Infinitives and Gerunds
Suyoung Song 0551034
Yoojin Kim 0651003
Jijoung Lee 0651025
Yookyoung Shin 0551036
Which one is which?
1.
2.
a. I forgot to shave. - infinitive
b. I forgot shaving.
- gerunds
Complements
Complements
Finite complements
Non finite complements
Infinitives
to infinitives
Gerunds
bare infinitives
Basic forms
NON-FINITIVE verb complements
1. Infinitives (to infinitives, bare infinitives)
a. main verb + to-infinitives
He doesn’t seem to want to see her again.
b. main verb + noun/pronoun object + to infinitives
She told him to consult with the city attorney.
c. main verb + noun/pronoun object + bare infinitives
I watched a butterfly lay eggs.
Basic forms
NON-FINITIVE verb complements
2. Gerund
a. main verb + gerund
You continued talking to me, but I stopped listening.
b. main verb + noun/pronoun object + gerund
I couldn't bear her dating other men.
c. main verb + noun, possessive pronoun + gerund
She resented having to work full-time when she
wanted to be home with her kids.
Basic forms
FINITIVE COMPLEMENT
1. Complements with finite forms mark for tense
c.f. Non-finite forms carry no grammatical
information such a tense.
e.g. * to goes, * to went
2. Finite clause complements
a. often begin with ‘that’
He hopes that students will take a closer look at
the issue.
Basic forms
-Structures with infinitive and gerund complements
Main verb
Complement verb Examples
NP
V
to-V
I want to sing.
NP
V
NP-object
to-V
I want Joe/him to sing
NP
V
NP-object
V
I heard Joe/ him sing.
NP
V
V-ing
I hate singing
NP
V
NP-object
V-ing
I hate Joe/him singing
NP
V
NP-possessive V-ing
I hate Joe's/his singing.
* NP-object is much more frequent than NP-possessive
Basic Meanings
Verbs and their complement
1 Only finite complements
2 only
3 Only
4 Both
that…
to- V
V -ing
to- V/V -ing
Argue
agree
avoid
begin
Assume
allow
consider
cease
Believe
arrange
detest
continue
Contend
beg
enjoy
dread
Guess
choose
fancy
forget
Know
decide
finish
hate
Realize
decline
keep
like
Say
hope
postpone
love
State
offer
practice
prefer
Suppose
promise
resent
regret
Think
well
resist
remember
wonder
want
suggest
stop
Basic Meanings
Group 1: Verbs with only finite(that…) complements
- Main verbs such as know and realize indicate
mental states and have finite complements that
represent thoughts or propositions.
- the information in the complement is presented
as an idea, a fact, or a proposition.
e. g. I realized that nature is filled with a limitless
number of wonderful things.
*He knew her to love someone else.
*He knew her seeing someone else.
Basic Meanings
Group 2: Verbs with only to- V non-finite complements
- Main verbs such as hope or want indicate that the actions
of the complement verb will be in the future (expressing
future possibilities).
- Main verbs refer to something that has not yet taken place.
e. g. He hoped to change her mind.
- Complements can be expressed in a finite clause with
modal verbs indicating non-factual status.
e. g. He hoped that he could change her mind.
Basic Meanings
Group 3: Verbs with only V –ing non-finite complements
- Main verbs indicate detest and enjoy.
- Meaning of gerund complements is that the
situations are to be treated as already established.
e.g. She detested visiting Frederic's family in
northern France.
She detested the fact that she visited Frederic’s
family in northern France.
Basic Meanings
Group 4: Verbs with both to –V and V –ing non-finite
complements
- Main verbs indicate forget and remember.
-Different complements indicate different
sequences of action.
-Clear meaning differences
1) He forgot to take his medicine, so he is still sick.
He forgot that he should take it.
V before to V
forget before take
2) He forgot taking his medicine, but he did it.
He forgot that he had taken his medicine.
V after V-ing
forget after take
Meaning in Context
- One way to approach the distinction between infinitives
and gerunds is in terms of the type of information.
- Both infinitives and gerunds have verb-like and nounlike properties.
1) derived from verbs (Verb-like aspects)
2) syntactic function associated with noun (Nounlike aspects)
-infinitives are more verb-like
involve actions and performance of the action
- gerunds are more noun-like
involve events
Meaning in Context
Noun-like events : Gerund
- the possibility of using possessive form
e. g. She resented his going there without her.
- presented as a specific kind of event rather than as
the performance of an act
e. g. He enjoyed going there alone.
- main verbs ‘consider’, ’suggest’
e.g. He considered going to the beach.
She suggested going to the museum.
- “V after V- ing” is not applied. (suggest after going (X))
Meaning in Context
Verb-like actions : Infinitives
- performing an action
- agency or performer of the act
- no sense of a definite action or any markers of
definiteness
e.g. She told him to go without her.
He wanted her to go too.
-the properties of indefinite potential performance of an
act are at the source of the meanings ‘non-factual’ and
‘possible’ often associated with infinitive complements.
c. f. gerund complements are definite
e.g. I enjoyed playing the piano.
Meaning in Context
Deny and refuse
- both negative meaning but each complements carry
different information, but they don’t carry same type
of complements
e. g. Peter denied going to the party.
Peter refused to go to the party.
- Deny : status of proposition
can be true or not true
Gerund
- Refuse : physical act
cannot be true or not true (not proposition)
can be done or not done
Infinitives
Meaning in Context
Information in infinitives versus gerunds
Features
Meanings
to- V
V -ing
more verb-like
more noun-like
no possessive modifier
possessive modifier possible
specified agent likely
specified agent less likely
act
events
more performance-like
more propositions-like
performer assumed
performer not assumed
less definite
more definite
possible happens
actually happens
Meaning in Context
“Like” can be used with both infinitives and gerund
but the meanings are different.
e.g. I don’t like to smoke.
- The speaker has to be talking about herself as
agent performing the acts indicated in the
complement.
e.g. I don’t like smoking
-It is the event, not the act.
-The speaker herself might not be a performer
in the events mentioned.
Activity
*Storytime
*Match game
*Discussion
Storytime
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Goal of activity: Students can answer the
questions using gerunds and infinitives.
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Type of activity: Group work
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Approximate time: 15 minutes
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Materials: worksheet

Students’ profile: intermediate- mid

Procedure:
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1. Arrange the students in groups of three or
four and give each student a worksheet.
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2. Have the students read the summary and
discuss the questions, then write answers,
using a gerund, an infinitive, or a simple form.
Make sure students write answers on only one
worksheet, working together.

3. Go around groups and have students share
some of the answers.
Answer the questions based on the summarized below. Use a
gerund, an infinitive, or a simple form in your answer.

General Hospital
Jason is in a car accident when the car he is riding in (his brother, A.J.,
is driving) hits a tree. Jason was not wearing seat belt and was thrown
from the car. He experiences memory loss as a result of the accident.
He can’t remember anyone and gets particularly angry at his family and
his girlfriend when they tell him what he was like and how he used to
act before the accident. Jason is from a wealthy family and had been a
premed student. Because he knows he can’t match his family’s
expectations, he leaves home, rents a room, and takes a blue-collar job.

What is Jason angry about?

What did Jason decide to do?

What can’t Jason remember?

What did Jason stop doing?
Match Game

Goal of Activity: Students can practice making
sentences with gerunds or infinitives by matching
cards.

Type of Activity: Group work

Approximate time: 25 minutes

Materials: matching cards

Students’ profile: intermediate-low

Procedure:

1. Divide the class into groups of four. Distribute 6 or 8 cards to
each group (The number of given cards should be even number.)
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2. Each group makes as many matches as possible. The matches
must be grammatically correct and logical.
Ex) speaking ill of someone / it is romantic
is unusual / to walk in the snow

3. When a group can make no more matches, it goes to other
groups to look for a trade. So they can keep making matches by
trading.
*** Students cannot just take a card from a group; they must
trade.
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4. When one group makes all its matches, the game stops. One
group member reads out the matches. The other groups vote to
accept or reject each match.
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5. If the matches are all accepted, the team wins. If some
matches are rejected, the game continues until another group
makes all its matches.
**CARDS
it’s disappointing
not to receive any mail
not receiving any mail
is disappointing
it’s crazy
to wear a heavy coat in August
wearing a heavy coat in
August
is crazy
it is polite
to listen to your teacher
listening to your teacher
is polite
it is frightening
to walk in downtown Los Angeles
at night
walking in downtown Los Angeles
at night
is frightening
it’s unusual
to wear pink shoes
wearing pink shoes
it is dangerous
drinking and driving
is unusual
to drink and drive
is dangerous
to speak your native
language in English class
It is impossible
speaking your native
language in English class
it is easy
riding a bicycle
is impolite
to ride a bicycle
is easy
Discussion Activity

Goal of Activity: Students can discuss the topic
using gerunds and infinitives

Type of Activity: Group work

Materials: Article from Internet, newspaper or
magazine

Time: 30minutes

Students’ profile: Intermediate-high and adults
Procedure:
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1. Divide the class into groups of three or four.
2. Distribute the Internet article “Tips For Finding Mr. Right”
to students and read over the article.
3. Have the students find the sentences with gerunds or
infinitives from the article and then share them.
Ex) “The most important thing is to be Ms. Right yourself.”
4. The teacher or students can add some more verbs that
can be used to talk about this topic.
***The teacher adds the following verbs: want, hate,
enjoy, like, love, choose, hope, avoid, prefer etc.
5. Have the students in groups discuss their Mr. Right
using gerunds and infinitives.
Ex) I want to meet a man that is very intelligent, romantic,
sincere and very good looking… I enjoy watching movies, so
I would want to share interests and similarities with each
other..
6. Let some of them present their Mr. /Ms. Right in front
of class.
RELATIONSHIPS
10 Tips for Finding Mr. Right
New Life Ministries

1. Get a life. The most important thing is to be Ms. Right yourself. Finding the right man is not
going to change you into a better person than you already are. If you are lazy and self-centered,
finding a generous hard working fellow is not going to transform you. If you are boring and a onedimensional person, finding an intellectually challenging man is not going to change who you are.
Learn how to be interesting, kind, caring, and unselfish. Learn to be happy with yourself, first. You
will only be happy in your new relationship if you are happy inside first.

2. Evaluate your physical attractiveness. Not everyone is Ms. America. Nobody looks like the
models in magazines. Find out what your best feature is and accentuate it. Wear clothes that flatter
your figure. Men want to be proud of their wife’s appearance, not embarrassed. You don’t need to
spend a fortune, simply plan wisely with a few sharp pieces. Small changes can make a world of
difference in your looks as well as your outlook.

3. Be open to matchmaker services and the Internet. Is it safe to look there for someone? It depends.
Personal ads have been around for years, and the Internet Web pages are just an extension of them.
Now it is commonplace for almost anyone to take advantage of Web pages for matchmaking.
Using common sense, and seeking reputable services with good references are the basics when
going online.

4. Talk to your family and friends about the kind of man you want. Who better knows you and the
things you need? Ask them for tips on the type of guy they think you need, and don’t be insulted
when they tell you the truth. They probably know you better than you know yourself. Their feedback
could be invaluable.

Excerpted from Avoiding Mr. Wrong by Steve Arterburn and Meg Rinck. Used by permission of
New Life Ministries. New Life Ministries has a variety of resources on men, women, and
relationships. Call 1-800-NEW-LIFE or visit www.newlife.com.

<https://www.cbn.com/family/DatingSingles/newlife_MrRight.aspx>
Types of Verbs
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Tree types of verbs that take infinitives
and gerunds as complements:
-Commitment verbs
 -Aspectual verbs
 -Sensory perception verbs
Commitment Verbs
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Commitment : persuade someone to do
something
Take infinitive & involve commitment for
future action
the act of commitment comes before the
act to be performed : V before to-V
Self-directed (plan) :no direct object
Other-directed (order): direct object
Commitment Verbs
Self-directed action
NP V to-V
Other-directed action
NP V NP to-V
demand, agree, decide,
apply, ask, consent, aim,
attempt, beg, offer, hope,
prepare, plead, decline,
want, plan, pray, refuse,
wish, struggle
order, command, tell,
convince, persuade,
urge, advise, ask,
permit, beg
Commitment Verbs
-Other-directed: variation in the strength
command, order>persuade, convince>permit
Ex) RAIN commanded his staff to repair the stage.
RAIN convinced his staff to repair the stage.
-arrange, long, pray, and yarn :for NP to V &
for NP
Ex) RAIN longed for his fans to come to his concert.
RAIN longed for the success of his showcase.
-Self-directed: variation in the strength
(Likelihood of second action)
decide, determine>aim, expect>plan, prepare>
hope, seek
Aspectual Verbs

describe situations focusing on beginning, continuing,
and ending: complements should be interpreted
with main verbs
Ex) RAIN started drinking after finishing his concert.
RAIN continued drinking after midnight.
RAIN stopped drinking at dawn.
- gerund: indicate an event that is ongoing &
activities and process that have duration
- infinitives: indicate a point of time (not duration)
Ex) The audience started to cheer when RAIN appeared
in the stage.
The accompaniment ceased to be played unexpectedly when
RAIN started to sing.
Aspectual Verbs
- point in time (infinitive) vs. ongoing event (gerund)
Ex) RAIN begins to sing his hit song at the beginning of the
concert.
RAIN begins singing his hit songs in the first half of the
concert.
- the complement verbs indicate a state (be,
understand, believe) : infinitive
Ex) RAIN continued to stay on the stage.
- Better sound: gerund is often avoided when the
aspectual verb is in the progressive.
Ex) The fans are continuing to shout with joy.
The fans are continuing shouting with joy.
Aspectual verbs and complements
Aspectual verbs
begin, commence, finish, remain, burst out,
complete, give up, resume, carry on, continue, go on,
start, cease, discontinue, keep, stay, come out, end
up, quit, stop
With complements
to-V
V-ing
point in time
period of time
single act
ongoing event (s)
state
activity, process
Sensory perception verbs
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take both gerund and bare infinitives.
the difference between the uses of the gerund
and the infinitive complements: in respect to time
ongoing, no time limitation, incomplete, series of
acts: gerunds
limited in time, completed, single act: bare
infinitives
Ex) Lots of people could see RAIN singing.
Lots of people could see RAIN sing.
Sensory perception verbs and complements
Sensory perception verbs
feel, look at, overhear, smell, hear, notice, see, spot,
listen to, observe, sense, watch
With complements
bare infinitive (v)
limited in time
completed
single act
Gerund (V-ing)
unlimited in time
incomplete
series of acts
Linguistic Distance
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the to+ infinitive puts more distance
between the two verbs: more conceptual
distance between the two
a bare infinitive: there is no conceptual
distance, the two events are happening
simultaneously.
Ex) Rain told me to come to his concert.
Rain saw me dance to his music in the
concert.
Activity 1. The following are prohibited
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Goal of Activity :students can realize
the use of gerunds in realia
Materials : realia (worksheet #1)
Types of Activity: Groups
Students’ profile : intermediate mid /
elementary, middle school students
Time : 30 minutes
Worksheet #1 : Signs

Procedure :
1) In class, with students in small groups, give
them the task of creating a set of rules for
the classroom that can be displayed on a sign.
Some of the groups have to create signs the
begin with The following are encouraged.
The other groups have to create signs that
begin with The following are prohibited.
Later, the different types of signs can be
compared (and perhaps displayed).
2)Out of class, students have to write down
examples of gerunds form signs and notices.
Good locations are parks, public facilities,
buses, subways, police stations, and schools.
As a spoken exercise in class, they have to
present their discoveries and try to explain
why people aren’t allowed to do those things
in those places. As a written exercise, they
can use their examples in a composition on
“The following are prohibited”.
3) Another natural context for gerunds is in questionnaires
used for surveys. You can create a scale of neversometimes-often-always-beside a series of descriptions.
Some examples are listed below from a health questionnaire
that had the general heading : How frequently do you
experience the following?
headaches, tingling in fingers and hands,
feeling exhausted, feeling short of breath,
reacting with annoyance to others,
having bad dreams, crying easily,
trembling or shocking, having your mind go blank.
Activity 2. Cocktail party

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Goal of Activity : Students can practice
gerunds and infinitives in different
situations
Materials : Worksheet #2
Type of Activity : Groups
Student’s profile: intermediate mid /
adults
Time : 15 minutes

Procedure :
1) Arrange students in groups of 6 to 8 and
have each groups stand together. Give each
group a situation card from the worksheet.
2) As in a party setting (but with a time
limit), students mingle by asking questions or
making statements and suggestions about
the situation. They must use verbs followed
by infinitives or gerunds whenever possible.
3) A different situation may be given to
the group after a few minutes of talking.
4)As a follow-up activity on the same day,
students can write the questions or
statements on the board that they
remember from the party interaction.
Worksheet #2 Cocktail Party
Situation #1
Plan a birthday party, complete with entertainment
and food, for a classmate.
Verb suggestions: advise, stop, consider, recommend, enjoy,
ask, plan, prepare, remember, want, (don’t)forget, promise
Situation #2
A classmate wants to be accepted at prestigious
university, but he/she is nervous about the oral
interview. Give advice.
Verb suggestions: advise, avoid, finish, (don’t) delay,
mention, practice, remember, dislike, (don’t) quit, decide,
need, wait
Situation #3
Complain about the rising cost of living such as health
care, car insurance, etc. Try to end the conversation
on a positive note.
Verb suggestions: admit, deny, anticipate, dislike, can’t
help, regret, tolerate, claim, afford, hesitate, pretend,
understand, learn, want, appreciate, wish
Situation #4
Give advice on (a) losing weight and (b) gaining
confidence to make a good impression on people (boss,
spouse, boyfriend, etc)
Verb suggestions: advise, avoid, keep, (don’t) miss,
postpone, suggest, expect, hope, seem, struggle, learn,
offer, want, plan
Activity 3. Verb+Invinitive or
Gerund (Difference in meaning)

Goal of Activity : students can
understand the meaning of differences
between gerund and infinitive by
exercises
 Materials : Worksheets #3,4
 Type of Activity : Pairs
 Students’ profile: intermediate mid /
high school students or adults
 Time : 30 minutes

Procedure :
1)Give each student a copy of both worksheets.
2)Have the students work with a partner to
match the meanings to the sentences in
Worksheet #3. When everyone has finished, go
over the worksheet. See which pair has the most
correct answers.
3)Have the pairs do Worksheet #4. Call on
several pairs for each question. This way, there
will be a variety of answers and, in case one pair
uses the incorrect form, several correct versions
will have been provided.
Worksheet #4: “Remember to Forget”
No oh, remember to forget you
No oh, remember to forget you
No oh, remember to forget you
Sometimes I really really miss you
And when I really really start to
I stop doing something that I might regret.
I regret picking up the phone to call you,
hanging out and dreaming of you,
thinking back to the very first moment we met .
Worksheet #4 : Examples
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What must you remember to do before you leave
home?
What have you forgotten to bring to class?
What do you remember doing on your last
vacation?
What can you never forget eating?
What do you regret not doing in the past?
What news would you have for your parents that
might start out “ I regret to tell….”?
If you have sunburn, what could you try doing?
What have you tried to do but were not
successful at?

Procedure :
1) In class, with students in small groups, give
them the task of creating a set of rules for
the classroom that can be displayed on a sign.
Some of the groups have to create signs the
begin with The following are encouraged.
The other groups have to create signs that
begin with The following are prohibited.
Later, the different types of signs can be
compared (and perhaps displayed).