SUGGESTIONS, OPINIONS, AGREEMENT AND DISAGREEMENT

[This post is really intended as a help for speaking communication, but of course there are things here that you can use in writing, provided you are aware of some facts: Is it expression or interaction? Are you sure you aren't using something informal in a writing formal context?]

These language functions are basic and (almost) always come up in your oral exams. So let’s see whether you can use more variety little by little. But I suggest that you don’t try to memorise all of this!

Note: I have used a different approach in each section.

SUGGESTIONS

Making suggestions

1) WHAT ABOUT/HOW ABOUT ... + Base form + -ING

What about going to the pictures tonight?// What about a drink?

How about going to the pictures tonight?// How about a walk?

2) WHY + Negative

Why don't we go to the swimming pool tomorrow?

3) IMPERATIVE: Let's + Base form

Let's go to the restaurant now!

4) COULD

We could visit Paris next week.

5) COULDN’T…?

Couldn’t we invite my cousin to the party?

6) SUGGEST

I suggest you/ we go to a movie// I suggest we should go to a movie.

7) SHALL

Shall we have a cup of tea?

8) WHAT… SAY?

What would you say to a cup of coffee?

9) DON’T YOU THINK…?

Don’t you think it’s a good idea to do the washing up?

10) MIGHT

We might as well stay home tonight.

Accepting suggestions

·  Ok. Yes, let's do that.
·  Yes, I'd like to.
·  Yes, I'd love to.
·  What a great/ fantastic/ good idea!
·  Why not?
·  Yes, with pleasure.
·  Yes, I feel like taking a walk/ doing that.

·  That sounds like a good idea.  

·  Sounds great to me!

Refusing suggestions

• No, let's not do that// No, let’s do something else.
• No, I'd rather not// What about doing something else, is that ok?
• I don't feel like it// I don’t feel like doing that, sorry.
• I dislike going for a walk.
• What an awful / bad idea!
• I’m not too keen on that, sorry.

OPINIONATING

Asking for opinions

·     What do you think of X?

·     What’s your opinion of X?

·     How do you feel about X?

·     I was wondering what your opinion of X was? [tentative]

·     I was wondering where you stood on the question of X? [formal]

·     What about X? [informal]

·     What do you reckon to X? [informal]

Expressing personal opinions

·     I (really) (don’t) think (that) (+ SENTENCE)

·     In my opinion, (+ SENTENCE)

·     From my point of view, (I think) (that) (+ SENTENCE)

·     Personally, (I think) (that) (+ SENTENCE)

·     I’m absolutely convinced that (+ SENTENCE)

·     As far as I’m concerned, (+ SENTENCE)

·     I may be wrong, but (+ SENTENCE)

·     It would seem to me that (+ SENTENCE) [tentative]

·     As far as I’m able to judge, (+ SENTENCE) [tentative]

·     As I see it, (+ SENTENCE) [direct]

·     Frankly, (I think) (+ SENTENCE) [direct]

·     To be perfectly honest, (+ SENTENCE) [direct]

·     I don’t believe for a minute that (+ SENTENCE) [strong]

·     If you ask me, (+ SENTENCE) [informal]

·     I reckon (+ SENTENCE) [informal]

Expressing agreement

·     (Yes, I think) that’s right.

·     I’d go along with you on that.

·     I’d go along with you there.

·     I take your point.

·     I tend to agree (with that). [tentative]

·     (Yes,) I’d tend to agree with you on that / there. [tentative]

·     Yes, definitely. [direct]

·     I quite / completely / strongly agree with you on that / there. [direct and strong]

·     I couldn’t agree more! [direct and strong]

·     I’m with you on that / there. [informal]

Expressing disagreement

·     Do you really think so?

·     Maybe, but (+ SENTENCE) *

·     I wouldn’t go along with you there / on that. [tentative]

·     I’m not sure about that. [tentative]

·     I’m not sure I agree with that. [tentative]

·     I’m not really sure if I would agree / go along with you there / on that. [tentative]

·     I wouldn’t agree. [direct]

·     I can’t accept that. [direct and strong]

·     I quite / completely / strongly disagree with you on that / there. [direct and strong]

·     You can’t be serious. [strong; informal]

·     You must be joking. [strong; informal]

·     Are you kidding? [strong; informal]

 ……………………………………………………………………………….

  

* This is one of the cases where you can add ‘For one thing, (+ SENTENCE); for another, (+ SENTENCE)’, to at least give two reasons.

N.B.

If you’d like to get a basic, sound start, it may be a good idea to basically concentrate on the blue structures (subjectively, they sound to me broadly commoner and/or easier).

When you say something tentatively, you soften your view and don’t express strong feelings.

Of course there may be similar combinations. Thus, you tend to leave out ‘that’ in informal English and not to do so in formal English.

At exams, don’t use really formal English when the situation is neutral or, of course, informal.

TOPICS AT THE SPEAKING EXAM

What kinds of topics can you expect at the speaking exam?

Common everyday things not requiring specialized vocabulary. Therefore, the variety of topics is, in principle, very large. In practice, we examiners and teachers don’t usually think up many new or original topics - well, partly because we want to assess your everyday-life communication rather than your knowledge of very specific matters.

NOTE: We often use cards that show a heading or title (e.g. Keeping fit, Friendship, The time machine) that may be misleading. What you’ll have to talk about is the instructions, not necessarily this heading or title, which is normally more general and which, in any case, is rarely exactly the same as what the instructions tell you to deal with.

In the interaction a common instruction is to reach an agreement on something. Make sure you do that before you finish. As a matter of fact, in this task you usually have to do one or more of these: exchanging opinions, reaching an agreement, making decisions together, making plans together.

Sometimes it’s based onn real life. Sometimes you have to pretend to be someone that you are not or be in a position where you are not (a role-play). I tend to prefer the former, but roleplaying can be useful if one wants to test some specific things: “at a hotel reception (host and receptionist)” and “advice to a child, etc” (a parent and a child) are just two examples so I do use it, more often in Basic in than Intermediate, and more often in this than in Advanced.

The following is a list of topics (a sample, not a complete list!) that may give you an idea about what to expect (based on previous years). It’s important to realize that these are not the real instructions. You’ll be asked more specific things in relation to these topics! There’s usually a situation and a few specific instructions. For example, the first given in the random list was actually:

Cheap holidays. You and you English-speaking flatmate(s) want to travel around Spain on a low budget. Talk about the following points: places to visit; where to stay; how to travel.

A RANDOM SAMPLE OF POSSIBLE TOPICS FOR TASK 1 (INTERACTION)

Deciding about holidays

Planning a relaxing weekend

Advising a friend who’s coming to live in Madrid

Advising a friend with health problems

Deciding about your school’s cultural activities

Deciding about your town’s summer festival

Deciding what to include in a guide of Madrid

Deciding on what to spend some money won at the lottery

Your English course past experience and new course expectations

Planning a year off together

Going to a wedding

Deciding ways of keeping fit together

Discussing different family matters

What pet to get

What to do for a week away

A present for a friend

Sharing an appartment

A mutual friend is having a baby

Helping a mutual friend

Going to a concert together

Spending 300,000 euros in one morning

Improving the working atmosphere

Organising a dinner party at home

In the monologue, you can expect to have to (especially) describe, narrate and give opinions, argumentation …

Again, Reading newspapers, for example, in the list below is not very specific: it might be what newspapers you/people read and why, or how, or when, etc. In the case of the first in the list below (as an example), the real instructions were:

Education. Describe your early school days. Talk about this subject, taking into account the following points: your happiest memory; your most unpleasant memory; someone who made an impact on you.

A RANDOM SAMPLE OF POSSIBLE TOPICS FOR TASK 2 (MONOLOGUE)

Your early school days

Your dream job

Summer festivals in little towns

New technologies for learning languages

Hobbies as a way to relax

Sharing a flat

Your first long journey

Family, workmates/classmates, friends

Your eating habits

Your neighbourhood

Your house or flat

Your job

Your favourite place

Reading newspapers

Mobiles phones

Your country

When you talked to a native speaker

Someone you really like

Eating habits nowadays

The first time (you drove a car or fell in love or …)

Education today

A teacher (from your past)

Your favourite type of accommodation

Your favourite means of transport

Neighbours

The role of grandparents today

WRITING YOUR COMPOSITIONS - Intermediate and Advanced

1. Introduction

There are many kinds of ‘compositions’, including narratives, descriptions of people objects and places, formal and informal letters/mails, arguments (opinions, agreeing and disagreeing, etc), summaries, speeches, giving directions or instructions, giving advice and describing a process. The different kinds of course require diferent styles and registers, and different conventions. Thus, not only the language, but even the page layout can be different at times.

Usually, during an English course, you have previous models to follow and exercises that prepare you to write a better composition of a certain type. These are essential for you not just to make a good composition, but even the composition required).

2. Writing guides

You have been given photocopies [check if this is true this year] of two different guides (Writing Bank and Writing Guide) from two different English coursebooks (New English File Intermediate Plus and Targets 2). Always have them at hand before you begin to write a composition. They will always be useful or necessary. All writing guides I could give you would be very similar. With these two, you can check what you are really advised to do. Follow this advice! One of the most important things is the process, the different steps you take before actually writing out your final version. You certainly need to take your time. Just writing what first comes to your mind for five minutes and handing it to the teacher is not good practice for you, and usually leads to the teacher being unable to check or understand it, or having to rewrite the whole of it, which is usually impossible with so many students and doesn’t teach you much anyway.

The second (longer) guide also describes a few particular, typical kinds of compositions or writing genres, so you don’t have to read it all at all times. But both its first pages and the last page are general.

These guides are always good for your exams, of course. For example, they organise you, prevent you from making many mistakes in several respects, and make you aware of different aspects of writing assessment (not just vocabulary and grammar).

3. What (not) to do: guidelines and comments

As you want want me to be able to check your writing, you must basically take the following into account.

·     Always follow the model composition. For example, look at the paragraphs, how you really separate sentences, how the punctuation marks and the blank spaces after them and capital letters etc are used. If you copy words, phrases and sentences there (which is normally OK and even better), copy them, don’t distort them. If you read I look forward to seeing you, don’t write I look forward to seen you, for example.

·     Always follow the instructions exactly. The most important thing is always to make sure you understand the situation and the exact instructions. It’s not very uncommon, for example, to be asked to write to a friend of your brother’s to say you’re going to visit him in Sydney if he agrees, and then to actually write to your bother that your friend is going to visit you, who live in Sydney - and similar kinds of misinterpretations.

·     No compositions can be accepted after the deadline.

·     Make sure whether you are expected to hand them in in class or send them by mail.

·     Some of your compositions are expected to be handed in hand-written. Of course it is sometimes better to type them (e.g. a CV). Your handwriting should be very clear. For example, try to imitate printed letters rather than quickly writing letters joined together; make sure anybody could make out which letter you’re using at all times; separate words (and paragraphs!) clearly and correctly.

·     Leave plenty of space (margins, lines, etc). Don’t overfill your space with words when you have at least two pages available. Please give me the standard sheet, not a small notebook sheet. Try to write in big letters. Make it possible for the teacher to write on your sentences. Always leave enough space at the end for teacher’s notes, too – if necessary, staple two sheets together.

·     Don’t forget to write the title of the writing - and of course always concentrate on it, never dealing with things outside the topic, or irrelevant things. [Sometimes the title will be obvious, but sometimes you must supply it.]

·     Don’t forget to always write your full name and your exact group on the very top of the first page.

·     Never write your final version in red.

·     When the homework is via email, there are some basic things to bear in mind (although I understand you sometimes can’t prevent ‘computer incidents’ - everything is right, then you send your mail and something has got changed):

-         First, unless I say otherwise, write your final version directly on the mail, not in an attacched document, even if I try to download more and more programmes to be able to read your docx, for example.

-         Second, make sure that when you finally paste it onto the email your paragraphs haven’t got disorganised/disarranged, with split lines, etc.

-         Third, make sure you are leaving one space or no space between words, and words and punctuation marks, according to English (and 99%) Spanish conventions. Simply look at this document to see whether it’s one blank space (systematically) or none; whether the comma, etc is attached to the previous, or the following word ...

-         Fourth, write/type apostrophes like this: don't; not like this: don´t. So: no blank spaces, and the apostrophe itself, not the accent! Your keyboard has a key for the apostrophe (in the top row), which is different from the one for the Spanish acute accent. One of the reasons to use it: sometimes, when I edit your text, a word like you'd gets split in two different lines:                     you

-         ´d

·     Always keep to the approximate number of words required, when you are told so. If you are not, look at the model composition in your book, which is a basic model for this too. Please don’t give me a long composition when it must be short according to the instructions.

·     Remember you aren’t translators. I would not recommend you to make a Spanish version before the English one. Anyway, be aware that languages really are different – this is easier said than done, and you are students, not native users, but ...

·     Always use a good dictionary and make sure you don’t make typical dictionary misinterpretation mistakes. Look for contexts in your dictionary; occasionally, you can look up the word in a monolingual dictionary, and/or in the other part of your bilingual dictionary. Monolingual dictionaries for students nowadays usually contain thesaurus tables, comparison between similar words, etc. A thesaurus itself is a dictionary that takes you from the concept to the word you’re looking for (but then you have to check its meaning), unlike the traditional dictionary, which takes you from the word to the meaning, so it isn’t a bad idea for advanced students to use any king of theasaurus or “dictionary of synonyms” sometimes. Of course there are so many on line now. Be careful with false friends, Spanish structures, rare or unnatural English and similar things. Just a couple of examples:

- If you’re looking up “miembro”, is it member or limb that you need? Check it in a good dictionary and you’ll see that one belongs to such phrases as ‘a member of my club’ while the other fits in ‘Unfortunately, both his upper limbs had to be cut off after the accident’.

- Are you sure that “sobre todo” will be “sobretodo” in your dictionary? That will make no sense in your writing! Actually, an overcoat must be a kinf of coat, and your dictionary will at least tell you it’s a Spanish noun! So now you now: no more overcoats this winter! J [Yes, I know advanced students don’t tend make this mistake.]

·     You can always look at the “frequent mistakes …” documents in the blog before you write your final version. Besides, you’ll be soon [March 2012] three very usuful photocopies with the ‘top miskakes’ for each level (again, Michael Swan knows Spanish students of English very well). At these levels, no more for to can to go, He will going, She don’t went, actually for “actualmente” … At the Advanced level (especially), no more He said me something, He told me that I helped him (when you mean He told me to help him!) ... I’ll try to little by little include more typical mistakes in the blog. I know there are few [but not little J] there at the moment.

·     The pronoun "I" is always written like this (not "i").

·     English is spelt English, not *english, *inglish, *Englis …!! [Yes, not uncommon among Intermediate students.]

·     Don’t make the typical mistake (especially in English) of exemplifying with more than one device. In Spanish, at the very least, people tend to say twice that they’re giving examples (“como” + “por ejemplo” = “como por ejemplo”; “como A o B, por ejemplo”; tales como A o B, etc”). In English and other languages the basic thing is saying just once that you are exemplifying, and, of course, because you’re saying these are only examples, you use “and” before the last element. Use, especially,  including / such as [more formal] / like [more informal] A, B and C. Never use things like these: for example, A, B, C ... etc. / like A, B or C, etc ...  (very common in students’ writing!). A similar thing: Spanish is very quickly replacing “y” by “o” in many cases, and fusing and confusing “a/o/ni” in general (for example, “Podemos admirar obras de Goya o Velázquez”); English isn’t. Not to mention logical contradictions (for example in negatives and positives: “para evitar que no se escapara”; “No me moveré hasta que no vengas” ….) and redundancies (“Han vuelto a reabrir la tienda” … ¿otra vez de nuevo?). Don’t tranlate all this into English literally. It’s a very different language ‘now’!

·     Make a basic good use of capital and small-case letters, even if you may have a few mistakes. María is never spelt maria (except in your notes or an sms to a friend, if you like); don’t write your whole composition in capital letters; a capital initial is used after . ! ? but not after a comma; don’t mix them arbitrarily. Just use this text as a model - *Not AS a Model (!).

·     To separate paragraphs, either leave a blank line (I use this option myself) or indent the first line of each paragraph (for this, use the Tab key on your keyboard, or really leave some space at the beginning of the line when hand-writing).

·     Advanced students are supposed to use a wider range of vocabulary and grammar than Intermediate ones, and these, of course, more variety than Basic students.

·     Improve your variety and accuracy of connectors (i.e. linkers, discourse markers). Don’t try to force them into your composition, though. For example, some students, after “learning” things like “on the other hand”, use them when they aren’t suitable, or use so many unnecessary connectors just to show they know them and get higher marks. On the other hand is used for contrast in English, and it doesn’t mean In addition / Besides / Furthermore / Moreover … If you really have to use it, don’t write (or say) things like *In other hand. You have a particular list of usual connectors in the Writing Guide, but remember a list is not the same as practising them and really understanding how to use them.

·     Remember that, in principle, formal style requires full forms (e.g. cannot, does not, I am, my friend has said), whereas informal style requires contracted forms (e.g. can’t, doesn’t, I’m, my friend’s said). This writing isn’t intended to be formal (it’s for my students).

·     Try to be systematic at all levels (e.g., don’t mix styles, and use punctuation systematically).

·     Always review your writing at the end. Check and double-check for mistakes (including lots of typical tense, spelling and punctuation mistakes), incorrect paragraphing, irrelevant information and the like.

·     Make your writing (appearance and contents) as attractive as possible.

·     When you get your composition back, study the teacher’s notes and corrections and improvements. It’s absolutely essential. Of course it’s also sad to have some compositions undelivered to their owners by the end of the course, etc. Learn from your mistakes.

4. What to do: the process

a)    Brainstorm you ideas before you write anything.

b)   Arrange these ideas for the different paragraphs and leave out the irrelevant ones.

c)    Make a first draft.

d)   Review and improve it (what about another draft?).

e)    Write and edit your final version.

f)     Check and double-check it: if you know it’s I saw my mother, why does your final version include *I saw to my mother or even *I saw a my mother? Systematic distraction may be more of “an excuse” in an exam (and certainly when speaking), but less so in a writing assignment.

FREQUENT SPELLING MISTAKES

1) PRACTICE / PRACTISE


Although both these words are pronounced the same (with final /s/ - neither with /z/), the former is the noun and the latter is the verb.


     I'd like to do some practice now.
     I'd like to practise now.


2) ADVICE / ADVISE

 Advice /s/ is the noun, and advise /z/ is the verb.

    If you wish good advice, consult an old man.

    Her friends advised her not to go out with such a quarrelsome guy.

N.B. These words do not mean warning/warn, but counsel, but counsel itself is a formal word (really literary when used as a noun) and is therefore better avoided in ordinary speech.

PURPOSE: FOR + noun phrase, (IN ORDER) TO + infinitive clause, etc.

There are three basic "a por, para,  para que" (purpose) structures in English. The most important thing: for to do is a typical mistake, but it simply doesn't exist! Look:

[a] I went to the market for some fruit.

[b] I went to the market to buy some fruit. 

[c] I went to the market so that he could buy some fruit: he didn't have enough money.

[a] is not followed by a subordinate clause, but just a noun or noun phrase;

[b] is followed by the infinitive in Spanish;

[c] is different in that there is a new subject, and so that is used in English, and "para que" in Spanish.

It is more complex and varied, but these above are the 'three basics'!

………………………………………………………………………………………………………………………

In order to and so as to are the common,  more formal equivalents of to in this context.

I got up early in order to have time to pack.

We went via Worcester so as to miss the traffic jams.

He stopped for a minute in order to rest.

In negative sentences, in order not to or so as not to are used; the infinitive alone (not to + base form) is not usually correct when you want to convey purpose.

I’m going to leave now, in order not to miss the beginning.

………………………………………………………………………………………………………………………

So that can also be used, secondarily, with the same subject.

James took my golf clubs so that he could play at the weekend.

(= in order to be able to play …)

The that in so that can be omitted in an informal style, and in this case the ‘appearance’ is that of the typical so (the common, informal equivalent of therefore, consequently, as a result …). In other words: so that never means consequently, but so usually means consequently and sometimes so that (purpose, not result).

We ought to write to him so (that) he doesn’t/won’t feel we’re hiding things from him. [purpose]

We’ve already written to him so I don’t think he feels we’re hiding things from him. [result]

So that is followed by thre Present or Future Simple when the meaning is future, and by a past modal verb form (normally, should, could or would) in past sentences.

I’m going to make an early start so that I don’t/won’t get stuck in the traffic.

We talked to the shy girl so that she wouldn’t feel left out.

He really hurried to the meeting so that we shouldn’t have to wait.

………………………………………………………………………………………………………………………

The 'second' "para" + infinitive is for + -ing. This is used for expressing the specific purpose of something, what something is used for, etc". 

I came here to show you [the typical structure] that this machine is for improving our production.

It is also possible to use ‘to improve our production’ here, anyway.

INFINITIVES AND GERUNDS. MAIN CASES. TRANSLATION EXERCISE

[I am sorry that this essay is partly in English and partly in Spanish, of course owing to the fact that it is a re-elaboration, at different times, of previous documents in my computer.

Infinitives and gerunds are certainly not always difficult, but this is a complex aspect of English grammar. It is not very hard to basically see what is ‘intermediate’ and what ‘advanced’ here. A good idea is always to concentrate on things that you do not know well, but are not quite unfamiliar to you, and be aware that the best policy is not always to study a whole document – that is, make your study personal: languages are complex and there is always more.]

Choosing between an infinite (with or without to) and a gerund (-ing-form) in English often poses a difficulty for foreigners; of course there are more important and/or basic and/or easy and/or systematic cases and others that are less so. We are going to deal  here with some major cases which usually pose problems. For others, like the use of infinitives after nouns, adjectives, indefinite pronouns and interrogative words, just look at these four examples; of course, you can always study aspects not included here in a good book or website.

I have no wish to change.

He was surprised to learn how much he’d spent.

I need someone to do this with.

Did you find out when to pay?

‘Similarly’ to Spanish, it is very common for one verb to be followed directly by another. Usually, the real problem is that choosing between Verb 1 + to-infinitive and Verb 1 + gerund (see points 4 and 7 below) is not clearly predictable at all, so this has to be worked on in every course, usually in a direct way too. Actually, there are not many cases of the second verb being a gerund in Spanish (Va contando siempre cuentos chinos is an example). Typical intermediate and advanced coursebooks include – at least – short lists of verbs followed by the one, the other, and both. Of course, good grammar and usage books certainly include these lists. But really memorising lists is not very practical, although you can always use them (or even better, a good – especially monolingual – dictionary) for reference when writing a composition. In this ‘difficult’ case, the difficulty will actually depend on such factors as your level of English, how common the main verb is, your linguistic intuition (I think, for example, that seeing the gerund as ‘more nominal’ than the infinitive usually helps) and whether it is or is not the same case as in Spanish. In my experience, the mistake is normally using an infinitive when the gerund is required; in this respect, the ‘gerund list’ is more interesting.

Gerunds and infinitives after verbs are also difficult because:

a)     There are other many other kinds of subordinate clauses in English, sometimes with a similar meaning (especially that-clauses). You have to say I enjoy playing cards and I hope to see you soon, but We all hoped that he would succeed, and see can be used with many kinds of subordinate clauses: I can see you’re upset / I don’t see why she had to do that / She saw me open her jewel box / She saw me playing with the children / …

b)     Again, what has just been stated is similar in Spanish, but of course one verb may have that/que in one language and an infinitive or a gerund in the other. Languages cannot be predicted in this way. There are probably more ‘que’-clauses in Spanish - when there is a subjunctive after que, the typical English equivalent is with an infinitive (points 3b and 5 below).

In what follows, the first cases are some of those predictable cases in which the gerund is used - not after another verb.

[NOTE: For the important, specific use of the to-infinitive and other structures indicating purpose, see “Purpose: for + noun phrase, (in order) to + clause, etc.” in this blog.]

1) Gerund after a preposition

As a gerund is in English the verbal form which behaves like a noun, it is the only right option when a verb follows a preposition. The only problem is that the verbal form acting similarly to a noun in Spanish is the infinitive. This general statement could also be useful for some of the following points. The important thing would be for you to realise that we can use ‘nadar’ (even ‘el nadar’) meaning something like ‘la natación’, and that this is swimming in English. Well, this (which is a bit more complicated) is true for all verbs (except the modals, like can, which only have present and past forms). Some examples:

I’m thinking of going on holiday abroad.

What about seeing them now?

He walked away without looking back.

After drinking three glasses, she felt unwell.

The rule of course also applies to the preposition by; the curious problem here is that this can be used for expressing how something is done, and in this particular case Spanish does make use of the gerund … but without a preposition! So this is a typical students’ mistake … of a different kind. By here is similar to by means of.

We got the job finished by working sixteen hours a day.

‘Dejamos acabada la faena trabajando dieciséis horas al día.’ [‘mediante el trabajar’, so to say]

A less easy case in this point is that to happens to be an English preposition, not only the ‘mark of the infinitive’. So, there are some cases where you need to use the gerund after to. First, look at some typical cases:

         I’m not used to driving on the left.

         I prefer riding to walking.

         Do you object to working on Sundays?

I’m looking forward to seeing you at Christmas.

If you are not sure whether to (before a verb) is a preposition or not, try putting a noun after it. If you can, it is a preposition (and is followed by the –ing-form):

         I’m not used to British traffic conditions.

         I prefer coffee to tea.

         Do you object to Sunday work?

I’m looking forward to Christmas.

In any case, the probability for a gerund to follow to is low, as compared to to + base form!

2) Gerunds and infinitives as the subject of a sentence

In older English, an infinitive subject could easily be put at the beginning of a sentence, like any other subject:

        

         To err is human, to forgive divine.

In modern English, it is much more common to begin the sentence with the ‘preparatory’ subject it, and to put the infinitive later:

         It’s easy to make mistakes. (Instead of To make mistakes is easy.)

It was impossible to explain what I meant. (Instead of To explain what I meant was impossible.)

But it is also extremely common to directly use a gerund in this case, particularly when talking about an activity in general:

         Selling insurance is a pretty boring job.

But if we are talking about one particular action, the infinitive structure is more usual:

        

It was difficult to sell insurance in those days.

But it is not really a ‘mistake’ if you use the other option in either case above:

         It is a pretty boring job to sell insurance.

         Selling insurance in those days was difficult.

Also, the gerund seems to be preferred with a short, simple subject (e.g. only the gerund, with no object), and the anticipatory-it construction + infinitive with longer subjects:

SWIMMING (IS) NOT ALLOWED

It is forbidden to swim in the whole area in winter.

3) Infinitivo sin to (= forma base del verbo)

Aparte de los verbos modales “puros” (can, could, may, might, will, would, shall, should, must) y algunos modales secundarios como needn’t y dare, llevan esta estructura, pero con el objeto del primer verbo antes del infinitivo:

a) Verbos de percepción como see, notice, watch, hear, listen to, feel. Estos verbos también pueden ir seguidos de gerundio, como verás, aunque el significado difiere.

          I always see her go to school.  ‘Siempre la veo ir a la escuela.’

          We heard him speak to the children. ‘ Le oímos hablar con los niños.’

b) Los verbos comunes make y let:

         Don’t make me laugh.

‘No me hagas reír.’ / ‘No hagas que me ría.’

         My  parents let me go out at night. 

‘Mis padres me dejan que salga (= me dejan salir) de noche.’

4) Verbo 1 + infinitivo con to

We hope to see you soon. 

‘Esperamos verte pronto.’

They seem to have a lot of money.

‘Parecen tener (= Parece que tienen) mucho dinero.’

According to Michael Swan, the following are the most common verbs which are followed directly by the to-infinitive. I have made some ‘subjective’ grouping for you so that ‘some memorisation’ may be easier:

want

intend

mean

expect

hope

wish

……..

ask

beg

offer

promise

swear

propose

choose

decide

determine

…………

agree

consent

………

prepare

arrange

manage

attempt

try

fail

…….

learn

remember

forget

……….

prefer

would like

like

would love

love

hate

……….

begin

start

……..

appear

seem

happen

…………

(Miscellaneous group)

use [Past Simple only]

help

care

regret

bear

dare

hesitate

pretend

neglect

trouble

afford

Some of these verbs can also be followed by a gerund, often with a difference in meaning (see 9 and 10 below); and some can be also used in the construction verb + object + to-infinitive (point 5 below).

5) Verbo 1 +  objeto directo +  infinitivo con to

El objeto directo (grupo nominal, que puede estar desempeñado por un pronombre, naturalmente) lo es del primer verbo pero funciona como sujeto del infinitivo que le sigue. Esta estructura es básicamente la de let y make, pero con to, y afecta a muchos más verbos. Empecemos con (para los hispanoparlantes) el verbo más importante de este grupo, junto con el tell de ‘influencia’:

‘Quiero ir luego.’ - I want to go later.

‘Quiero que ella vaya luego’ - I want her to go later.

En el primer ejemplo, el sujeto de ir es el mismo que el del primer verbo, así que un infinitivo solo es suficiente, pero en el segundo el sujeto de ir es ella, así que se utiliza una cláusula de que con subjuntivo en español y un objeto ante el infinitivo en inglés, algo que también ocurre a veces en nuestra lengua como puedes comprobar también más abajo.

Así que el primer grupo es el de want y similares:

want

need

(would) like

(would) prefer

wish

hate

expect

intend

mean

Como verás en la restante lista, casi todos son verbos de este grupo son los de “influencia” (el estilo indirecto que procede de un imperativo, los verbos ‘causativos’ o de ‘obligar, forzar’, los coercitivos e ideas más o menos similares:

tell (decir)

advise (aconsejar)

recommend

warn (advertir)

ask (pedir)

request (pedir como favor)

beg (suplicar)

persuade (convencer, persuadir)

invite

order, command, instruct (mandar, ordenar)

get, compel, force, oblige, press [variedad de estilos y matices para indicar una ‘imposición’ a actuar]

encourage (animar a)

tempt (tentar)

allow, permit (permitir)

leave

forbid (prohibir)

cause (provocar)

teach

remind (recordar [a alguien que haga algo, pero no ‘rememorar, evocar’, que es remember o recall, por ejemplo])

He told them to be quiet.  

‘Les dijo que se quedaran callados.’

They advise us to be early.  

‘Nos aconsejan que no nos retrasemos. /... no retrasarnos.’

They allowed/permitted me to stay there.

‘Me permitieron quedarme (= que me quedara) allí.’

I´ll remind the students to do the paper.

‘Les voy a recordar a los estudiantes que hagan el trabajo.’

 I’d like you to come with me.  ‘

Me gustaría que vinieses conmigo.’

El “gran ausente” de la lista es suggest: *I suggested her to go home is incorrect. The correct structure (with at least two possible subjunctive forms) is I suggested that she (should) go home.

Help admite dos posibilidades: Please help me (to) find the map.

6) for + objeto  + infinitivo con to

Con expresiones impersonales que indican posibilidad, juicio de valor, necesidad, etc. tenemos que + subjuntivo en castellano, pero la construcción inglesa típica es  for + objeto  + infinitivo con to. (con el típico sujeto “anticipatorio”, vacío semánticamente, it).

‘Es imposible que aprueben.’ - It’s impossible for them to pass.

‘Es difícil que el equipo gane hoy.’ - It’s difficult for the team to win today.

‘Era mejor que nos quedáramos en casa.’ - It was better for us to stay at home.

Ciertos verbos preposicionales también tienen una construcción similar:

We are waiting for him to come.  ‘Estamos esperando a que venga.’

It depends on us to decide.   ‘Depende de nosotros decidir.’

7) Verbo 1  +  gerundio

This is the basic list. In this adaptation, I have split it into three parts: (a) is made up of verbs that typically take the gerund directly, while (b) consists of verbs that typically take an object or a possessive before the gerund, and the verbs in (c) are very common with either structure. Note, therefore, that the lists are not rigid or closed. Subjectively, I have tried to basically enlist the verbs in order of frequency.

a)

go (swimming/shopping/fishing/dancing and many others)

finish

give up

keep (on)

suggest

be worth

be no use

admit

deny

avoid

consider

feel like

can’t help

put off

postpone

delay

miss

practise

contemplate

face

risk

escape

He gave up drinking alcohol.  

‘Dejó de beber alcohol.’ / ‘Dejó la bebida.’

That film is worth watching. 

‘Esa película es digna de verse.’

The car isn’t worth repairing.(= It isn’t worth repairing the car.)

‘No merece la pena reparar el coche. ‘

It’s (=There’s) no use speaking to him. 

‘De nada vale hablar con él.’

b)

spend (time) (doing something)

appreciate

excuse

forgive

resent

understand

La diferencia entre el posesivo (John’s, his) y el objeto directo (John, him) es más bien de estilo/registro: el primero es más formal y más común en la escritura.

I really appreciate you/your waiting for me for so long.

‘Aprecio sinceramente que me haya(s) esperado tanto tiempo.’

Please excuse me/my being so late.  

‘Disculpad/Disculpen que llegue tan tarde.’

They will never forgive their son(‘) not visiting them.

‘Nunca le perdonarán a su hijo que no les visitara.’

c)

enjoy

mind

imagine

can’t stand

dislike

involve

mention

detest

(can’t) resist

endure

Do you mind staying here? 

‘¿Te importa quedarte aquí?’

Do you mind me/my making a suggestion?

‘¿Le importa si hago (=que haga) una sugerencia?’

I can’t stand having to get up at 6 every day.

‘No soporto tener que levantarme a las 6 todos los días.’

I can’t stand my husband getting up at 6 every day when there’s no point.

‘No puedo soportar que mi marido se levante a las 6 todos los días cuando no hace ninguna falta.’

An important special case is prevent someone (from) doing something [‘evitar que alguien haga algo’], or prevent something (from) happening [‘evitar que algo suceda’]. Besides, stop can replace prevent in an informal style:

The police prevented him from taking the money away.

‘La policía evitó que [él] se llevara el dinero.’

I stopped Jack following me by covering myself with a huge coat, a cap and dark glasses.

‘Evité que Jack me siguiera envolviéndome entero con (…)’

8) More about perception verbs

Los verbos estudiados en el punto 1-a pueden ir seguidos también de un gerundio, si es que estamos interesados en el aspecto progresivo de la acción. Si por contra estamos interesados en la acción como ya acabada, se usa la forma base del verbo.

Compara:

I saw him crossing the road. ‘Le vi cruzando (=mientras él la cruzaba) la calle.’

I saw him cross the road.   ‘Le vi cruzar la calle.’ [Vi toda la acción de cabo a rabo]

I heard them arriving.  ‘Les oí que llegaban / (que estaban) llegando.’

I hear them arrive.  ‘Les oí llegar.’ (O sea: ‘Les oí que llegaron’.)

9) Verbo 1 más infinitivo con to o bien gerundio (indistintamente)

Algunos pocos verbos comunes pueden indistintamente tener la construcción del punto 4  o la del 7. En realidad, puede haber diferencias de matiz, de frecuencia, etc. Ejemplos comunes: begin, start, continue, intend (‘tener la intención de’), like, love (‘encantarle a uno’), prefer, hate (‘odiar’).

It suddenly started/began raining/to rain.  ‘De pronto empezó a llover.’

Con los cuatro últimos estarás acostumbrado a que la regla sea usar el gerundio. En realidad, la situación es compleja y poco importante. Algunas pistas: si dudas, usa el gerundio, pero nunca si se trata de would like, would, prefer, would love… Esto último es lo que sí que hay que tener en cuenta (claras situaciones concretas); por lo demás, simplificando, el infinitivo (algo más común en americano) solo se prefiere en casos de elección consciente concreta y similares:

I heard you talking and I didn’t like to disturb you, so I went away.

I hate to mention it, but you owe me some money.

‘Can I give you a lift?’  ‘No, thanks. I (would) prefer to walk.’

10) Verbo 1 más infinitivo con to o bien gerundio (con significado distinto)

Con estos pocos verbos muy comunes y otros pocos el significado cambia mucho según se use bien el gerundio o bien el infinitivo con to: remember, forget, regret, stop, go on, try.

En el caso de los cinco primeros, la diferencia está relacionada con el tiempo; el gerundio apunta al pasado, hacia atrás en el tiempo, mientras que el infinitivo apunta al futuro, o hacia adelante en el tiempo.

I remembered to correct him. [remember what one has/had to do]

‘Me acordé de corregirle.’

I remembered correcting him. [remember what one has/had done, or what

has/had happened]

‘Yo recordaba haberle corregido. ‘

She’s always forgetting to give me my letters.

‘Siempre se le está olvidando darme las cartas.’

I’ll never forget seeing the Queen.

‘Nunca se me olvidará el haber visto a la Reina.’

I regret to inform you that we are unable to offer you employment. [be

sorry for what one is going to say]

I don’t regret telling her what I thought, even if it upset her. [be sorry for

what one has done or has happened)

Stop y go on son mucho más comunes con gerundio. Fíjate en la diferencia de significado:

We stopped resting at that moment.  ‘Dejamos de descansar (…)’

‘We stopped to rest.  ‘Paramos para descansar.’ [the infinitive of purpose]

How long do you intend to go on playing those bloody records? [continue

with what one has been doing]

He welcomed the new students and then went on to explain the college

regulations. [change; move on to something new]

Try con infinitivo es algo más común e implica hacer un esfuerzo, probar a hacer algo difícil. Con gerundio es hacer un experimento, hacer algo para ver qué ocurrirá.

Please try to understand. ‘Haz el favor de intentar comprender.’

Try putting in some more vinegar - that might make it taste better.

‘Prueba añadiendo algo más de vinagre: eso podría hacer que supiera

mejor.’

EJERCICIO CON LA CLAVE. Traduce. Si te resulta difícil, lo cual es bien normal, repítelas una vez estudiadas las soluciones, o empieza por ir del inglés al español…

1. Le vi comprar la revista. 

2. Le oigo cantar todas las mañanas. 

3. El médico me ha prohibido fumar. 

4. Sus padres no le han dejado ir al campo. 

5. No quiero que te vayas sin verle. 

6. Dile a la niña que no chille tanto. 

7. Fue inútil buscarlo. 

8. Sigue probando.

9. He decidido dejar de fumar. 

10. Por favor, deja de interrumpirme. 

11. El domingo que viene empezaremos a decorar. 

12. Me encanta verte bailar. 

13. Es natural que ella quiera saberlo. 

14. Me pidió que la ayudara. 

15. Prefiero que la televisión no funcione.

16. No les importa esperar. 

17. Debemos evitar herirles. 

18. Es imposible que te oigan.

19. La máquina empezó a funcionar por sí sola. 

20. Recuerdo haber estado aquí.

21. Debes acordarte de cerrar la puerta con llave. 

22. No intentes engañarme. 

23. No quiero que te vistas así. 

24. Disfruto comiendo. 

25. No me hagas pensar ahora. 

26. Nuestro amigo nos ha aconsejado que leamos ese libro. 

27. No nos dejó movernos.

28. No podemos soportar oír ese ruido.

29. La policía tiene que seguir investigando. 

30. A veces olvidas devolverme el dinero. 

31. Lamento mucho interrumpiros, pero es urgente. 

32. Le escuché gritar.

33. No puede evitar criticarme.

34. Lamenta haberte hecho daño. 

35. No me autorizaron a marcharme. 

36. Me di cuenta de que se caía. 

37. Recuérdale a Antonia que la llame a su madre.

  

SOLUCIONES. (Nota que, por supuesto, hay otras correctas a veces.)

  

1) I saw him buy the magazine. 

2) I hear you singing every morning. 

3) The doctor has forbidden me to smoke. 

4) His parents haven’t let him go to the countryside.

5)  I don’t want you to leave without seeing him. 

6) Tell the little girl not to scream so much. 

7) It was no use looking for it. 

8) Keep on trying. 

9) I’ve decided to give up smoking. 

10) Please stop interrupting me. 

11) Next Sunday we’ll start to decorate / decorating. 

12) I love to see you dancing. 

13) It’s natural for her to want to know about it. 

14) She asked me to help her. 

15) I prefer the television not to work.

16) They don’t mind waiting.

17) We must avoid hurting them.

18) It’s impossible for them to hear you. 

19) The machine started to work / working by itself. 

20) I remember being here. 

21) You must remember to lock the door. 

22) Don’t try to cheat me. 

23) I don’t want you to dress like that. 

24) I enjoy eating. 

25) Don’t make me think now.

26) Our friend has advised us to read that book. 

27) She didn’t let us move.

28) We can’t stand hearing that noise.

29) The police have to go on investigating. 

30) You sometimes forget to give my money back. 

31) I very much regret to interrupt you, but it’s urgent. 

32) I listened to him shout.

33) He can’t help criticizing me. 

34) She regrets hurting you. 

35) They didn’t permit me to leave. 

36) I noticed him falling. 

37) Remind Antonia to phone her mother.