{"id":370,"date":"2014-07-25T20:09:59","date_gmt":"2014-07-25T20:09:59","guid":{"rendered":"https:\/\/courses.candelalearning.com\/writershandbook\/?post_type=chapter&p=370"},"modified":"2017-01-02T20:18:15","modified_gmt":"2017-01-02T20:18:15","slug":"20-2-avoiding-general-verb-problems","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/chapter\/20-2-avoiding-general-verb-problems\/","title":{"raw":"20.2 Avoiding General Verb Problems","rendered":"20.2 Avoiding General Verb Problems"},"content":{"raw":" \r\n
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20.2<\/span> Avoiding General Verb Problems<\/h2>\r\n
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Learning Objectives<\/h3>\r\n
    \r\n \t
  1. Understand the difference between regular verbs and irregular verbs and use both versions correctly.<\/li>\r\n \t
  2. Use verb tenses accurately and completely.<\/li>\r\n \t
  3. Match infinitives and participles to verb tenses.<\/li>\r\n<\/ol>\r\n<\/div>\r\nWhat if all coffee makers worked the same way, all vehicles had the exact same dashboard setup, and all verbs followed the exact same format? Life would simply be easier all the way around! But we live in a world of variety, and just as you take the needed steps to become familiar with the coffee maker and car you own, you should also take the effort to become familiar with the language you speak. This section presents an overview of common issues that impede the proper use of English verbs. To get ready to understand the possible problems, study the following chart that shows the five main forms of verbs. Notice that for verbs other than be<\/em>, the present tense for all but third-person singular pronouns is the base verb (third-person singular uses the base verb + -s<\/em>). The present participle<\/span><\/span> is usually a form of \u201cto be\u201d + the base word + -ing<\/em>, and the past tense and past participle<\/span><\/span> follow irregular patterns.\r\n
    \r\n\r\nTable 20.1<\/span> Five Forms of English Verbs\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Base<\/th>\r\nPresent Tense (+ -s<\/em> for Third-Person Singular)<\/th>\r\nPast Tense<\/th>\r\nPast Participle (Preceded by Form of \u201cto Have\u201d)<\/th>\r\nPresent Participle (Preceded by Form of \u201cto Be\u201d)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    run<\/td>\r\nrun<\/td>\r\nran<\/td>\r\nrun<\/td>\r\nrunning<\/td>\r\n<\/tr>\r\n
    smile<\/td>\r\nsmile<\/td>\r\nsmiled<\/td>\r\nsmiled<\/td>\r\nsmiling<\/td>\r\n<\/tr>\r\n
    sing<\/td>\r\nsing<\/td>\r\nsang<\/td>\r\nsung<\/td>\r\nsinging<\/td>\r\n<\/tr>\r\n
    beat<\/td>\r\nbeat<\/td>\r\nbeat<\/td>\r\nbeaten<\/td>\r\nbeating<\/td>\r\n<\/tr>\r\n
    see<\/td>\r\nsee<\/td>\r\nsaw<\/td>\r\nseen<\/td>\r\nseeing<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
    \r\n

    Using Irregular Verbs Correctly<\/h2>\r\nSince the present tense of irregular verbs is almost always the same as the base and since the present participle is almost always a form of \u201cto be\u201d + the base + -ing<\/em>, those two columns are not included in this table. Take note of some underlying patterns in the other three main verb forms for each set of irregular verbs.\r\n
    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Regular Verbs<\/th>\r\n<\/tr>\r\n
    Base<\/th>\r\nPast Tense<\/th>\r\nPast Participle (Preceded by Form of \u201cto Have\u201d)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    accept<\/td>\r\naccepted<\/td>\r\naccepted<\/td>\r\n<\/tr>\r\n
    bump<\/td>\r\nbumped<\/td>\r\nbumped<\/td>\r\n<\/tr>\r\n
    dry<\/td>\r\ndried<\/td>\r\ndried<\/td>\r\n<\/tr>\r\n
    hop<\/td>\r\nhopped<\/td>\r\nhopped<\/td>\r\n<\/tr>\r\n
    observe<\/td>\r\nobserved<\/td>\r\nobserved<\/td>\r\n<\/tr>\r\n
    print<\/td>\r\nprinted<\/td>\r\nprinted<\/td>\r\n<\/tr>\r\n
    shrug<\/td>\r\nshrugged<\/td>\r\nshrugged<\/td>\r\n<\/tr>\r\n
    wobble<\/td>\r\nwobbled<\/td>\r\nwobbled<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Irregular Verbs<\/th>\r\n<\/tr>\r\n
    Base<\/th>\r\nPast Tense<\/th>\r\nPast Participle (Preceded by Form of \u201cto Have\u201d)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    break<\/td>\r\nbroke<\/td>\r\nbroken<\/td>\r\n<\/tr>\r\n
    bite<\/td>\r\nbit<\/td>\r\nbitten<\/td>\r\n<\/tr>\r\n
    catch<\/td>\r\ncaught<\/td>\r\ncaught<\/td>\r\n<\/tr>\r\n
    teach<\/td>\r\ntaught<\/td>\r\ntaught<\/td>\r\n<\/tr>\r\n
    awake<\/td>\r\nawoke<\/td>\r\nawoke\/awakened<\/td>\r\n<\/tr>\r\n
    arise<\/td>\r\narose<\/td>\r\narisen<\/td>\r\n<\/tr>\r\n
    bear<\/td>\r\nbore<\/td>\r\nborne<\/td>\r\n<\/tr>\r\n
    bring<\/td>\r\nbrought<\/td>\r\nbrought<\/td>\r\n<\/tr>\r\n
    choose<\/td>\r\nchose<\/td>\r\nchosen<\/td>\r\n<\/tr>\r\n
    come<\/td>\r\ncame<\/td>\r\ncome<\/td>\r\n<\/tr>\r\n
    do<\/td>\r\ndid<\/td>\r\ndone<\/td>\r\n<\/tr>\r\n
    eat<\/td>\r\nate<\/td>\r\neaten<\/td>\r\n<\/tr>\r\n
    fall<\/td>\r\nfell<\/td>\r\nfallen<\/td>\r\n<\/tr>\r\n
    freeze<\/td>\r\nfroze<\/td>\r\nfrozen<\/td>\r\n<\/tr>\r\n
    get<\/td>\r\ngot<\/td>\r\ngot\/gotten<\/td>\r\n<\/tr>\r\n
    give<\/td>\r\ngave<\/td>\r\ngiven<\/td>\r\n<\/tr>\r\n
    go<\/td>\r\nwent<\/td>\r\ngone<\/td>\r\n<\/tr>\r\n
    run<\/td>\r\nran<\/td>\r\nrun<\/td>\r\n<\/tr>\r\n
    drink<\/td>\r\ndrank<\/td>\r\ndrunk<\/td>\r\n<\/tr>\r\n
    ring<\/td>\r\nrang<\/td>\r\nrung<\/td>\r\n<\/tr>\r\n
    have<\/td>\r\nhad<\/td>\r\nhad<\/td>\r\n<\/tr>\r\n
    hear<\/td>\r\nheard<\/td>\r\nheard<\/td>\r\n<\/tr>\r\n
    know<\/td>\r\nknew<\/td>\r\nknown<\/td>\r\n<\/tr>\r\n
    lay<\/td>\r\nlaid<\/td>\r\nlaid<\/td>\r\n<\/tr>\r\n
    lead<\/td>\r\nled<\/td>\r\nled<\/td>\r\n<\/tr>\r\n
    lie<\/td>\r\nlay<\/td>\r\nlain<\/td>\r\n<\/tr>\r\n
    ride<\/td>\r\nrode<\/td>\r\nridden<\/td>\r\n<\/tr>\r\n
    rise<\/td>\r\nrose<\/td>\r\nrisen<\/td>\r\n<\/tr>\r\n
    say<\/td>\r\nsaid<\/td>\r\nsaid<\/td>\r\n<\/tr>\r\n
    see<\/td>\r\nsaw<\/td>\r\nsaw<\/td>\r\n<\/tr>\r\n
    shine*<\/td>\r\nshone<\/td>\r\nshone<\/td>\r\n<\/tr>\r\n
    shine*<\/td>\r\nshined<\/td>\r\nshined<\/td>\r\n<\/tr>\r\n
    take<\/td>\r\ntook<\/td>\r\ntaken<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n
    *Note that some words have more than one conjugation based on meaning. For example, the sun and lights shine\/shone\/shone, but when we deal with shoes, we shine\/shined\/shined.<\/th>\r\n<\/tr>\r\n<\/tfoot>\r\n<\/table>\r\n<\/div>\r\nCheck out Table 15.1 \"Verb Tenses for the Regular Verb 'Look' and the Irregular Verb 'Eat'\" in Chapter 15 \"Sentence Building,\" Section 15.2 \"Choosing Appropriate Verb Tenses\" for an overview of how to use these verb forms.\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n
    \r\n

    Handling Specific Problematic Verbs<\/h2>\r\nSome verbs are especially problematic either because their meanings are confused or because some of their forms sound alike. Handle these verbs by knowing which ones give you trouble and then focusing on the conjugation of those specific verbs. Some of these most commonly troublesome verbs are in the following table. You need to know two key verb types to read this table: transitive<\/span><\/span> (when an object receives the action of the verb; in other words, something is done to something) and intransitive<\/span><\/span> (a verb that does not act on an object).\r\n
    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Problematic Verb Set (Base, Past, P. Part.)<\/th>\r\nGuidelines<\/th>\r\nExamples<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    borrow\u2026lend<\/td>\r\nThe verb borrow<\/em> means \u201cto temporarily get from someone else,\u201d and lend<\/em> means \u201cto temporarily give to someone else.\u201d<\/td>\r\nI borrowed<\/em> Kyle\u2019s backpack since I had lent<\/em> mine to Alice.<\/td>\r\n<\/tr>\r\n
    borrow, borrowed, borrowed<\/td>\r\n<\/tr>\r\n
    lend, lent, lent<\/td>\r\n<\/tr>\r\n
    bring\u2026take<\/td>\r\nThe starting point of the action causes the confusion between these two verbs. If you bring<\/em> something, you have to start somewhere else and end up at the common location. If you take<\/em> something, you have to start at the common location and end up somewhere else.<\/td>\r\nHe brought<\/em> his clean life jacket to the river and took<\/em> away a filthy life jacket.<\/td>\r\n<\/tr>\r\n
    bring, brought, brought<\/td>\r\n<\/tr>\r\n
    take, took, taken<\/td>\r\n<\/tr>\r\n
    feel\u2026think<\/td>\r\nThe verb feel<\/em> is emotion based and the verb think<\/em> is logic based.<\/td>\r\nI feel<\/em> excited about the tree-top ride, but I think<\/em> it might cost more than I can afford.<\/td>\r\n<\/tr>\r\n
    feel, felt, felt<\/td>\r\n<\/tr>\r\n
    think, thought, thought<\/td>\r\n<\/tr>\r\n
    lay\u2026lie<\/td>\r\nThe verb lay<\/em> is transitive and means \u201cto put,\u201d so whenever you put something down, use lay<\/em>. If you could replace the verb with put<\/em> or place<\/em>, you should use lay<\/em>. The verb lie<\/em> means \u201cto rest\u201d or \u201cto tell a falsehood.\u201d<\/td>\r\nI laid<\/em> my sunglasses down on a rock.<\/td>\r\n<\/tr>\r\n
    lay, laid, laid<\/td>\r\nI lay<\/em> on the rock myself for twenty minutes.<\/td>\r\n<\/tr>\r\n
    lie, lay, lain (rest)<\/td>\r\nThe ranger jokingly lied<\/em> about the trail being a short one.<\/td>\r\n<\/tr>\r\n
    lie, lied, lied (fib)<\/td>\r\n<\/tr>\r\n
    learn\u2026teach<\/td>\r\nThe verb learn<\/em> always means to \u201ctake in information\u201d and to teach<\/em> always means to \u201cgive out information.\u201d<\/td>\r\nI learned<\/em> that Yellowstone was the first national park in the United States. When we go there this summer, I\u2019m going to see what Old Faithful can teach<\/em> me about geysers.<\/td>\r\n<\/tr>\r\n
    learn, learned, learned<\/td>\r\n<\/tr>\r\n
    teach, taught, taught<\/td>\r\n<\/tr>\r\n
    raise\u2026rise<\/td>\r\nThe verb raise<\/em> is transitive, so you always have to raise something. The verb rise<\/em> means to \u201cgo up\u201d or \u201cget up.\u201d<\/td>\r\nWe are planning to rise<\/em> early so that we are ready to start hiking when the sun rises, so raise<\/em> your hand now if you have a problem with that plan.<\/td>\r\n<\/tr>\r\n
    raise, raised, raised<\/td>\r\n<\/tr>\r\n
    rise, rose, risen<\/td>\r\n<\/tr>\r\n
    set\u2026sit<\/td>\r\nThe verb sit<\/em> is always intransitive and set<\/em> usually transitive. The most common confusion is when referring to putting something down. Whenever the meaning is to put<\/em>, use set<\/em>.<\/td>\r\nThe squirrel set<\/em> his nut on the ground and sat<\/em> looking at me.<\/td>\r\n<\/tr>\r\n
    set, set, set<\/td>\r\n<\/tr>\r\n
    sit, sat, set<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Adding -s<\/em> and -es<\/em> for the Third Person<\/h2>\r\nMany verbs require the addition of -s<\/em> or -es<\/em> when used in the third-person singular present tense. Although these verbs are slightly different from the present tense form of the verb, they are not considered a separate verb form.\r\n
    \r\n

    Example<\/h3>\r\nPresent tense verb: walk\r\n\r\nPresent tense verb used in first person: I walk<\/span> for hours looking at the trees and plants.\r\n\r\nPresent tense verb used in second person: You walk<\/span> too quickly for me.\r\n\r\nPresent tense verb used in third person: He walks<\/span> around as if he knows where he\u2019s going.\r\n\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Using Verb Tenses Accurately and Completely<\/h2>\r\nVerb tenses allow you to attach timing to sentences you write and say. To make your meaning clear, you need to choose the correct tense for the timing and you need to be sure to include all the needed words for that tense.\r\n
    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Verb Tenses<\/th>\r\nTiming of Action<\/th>\r\nAdditional Words and Endings Needed to Complete Verb<\/th>\r\nExamples<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    Simple present<\/td>\r\nTaking place right now<\/td>\r\nNone<\/td>\r\nI hike.<\/td>\r\n<\/tr>\r\n
    You hike.<\/td>\r\n<\/tr>\r\n
    She hikes.<\/td>\r\n<\/tr>\r\n
    Simple past<\/td>\r\nStarted and finished in the past<\/td>\r\nAdd -ed<\/em> to verb.<\/td>\r\nI hiked.<\/td>\r\n<\/tr>\r\n
    You hiked.<\/td>\r\n<\/tr>\r\n
    She hiked.<\/td>\r\n<\/tr>\r\n
    Simple future<\/td>\r\nWill take place after now<\/td>\r\nAdd will<\/em> or shall<\/em> to the present-tense verb<\/td>\r\nI will hike.<\/td>\r\n<\/tr>\r\n
    You will hike.<\/td>\r\n<\/tr>\r\n
    She will hike.<\/td>\r\n<\/tr>\r\n
    Present progressive<\/span><\/span><\/td>\r\nTaking place right now and will continue to take place<\/td>\r\nAdd am<\/em>, is<\/em>, or are<\/em> to the verb + -ing<\/em><\/td>\r\nI am hiking<\/td>\r\n<\/tr>\r\n
    You are hiking.<\/td>\r\n<\/tr>\r\n
    He is hiking.<\/td>\r\n<\/tr>\r\n
    Past progressive<\/td>\r\nTook place in the past at the same time that another action took place<\/td>\r\nAdd was<\/em> or were<\/em> to the verb + -ing<\/em><\/td>\r\nI was hiking.<\/td>\r\n<\/tr>\r\n
    You were hiking.<\/td>\r\n<\/tr>\r\n
    He was hiking.<\/td>\r\n<\/tr>\r\n
    Future progressive<\/td>\r\nWill take place in the future and will continue on indefinitely<\/td>\r\nAdd will be<\/em> or shall be<\/em> to the verb + -ing<\/em><\/td>\r\nI will be hiking.<\/td>\r\n<\/tr>\r\n
    You will be hiking.<\/td>\r\n<\/tr>\r\n
    He will be hiking.<\/td>\r\n<\/tr>\r\n
    Present perfect<\/td>\r\nHappened at an indefinite time in the past or started in the past and continues now<\/td>\r\nAdd has<\/em> or have<\/em> to the past participle of the verb (usually-ed<\/em>)<\/td>\r\nI have hiked this trail before. (in the past)<\/td>\r\n<\/tr>\r\n
    I have hiked this trail since I was five years old. (in the past and continues)<\/td>\r\n<\/tr>\r\n
    Past perfect<\/td>\r\nTook place before some other past action<\/td>\r\nAdd had<\/em> to the past participle of the verb (usually -ed<\/em>)<\/td>\r\nBy the time I saw Jenny, I had hiked past the food station.<\/td>\r\n<\/tr>\r\n
    Future perfect<\/td>\r\nWill take place some time in the future before some other action<\/td>\r\nAdd will have<\/em> to the past participle of the verb (usually-ed<\/em>)<\/td>\r\nI will have hiked for two hours before you even wake up.<\/td>\r\n<\/tr>\r\n
    Present perfect progressive<\/td>\r\nBegan in the past, continues now, and might continue into the future<\/td>\r\nAdd has<\/em> or have been<\/em> to the verb + ing<\/em><\/td>\r\nI have been hiking for a while.<\/td>\r\n<\/tr>\r\n
    Past perfect progressive<\/td>\r\nTook place on an ongoing basis in the past and was completed before another past action<\/td>\r\nAdd had been<\/em> to the verb + -ing<\/em><\/td>\r\nYou had been walking for an hour when you saw the swans.<\/td>\r\n<\/tr>\r\n
    Future perfect progressive<\/td>\r\nTakes place in the future on an ongoing basis<\/td>\r\nAdd will have been<\/em> to the verb + -ing<\/em><\/td>\r\nThey will have been hiking once a week by then.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Matching Infinitives and Participles to Verb Tenses<\/h2>\r\nVerbals are words formed from verbs that function as other parts of speech. One type of verbals, gerunds (laughing, eating), always function as nouns (e.g., \u201cLaughing<\/em> is good for you\u201d). Present, past, and present perfect participles are verbals that function as adjectives (e.g., \u201cThe sound of laughing<\/em> children always cheered him up,\u201d \u201cThe sight of the broken<\/em> tricycle left in the rain made him gloomy\u201d). Infinitives (to laugh, to have eaten) are another main type of verbals that function as nouns, adjectives, or adverbs. When using any of these verbals, make sure you match the tense of the verb in the sentence.\r\n
    \r\n

    Infinitives<\/h2>\r\nWhen the action of the infinitive takes place after or at the same time as the action of the main verb, use the present tense:\r\n\r\n \r\n\r\nWe plan to camp<\/em> in the National Redwood Forest this week.\r\n\r\n \r\n\r\nWhen the action of the infinitive takes place before the action of the main verb, present the infinitive in perfect tense<\/span><\/span>:\r\n\r\n \r\n\r\nWe planned to have been camping<\/em> in the National Redwood Forest last week.\r\n\r\n \r\n\r\n<\/div>\r\n
    \r\n

    Participle Phrases<\/h2>\r\nParticiple phrases can begin with the present participle, past participle, or present perfect participle.\r\n\r\nThe present participle is the correct choice when the action of the participle is happening at the same time as the action of the main verb:\r\n\r\n \r\n\r\nResulting<\/em> in large openings called goosepen scars, fire ravages redwood trees without killing them.\r\n\r\n \r\n\r\nWhen the action of the participle takes place before the action of the main verb, you can use either a past participle or a present perfect participle:\r\n\r\n \r\n\r\nScarred<\/em> by a fire years ago, the large redwood tree still stands tall and awesome. (past participle in participle phrase)\r\n\r\nHaving posed<\/em> for several pictures inside the redwood trunk, we climbed out and previewed the shots.\r\n\r\n \r\n
    \r\n

    Key Takeaways<\/h3>\r\n
      \r\n \t
    • The present and past participles of regular verbs are formed by adding -ing<\/em> and -ed<\/em> to the base verb. Irregular verbs do not follow a set pattern, so you have to fix them in your mind so you use them correctly.<\/li>\r\n \t
    • Verbs have twelve tenses that indicate different timings. Due to the complexity of the complete set of tenses, you simply have to memorize the uses for the different tenses and the methods of constructing each.<\/li>\r\n \t
    • You should match both infinitives and participle phrases to the main verb in a sentence.<\/li>\r\n<\/ul>\r\n<\/div>\r\n
      \r\n

      Exercises<\/h3>\r\n
        \r\n \t
      1. Write a set of three sentences each using one of the verbs go<\/em>, went<\/em>, and gone<\/em>.<\/li>\r\n \t
      2. Write a sentence using the verb freeze<\/em> in present progressive tense.<\/li>\r\n \t
      3. Write a sentence using the verb ride<\/em> in past perfect progressive tense.<\/li>\r\n \t
      4. Write a sentence using the verb lie<\/em> in simple future tense.<\/li>\r\n \t
      5. Write a sentence using the verb learn<\/em> in past perfect tense.<\/li>\r\n \t
      6. Write three sentences using each of the following verbs as gerunds, infinitives, and participle phrases. Identify the part of speech in each case.\r\n
          \r\n \t
        1. love<\/li>\r\n \t
        2. kick<\/li>\r\n \t
        3. play<\/li>\r\n \t
        4. eat<\/li>\r\n \t
        5. drive<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n ","rendered":"

           <\/p>\n

          \n

          20.2<\/span> Avoiding General Verb Problems<\/h2>\n
          \n

          Learning Objectives<\/h3>\n
            \n
          1. Understand the difference between regular verbs and irregular verbs and use both versions correctly.<\/li>\n
          2. Use verb tenses accurately and completely.<\/li>\n
          3. Match infinitives and participles to verb tenses.<\/li>\n<\/ol>\n<\/div>\n

            What if all coffee makers worked the same way, all vehicles had the exact same dashboard setup, and all verbs followed the exact same format? Life would simply be easier all the way around! But we live in a world of variety, and just as you take the needed steps to become familiar with the coffee maker and car you own, you should also take the effort to become familiar with the language you speak. This section presents an overview of common issues that impede the proper use of English verbs. To get ready to understand the possible problems, study the following chart that shows the five main forms of verbs. Notice that for verbs other than be<\/em>, the present tense for all but third-person singular pronouns is the base verb (third-person singular uses the base verb + –s<\/em>). The present participle<\/span><\/span> is usually a form of \u201cto be\u201d + the base word + –ing<\/em>, and the past tense and past participle<\/span><\/span> follow irregular patterns.<\/p>\n

            \n

            Table 20.1<\/span> Five Forms of English Verbs<\/p>\n\n\n\n\n\n\n\n\n\n
            Base<\/th>\nPresent Tense (+ –s<\/em> for Third-Person Singular)<\/th>\nPast Tense<\/th>\nPast Participle (Preceded by Form of \u201cto Have\u201d)<\/th>\nPresent Participle (Preceded by Form of \u201cto Be\u201d)<\/th>\n<\/tr>\n<\/thead>\n
            run<\/td>\nrun<\/td>\nran<\/td>\nrun<\/td>\nrunning<\/td>\n<\/tr>\n
            smile<\/td>\nsmile<\/td>\nsmiled<\/td>\nsmiled<\/td>\nsmiling<\/td>\n<\/tr>\n
            sing<\/td>\nsing<\/td>\nsang<\/td>\nsung<\/td>\nsinging<\/td>\n<\/tr>\n
            beat<\/td>\nbeat<\/td>\nbeat<\/td>\nbeaten<\/td>\nbeating<\/td>\n<\/tr>\n
            see<\/td>\nsee<\/td>\nsaw<\/td>\nseen<\/td>\nseeing<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
            \n

            Using Irregular Verbs Correctly<\/h2>\n

            Since the present tense of irregular verbs is almost always the same as the base and since the present participle is almost always a form of \u201cto be\u201d + the base + –ing<\/em>, those two columns are not included in this table. Take note of some underlying patterns in the other three main verb forms for each set of irregular verbs.<\/p>\n

            \n\n\n\n\n\n\n\n\n\n\n\n\n\n
            Regular Verbs<\/th>\n<\/tr>\n
            Base<\/th>\nPast Tense<\/th>\nPast Participle (Preceded by Form of \u201cto Have\u201d)<\/th>\n<\/tr>\n<\/thead>\n
            accept<\/td>\naccepted<\/td>\naccepted<\/td>\n<\/tr>\n
            bump<\/td>\nbumped<\/td>\nbumped<\/td>\n<\/tr>\n
            dry<\/td>\ndried<\/td>\ndried<\/td>\n<\/tr>\n
            hop<\/td>\nhopped<\/td>\nhopped<\/td>\n<\/tr>\n
            observe<\/td>\nobserved<\/td>\nobserved<\/td>\n<\/tr>\n
            print<\/td>\nprinted<\/td>\nprinted<\/td>\n<\/tr>\n
            shrug<\/td>\nshrugged<\/td>\nshrugged<\/td>\n<\/tr>\n
            wobble<\/td>\nwobbled<\/td>\nwobbled<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
            \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
            Irregular Verbs<\/th>\n<\/tr>\n
            Base<\/th>\nPast Tense<\/th>\nPast Participle (Preceded by Form of \u201cto Have\u201d)<\/th>\n<\/tr>\n<\/thead>\n
            break<\/td>\nbroke<\/td>\nbroken<\/td>\n<\/tr>\n
            bite<\/td>\nbit<\/td>\nbitten<\/td>\n<\/tr>\n
            catch<\/td>\ncaught<\/td>\ncaught<\/td>\n<\/tr>\n
            teach<\/td>\ntaught<\/td>\ntaught<\/td>\n<\/tr>\n
            awake<\/td>\nawoke<\/td>\nawoke\/awakened<\/td>\n<\/tr>\n
            arise<\/td>\narose<\/td>\narisen<\/td>\n<\/tr>\n
            bear<\/td>\nbore<\/td>\nborne<\/td>\n<\/tr>\n
            bring<\/td>\nbrought<\/td>\nbrought<\/td>\n<\/tr>\n
            choose<\/td>\nchose<\/td>\nchosen<\/td>\n<\/tr>\n
            come<\/td>\ncame<\/td>\ncome<\/td>\n<\/tr>\n
            do<\/td>\ndid<\/td>\ndone<\/td>\n<\/tr>\n
            eat<\/td>\nate<\/td>\neaten<\/td>\n<\/tr>\n
            fall<\/td>\nfell<\/td>\nfallen<\/td>\n<\/tr>\n
            freeze<\/td>\nfroze<\/td>\nfrozen<\/td>\n<\/tr>\n
            get<\/td>\ngot<\/td>\ngot\/gotten<\/td>\n<\/tr>\n
            give<\/td>\ngave<\/td>\ngiven<\/td>\n<\/tr>\n
            go<\/td>\nwent<\/td>\ngone<\/td>\n<\/tr>\n
            run<\/td>\nran<\/td>\nrun<\/td>\n<\/tr>\n
            drink<\/td>\ndrank<\/td>\ndrunk<\/td>\n<\/tr>\n
            ring<\/td>\nrang<\/td>\nrung<\/td>\n<\/tr>\n
            have<\/td>\nhad<\/td>\nhad<\/td>\n<\/tr>\n
            hear<\/td>\nheard<\/td>\nheard<\/td>\n<\/tr>\n
            know<\/td>\nknew<\/td>\nknown<\/td>\n<\/tr>\n
            lay<\/td>\nlaid<\/td>\nlaid<\/td>\n<\/tr>\n
            lead<\/td>\nled<\/td>\nled<\/td>\n<\/tr>\n
            lie<\/td>\nlay<\/td>\nlain<\/td>\n<\/tr>\n
            ride<\/td>\nrode<\/td>\nridden<\/td>\n<\/tr>\n
            rise<\/td>\nrose<\/td>\nrisen<\/td>\n<\/tr>\n
            say<\/td>\nsaid<\/td>\nsaid<\/td>\n<\/tr>\n
            see<\/td>\nsaw<\/td>\nsaw<\/td>\n<\/tr>\n
            shine*<\/td>\nshone<\/td>\nshone<\/td>\n<\/tr>\n
            shine*<\/td>\nshined<\/td>\nshined<\/td>\n<\/tr>\n
            take<\/td>\ntook<\/td>\ntaken<\/td>\n<\/tr>\n<\/tbody>\n
            *Note that some words have more than one conjugation based on meaning. For example, the sun and lights shine\/shone\/shone, but when we deal with shoes, we shine\/shined\/shined.<\/th>\n<\/tr>\n<\/tfoot>\n<\/table>\n<\/div>\n

            Check out Table 15.1 “Verb Tenses for the Regular Verb ‘Look’ and the Irregular Verb ‘Eat'” in Chapter 15 “Sentence Building,” Section 15.2 “Choosing Appropriate Verb Tenses” for an overview of how to use these verb forms.<\/p>\n<\/div>\n<\/div>\n

             <\/p>\n

            \n

            Handling Specific Problematic Verbs<\/h2>\n

            Some verbs are especially problematic either because their meanings are confused or because some of their forms sound alike. Handle these verbs by knowing which ones give you trouble and then focusing on the conjugation of those specific verbs. Some of these most commonly troublesome verbs are in the following table. You need to know two key verb types to read this table: transitive<\/span><\/span> (when an object receives the action of the verb; in other words, something is done to something) and intransitive<\/span><\/span> (a verb that does not act on an object).<\/p>\n

            \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
            Problematic Verb Set (Base, Past, P. Part.)<\/th>\nGuidelines<\/th>\nExamples<\/th>\n<\/tr>\n<\/thead>\n
            borrow\u2026lend<\/td>\nThe verb borrow<\/em> means \u201cto temporarily get from someone else,\u201d and lend<\/em> means \u201cto temporarily give to someone else.\u201d<\/td>\nI borrowed<\/em> Kyle\u2019s backpack since I had lent<\/em> mine to Alice.<\/td>\n<\/tr>\n
            borrow, borrowed, borrowed<\/td>\n<\/tr>\n
            lend, lent, lent<\/td>\n<\/tr>\n
            bring\u2026take<\/td>\nThe starting point of the action causes the confusion between these two verbs. If you bring<\/em> something, you have to start somewhere else and end up at the common location. If you take<\/em> something, you have to start at the common location and end up somewhere else.<\/td>\nHe brought<\/em> his clean life jacket to the river and took<\/em> away a filthy life jacket.<\/td>\n<\/tr>\n
            bring, brought, brought<\/td>\n<\/tr>\n
            take, took, taken<\/td>\n<\/tr>\n
            feel\u2026think<\/td>\nThe verb feel<\/em> is emotion based and the verb think<\/em> is logic based.<\/td>\nI feel<\/em> excited about the tree-top ride, but I think<\/em> it might cost more than I can afford.<\/td>\n<\/tr>\n
            feel, felt, felt<\/td>\n<\/tr>\n
            think, thought, thought<\/td>\n<\/tr>\n
            lay\u2026lie<\/td>\nThe verb lay<\/em> is transitive and means \u201cto put,\u201d so whenever you put something down, use lay<\/em>. If you could replace the verb with put<\/em> or place<\/em>, you should use lay<\/em>. The verb lie<\/em> means \u201cto rest\u201d or \u201cto tell a falsehood.\u201d<\/td>\nI laid<\/em> my sunglasses down on a rock.<\/td>\n<\/tr>\n
            lay, laid, laid<\/td>\nI lay<\/em> on the rock myself for twenty minutes.<\/td>\n<\/tr>\n
            lie, lay, lain (rest)<\/td>\nThe ranger jokingly lied<\/em> about the trail being a short one.<\/td>\n<\/tr>\n
            lie, lied, lied (fib)<\/td>\n<\/tr>\n
            learn\u2026teach<\/td>\nThe verb learn<\/em> always means to \u201ctake in information\u201d and to teach<\/em> always means to \u201cgive out information.\u201d<\/td>\nI learned<\/em> that Yellowstone was the first national park in the United States. When we go there this summer, I\u2019m going to see what Old Faithful can teach<\/em> me about geysers.<\/td>\n<\/tr>\n
            learn, learned, learned<\/td>\n<\/tr>\n
            teach, taught, taught<\/td>\n<\/tr>\n
            raise\u2026rise<\/td>\nThe verb raise<\/em> is transitive, so you always have to raise something. The verb rise<\/em> means to \u201cgo up\u201d or \u201cget up.\u201d<\/td>\nWe are planning to rise<\/em> early so that we are ready to start hiking when the sun rises, so raise<\/em> your hand now if you have a problem with that plan.<\/td>\n<\/tr>\n
            raise, raised, raised<\/td>\n<\/tr>\n
            rise, rose, risen<\/td>\n<\/tr>\n
            set\u2026sit<\/td>\nThe verb sit<\/em> is always intransitive and set<\/em> usually transitive. The most common confusion is when referring to putting something down. Whenever the meaning is to put<\/em>, use set<\/em>.<\/td>\nThe squirrel set<\/em> his nut on the ground and sat<\/em> looking at me.<\/td>\n<\/tr>\n
            set, set, set<\/td>\n<\/tr>\n
            sit, sat, set<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n
            \n

            Adding –s<\/em> and –es<\/em> for the Third Person<\/h2>\n

            Many verbs require the addition of –s<\/em> or –es<\/em> when used in the third-person singular present tense. Although these verbs are slightly different from the present tense form of the verb, they are not considered a separate verb form.<\/p>\n

            \n

            Example<\/h3>\n

            Present tense verb: walk<\/p>\n

            Present tense verb used in first person: I walk<\/span> for hours looking at the trees and plants.<\/p>\n

            Present tense verb used in second person: You walk<\/span> too quickly for me.<\/p>\n

            Present tense verb used in third person: He walks<\/span> around as if he knows where he\u2019s going.<\/p>\n<\/div>\n<\/div>\n

            \n

            Using Verb Tenses Accurately and Completely<\/h2>\n

            Verb tenses allow you to attach timing to sentences you write and say. To make your meaning clear, you need to choose the correct tense for the timing and you need to be sure to include all the needed words for that tense.<\/p>\n

            \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
            Verb Tenses<\/th>\nTiming of Action<\/th>\nAdditional Words and Endings Needed to Complete Verb<\/th>\nExamples<\/th>\n<\/tr>\n<\/thead>\n
            Simple present<\/td>\nTaking place right now<\/td>\nNone<\/td>\nI hike.<\/td>\n<\/tr>\n
            You hike.<\/td>\n<\/tr>\n
            She hikes.<\/td>\n<\/tr>\n
            Simple past<\/td>\nStarted and finished in the past<\/td>\nAdd –ed<\/em> to verb.<\/td>\nI hiked.<\/td>\n<\/tr>\n
            You hiked.<\/td>\n<\/tr>\n
            She hiked.<\/td>\n<\/tr>\n
            Simple future<\/td>\nWill take place after now<\/td>\nAdd will<\/em> or shall<\/em> to the present-tense verb<\/td>\nI will hike.<\/td>\n<\/tr>\n
            You will hike.<\/td>\n<\/tr>\n
            She will hike.<\/td>\n<\/tr>\n
            Present progressive<\/span><\/span><\/td>\nTaking place right now and will continue to take place<\/td>\nAdd am<\/em>, is<\/em>, or are<\/em> to the verb + –ing<\/em><\/td>\nI am hiking<\/td>\n<\/tr>\n
            You are hiking.<\/td>\n<\/tr>\n
            He is hiking.<\/td>\n<\/tr>\n
            Past progressive<\/td>\nTook place in the past at the same time that another action took place<\/td>\nAdd was<\/em> or were<\/em> to the verb + –ing<\/em><\/td>\nI was hiking.<\/td>\n<\/tr>\n
            You were hiking.<\/td>\n<\/tr>\n
            He was hiking.<\/td>\n<\/tr>\n
            Future progressive<\/td>\nWill take place in the future and will continue on indefinitely<\/td>\nAdd will be<\/em> or shall be<\/em> to the verb + –ing<\/em><\/td>\nI will be hiking.<\/td>\n<\/tr>\n
            You will be hiking.<\/td>\n<\/tr>\n
            He will be hiking.<\/td>\n<\/tr>\n
            Present perfect<\/td>\nHappened at an indefinite time in the past or started in the past and continues now<\/td>\nAdd has<\/em> or have<\/em> to the past participle of the verb (usually-ed<\/em>)<\/td>\nI have hiked this trail before. (in the past)<\/td>\n<\/tr>\n
            I have hiked this trail since I was five years old. (in the past and continues)<\/td>\n<\/tr>\n
            Past perfect<\/td>\nTook place before some other past action<\/td>\nAdd had<\/em> to the past participle of the verb (usually –ed<\/em>)<\/td>\nBy the time I saw Jenny, I had hiked past the food station.<\/td>\n<\/tr>\n
            Future perfect<\/td>\nWill take place some time in the future before some other action<\/td>\nAdd will have<\/em> to the past participle of the verb (usually-ed<\/em>)<\/td>\nI will have hiked for two hours before you even wake up.<\/td>\n<\/tr>\n
            Present perfect progressive<\/td>\nBegan in the past, continues now, and might continue into the future<\/td>\nAdd has<\/em> or have been<\/em> to the verb + ing<\/em><\/td>\nI have been hiking for a while.<\/td>\n<\/tr>\n
            Past perfect progressive<\/td>\nTook place on an ongoing basis in the past and was completed before another past action<\/td>\nAdd had been<\/em> to the verb + –ing<\/em><\/td>\nYou had been walking for an hour when you saw the swans.<\/td>\n<\/tr>\n
            Future perfect progressive<\/td>\nTakes place in the future on an ongoing basis<\/td>\nAdd will have been<\/em> to the verb + –ing<\/em><\/td>\nThey will have been hiking once a week by then.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n
            \n

            Matching Infinitives and Participles to Verb Tenses<\/h2>\n

            Verbals are words formed from verbs that function as other parts of speech. One type of verbals, gerunds (laughing, eating), always function as nouns (e.g., \u201cLaughing<\/em> is good for you\u201d). Present, past, and present perfect participles are verbals that function as adjectives (e.g., \u201cThe sound of laughing<\/em> children always cheered him up,\u201d \u201cThe sight of the broken<\/em> tricycle left in the rain made him gloomy\u201d). Infinitives (to laugh, to have eaten) are another main type of verbals that function as nouns, adjectives, or adverbs. When using any of these verbals, make sure you match the tense of the verb in the sentence.<\/p>\n

            \n

            Infinitives<\/h2>\n

            When the action of the infinitive takes place after or at the same time as the action of the main verb, use the present tense:<\/p>\n

             <\/p>\n

            We plan to camp<\/em> in the National Redwood Forest this week.<\/p>\n

             <\/p>\n

            When the action of the infinitive takes place before the action of the main verb, present the infinitive in perfect tense<\/span><\/span>:<\/p>\n

             <\/p>\n

            We planned to have been camping<\/em> in the National Redwood Forest last week.<\/p>\n

             <\/p>\n<\/div>\n

            \n

            Participle Phrases<\/h2>\n

            Participle phrases can begin with the present participle, past participle, or present perfect participle.<\/p>\n

            The present participle is the correct choice when the action of the participle is happening at the same time as the action of the main verb:<\/p>\n

             <\/p>\n

            Resulting<\/em> in large openings called goosepen scars, fire ravages redwood trees without killing them.<\/p>\n

             <\/p>\n

            When the action of the participle takes place before the action of the main verb, you can use either a past participle or a present perfect participle:<\/p>\n

             <\/p>\n

            Scarred<\/em> by a fire years ago, the large redwood tree still stands tall and awesome. (past participle in participle phrase)<\/p>\n

            Having posed<\/em> for several pictures inside the redwood trunk, we climbed out and previewed the shots.<\/p>\n

             <\/p>\n

            \n

            Key Takeaways<\/h3>\n