Listen and read along a short story.
At first, the photograph looked ordinary. It showed a rainy street, a half-empty bus stop and a young man standing near the entrance of a closed theatre. But Nora, who was preparing an article about the city’s forgotten buildings, was looking at it more carefully than anyone else.
She thought the photo belonged to the 1980s, but while she examined it, she was thinking about one small detail: the theatre sign in the background. The paper felt old, but while Nora was feeling the edge of the photograph, she noticed that it had been cut from a larger image.
The archive room smelled of dust, paper and cold coffee. A historian beside her was smelling one of the old envelopes, trying to decide whether it had been stored in the same box as the photograph.
“This picture has a story,” Nora said quietly.
Her colleague smiled. “Or maybe you are having too many doubts.”
But Nora was not convinced. The man in the photograph looked calm, yet he was looking directly at someone outside the frame. Suddenly, the image no longer felt like a simple record of the past. It felt like the beginning of a question.
She thought the photo belonged to the 1980s, but while she examined it, she was thinking about one small detail: the theatre sign in the background. The paper felt old, but while Nora was feeling the edge of the photograph, she noticed that it had been cut from a larger image.
The archive room smelled of dust, paper and cold coffee. A historian beside her was smelling one of the old envelopes, trying to decide whether it had been stored in the same box as the photograph.
“This picture has a story,” Nora said quietly.
Her colleague smiled. “Or maybe you are having too many doubts.”
But Nora was not convinced. The man in the photograph looked calm, yet he was looking directly at someone outside the frame. Suddenly, the image no longer felt like a simple record of the past. It felt like the beginning of a question.
Pay attention: in the story, some verbs appear in two different ways:
looked / was looking
thought / was thinking
felt / was feeling
smelled / was smelling
has / are having
Are these only different grammar forms, or does the meaning of the verb also change? English verbs can be classified according to whether they describe actions or states.
looked / was looking
thought / was thinking
felt / was feeling
smelled / was smelling
has / are having
Are these only different grammar forms, or does the meaning of the verb also change? English verbs can be classified according to whether they describe actions or states.
Dynamic verbs, also called action verbs, describe actions, activities, events or processes. They usually show what someone or something does, what is happening, or what is changing. Because dynamic verbs can describe actions in progress, they are commonly used in continuous forms.
Researchers are investigating the causes of teenage stress. (The verb "investigate" is dynamic because it describes an active process of studying or finding out information.)
Many students participate in volunteer programmes. (The verb "participate" is dynamic because it describes taking part in an activity. Present Simple shows a general fact or regular situation.)
The city expanded its public transport network in 2022. (The verb "expand" is dynamic because it describes a process of growth or development. Past Simple presents it as a completed past event.)
Scientists have monitored air quality for several years. (The verb "monitor" is dynamic because it describes repeated observation and checking. Present Perfect connects this activity to a period that began in the past and continues or remains relevant now.)
The other group is called stative or state verbs. Let's find out more. Watch the video.
Stative verbs describe what someone thinks, feels, has, knows, needs, likes, or how something seems. They describe a state, not an action in progress, so they are usually used in simple forms rather than continuous forms.
Stative verbs often relate to:
thoughts and opinions: agree, believe, doubt, guess, imagine, know, mean, recognise, remember, suspect, think, understand
feelings and emotions: dislike, hate, like, love, prefer, want, wish
senses and perceptions: appear, be, feel, hear, look, see, seem, smell, taste
possession and measurement: belong, have, measure, own, possess, weigh.
thoughts and opinions: agree, believe, doubt, guess, imagine, know, mean, recognise, remember, suspect, think, understand
feelings and emotions: dislike, hate, like, love, prefer, want, wish
senses and perceptions: appear, be, feel, hear, look, see, seem, smell, taste
possession and measurement: belong, have, measure, own, possess, weigh.
Not: Scientists have been knowing about the greenhouse effect for a long time.
Correct: Many people have understood the danger of global warming.
Not: Many people have been understanding the danger of global warming.
Learn: some verbs can describe either a state or an action, depending on meaning. When the verb describes a state, we usually use a simple form. When it describes an action, temporary behaviour or activity, continuous forms are often possible.
1. be
a) have a quality / be in a state
Here, "be" is stative.
Lina is very confident. (This describes Lina’s general character or quality. It does not describe an action happening at one moment.)
The instructions are clear. (This describes the state or quality of the instructions.)
b) behave / act in a particular way at the moment
Here, "be" is dynamic.
Lina is being very careful today. (This describes her temporary behaviour today, not necessarily her usual personality.)
You are being unfair to your teammate. (This means the person is acting unfairly at this moment.)
Important contrast:
He is rude. = This may be part of his character.
He is being rude. = He is behaving rudely now.
2. think
a) believe / have an opinion
Here, "think" is stative.
I think online learning can be useful. (This means I believe this / this is my opinion.)
She thinks the article is too one-sided. (This describes her opinion about the article.)
b) consider / reflect / use your mind actively
Here, "think" is dynamic.
I am thinking about changing my study routine. (This means I am considering the idea actively.)
They were thinking carefully before they answered the question. (This describes a mental activity in progress.)
Important contrast:
I think this solution is practical. = I have an opinion.
I am thinking about this solution. = I am considering or analysing it.
3. have
a) own / possess / contain
Here, "have" is stative.
Our school has a modern science laboratory. (This means the school possesses or includes this facility.)
She has three younger brothers. (This describes a family relationship, not an action.)
The article has several strong arguments. (This means the article contains several arguments.)
b) take part in an activity / experience something
Here, "have" is dynamic.
The students are having a debate about social media. (This means they are taking part in an activity.)
We are having a short break before the next lesson. (This describes an activity happening now.)
She was having difficulty understanding the graph. (This describes a temporary experience or situation.)
Important contrast:
They have a meeting room. = They possess or use a room.
They are having a meeting. = They are taking part in a meeting now.
4. see
a) understand / notice with your eyes
Here, "see" is stative.
I see your point, but I still disagree. (This means I understand your idea.)
From the window, we can see the old town. (This describes visual perception, not a deliberate action in progress.)
I see a mistake in the second paragraph. (This means I notice it.)
b) meet / visit / spend time with someone
Here, "see" is dynamic.
I am seeing my tutor after school. (This means I am meeting my tutor.)
She has been seeing a career adviser this month. (This means she has been meeting the adviser during this period.)
They are seeing their relatives this weekend. (This describes an arranged meeting.)
Important contrast:
I see the problem. = I understand it.
I am seeing the teacher tomorrow. = I am meeting the teacher tomorrow.
5. taste
a) have a particular taste
Here, "taste" is stative.
This tea tastes slightly bitter. (This describes the flavour of the tea.)
The sauce tastes too salty. (This describes the quality of the sauce.)
The dessert tastes better than it looks. (This describes the flavour, not an action.)
b) try food or drink to check the flavour
Here, "taste" is dynamic.
The chef is tasting the sauce before serving it. (This describes the action of checking the flavour.)
The judges were tasting the dishes one by one. (This describes an activity in progress.)
I am tasting this tea to decide whether it needs more sugar. (This describes a deliberate action.)
Important contrast:
The soup tastes spicy. = The soup has a spicy flavour.
The chef is tasting the soup. = The chef is checking the flavour.
Here, "be" is stative.
Lina is very confident. (This describes Lina’s general character or quality. It does not describe an action happening at one moment.)
The instructions are clear. (This describes the state or quality of the instructions.)
b) behave / act in a particular way at the moment
Here, "be" is dynamic.
Lina is being very careful today. (This describes her temporary behaviour today, not necessarily her usual personality.)
You are being unfair to your teammate. (This means the person is acting unfairly at this moment.)
Important contrast:
He is rude. = This may be part of his character.
He is being rude. = He is behaving rudely now.
2. think
a) believe / have an opinion
Here, "think" is stative.
I think online learning can be useful. (This means I believe this / this is my opinion.)
She thinks the article is too one-sided. (This describes her opinion about the article.)
b) consider / reflect / use your mind actively
Here, "think" is dynamic.
I am thinking about changing my study routine. (This means I am considering the idea actively.)
They were thinking carefully before they answered the question. (This describes a mental activity in progress.)
Important contrast:
I think this solution is practical. = I have an opinion.
I am thinking about this solution. = I am considering or analysing it.
3. have
a) own / possess / contain
Here, "have" is stative.
Our school has a modern science laboratory. (This means the school possesses or includes this facility.)
She has three younger brothers. (This describes a family relationship, not an action.)
The article has several strong arguments. (This means the article contains several arguments.)
b) take part in an activity / experience something
Here, "have" is dynamic.
The students are having a debate about social media. (This means they are taking part in an activity.)
We are having a short break before the next lesson. (This describes an activity happening now.)
She was having difficulty understanding the graph. (This describes a temporary experience or situation.)
Important contrast:
They have a meeting room. = They possess or use a room.
They are having a meeting. = They are taking part in a meeting now.
4. see
a) understand / notice with your eyes
Here, "see" is stative.
I see your point, but I still disagree. (This means I understand your idea.)
From the window, we can see the old town. (This describes visual perception, not a deliberate action in progress.)
I see a mistake in the second paragraph. (This means I notice it.)
b) meet / visit / spend time with someone
Here, "see" is dynamic.
I am seeing my tutor after school. (This means I am meeting my tutor.)
She has been seeing a career adviser this month. (This means she has been meeting the adviser during this period.)
They are seeing their relatives this weekend. (This describes an arranged meeting.)
Important contrast:
I see the problem. = I understand it.
I am seeing the teacher tomorrow. = I am meeting the teacher tomorrow.
5. taste
a) have a particular taste
Here, "taste" is stative.
This tea tastes slightly bitter. (This describes the flavour of the tea.)
The sauce tastes too salty. (This describes the quality of the sauce.)
The dessert tastes better than it looks. (This describes the flavour, not an action.)
b) try food or drink to check the flavour
Here, "taste" is dynamic.
The chef is tasting the sauce before serving it. (This describes the action of checking the flavour.)
The judges were tasting the dishes one by one. (This describes an activity in progress.)
I am tasting this tea to decide whether it needs more sugar. (This describes a deliberate action.)
Important contrast:
The soup tastes spicy. = The soup has a spicy flavour.
The chef is tasting the soup. = The chef is checking the flavour.
Other verbs like this include: agree, appear, doubt, feel, guess, hear, imagine, look, measure, remember, smell, weigh, wish.
Atsauce:
BBC Learning English "State verbs – 6 Minute Grammar" on youtube.com