1.2.5
Main, Auxiliary & Copular Verbs
Lexis - Types of Verbs
Lexis - Types of Verbs
The verbs in a sentence can fall into three categories: main, auxiliary and copular.
Main verb
Main verb
- A main verb describes the main action of the clause.
- For example, eats, sleeps and walks.
Main verbs - examples
Main verbs - examples
- Henry runs to work.
- Runs is the main verb.
- Harry loves Sally.
- Loves is the main verb.
- Peter owns a car.
- Owns is the main verb.
Auxiliary verb
Auxiliary verb
- An auxiliary verb is a verb which helps the main verb of the sentence.
- For example, do and be.
- These verbs can also be used to express possibility.
- For example can, might and will. These particular auxiliary verbs are described as modal auxiliary verbs.
Auxiliary verbs - examples
Auxiliary verbs - examples
- I am waiting for the bus.
- Here, waiting is the main verb and am is the auxiliary verb used to form the present progressive tense.
- Joe may walk the dog this afternoon.
- Here, walk is the main verb and may is the modal auxiliary.
- I should visit my grandmother this weekend.
- Here, visit is the main verb and should is the modal auxiliary.
Copular verb
Copular verb
- A copular verb links the subject to a noun or adjective that complements the subject.
- The most common copular verb is the verb ‘is’ (and all of its conjugations like am, were and are).
- Other examples are: appear, seem, look, sound, smell, taste, feel, become and get.
Copular verbs - examples
Copular verbs - examples
- The food tastes amazing.
- Here, 'food' is the subject and 'amazing' is the adjective complementing the 'food'. So 'tastes' is the copular verb.
- Henry is bad at football.
- Here, 'Henry' is the subject and 'bad' is the adjective complementing 'Henry'. So 'is' is the copular verb.
- Margaret feels angry.
- Here, 'Margaret' is the subject and 'angry' is the adjective that complements 'Margaret'. So 'feels' is the copular verb.
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
Jump to other topics
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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