily in the hot sun. Her two cubs played nearby. She occasionally moved her head to look around her. She was suddenly alert. A herd of zebra was nearby. The lioness watched her prey. Partially hidden in the tall grass, she moved close to the zebra herd. She suddenly came out of the grass. The zebras walked away, but one was small and weak. The huntress moved again and caught the zebra. She brought the dead zebra back to the cubs. They all ate their fill. Afterward they cleaned themselves, and then they rested. Writing Online For more grammar practice, go to glencoe.com and enter QuickPass code WC67666p2. Writing Application 359