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UNIT 10
Verbs
Unit 10 Overview
Lesson 10.1: Action Verbs and Direct Objects
Lesson 10.2: Indirect Objects
Lesson 10.3: Linking Verbs and Predicate Words
Lesson 10.4: Present, Past, and Future Tenses
Lesson 10.5: Main Verbs and Helping Verbs
Lesson 10.6: Present and Past Progressive
Forms
Lesson 10.7: Perfect Tenses
Lesson 10.8: Irregular Verbs
Lesson 10.9: More Irregular Verbs
Grammar Review
Click a hyperlink to view the corresponding slides.
3
Unit Objectives
• To understand action verbs, linking verbs,
and helping verbs 
• To understand verb tenses 
• To recognize regular and irregular verb
formations 
• To demonstrate control of the use of verbs
in writing
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4
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Objectives
• To identify action verbs and direct objects 
• To demonstrate an ability to use action
verbs and direct objects in a sentence
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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.
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Action Verbs and Direct Objects (cont.)
• 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.
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Action Verbs and Direct Objects (cont.)
• A direct object receives the action of a
verb. 
• It answers the question whom? or what?
after an action verb. 
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Action Verbs and Direct Objects (cont.)
• 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]
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Exercise 1 Identifying Action Verbs and
Direct Objects
For the sentences below, underline each action verb. If the verb
has a direct object, circle it.
1. The equator divides Africa in two.
2. Streams and wells create oases in the desert.
3. Camels can travel in the desert for days without
water.
4. Not even cars cross the sand dunes.
5. In the eastern Sahara, the sun shines for
thousands of hours every year.
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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. A sample sentence is
provided.
I eat a big breakfast.
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Close
Share and discuss the sentences you wrote
for Exercise 2 with your classmates. Identify
the transitive and intransitive verbs in your
sentences as well as any direct objects.
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Objectives
• To recognize both direct and indirect
objectives in sentences 
• To use the objective case appropriately in
writing
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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? after the action verb.
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Indirect Objects (cont.)
• The direct object in the sentence above is
fees. 
• It answers the question what? after the
action verb paid. 
• The indirect object is guides.
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Indirect Objects (cont.)
• Guides answers the question to whom?
after the action verb. 
• Indirect objects appear only in sentences
that have direct objects. 
• Two clues will help you identify indirect
objects. 
• First, the indirect object always comes
before the direct object.
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Indirect Objects (cont.)
• Second, if you add the word to or for in
front of the indirect object, the sentence
will still make sense. 
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Exercise 3 Distinguishing Between Direct
and Indirect Objects
Identify the underlined word as a direct object or an indirect
object.
1. Egypt gives tourists lessons in history.
indirect object
2. The pyramids show visitors life in the past.
indirect object
3. Sculptors produced statues for tombs and
temples.
direct object
4. Artists made decorative objects of pottery.
direct object
5. Archaeologists study the ancient tombs.
direct object
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Exercise 4 Identifying Direct and Indirect
Objects
For each sentence, circle the direct object. Then underline each
indirect object.
1. The floodwaters of the Nile gave farmers rich soil.
2. Wealthy Egyptians built themselves beautiful
homes.
3. Parents fed their children bread.
4. Some Egyptians wrote relatives letters.
5. Gardens and rivers gave the Egyptians food.
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Close
You have learned to identify indirect objects
by changing them into prepositional phrases.
Make sure you understand this relationship
by reversing the process, changing
prepositional phrases into indirect objects in
sentences such as these:
The coach told her funniest story to the team.
The principal gave his usual speech to the
visitors.
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Objectives
• To identify linking verbs and associated
predicate nouns and adjectives 
• To use linking verbs appropriately in writing
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Linking Verbs and Predicate Words
• A linking verb connects the subject of a
sentence with a noun or adjective in the
predicate. 
• In the sentence above, the linking verb is
connects Africa, the subject, with continent,
a noun in the predicate.
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Linking Verbs and Predicate Words
(cont.)
• Continent, here, 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.
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Linking Verbs and Predicate Words
(cont.)
• 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.
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Linking Verbs and Predicate Words
(cont.)
• Some linking verbs can also be used as
action verbs. 
– The farmer grows tired. [linking verb] 
– The farmer grows corn. [action verb] 
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Exercise 5 Identifying Action and Linking Verbs
and Predicate Words
For each sentence, underline the verb. Then identify it as an action
verb or a linking verb. If it is a linking verb, identify it
as followed by a predicate noun or a predicate adjective.
1. Village life changes slowly in Zambia.
action verb
2. Many people live in grass-roofed houses.
action verb
3. Villagers raise food crops on the land.
action verb
4. Some farmers appear content with their lives.
linking verb; predicate adjective
5. Other people move to the mining towns.
action verb
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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. I feel (predicate adjective).
I feel sleepy.
2. My family is (predicate adjective).
My family is Puerto Rican.
3. I am (predicate noun).
I am a student.
4. My favorite food is (predicate noun).
My favorite food is pizza.
5. I think basketball is (predicate adjective).
I think basketball is exciting.
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Close
Write a paragraph about your favorite food,
using both action verbs and linking verbs.
Also use at least one predicate noun and
one predicate adjective.
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Objectives
• To understand the simple past, present,
and future tenses 
• To use verb tenses appropriately in writing
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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.
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34
Present, Past, and Future Tenses (cont.)
• 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. 
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35
Present, Past, and Future Tenses (cont.)
• 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.
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Present, Past, and Future Tenses (cont.)
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Exercise 7 Distinguishing Present, Past, and
Future Tenses
Underline the verb. Then identify it as in the present, past, or
future tense.
1. Larry learns about archaeology in the library.
present
2. Someday he and his parents will travel to Egypt.
future
3. Larry and his friend Ann watched a film about the
Sahara.
past
4. This vast desert extends into Egypt.
present
5. The survival of the ancient Egyptians depended
on the Nile River.
past
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Exercise 8 Using Present, Past, and Future
Tenses
For each sentence write the present, past, and future forms of
the verb in parentheses.
1. The capital, Cairo, (prosper) near the base of the
Nile delta.
prospers, prospered, will prosper
2. This part of the country (collect) the most rain.
collects, collected, will collect
3. The Western Desert (contain) few oases.
contains, contained, will contain
4. Oases (support) small villages and farms.
support, supported, will support
5. The sands of the Eastern Desert (extend) from the
Nile River almost to the Red Sea.
extend, extended, will extend
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Close
Imagine you are an archaeologist in Egypt.
Write a paragraph describing what you find
in the ruins and what you expect to find.
Remember to use present, past, and future
tenses.
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Objectives
• To understand the principal parts of a verb 
• To distinguish between main verbs and
helping verbs 
• To demonstrate an understanding of the
use of the principal parts of verbs
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Main Verbs and Helping Verbs
• Verbs have four principal parts. 
• The chart below shows the principal parts
of the verb learn.
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Main Verbs and Helping Verbs (cont.)
• 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.
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Main Verbs and Helping Verbs (cont.)
• 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. 
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Main Verbs and Helping Verbs (cont.)
• The helping verb have makes a verb
phrase with the past participle of a main
verb. 
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Exercise 9 Identifying Helping Verbs in Verb
Phrases
Circle each verb phrase. Then underline the helping verb.
1. Some African societies have changed greatly.
2. The people of Malawi were living in family
groups.
3. They have looked to chiefs for leadership.
4. They have formed one nation from many different
family groups.
5. Many children in Malawi are working at jobs.
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Exercise 10
Identifying Past and Present
Participles
Underline each verb phrase and circle and label its main verb
as a present participle or past participle.
1. Malawi had acquired independence in 1964.
past participle
2. Bakili Muluzi has now assumed leadership.
past participle
3. The people have named Mr. Muluzi president.
past participle
4. The president has appointed a cabinet.
past participle
5. The cabinet is helping the president.
present participle
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Close
Write a paragraph describing some
differences between life in Malawi and life in
your own community. Underline any helping
verbs and all past and present participles.
For information about Malawi, see the
sentences on page 342 of your textbook.
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Objectives
• To understand the present progressive and
past progressive forms of verbs 
• To demonstrate an ability to use verbs in
the progressive tenses
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51
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.
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52
Present and Past Progressive Forms
(cont.)
• The present progressive form of a verb
consists of the present participle of the
main verb and the helping verb am, are,
or is. 
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Present and Past Progressive Forms
(cont.)
• 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.
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Present and Past Progressive Forms
(cont.)
• The past progressive form of a verb
consists of the present participle and the
helping verb was or were. 
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Exercise 11
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. Students today (learn) about African
nations. are learning
2. For years a few European countries (rule) some
parts of Africa. were ruling
3. Many Africans (grow) eager for independence in
the 1950s. were growing
4. Today most African countries (govern)
themselves. are governing
5. Now changes (take) place in African
governments. are taking
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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.
1. Visitors see great differences across the continent.
are seeing
2. Temperatures average more than 100° in the
Sahara.
are averaging
3. Oases become dry.
are becoming
4. Nomadic herders roam across northern Africa.
are roaming
5. A family constructed a house with hard mud walls.
was constructing
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Close
Write a paragraph describing a trip you
took. Use some progressive verbs and
underline present progressive and past
progressive forms.
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Objectives
• To understand present, past, and future
perfect tenses 
• To distinguish between simple, progressive,
and perfect tenses 
• To use tenses appropriately and effectively
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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.
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61
Perfect Tenses (cont.)
• The present perfect tense of a verb
consists of the helping verb have or has
followed by the past participle of the main
verb. 
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Perfect Tenses (cont.)
• 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.
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Perfect Tenses (cont.)
• The past perfect tense of a verb consists of
the helping verb had and the past participle
of the main verb. 
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Exercise 13
Review: Identifying Tenses
For each sentence, underline the verb. Then identify the verb
as in the present, past, present perfect, or past perfect tense.
1. Moroccan ships pass through the Strait of
Gibraltar.
present
2. Morocco has exported fish and minerals.
present perfect
3. In the year 711, Moroccans invaded Spain.
past
4. For some time, they ruled most of Spain.
past
5. The Moroccans had left many influences in
Spain.
past perfect
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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.
1. Before modern times, Moroccan artisans created
intricate silver jewelry.
had created
2. They pounded metal into delicate shapes.
had pounded
3. In the recent past, craftspeople constructed
products from leather.
had constructed
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Exercise 14
Using the Perfect Tenses (cont.)
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.
4. They also work on carpets for export.
have worked
5. Farmers raise barley, wheat, fruits, and
vegetables.
have raised
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Close
Write a paragraph describing an event from
American history. Use present perfect and
past perfect tenses in at least one sentence
each. When finished, exchange papers with
a classmate and work together to correct
any verb tense errors.
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Objectives
• To recognize irregular verbs 
• To learn the past and past participle forms
of common irregular verbs 
• To use correctly the forms of regular and
irregular verbs
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Irregular Verbs
• Irregular verbs do not form their past
tense and past participle by adding the
ending ed. 
• The irregular verbs on the following slides
are grouped according to how their past
and past participles are formed.
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Irregular Verbs (cont.)
Continued on the next slide.
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Irregular Verbs (cont.)
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Exercise 15
Using the Past Tense of Irregular
Verbs
For each sentence, write the past-tense form of the verb in
parentheses.
1. African merchants (begin) work before dawn.
began
2. Peddlers (bring) their goods to market.
brought
3. They (lay) out their wares in attractive displays.
laid
4. The sun (feel) hot in the open marketplace.
felt
5. Children (seek) the shade of date trees.
sought
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Exercise 16
Using the Past Participle of
Irregular Verbs
For each sentence, write the past participle of the verb in
parentheses.
1. Some women have (sell) bracelets and necklaces.
sold
2. Traders had (bring) gorgeous robes and veils.
brought
3. The material has not (shrink).
shrunk
4. Herders have (leave) cattle in the stalls.
left
5. Herders had (lead) livestock to market.
led
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Close
Write a paragraph describing some places
where you have shopped. Use several
irregular verbs in the past or present perfect
tenses. If you use irregular verbs that are
not in the chart on page 347 of your
textbook, then look up the words in the
dictionary. Exchange papers with
classmates, check each other’s work, and
discuss any needed corrections.
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Objectives
• To identify past and past participle forms of
some common irregular verbs 
• To use all forms of irregular verbs
confidently and accurately
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78
More Irregular Verbs
Continued on the next slide.
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More Irregular Verbs (cont.)
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Exercise 17
Using the Past Tense of Irregular
Verbs
For each sentence, write the past-tense form of the verb in
parentheses.
1. Crystal (do) research for her project.
did
2. She (go) to the library for books about Nigeria.
went
3. Some of her information (come) from magazines.
came
4. Fulani people (eat) well in the rainy season.
ate
5. Children (ride) on cattle from camp to camp.
rode
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Exercise 18
Using the Past Participle of
Irregular Verbs
For each sentence, write the past participle form of the verb in
parentheses.
1. In Kenya’s dry season, no rain had (fall).
fallen
2. A dry wind has (blow) over the land.
blown
3. The families had (eat) beans and potatoes.
eaten
4. By March the farmers had (go) to the fields.
gone
5. People have (do) the farm work by hand.
done
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Close
Imagine you are a magazine reporter. Write
a paragraph describing your most
interesting assignment. Use irregular verbs
in the past or present perfect tense. If you
use irregular verbs that are not in the charts
on pages 347 and 349 of your textbook,
look those words up in the dictionary.
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Verbs
• The excerpt in the Literature Model on
page 351 of your textbook is from a
traditional Ashanti folktale. 
• The Ashanti are the largest and most
powerful ethnic group in the West African
country of Ghana. 
• As you read the Model, notice that the
passage has been annotated to show
some of the kinds of verbs covered in this
unit.
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Review: Exercise 1
Identifying Action Verbs and Direct
Objects
For the sentences below, circle each action verb and underline
the direct object.
1. We boarded the ship for Africa.
2. Our ship entered the harbor after a long wait.
3. We photographed the animals.
4. We visited several African plateaus.
5. Boaters rode the river rapids.
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Review: Exercise 2
Identifying Direct and Indirect
Objects
For each sentence, circle the verb, underline each direct object
once and each indirect object twice. (Not all sentences will have
both kinds of object. One sentence has neither.)
1. Joel Chandler Harris adapted African American
folk legends.
2. He collected the stories in the book Uncle
Remus, His Songs and Sayings.
3. Uncle Remus tells a boy stories about a fox, a
rabbit, and a bear.
4. Brer Rabbit is the American version of the African
character Zomo.
5. Brer Rabbit told Brer Fox his terms.
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Review: Exercise 3
Distinguishing Linking Verbs and
Action Verbs
For each sentence, underline the verb and identify it as an
action verb or a linking verb. If it is a linking verb, identify it
as followed by a predicate noun or a predicate adjective.
1. The Nile River is the world’s longest river.
linking verb, predicate noun
2. The Nile flows from Lake Victoria.
action verb
3. Bright blue and orange birds seem exotic.
linking verb, predicate adjective
4. Africa is a land of geographical wonders.
linking verb, predicate noun
5. Its plateaus appear flat.
linking verb, predicate adjective
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Review: Exercise 4
Writing Predicate Nouns and
Predicate Adjectives
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 351of your textbook to
help you.)
1. The Sky God was the owner of stories
(predicate noun)
2. Nyame was the sky God
(predicate noun)
3. Anansi was bold
(predicate adjective)
4. Anansi is a spider
(predicate noun)
5. Onini is a python
(predicate noun)
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.
.
.
.
.
Review: Exercise 5
Using Present, Past, and Future
Tenses
For each sentence, write the verb form indicated in parentheses.
1. Folklorists (present tense of collect) stories from
all parts of Africa. collect
2. Many stories (future tense of tell) about the past.
will tell
3. Animals (present tense of act) like humans in
some stories. act
4. Folklorists (past tense of record) many “Why”
stories. recorded
5. One story (present tense of explain) why there
are rainbows. explains
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90
Review: Exercise 6
Using Present, Past, and Progressive
Forms
For each sentence, write the verb form indicated in parentheses.
1. Desert (present tense of cover) most of northern
Africa. covers
2. In parts of western Africa, rain (present tense of
fall) all year long. falls
3. Nomads (past progressive form of travel) to
grazing areas. were traveling
4. Animals (present progressive form of roam) the
lands by the lake. are roaming
5. Berber families (past progressive form of end)
their meal with tea and pastries. were ending
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91
Review: Exercise 7
Using Present Perfect and Past
Perfect Tenses
For each sentence, write the verb form indicated in parentheses.
1. Many people (past perfect tense of plant) crops.
had planted
2. Others (past perfect tense of raise) livestock.
had raised
3. Some people (present perfect tense of migrate)
to the cities.
have migrated
4. Many rural families (past perfect tense of live) in
mud houses.
had lived
5. Village life (past perfect tense of stay) the same
for generations.
had stayed
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92
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. Explorers (seek) prehistoric paintings in the
Sahara. sought
2. Early peoples (draw) pictures of animals. drew
3. Figures and masks of wood have (come) from
many African sculptors. come
4. Some early Africans (make) bronze or ivory
sculptures. made
5. Until the 1900s, few people outside Africa had
(know) about African arts. known
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93
Review: Exercise 9
Writing Present Perfect and Past
Perfect Tenses of Irregular Verbs
For each sentence, write the verb form indicated in parentheses.
1. Many African cities that were once poor (present
perfect tense of become) prosperous. have become
2. Before people began moving into cities, many
(past perfect tense of grow) corn or maize on
farms in the countryside. had grown
3. Now city attractions (present perfect tense of
lead) many rural people to move. have led
4. Many African countries (past perfect tense of
make) progress in agriculture. had made
5. Periods of drought (present perfect tense of be) a
problem. have been
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94
Review: Exercise 10 Identifying Verb Tenses and Forms
For each italicized verb, identify it as in the present, past, future,
present perfect, or past perfect tense. Underline all the verbs that
are in the progressive form.
1I
am leaving next week on a trip to Africa. 2I have
1present
saved my money for two years. 3My whole family is
2present perfect
3present
going. 4We have gotten all the tourist brochures. 5The
4present perfect
travel agent helped us plan our route.
5past
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95
Review: Exercise 11 Proofreading
The following passage is about Nancy Schutt’s painting
Vanishing, which appears on page 357 of your textbook. Rewrite
the passage, correcting the errors in spelling, capitalization,
grammar, and usage. Add any missing punctuation.
1The
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 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.
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96
Review: Exercise 11 Proofreading (cont.)
The following passage is about Nancy Schutt’s painting
Vanishing, which appears on page 357 of your textbook. Rewrite
the passage, correcting the errors in spelling, capitalization,
grammar, and usage. Add any missing punctuation.
1The
artist has taken an endangered species as the
subject for this painting. The animal she has chosen is
the leopard. 2The size and strength of these cats have
given them a fierce reputation. 3Will their reputation
save them from extinction? 4That is the question Nancy
Schutt addresses in her painting Vanishing. 5Many of
Schutt’s paintings deal with the theme of interaction
among humans, animals, and the natural world.
97
Review: Exercise 12
Mixed Review
For each sentence, underline the verb and tell whether it is an
action verb or a linking verb. Then circle and label any direct
object, indirect object, predicate noun, or predicate adjective.
1. We boarded the ship for Africa.
action verb direct object
2. The ship seemed large and modern.
predicate adjectives
linking verb
3. It was a freighter. predicate noun
linking verb
4. We photographed the animals. direct object
action verb
5. We sent our friends pictures.
direct object
action verb indirect object
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98
Close
Return to the passage on pages 357–358 of
your textbook. Label the verbs A for action
and L for linking. Exchange papers with a
classmate and correct each other’s errors.
99
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My mom coaches basketball, and in the summer she
coaches softball.
She organizes a basketball tournament every year, but our
town organizes the softball tournament.
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Mari plays soccer, basketball, and volleyball.
Joey plays the guitar, studies German, and writes poetry.
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There is nothing negative I can say about him.
He has never done anything to hurt anybody.
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Apples are my favorite fruit, and I eat one everyday.
Last week I went to the orchard and picked a basketful.
My sister and I will bake some apple pies tomorrow.
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If you are coming with us, put your coat on.
I hope you have learned by now that we are not going
to wait.
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I am glad that I am starting to grow taller.
Until recently I was getting worried.
It seemed that all my classmates were growing, but I
wasn’t.
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I had started on my report right away but didn’t get very
far.
Since the new baby came, studying at home has become
harder.
After spending hours at the library, I have finally finished.
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I left my report at home and brought my sister’s by mistake.
I lent my keys to my brother, who lost them.
The day began badly and kept getting worse!
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When I put Mom’s fancy plate down, it broke into pieces.
Mom saw it happen and burst into laughter.
“Someone once gave me that ugly thing,” she said, “and
it’s finally broken!”
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crossed
frightened
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him
her
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I am a soccer player.
I am athletic.
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1) I brush my teeth every day.
2) I walked to the bus stop with my mom when I
was in kindergarten.
3) I will go to college after high school.
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I am reading a Bellringer transparency.
Yesterday I was talking to the person who sits next
to me.
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The students had finished their papers before they
reported that fact.
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As I sat down and swung on the old swing, I sang
a little song about the day I brought my toad to
school and caught another one to keep it company.
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I saw how he ran off after he had broken the
window. Before he came back, he had ridden his
bike all over town.
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lent
lent
sought
sought
swam
swum
said
said
wrote
written
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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. 
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].
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Techniques with Action Verbs
• Try to apply some of Jean Craighead George’s
writing techniques when you write and revise
your own work. 
– Whenever possible, replace general words with
precise verbs. 
GENERAL WORD looked
GEORGE’S VERSION glanced, scanned
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Techniques with Action Verbs
– Expand a single verb into longer groups of words
with more than one specific verb. 
SINGLE VERB A few matted hairs separated.
GEORGE’S VERSION A few matted hairs sprang apart and
twinkled individually.
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Practice
Practice the Techniques with Action Verbs by revising the following passage.
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.
Explore online information about the
topics introduced in this unit.
Click on the Connect button to launch your browser and go to the
Writer’s Choice Web site. At this site, you will find unit overviews,
interactive activities, and Web sites correlated with the units and
lessons in the textbook. When you finish exploring, exit the
browser program to return to this presentation. If you experience
difficulty connecting to the Web site, manually launch your Web
browser and go to http://writerschoice.glencoe.com
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