Non-Action Verbs List with Examples

Introduction to Non Action Verbs

When we think of verbs, most learners immediately imagine doing words: run, jump, eat, drive. These are action verbs, describing things we can see or do. But not all verbs express actions. Some verbs describe states, feelings, thoughts, and possession. These are called non-action verbs (also known as stative verbs).

Understanding the difference between action and non-action verbs is essential for mastering English grammar. Non-action verbs often confuse learners because they cannot usually be used in continuous tenses (I am knowing ❌). This guide will explain what non-action verbs are, give you a full list grouped by category, and show you clear examples in sentences.

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What Are Non-Action Verbs?

Non-action verbs describe a state rather than an action. They refer to things you feel, think, own, or perceive, not things you physically do.

Examples:

• I believe you.
• She likes chocolate.
• They own a car.

These verbs usually:

• Cannot be used in the present continuous (I am liking pizza is incorrect).
• Express permanent or unchanging states.
• Are common in everyday English, especially when talking about opinions, emotions, or senses.

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Non-Action Verbs List (Grouped by Category)

Below is a comprehensive list of non-action verbs. For clarity, we’ve grouped them into four main categories: possession, emotion, thought/opinion, and perception.

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Verbs of Possession

Verbs of Perception

Example Sentences with Non-Action Verbs

Use these natural sentences to model correct form (mainly present simple). They’re organised loosely by function so you can lift them straight into lessons or quizzes.

1. I believe the museum opens at ten.
2. She likes quiet cafés for studying.
3. They own a small bookshop near the station.
4. He knows three programming languages.
5. This soup tastes better with lemon.
6. We prefer direct flights.
7. I remember your face from the conference.
8. The jacket fits perfectly now.
9. Her explanation sounds reasonable.
10. He seems a bit nervous before interviews.
11. I understand the main idea, but not the details.
12. The villa belongs to her grandparents.
13. Most people believe the film is overrated.
14. She dislikes noisy restaurants.
15. The flat overlooks the river.
16. My cousin owns an electric scooter.
17. I doubt this plan will save money.
18. He remembers being here as a child.
19. The curry smells fantastic.
20. The instructions seem unclear to me.
21. We love long walks in cool weather.
22. The invoice includes breakfast.
23. I know where she lives, but I won’t say.
24. The studio contains very little furniture.
25. They owe the bank a small amount.
26. This material feels softer after washing.
27. The price depends on availability.
28. She prefers reality to rumours.
29. I mean the blue folder, not the green one.
30. He hates being late.

Teacher tip: Turn these into a mingle. Give each learner three sentences to read aloud; partners respond with follow-ups (“Why do you prefer direct flights?”). This keeps the stative verbs fixed in present simple while the conversational language stays natural. You can find more teacher resources here.

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Common Learner Mistakes (and How to Fix Them)

1) Using the present continuous with non-action verbs

• ❌ I’m knowing the answer.
  ✅ I know the answer.
• ❌ She’s loving this film.
  ✅ She loves this film.

Why? These verbs describe states, not ongoing actions. Present simple is the default.

Fast fix: Tell learners to try adding right now to test it. If right now sounds odd (“I know right now”), it’s probably a non-action verb.

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2) Confusing opinion/perception with actions

• ❌ It’s smelling delicious.
  ✅ It smells delicious.
• ❌ He’s seeming tired.
  ✅ He seems tired.

Fast fix: If the verb expresses a judgement (seems, looks, sounds meaning “appears”), use present simple.

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3) Forgetting that some verbs have stative and dynamic meanings

See the next section for pairs like have, think, see, taste, look, feel that switch meaning with the continuous.

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4) Over-generalising “never in continuous”

There are natural continuous uses when the meaning changes (e.g., I’m thinking about it). Train meaning first, form second.

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Non-Action Verbs That Can Behave Like Action Verbs

Some verbs are dual-use. When the meaning is a state, use present simple. When the meaning is an action in progress, the continuous form is fine.

have

• State (possession): They have two cats.
• Action (experience/arrangement): We’re having dinner at six. / I’m having a shower.

think

• State (opinion): I think it’s a terrible idea.
• Action (considering): I’m thinking about changing jobs.

see

• State (perception/understand): I see what you mean.
• Action (meeting/visiting): I’m seeing my dentist tomorrow.

taste / smell / feel

• State (quality): The soup tastes spicy. / The roses smell wonderful. / The fabric feels soft.
• Action (testing): She’s tasting the sauce now. / He’s smelling the milk to check it. / I’m feeling the water to see if it’s warm.

look / appear

• State (seem): You look tired. / It appears impossible.
• Action (directing eyes/performing): She’s looking at the timetable. / He’s appearing on TV tonight.

weigh / measure / fit / cost

• State (unchanging fact): The bag weighs ten kilos. / The desk measures 120 cm. / The shoes fit well. / The service costs £10.
• Action (checking/trying): He’s weighing the parcel. / They’re measuring the room. / I’m fitting a new lock. / (rare as an action:) We’re costing the project.

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Classroom idea: Create two columns on the board: STATE vs ACTION IN PROGRESS. Give learners verb cards; they place each card under the correct column and invent a matching sentence.

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Quick Practice: Spot & Correct

Rewrite the sentences using the correct form of the verb.

1. I’m knowing the rules now.
2. This curry is smelling strange.
3. We’re having a car and a scooter.
4. She’s thinking that the answer is B.
5. The shirt is fitting me perfectly today.

Answers

1. I know the rules now.
2. This curry smells strange.
3. We have a car and a scooter.
4. She thinks that the answer is B.
5. The shirt fits me perfectly today.

Differentiation: Ask higher-level learners to explain why each change is needed (state vs action; opinion vs process).

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Teaching Tips & Lesson Ideas

“Opinion Line”

Place agree ↔ disagree signs at opposite walls. Read statements using non-action verbs (“I think winter is better than summer” / “I prefer studying at night”). Learners stand on the line and justify their position using think, prefer, believe, like, hate in present simple.

“Find Someone Who…”

Give a bingo grid: likes spicy food; knows two languages; owns a pet; believes in ghosts; remembers their first teacher. Learners mingle and write names. Follow-up speaking: “Maya likes spicy food. She prefers Thai to Indian.”

Sensory Stations

Set up mini stations: a jar of coffee beans (smell), a piece of fabric (feel), a lemon slice (taste). Learners rotate and produce state sentences: “The fabric feels rough.” Optionally contrast with action sentences: “I’m smelling the coffee.”

Error Auction

Teams bid on sentences; correct ones earn points, incorrect ones lose points unless they provide a fix. Example set:

• He seems fine. ✅
• I’m knowing the answer. ❌ → I know the answer.
• We’re having a meeting at 3 p.m. ✅ (action meaning)

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FAQs

Is “have” a non-action verb?

‍Yes, when it means possession (We have a problem). It becomes an action in phrases like have lunch / have a shower / have a meeting.

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Are stative verbs and non-action verbs the same thing?

‍In most classroom contexts, yes. “Stative” is the technical term for verbs that describe states rather than actions.

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Can I ever use a non-action verb in the continuous?‍

Yes, if the meaning changes to an activity: I’m seeing the optician tomorrow; She’s tasting the sauce. Teach meaning first.

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Why do textbooks disagree about certain verbs?

‍Usage changes and some verbs sit on the border. Focus on naturalness and meaning; show learners plenty of real examples.

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Summary & Next Steps

Non-action verbs describe states: what we know, like, own, or perceive. They usually take the present simple, not the continuous. A handful switch meanings and can appear in continuous forms when they describe activities in progress (I’m thinking about it; We’re having lunch).

For best results, practise with contrasting pairs, keep sentences short and meaningful, and revisit the most common errors over several lessons.

Keep learning:

• Try our practice set and worksheet to consolidate this topic.
• Compare forms in Action vs Non-Action Verbs.
• Download the Non-Action Verbs PDF for your folder or class group.