Mastering verb usage is crucial for achieving a high score on the TOEFL essay. Verbs are the backbone of any sentence, conveying actions, occurrences, and states of being.
Incorrect verb usage can significantly impact clarity, coherence, and the overall impression of your writing. This article provides a detailed overview of common verb mistakes made by TOEFL test-takers, offering clear explanations, examples, and practice exercises to help you improve your verb accuracy and enhance your essay writing skills.
This guide is designed for ESL learners preparing for the TOEFL exam, particularly those aiming to improve their grammatical precision.
Table of Contents
- Introduction
- What are Verbs?
- Structural Breakdown of Verbs
- Types of Verbs
- Examples of Verb Usage
- Usage Rules for Verbs
- Common Verb Mistakes in TOEFL Essays
- Practice Exercises
- Advanced Topics in Verb Usage
- Frequently Asked Questions
- Conclusion
What are Verbs?
Verbs are words that describe actions, occurrences, or states of being. They are essential components of sentences, forming the predicate and indicating what the subject does or is. Verbs can express physical actions (run, jump, write), mental actions (think, believe, understand), or states of being (be, seem, exist). Understanding the different types and functions of verbs is fundamental for constructing grammatically correct and meaningful sentences.
Structural Breakdown of Verbs
Verbs have several key structural elements. The base form is the simplest form of the verb (e.g., walk, eat, study). Verbs also have different tenses to indicate when an action takes place (past, present, future). They can be conjugated to match the subject in terms of number (singular or plural) and person (first, second, or third). Furthermore, verbs can be modified by auxiliary verbs to create different tenses, moods, and voices. For example, the verb “eat” can be conjugated as “eats,” “ate,” “will eat,” “is eating,” etc., each conveying a different meaning and time frame.
Types of Verbs
Action Verbs
Action verbs describe what the subject of a sentence does. They can be either transitive or intransitive. Transitive verbs take a direct object (the receiver of the action), while intransitive verbs do not.
Examples:
- Transitive: She wrote a letter. (letter is the direct object)
- Intransitive: The baby cried. (no direct object)
Linking Verbs
Linking verbs connect the subject of a sentence to a noun or adjective that describes or identifies the subject. The most common linking verb is “be” (am, is, are, was, were, been, being). Other linking verbs include seem, appear, become, feel, taste, smell, sound.
Examples:
- She is a doctor. (doctor identifies the subject)
- The soup tastes delicious. (delicious describes the subject)
Auxiliary Verbs
Auxiliary verbs, also known as helping verbs, are used with main verbs to form verb phrases. Common auxiliary verbs include be, have, do, and modal verbs such as can, could, will, would, shall, should, may, might, must.
Examples:
- I am studying. (am is an auxiliary verb helping “studying”)
- They have finished. (have is an auxiliary verb helping “finished”)
- You should go. (should is a modal auxiliary verb helping “go”)
Transitive and Intransitive Verbs
As mentioned earlier, transitive verbs require a direct object to complete their meaning, while intransitive verbs do not. Determining whether a verb is transitive or intransitive depends on how it is used in a sentence.
Examples:
- Transitive: He kicked the ball. (ball is the direct object)
- Intransitive: The sun shone brightly. (no direct object)
Examples of Verb Usage
The following tables provide extensive examples of different verb types and their usage in sentences. These examples are designed to illustrate the various forms and functions of verbs in different contexts.
Table 1: Action Verbs (Transitive)
This table showcases transitive action verbs, each followed by a direct object that receives the action.
| Sentence |
|---|
| The student wrote the essay. |
| The chef prepared the meal. |
| The gardener planted the flowers. |
| The teacher graded the papers. |
| The artist painted the portrait. |
| The musician played the piano. |
| The athlete won the race. |
| The company launched the product. |
| The detective solved the mystery. |
| The author published the book. |
| The engineer designed the bridge. |
| The doctor prescribed the medication. |
| The lawyer presented the evidence. |
| The programmer coded the software. |
| The farmer harvested the crops. |
| The carpenter built the house. |
| The tailor sewed the garment. |
| The baker baked the bread. |
| The sculptor created the statue. |
| The referee blew the whistle. |
| The judge pronounced the verdict. |
| The director filmed the movie. |
| The editor revised the manuscript. |
| The librarian cataloged the books. |
| The cashier counted the money. |
| The waiter served the customers. |
| The pilot flew the plane. |
| The captain sailed the ship. |
| The driver drove the car. |
Table 2: Action Verbs (Intransitive)
This table presents intransitive action verbs, which do not take a direct object.
| Sentence |
|---|
| The baby slept soundly. |
| The birds sang beautifully. |
| The river flowed gently. |
| The leaves fell in autumn. |
| The sun rose early. |
| The stars twinkled at night. |
| The rain poured heavily. |
| The wind howled fiercely. |
| The dog barked loudly. |
| The cat purred softly. |
| The children laughed joyfully. |
| The audience applauded enthusiastically. |
| The athlete ran quickly. |
| The dancer leapt gracefully. |
| The singer performed flawlessly. |
| The speaker paused momentarily. |
| The clock ticked steadily. |
| The fire burned brightly. |
| The volcano erupted violently. |
| The earthquake shook the ground. |
| The plant grew tall. |
| The ice melted quickly. |
| The balloon floated upwards. |
| The economy improved gradually. |
| The price increased sharply. |
| The population grew rapidly. |
| The demand rose suddenly. |
| The supply decreased significantly. |
| The company prospered greatly. |
Table 3: Linking Verbs
This table demonstrates the use of linking verbs to connect a subject to a descriptive noun or adjective.
| Sentence |
|---|
| She is a teacher. |
| He is happy. |
| The food tastes delicious. |
| The music sounds beautiful. |
| The flower smells fragrant. |
| The fabric feels soft. |
| He became a doctor. |
| She seems tired. |
| It appears correct. |
| They are students. |
| We are ready. |
| The sky is blue. |
| The coffee is hot. |
| The lesson is interesting. |
| The problem seems complicated. |
| The solution appears simple. |
| The weather is pleasant. |
| The movie was exciting. |
| The book is informative. |
| The lecture was boring. |
| The exercise is challenging. |
| The project became successful. |
| The situation is critical. |
| The result was surprising. |
| The experience felt rewarding. |
| The journey seemed long. |
| The task is manageable. |
| The outcome was predictable. |
Table 4: Auxiliary Verbs
This table illustrates the use of auxiliary verbs in combination with main verbs to form different tenses and moods.
| Sentence |
|---|
| I am studying English. |
| They have finished their work. |
| She will travel to Europe. |
| He can speak French. |
| We should help others. |
| It might rain tomorrow. |
| You must obey the rules. |
| I was reading a book. |
| They had already left. |
| She is going to visit her family. |
| He has been working hard. |
| We are being careful. |
| It can be done. |
| You should have listened. |
| I may have made a mistake. |
| They would travel if they had time. |
| She could play the piano. |
| He would have helped if he could. |
| We are going to be late. |
| It has to be finished today. |
| You must have seen him. |
| I am able to help you. |
| They were playing outside. |
| She had been waiting for hours. |
| He is being interviewed. |
| We are going to go to the beach. |
| It can be seen from here. |
| You should have known better. |
Usage Rules for Verbs
Subject-Verb Agreement
Subject-verb agreement means that the verb in a sentence must agree in number with its subject. Singular subjects take singular verbs, and plural subjects take plural verbs.
This is a fundamental rule of English grammar.
Examples:
- Singular: The dog barks.
- Plural: The dogs bark.
Verb Tenses
Verb tenses indicate when an action takes place. The main tenses are past, present, and future, each with simple, continuous, perfect, and perfect continuous forms.
Using the correct tense is crucial for conveying the intended meaning and maintaining clarity in your writing.
Examples:
- Simple Present: I eat breakfast every day.
- Present Continuous: I am eating breakfast now.
- Simple Past: I ate breakfast yesterday.
- Past Continuous: I was eating breakfast when he arrived.
- Simple Future: I will eat breakfast tomorrow.
- Future Continuous: I will be eating breakfast at 8 AM tomorrow.
Active and Passive Voice
In the active voice, the subject performs the action (e.g., The dog chased the cat). In the passive voice, the subject receives the action (e.g., The cat was chased by the dog). While both voices are grammatically correct, the active voice is generally preferred in academic writing because it is more direct and concise.
Examples:
- Active: The student wrote the essay.
- Passive: The essay was written by the student.
Mood of Verbs
The mood of a verb indicates the manner in which the action is expressed. The three main moods are indicative, imperative, and subjunctive. The indicative mood is used to state facts or ask questions. The imperative mood is used to give commands or make requests. The subjunctive mood is used to express wishes, possibilities, or hypothetical situations.
Examples:
- Indicative: She is studying.
- Imperative: Study hard!
- Subjunctive: I wish I were taller.
Common Verb Mistakes in TOEFL Essays
Subject-Verb Agreement Errors
One of the most frequent errors is incorrect subject-verb agreement. This often occurs when the subject and verb are separated by intervening words or phrases, making it difficult to identify the true subject.
Examples:
- Incorrect: The list of items are on the table.
- Correct: The list of items is on the table.
Incorrect Tense Usage
Using the wrong verb tense can significantly alter the meaning of a sentence and confuse the reader. It is essential to choose the tense that accurately reflects the timing of the action.
Examples:
- Incorrect: I will see him yesterday.
- Correct: I saw him yesterday.
Misuse of Auxiliary Verbs
Auxiliary verbs play a crucial role in forming different tenses, moods, and voices. Using the wrong auxiliary verb can lead to grammatical errors and unclear communication.
Examples:
- Incorrect: She don’t like coffee.
- Correct: She doesn’t like coffee.
Confusion of Similar Verbs
Some verbs have similar meanings or spellings but are used in different contexts. Confusing these verbs can lead to errors in your writing. Common examples include lie/lay, sit/set, rise/raise.
Examples:
- Incorrect: I will lay down for a nap.
- Correct: I will lie down for a nap.
Incorrect Use of Gerunds and Infinitives
Gerunds (verb + -ing) and infinitives (to + verb) are verb forms that function as nouns, adjectives, or adverbs. Using them incorrectly can result in awkward or ungrammatical sentences.
Examples:
- Incorrect: I enjoy to swim.
- Correct: I enjoy swimming.
Problems with Conditional Sentences
Conditional sentences express hypothetical situations and their consequences. They typically use “if” clauses and require specific verb tenses to convey the intended meaning.
Errors in conditional sentences are common among ESL learners.
Examples:
- Incorrect: If I would have known, I would have helped.
- Correct: If I had known, I would have helped.
Practice Exercises
Complete the following sentences with the correct form of the verb in parentheses. These exercises will help you practice and reinforce your understanding of verb usage.
Exercise 1: Subject-Verb Agreement
Choose the correct verb form to agree with the subject.
| Question | Answer |
|---|---|
| 1. The quality of the products (is/are) improving. | is |
| 2. The books on the shelf (belongs/belong) to me. | belong |
| 3. Each of the students (has/have) a different opinion. | has |
| 4. Neither the cat nor the dogs (is/are) allowed inside. | are |
| 5. The team (is/are) practicing hard for the game. | is |
| 6. Mathematics (is/are) my favorite subject. | is |
| 7. The news (was/were) shocking. | was |
| 8. A number of students (is/are) absent today. | are |
| 9. Every student and teacher (is/are) required to attend. | is |
| 10. Many a student (has/have) succeeded in this course. | has |
Exercise 2: Verb Tenses
Fill in the blank with the correct tense of the verb provided.
| Question | Answer |
|---|---|
| 1. I (study) English for five years. | have studied |
| 2. She (go) to the store yesterday. | went |
| 3. They (arrive) tomorrow morning. | will arrive |
| 4. He (work) on the project since last week. | has been working |
| 5. We (watch) a movie when the power went out. | were watching |
| 6. By the time you arrive, I (finish) cooking. | will have finished |
| 7. If I (know) the answer, I would tell you. | knew |
| 8. She (live) in Paris for ten years before moving to Rome. | had lived |
| 9. They (plan) their vacation for months. | have been planning |
| 10. He (be) a doctor for twenty years. | has been |
Exercise 3: Active and Passive Voice
Rewrite the following sentences in the passive voice.
| Question | Answer |
|---|---|
| 1. The chef prepared the meal. | The meal was prepared by the chef. |
| 2. The students completed the assignment. | The assignment was completed by the students. |
| 3. The company launched a new product. | A new product was launched by the company. |
| 4. The author wrote the book. | The book was written by the author. |
| 5. The teacher graded the papers. | The papers were graded by the teacher. |
| 6. The gardener planted the flowers. | The flowers were planted by the gardener. |
| 7. The artist painted the portrait. | The portrait was painted by the artist. |
| 8. The musician played the piano. | The piano was played by the musician. |
| 9. The athlete won the race. | The race was won by the athlete. |
| 10. The detective solved the mystery. | The mystery was solved by the detective. |
Advanced Topics in Verb Usage
Subjunctive Mood
The subjunctive mood is used to express wishes, suggestions, commands, or hypothetical situations. It often appears in “that” clauses after verbs such as suggest, recommend, demand, insist, and adjectives such as essential, important, necessary.
Examples:
- I suggest that he be on time.
- It is essential that she study hard.
Verb Collocations
Verb collocations are combinations of verbs and other words that frequently occur together. Learning common verb collocations can improve the fluency and naturalness of your writing.
Examples:
- Make a decision.
- Take a break.
- Give a presentation.
- Do your homework.
Frequently Asked Questions
Here are some frequently asked questions about verb usage, particularly in the context of TOEFL essays.
- Q: How can I improve my subject-verb agreement skills?
A: Practice identifying the true subject of the sentence, especially when there are intervening phrases. Break down complex sentences into simpler parts to ensure the verb agrees with the correct subject. Review basic subject-verb agreement rules and common exceptions.
- Q: What are some strategies for choosing the correct verb tense in an essay?
A: Pay attention to time markers (e.g., yesterday, today, tomorrow) and the overall context of the essay. Use a consistent tense throughout your writing, unless there is a clear reason to switch tenses. Create a timeline of events to help you visualize the sequence of actions and choose the appropriate tenses.
- Q: When is it appropriate to use the passive voice in a TOEFL essay?
A: The passive voice is useful when the action is more important than the actor, or when the actor is unknown or irrelevant. However, avoid overusing the passive voice, as it can make your writing sound weak and indirect. Generally, the active voice is preferred for clarity and conciseness.
- Q: How can I avoid confusing similar verbs like “lie” and “lay”?
A: Memorize the definitions and principal parts of each verb. “Lie” means to recline or rest, and its principal parts are lie, lay, lain. “Lay” means to place something down, and its principal parts are lay, laid, laid. Practice using these verbs in different sentences to reinforce your understanding.
- Q: What are some common mistakes to avoid when using gerunds and infinitives?
A: Some verbs are always followed by gerunds (e.g., enjoy, avoid, consider), while others are always followed by infinitives (e.g., want, need, decide). Learn these patterns and avoid mixing them up. Also, be mindful of the meaning you want to convey, as gerunds and infinitives can sometimes have different nuances.
- Q: How do I use conditional sentences correctly in my essay?
A: Understand the different types of conditional sentences (zero, first, second, and third) and the verb tenses associated with each type. Use the correct sequence of tenses in the “if” clause and the main clause. Avoid mixing up the structures of different conditional types.
- Q: What is the subjunctive mood, and when should I use it?
A: The subjunctive mood is used to express wishes, suggestions, commands, or hypothetical situations. It often appears in “that” clauses after verbs such as suggest, recommend, demand, insist, and adjectives such as essential, important, necessary. Use the base form of the verb in the subjunctive clause, regardless of the subject.
- Q: How can I improve my vocabulary of verb collocations?
A: Read widely and pay attention to the combinations of verbs and other words that frequently occur together. Use a dictionary or thesaurus to find common collocations for specific verbs. Practice using verb collocations in your writing to make your language more natural and fluent.
Conclusion
Mastering verb usage is essential for achieving a high score on the TOEFL essay. By understanding the different types of verbs, their functions, and the common mistakes that test-takers make, you can significantly improve the clarity, coherence, and grammatical accuracy of your writing.
Pay close attention to subject-verb agreement, verb tenses, active and passive voice, and the correct use of gerunds and infinitives. Practice regularly, review your work carefully, and seek feedback from others to identify and correct any errors.
With consistent effort and attention to detail, you can enhance your verb skills and write more effective and compelling essays.