Worksheet on verbs: Verb Worksheets for Elementary School — Printable & Free

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Search Printable Verb Worksheets

Use our verbs worksheets to swing your reading, writing, and grammar instruction into action. These worksheets help students practice identifying verbs, verb tenses, subject verb agreement, irregular verb conjugation, and so much more. From fill-in-the-blank sentences to crossword puzzles, there are all kinds of ways to engage kindergarten through fifth grade students in learning about verbs.

Helping Verbs Worksheets, Definition, Examples

We’ve included several helping verbs worksheets you can use in class or at home. Helping verbs are verbs that help the main verb in a sentence to express the mood, tense, or voice of the action. They usually come before the main verb. Students typically begin learning about helping verbs in elementary school.

Here are a couple of examples:

  1. “She is playing basketball.” In this sentence, “is” is a helping verb that shows the continuous aspect of the action, while “playing” is the main verb.
  2. “They have finished the movie.” In this sentence, “have” is a helping verb, while “finished” is the main verb.

Common helping verbs include “be” (is, am, are, were, was), “have” (have, has, had), and “do” (does, do, did), as well as modal helping verbs such as can, could, will, would, shall, should, may, might, and must.

To print the worksheets below, just click on the link and print or download to your computer!

What are Helping Verbs (detailed overview)

Here is a list of common helping verbs, including the primary auxiliary verbs and modal auxiliary verbs. Don’t get thrown off if you hear the word “auxiliary” instead of “helping”. They mean the same thing.

Primary helping verbs:

  1. be (am, is, are, was, were)
  2. have (has, have, had)
  3. do (does, do, did)

Modal helping verbs:

  1. can
  2. could
  3. will
  4. would
  5. shall
  6. should
  7. may
  8. might
  9. must

The word, “modal” can be a bit confusing. “Modal” refers to a type of helping verb that expresses the speaker’s attitude or perspective about the likelihood, necessity, obligation, or permission of the action or state described by the main verb. Common modal verbs include can, could, may, might, must, shall, should, will, and would. These verbs are used to express various shades of meaning, such as possibility, probability, permission, obligation, or ability, in a sentence.

Here are some sentence examples with modal helping verbs. The modal helping verb is underlined.

  1. I can swim in the pool.
  2. She could visit her friend tomorrow.
  3. You may take an extra cookie.
  4. He might go to the movies tonight.
  5. They must finish their homework before playing.
  6. We shall overcome this challenge.
  7. She should apologize for her mistake.
  8. I will attend the party this weekend.
  9. They would like to join us for dinner.
  10. He ought to be more careful when crossing the street.

Asking Questions with Helping Verbs Activity

Practice forming questions with this writing activity! Students will read each sentence and turn it into a question by adding a helping verb.

Highlight the Helping Verbs Worksheet

In this advanced sentence search activity, students will read each sentence and highlight or underline the helping verb.

Changing verbs by tense. Russian language. Grade 3 Lesson summary — Lesson summary — Corporation Russian textbook (Drofa — Ventana publishing house)

Attention! The administration of the site is not responsible for the content of methodological developments, as well as for the compliance of the development with the Federal State Educational Standard.

UMK “Russian language. Grade 3 «T. G. Ramzaeva.

Lesson type: consolidation of the material covered.

Goals: to consolidate the ability to determine the tense of the verb, change verbs by tense.


  • educational : develop the ability to distinguish tense forms of the verb and use them correctly; develop attention to the word as a lexical unit of speech;
  • educational : to cultivate mutual understanding, the formation of a positive attitude towards correct oral and written speech as indicators of a person’s general culture and civic position;
  • developing: improve calligraphy skills, develop the emotional sphere of children, speech, thinking, imagination, the ability to draw conclusions.

Sources used:

  • Ramzaeva T.G. «Russian language» grade 3. Tutorial in 2 parts. Bustard, 2012.
  • T. G. Ramzaeva, G. S. Shchegoleva “Russian language. Grade 3 Methodological guide «Drofa, 2012.
  • V. A. Lebedev, G. I. Mishurinskaya Lesson developments for the textbook by T. G. Ramzayeva “Russian language. Grade 3 «, Bustard, 2013.
  • V.T. Dove «Thematic control of students’ knowledge. Russian language. Grade 3 «Voronezh, 2012.

1. Organizational moment

— Guys, today we have guests. Let’s say hello.

– Good afternoon, good hour
How glad I am to see you
The bell
has already rung
Lesson 9 begins0055
They pulled up and smiled.
looked at each other
And they sat down quietly.

2. Spelling minute

— Open notebooks. Recorded the number, great job.

We listen carefully to the sentence and write down the word on the given spelling.

A) an unpronounceable consonant at the root of a word:

The bright sun shines over the fields and forests.

B) a consonant in the middle of a word:

The first grass came to life from the warm rays.

C) double consonant at the end of a word:

Darkened strong ice on rivers and lakes.

D) b — an indicator of the softness of consonants:

What a beautiful spring drop!

D) double consonant in the root of the word:

A group of guys went to the forest.

E) spelling of vowels after hissing:

With the onset of spring, life in the forest awakens.

3. Determining the topic of the lesson and setting the goal of the lesson

— Guess the riddle:

It runs, it heals, it is fleeting, it is endless.

— What I’m talking about?

+ It’s time.

— Time is a word that is key in determining the topic of our lesson.

— Who can formulate the topic of our lesson?

+ Changing verbs by tenses.

— Define the objectives of our lesson. What will we be in the lesson, what should we learn?

+ We will determine the tense of verbs, we will train to change verbs in tenses, to use verbs correctly in speech.

4. Updating knowledge

How many tenses do we know of a verb?

— What are the tenses of the verbs?

How can you determine the tense of a verb?

+ On the question.

— What helper words do we use to make it easier to determine the tense of the verb?

+ Yesterday, today, tomorrow.

What questions do the past tense verbs answer? Give examples.

What questions do present tense verbs answer? Give examples.

What questions do future tense verbs answer? Give examples.

5. Postman game

Let’s play the postman game. There are envelopes on the board. The address is on them: past tense, present tense, future tense. Take a card with a verb, determine the tense of the verb and put it in the correct envelope.

Tablets with verbs: go, play, build, draw, run, talk, sing, read, blossom.

6. Changing verbs by tense. Working with phraseological units

Phraseological phrases are written on the board:

nod off


beat with a forehead

lose your head

Read. Have you heard such expressions? Do you know what they stand for? How do you understand them?

I will read you the meaning of each phraseological unit from the dictionary. You have to guess what phraseologism we are talking about.

Nodding — sitting and plunging into a nap, then falling asleep, then waking up. Nodding over a textbook.

Bash — bow to the ground, bow respectfully. Ask someone for something.

Pout — take offense.

Lose your head — getting into a difficult situation, getting confused and not knowing what to do, being conceited, thinking a lot about yourself about your abilities, usually from success, from fame. Fall in love recklessly.

Now we read the phraseological unit, call the verb, pose a question and change this verb at times.

You have cards with a sign on your desks. Same board on the board. We will write the verbs in the table.

indefinite form

Past tense

present tense


what to do?




will peck




will beat

what to do?


puffed up

will inflate



will lose

indefinite form

Past tense

present tense


what to do?

what to do?


Physical education

“Now let’s get some rest.

If you meet a verb in the past tense, you will certainly sit down.

If in the present — stand up, but if you meet his majesty in the future — clap your hands.

They thought she was cracking, she squeaked, she would sing, tell, she turned white, she would fall silent.

8. Working with text. Creative work

A story about a boy is written on the board. As you can see, instead of many verbs there are questions. I will read to you.

— It is necessary to insert verbs of the right tense that are suitable in meaning.

A boy was walking down the street and dreaming. Here (what will he do?) … he is big (what will he do?) … to the moon, (what will he do?) … some feat.

Suddenly the boy hears: someone (what is he doing?) … This is a small kitten (what has he done?) … into the pit and (what is he doing?) … there. The boy (what did he do?) … the kitten and (what did he do?) . .. further.

He again (what did he do?) … about flights to the moon, about exploits.

— Collaboration. Read the sentences and fill in the appropriate verbs.

— Read what you got. Do you think this boy will be an astronaut?

Differentiated Approach:

Strong students are given a card with a text with missing verbs. Weaker students simply write out the verbs and determine the time.

Write the verbs in your notebook and write their tense.

— We’re checking. Read the written verbs and say the tense of the verb. We check the chain.

9. End of the lesson. Lesson summary

— What did we do in class?

How do verbs change?

+ By numbers and by times

Questionnaire for each child.

1) I was at the lesson

A) interesting
B) not interested

2) Your work in the lesson

A) I am satisfied (flax)
B) not quite satisfied (flax)
C) not satisfied (flax)



– Perform exercise 579.

Verb conjugation comer — 27españ

Russian translation of : eat, eat

Russian yo to Ud./él/ella nosotros, -as vosotros, -as Uds./ellos/ellas
Presente I eat, I eat como comes come comemos comeis came
Futuro I will eat, I will eat comeré comerás comera comeremos comeréis comeran
Imperfecto I ate, I ate comía comías comía comíamos comíais comían
Preterito I ate, I ate comí comiste comio comimos comisteis comieron
Conditional I would eat, I would eat comeria comerias comeria comeríamos comeriais comerían
Presente perfecto I ate, I ate he comido has comido ha comido hemos comido habeis comido han comido
Futuro perfecto I eat, I eat habre comido habrás comido habrá comido habremos comido habreis comido habrán comido
Condicional perfecto I would eat, I would eat habría comido habrias comido habría comido habríamos comido habriais comido habrían comido
Presente I eat, I eat (long) coma comas coma comamos comáis coman
Imperfecto 2 I ate, I ate comiera comieras comiera comieramos comierais comeeran
Futuro 1 I will eat, I will eat comiere comieres comiere comieremos comiereis comeeren
Presente perfecto I ate haya comido hayas comido haya comido hayamos comido hayáis comido hayan comido
Futuro perfecto 1 I eat, I eat hubiere comido hubieres comido hubiere comido hubiremos comido hubiereis comido hubieren comido
Pluscuamperfecto 3 I had eaten hubiera comido hubieras comido hubiera comido hubieramos comido hubierais comido hubieran comido



Tu Eat! Do not eat! come no comas
Vosotros, -as « comed no comáis
Usted « coma no coma
Ustedes « coman no coman
Otras formas
Gerundio eating comiendo
Participio pasado eaten comido

1 Tiempo arcaico.

By alexxlab

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