INFINITIVES vs. GERUNDS

1. INFINITIVES vs. GERUNDS Approaches to English Grammar W12 (5. 24th. 2013) Son, Yunkyoung

2. INFINITIVES vs. GERUNDS Approaches to English Grammar W12 (5. 24th. 2013) Son, Yunkyoung

3. INFINITIVES vs. GERUNDS • He forgot to shave. He forgot shaving. • She enjoys to go. She enjoys going. • They chose to stay. They considered to stay. • She loves to dance. She loves dancing.

4. INFINITIVES vs. GERUNDS Basic Forms of Verb Complements • Non-Finite verb complements (limited set of possible verbs forms) The tense of the complement is independent of that of the main verb.  a. He wanted to see her again. INFINITIVE b. She told him to get lost. INFINITIVE c. He watched her walk away. bare INFINITIVE a. She continued walking. GERUND b. He couldn’t bear her leaving him possessive? GERUND • Finite verb complements (wide variety of verb forms possible) a. She hopes (that) he goes insane without him. b. She regrets (that) she ever went out with him.

5. INFINITIVES vs. GERUNDS Table 1 - Forms with infinitive and gerund complement

6. INFINITIVES vs. GERUNDS Basic Meanings Table 2 - Verb categories according to infinitive and gerund complements

7. INFINITIVES vs. GERUNDS • Group 1 - Verbs with only finite (that …) complements Verbs indicating mental states. a. He knew that she was seeing someone else. b. She realized that he had been spying on her. • Group 2 - Verbs with only (to V) non-finite complements Verbs indicate the action of the complement will be in the future (future possibilities). a. He hoped to change her mind. b. She wanted him to forget her.

8. INFINITIVES vs. GERUNDS • Group 3 - Verbs with only (V ing) non-finite complements Verbs indicate situation described by the complement is already established (fact). a. She detested him spying on her. b. He enjoyed watching her all the time. • Group 4 - Verbs with both (to V) and (V ing) non-finite complements Verbs which can indicate the complement contains either a future possibility or a situation already established (fact). a. He forgot to take his medicine. I regret to say this. (regret before say) b. He forgot taking his medicine. We regret saying that. (regret after say).

9. INFINITIVES vs. GERUNDS Meanings in Context • Noun-like Events The go element in both sentences is presented as a specific kind of event rather than as the performance of an act. a. She resented his going there without her. b. He enjoyed going there alone. cf)  a. He considered going to the beach. b. She suggested going to the museum.

10. INFINITIVES vs. GERUNDS • Verb-like Actions With infinitive complements, it is the association with performing an action that creates implied meanings. a. She told him to go without her. b. He wanted her to go too. • Infinitive complements often carry characteristic meanings of indefinite potential performance. In terms of information structure, infinitive complements are indefinite and gerund complements are definite.

11. INFINITIVES vs. GERUNDS Deny and Refuse a. Peter denied going to the party. b. Peter refused to go to the party. Deny in a takes a complement which is presented as not true and must therefore be a statement of fact or proposition. This could also be expressed as a finite (that…) clause - He denied that he went to the party. Refuse in b is presented as the performance of an act which can be either done or not done, but an act cannot be true or not true. This could not be expressed as a finite (that…) clause - *He refused that he went/goes/will go to the party.

12. INFINITIVES vs. GERUNDS • Table 3 - Information carried by Infinitives versus Gerunds

13. INFINITIVES vs. GERUNDS • He forgot to shave. He forgot shaving. • She enjoys to go. She enjoys going. • They chose to stay. They considered to stay. • She loves to dance. She loves dancing.

14. INFINITIVES vs. GERUNDS Approaches to English Grammar W12 (5. 24th. 2013) Cho, Minsu

15. Commitment verbs • The commitment is to perform an act and it comes before the act in time. So these verbs usually take infinitive complements. • E.g) a. He ordered us to get out. Future Past <Timeline>

16. Self-directed action vs. Other directed action • When the commitment is self-directed : no need for a direct object e.g) I decided to go. • When the commitment is other-directed : need for a direct object e.g) I allowed him to go. me(x)

17. Commitment Verbs

18. Aspectual Verbs

19. Aspectual Verbs Usages • He begins to sneeze if a cat comes near him. • He begins sneezing if a cat even comes into the same room.

20. Sensory Perception Verbs • These verbs take either a bare infinitive or gerund. (see, hear, feel..) ① I saw you blink. ☞The bare infinitive tends to express a perception completed. ②I saw you blinking. ☞The gerund tends to express an event not having a time limit.

21. Sensory Perception verbs and Complements

22. Moving on to activities…Boyoon

23. Activity 1 (Grid game) • Level: intermediate • Focus on vocabulary • Verb+Gerund: enjoy, practice, miss, store, love, admit, postpone, can’t help, etc. • Verb+Infinitive: decide, manage, start, promise, attempt, tend, seem, refuse, etc. • Groups of three or four • Topic & outcome: open, open-ended sentences

24. Activity 1 (Grid game) • Procedure • Group students into 3 or 4 • Each student gets different color pencil and one sheet of handout • Students take turn to produce one sentence from the hexagons • If the sentence is correct (approved from other students in the group), color the hexagon with his color pencil • If the sentence is not correct, other students can claim and take the word of hexagon from the student • The most colored hexagon wins the game

25. Activity 1 (Grid game)

26. Activity 2 (speaking, interviewing) • Level: Adult, low-intermediate • Focus on gerund • NP+V+V-ing • NP+V+NP Object+V-ing • NP+V+NP Possessive+V-ing • Groups of three or four • Topic & outcome: open, open-ended sentences

27. Activity 2 (speaking, interviewing) • Procedure • Students get into groups of 3 or 4, each gets one questionnaire and a sheet of paper • Ask each other questions, and jot down their answers • Students reform sentences to report to the class • The answers will vary depends on personal differences • When they report, I  She or He

28. Activity 2 (speaking, interviewing)

29. Moving on to activities…Sojung

30. *Language focus: remember to V / remember V~ing, stop to V / stop v~ing , forget to V / forget v~ing *Age: high school students *Level: intermediate ->Teaching verbs that takes both infinitives and gerund using concordance data through Jigsaw activity.

31. Step 1 • The teacher puts students into three groups(A,B, and C), and gives each group a different concordance data sheet . • Ss in group read and study their script and put the data into two pattern( to v, v~ing) • Ss find the meaning differences in two patterns with their group members/ teacher provides assistance when they needed.

32. Step 2 • Teacher re-group the class. • One S in A,B, and C group get together share the differences of meaning and form of the patterns / find out general rule • Ss report to the class

33. Steps 3 • Teacher summaries the patterns explicitly/ provide general rules for the pattern • By drawing time lines

34. Step 4 Matching activity • Pairs • Have the students work with a partner to match the meanings to the sentences in Worksheet. • When everyone has finished, go over the worksheet.

36. Step 5 • Ss make sentences on their own by using those words that they just learned remember to v/ remember v ~ing forget to v/ forget v~ing stop to v/ stop v~ing

37. Activity 2 • Target language: distinguish two patterns of verbs which take infinitives or gerund • Age: high school students • Level: low intermediate

38. Step 1 • Story • Teacher provide two short stories which include target language • Ss read stories and find out target language patterns and underline it. • Ss find two patterns of verbs which take only infinitives and gerunds. • Ss in small group talk together about the questions below by using target languages.

40. Step 2 • Teacher elicits the sentences which include target languages and put it on the board • From the sentences on the board, T makes general rules/ explain it explicitly • Ss get the ideas of the two different verbs patterns (form and meaning)

41. Step 3: board game (speaking activity with pair)

42. Pair speaking activity Procedure: 1. Give a die and a marker to each student. 2. When a student lands on a space with a sentence, he/she must provide the correct form (gerund, infinitive, or base form) of the underlined verb. 3. The other player is judge. When a S makes mistakes they negotiate and correct their production each other.

43. Step 4 • Speaking Groups activity Procedure: • Arrange students in groups of 6 to 8 and have each group stand together. Give each group a situation card. • 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. • A different situation may be given to the group after a few minutes of talking. • 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.