An action verb is a verb that expresses physical or mental action. The action verb tells us what the subject of our clause or sentence is doing-physically or.
When we run, jump, guess or remember, we are performing an action. Some of these actions are done with our bodies, like running or jumping, and some are done with our minds, like guessing or remembering.
To write or talk about actions, we use action verbs. An action verb is a type of verb that describes physical or mental actions. Every sentence has a subject - the person, place, thing, or idea a sentence is about - and action verbs let you know what the subject of a sentence is doing.
To find an action verb in a sentence, look for a word that describes an action someone or something can do with their body or mind. Ask yourself, ''what could I do?''
Find the action verb in this sentence:
Are 'before' or 'bedtime' things you can do? Can you 'math' or 'homework?' What about 'work?' Can you work? Of course, you can work, so worked is the action verb in this sentence.
All you have to do to find the action verb in a sentence is ask yourself could a person, animal or object do this.
If I wanted to describe this picture in one sentence, I might write:
The picture and my sentence are all about the family, so they are the subject. To find the action verb in this sentence, we have to identify the word that tells us what the family is doing. 'Eating' is the word that describes the physical action the family is performing, so it is the action verb.
Should you wear a raincoat or pack an umbrella when you leave the house tomorrow? To decide, you might ask a friend:
There is an action verb in that question.
Which word in the question is an action? 'Think' is an action you do with your mind, so it is the action verb.
Remember that action verbs not only describe physical actions but also mental actions.
Can you walk and talk at the same time? Just like we can perform more than one action at a time, sentences can have more than one action verb.
Which words in this sentence describe actions the squirrel can perform? Can it 'tree?' Can it 'up?' None of these words describe things the squirrel can do, but it can 'jump' or 'run.' So, the action verbs in this sentence are 'ran' and 'jumped.' These are the only two words in the whole sentence that describe things the squirrel can actually do.
An action verb is a type of verb that describes physical or mental actions. Action verbs let you know what the subject of a sentence is doing.
Physical Verbs – Definition and Examples. Physical verbs are action verbs. They describe specific physical actions. If you can create a motion with your body or.
Verbs have traditionally been defined as words that show action or state of being.
Verbs can also sometimes be recognized by their position in a sentence.
In the following two sentence frames, only a verb can be put into the empty slot.
NOUN __________ THERE ________ NOUN
Often, prefixes and suffixes (affixes) will signify that a word is a verb. For example, the suffixes-ify, -ize, -ate, or -en usually signify that a word is a verb, as in typify, characterize, irrigate, and sweeten. Prefixes such as be-, de-, or en- may signify that a word is a verb, as in bestow,dethrone, and encourage.
These affixes, often inconsistent from verb to verb, are called derivational affixes. Added to a word, they either change the word's part of speech
or change the word's meaning
The base form of a verb is derived from the verb’s infinitive: to + verb
Four suffixes consistently added to a verb’s base create all forms of a verb used in all tenses:
1. -s creates 3rd person singular / present tense (He talks.)
2. -ing creates the present participle / used with be (He is talking.)
3. -ed creates the simple past (He talked.)
4. -en creates the past participle / used with have (He has talked.)
The -en verb ending used with a form of to have as an auxiliary is generally written -ed, as in has talked.
Unlike the derivational affixes, these inflectional suffixes are consistently used with all verbs, even though their form may look different from verb to verb.
Because many verbs in English are irregular; as result, their –ed and/or –en endings may not follow any obvious pattern.
Smith writes short stories at home. (-s ending)
Smith is writing short stories at home. (-ing ending)
Smith wrote short stories at home. (-ed ending)
Smith has writtenshort stories at home. (-en ending)
Jones buys a newspaper each day. (-s ending)
Jones is buying a newspaper today. (-ing ending)
Jones bought a newspaper yesterday. (-ed ending)
Jones has bought newspapers every day. (-en ending)
Students go to the library often. (-s ending)
Students are going to the library often. (-ing ending)
Students went to the library often. (-ed ending)
Students have gone to the library often. (-en ending)
The majority of verbs are regular and consistently use -ed and -en to form their simple past tense and past participles. (e.g. talked, has talked)
Many verbs are irregular, however, and follow no consistent pattern in creating their -ed and/or -enforms. A list of the major irregular verbs is shown below.
Past (-ed form)
Past Participle (-en form)
awakened OR awoke
dived OR dove
got OR gotten
shrank OR shrunk
shrunk OR shrunken
sank OR sunk
sprang OR sprung
stank OR stunk
woke OR waked
woken OR waked
A verb phrase is defined as the main verb together with all its auxiliaries (helping verbs).
Auxiliary verbs always precede the main verb.
There are two types of auxiliary verbs:
1. Inflected auxiliary verbs:
2. Modal auxiliaries (considered more fully under (auxiliary verbs)
The purpose of the present study is to test whether symbol grounding for action verbs occurs in entrenched native verb forms, and whether they transfer to novel verb forms that are acquired as explicit translations of existing verbs. The entrenched and novel verbs were referred to here as L1 verbs and L2 verbs respectively, and were used as analogs of meanings in first and second language learning. Symbolic grounding was investigated by observing behavioral data in lexical decision tasks, and scalp electrophysiological signals using 128-channel EEG data.
The present study used different kinds of action verbs (e.g., verbs of foot movement, such as kick or jump, and verbs of hand movement, such as swipe or grab) and abstract verbs, such as learn or plan. Previous researchers have provided empirical evidence showing that when action verbs are accessed in reading, there is concomitant activation of primary motor and/or somatosensory cortex. The established relationships of action verbs in L1 and their sensorimotor groundings as a reference were used to determine successful transfer of groundings of L1 words to L2 words. By observing the responses to the L2 words that are acquired through symbolic manipulation without perceptual or bodily experiences and examining, it can be determined if they produce similar neural activations as in those found in L1 words, and we can test whether the symbol-grounding-transfer occurs in part or in whole, given this minimal learning context.
The behavioral measure was a lexical decision task where the participants respond to meaningful words (foot-related verbs or hand-related verbs) with two kinds of response modalities (button press with a finger or foot pedal press with a foot). Although either facilitation (foot verb to foot movement and hand verb to hand movement) or interference (Foot verb to hand movement and hand verb to foot movement) effect of action verbs was expected, the results showed that the participants consistently responded faster to the L1 English verbs than to the L2 verbs and responded faster with finger-pressing button box than foot-pressing pedal. However, at the slowest response times condition, the condition of foot-pedal pressing to L2 words, the facilitation effect of Foot related verbs was observed. The response times of foot pedal pressing to L2 Foot-related verbs were significantly faster than both L2 Hand-related verbs (p=.003) and abstract verbs (p=.005) at the paired t-test. This result is consistent with the research hypothesis and provides partial evidence supporting the assumption that the Foot-related action verbs have close link with sensorimotor cortex associated with foot movement and reading those verbs will facilitate corresponding body movement.
The three kinds of EEG data analysis methods were used in the current study: Event Related Potential (ERP) component analysis, EEG topographic analysis, and EEG source localization with low resolution brain electromagnetic tomography (LORETA). The ERP components were used to examine the effect of language (L1 vs. L2) and lexicality (Word vs. Non-word) in terms of amplitudes and temporal points of ERP components. The EEG topographic analysis and EEG source localization with LORETA are methods for spatiotemporal analysis, which provide information on intracranial neural activations that are sources of scalp electric signals.
When ERP components of the montaged electrodes placed on the central area of the scalp (vertex and neighboring 14 electrodes) were examined, the P3 component for L1 (at around 390~400ms) reached its peak earlier that that of L2 (495~505ms). Topographic analysis results that compared topographic maps created by different verb groups provided evidence that different configurations of the neuronal activations were created by the verb groups representing body movements of different body parts. In addition, by means of the source localization analysis with the LORETA, the differential neural activations at sensorimotor cortex were observed when the brain activations elicited by L1 Foot related and Hand related verbs were compared. At both temporal windows, early (126~134ms) and late (318~322ms), the regions of the sensorimotor cortex associated with Hand movement were activated significantly more by the Hand related verbs than Foot related verbs. In order to test Harnad's symbol grounding transfer hypothesis, the neural activations at the sensorimotor cortex elicited by L2 Foot verbs and the L2 Hand verbs were examined in comparison with those of the abstract verbs. Significant larger activations were elicited by both of the action verbs over the abstract verbs. To summarize, the current study provided the neurophysiological evidence on the symbol grounding at L1 word and the symbol grounding transfer at L2 words by exhibiting links between the regions of sensorimotor cortex and L1 and L2 action verbs in terms of differential neural activations elicited by the verb groups.
As you can see from that definition, there are two main categories of verbs: action verbs and state of being verbs (also known as linking verbs). Because action.
We can define it as, “An action verb is a verb that expresses physical or mental action. The action verb tells us what the subject of our clause or sentence is doing-physically or mentally”.
“A word belonging to the parts of speech, that is the center of the predicate, which describes an act or activity”.
Action verbs are verbs expressing or describing action in the sentence such as run, walk, do, smile, drive, jump, cough, drink, kick, eat, break, cry, think, etc. They are used in the sentence to specifically describe what the subject of the sentence is doing. It carries important information in a sentence which can convey emotion, sense of purpose, etc. The effect of action verbs lies in their true meaning and intention of expressing action in the sentence. It is very necessary to understand the use of action verbs in the sentence very well to be a good writer and communicator.
Action verbs alone can make one word sentence (such as, Stop!) but nouns, adjectives, adverbs, or any other parts of speech cannot make a one word sentence. Identifying the action verbs in the sentence is really pretty easy. Such as:
Without action verbs, we cannot make a sentence as they are required to show some kind of action like what a person, animal, or object can do. They are named as so according to their purpose in the sentence.
Any word expressing the action of person, animal or object becomes the action verb. Some of the action verbs are:
Accelerate, eat, go, do, jump, dance, accomplish, achieve, acquire, activate, adapt, adjust, administer, advise, allocate, analyze, apply, arrange, assign, attain, change, collect, communicate, construct, deliver, demonstrate, derive, design, develop, educate, effect, estimate, evaluate, examine, exchange, run, walk, smile, cough, drink, kick, break, cry, think, etc.
Following are some examples showing the use of action verbs in the sentence:
Some of the action verbs are used with direct object however some do not need direct object. On the basis of use of action verbs and their meaning in the sentence, action verbs are divided into two types such as:
Transitive verbs are those verbs that always need a direct object.
List of Transitive Verbs
Owe, buy, show, tell, check, get, wash, annoy, lay, lend, offer, make, phone, contain, verify, finalize, edit, send, bring, take, etc.
Intransitive verbs are those verbs that do not need a direct object. Generally, they are followed by adjective, preposition, verb complement or adverb.
List of Intransitive Verbs
Swim, come, go, laugh, sit, rise, excel, run, cough, smile, act, cry, immigrate, lie, continue, die, explode, respond, emigrate, arrive, etc.
Some of the verbs are used as both transitive and intransitive, depending on their meanings. Such as:
List of Common Action Verbs
Both, transitive and intransitive verbs can be used in any tense. Here are some verbs that can be used as both, transitive and intransitive depending on their meanings:
Write, set, leave, improve, sit, grow, smell, pay, dance, teach, eat, drive, manage, stop, run, burn, check, cost, go, give, sing, paint, climb, study, etc.
Rules/Tips to be Followed while using Action Verbs
Following are some rules and tips which we should remember while using action verbs in the sentence:
Action verbs can be physical or mental actions of the person, thing or object. Action verbs can use present tense, past tense, or future tense. Such as:
Action verbs can also use helping verbs, such as:
1: Action Verb Exercises for you
Action verb exercises given below will help you in analyzing your knowledge about action verb. Just go through all the details given above about the action verb and check your skill by doing following exercises for action verb. We have used action verbs in the following sentences; you need to check your skill by identifying action verbs in each sentence:
Answers: 1 – painting, 2 – gives, 3 – send, 4 – edit, 5 – smells, 6 – costs, 7 – owned, 8 – emigrated, 9 – waiting, 10 – gave, 11 – send, 12 – giggles, 13 – drink, 14 – watched, 15 – climbs, 16 – buzzed, 17 – vomited
2: Action Verb Exercises for You
Here are some more exercises on action verb for you. You need to find out whether given sentences have transitive verb or intransitive verb:
Answers: 1 – transitive, 2 – transitive, 3 – transitive, 4 – transitive, 5 – intransitive, 6 – Intransitive, 7 – Intransitive, 8 – intransitive, 9 – intransitive, 10 – intransitive, 11 – Intransitive, 12 – Transitive, 13 – Transitive, 14 – Intransitive, 15 – Intransitive, 16 – Transitive, 17 – Intransitive, 18 – Transitive, 19 – transitive, 20 – Transitive, 21 – Transitive, 22 – Intransitive, 23 – Transitive, 24 – Intransitive, 25 – Transitive, 26 – Intransitive, 27 – Transitive, 28 – Intransitive, 29 – Transitive, 30 – Intransitive
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An action verb, as you may have guessed, is a verb that expresses an action. Any verb that describes what someone or something does is an action verb.