Download GHO 5 - METU

SFL/ METU
Dept. of B.E.
GHO 5
UPPER-INTERMEDIATE GROUP
May 2017
NOTE TO THE INSTRUCTOR: You may assign Tasks 1& 2 (pp.1-3) as homework as your students are familiar with
the use of gerunds and infinitives.
GERUNDS
A gerund is a noun formed from a verb. Any verb can be changed into a gerund by adding –ing to the simple form.
TASK 1: Match the given explanation headings in the box with their examples in the table and write the heading
in the blanks provided.
EXPLANATION HEADINGS
a) in noun compounds
b) as the subject of a clause or sentence
c) after certain verbs (as direct objects)
d) adjectives followed by –ing forms
e) other expressions followed by –ing forms
f) verbs followed by a preposition + -ing form
g) nouns followed by a preposition + ing form
h) after time conjunctions such as before, after, when, while, on and since provided that the subjects of the clauses
are the same.
As a noun the gerund/gerund phrase can be used in the following ways:
1. _b_
 as the subject of a clause or sentence
e.g. Eating out can be expensive.
Any cheating will be severely punished.
2. _c_
 after certain verbs (as direct objects)
Some of these are:
admit
adore
appreciate
avoid
celebrate
consider
contemplate
delay
deny
detest
dislike
dread
endure
enjoy
face
fancy
finish
go
imagine
involve
keep
lie
mention
mind
miss
need
postpone
practise
report
resent
resist
risk
sit
stand
suggest
e.g. He admitted stealing the money.
My brother enjoys fishing, but he hates not catching anything.
Note: A few verbs can take both –ing forms and infinitives with little difference in meaning, while there are
others which can take both forms but with a difference in meaning. In addition to the verbs you have
studied in New LL Upper-Intermediate Unit 8.2 (remember, forget, try, regret, go on and stop), the
following verbs can also be followed by both gerunds and infinitives with a difference in meaning.
 need+ -ing: sth. needs to be done (passive meaning)
e.g. The walls need painting. (The walls need to be painted.)
need + to inf.: sth. is necessary
e.g. I need to take more exercise. (It is necessary for me to take more exercise.)

3. _f_
 mean+ -ing: involve or lead to an action
e.g. If she got the job, it would mean moving to London.
mean + to inf.: intend to or be determined to do it.
e.g. I've got a complaint and I mean to see the manager in person.
after all prepositions and prepositional phrases or phrasal verbs
i. verbs followed by a preposition + -ing form
Some of these are:
admit to
believe in
depend on
agree with
benefit from
feel like
aim at
care for
get on with
apologise for
confess to
insist on
approve of
count on
e.g. She apologised for arriving late.
My little brother insisted on coming with me.
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object to
pay for
put up with
rely on
resort to
succeed in
think of
vote for
ii. adjectives followed by –ing forms
4. d_
5. _g_
6. _e_
7. h_
8. _a_
Some of these are:
bad at
capable of
fed up with
good at
guilty of
nervous of
bored with
excited about fond of
good for
keen on
tired of
e.g. The three hooligans were found guilty of damaging public property.
iii. nouns followed by a preposition + ing form
Some of these are: difficulty in
idea of
thought of
hope of
method of
way of
e.g. I have always had difficulty in learning a new language.
iv. other expressions followed by –ing forms
Some of these are:
can’t bear
go (e.g. camping)
it’s no use
can’t help
spend time/money (on) it’s no good
can’t stand
e.g. He is good at coming up with solutions.
it’s (not) worth
there’s no point (in)

after time conjunctions such as before, after, when, while, on and since provided that the subjects of
the clauses are the same.
e.g. After leaving school, he joined the army.
On seeing her face, I turned and walked away
 in noun compounds
e.g. diving board, cooking utensils
One common function of gerunds occurs with an object or possessive pronoun when there is a shift of
subjects related to the action described in the –ing clause. Compare these two sentences:
a) I don’t mind saying I was wrong.
b) I don’t mind you / your saying I was wrong.
In (a) ‘I’ is the subject of both ‘mind’ and ‘saying’ while in sentence (b) there are different subjects for the
two verbs, in which the gerund refers to the person represented by the noun or the possessive.
e.g. I hope you won’t mind my interrupting you.
We look forward to your joining us.
The possessive form is also more particularly used when the gerund is the subject of the main verb.
e.g. David’s / His complaining didn’t do him any good.
INFINITIVES
There are two types of infinitives: the infinitive with to (to + any verb in its simple form (V1)) or the infinitive without
to (any verb in its simple form (V1)).
The infinitive with to has two important patterns:
 after certain verbs
i. verb + infinitive
Some of the verbs followed by a “to infinitive” are :
afford
beg
deserve
hesitate
neglect
prove
volunteer
agree
care
expect
hope
offer
refuse
vow
aim
choose
fail
intend
pause
seem
wait
appear
consent
fight
learn
plan
swear
want
arrange
dare
guarantee
long
prepare
tend
wish
ask
decide
happen
manage
pretend
threaten
yearn
attempt
demand
help
mean
promise
undertake
e.g. The UN Security Council has failed to agree on the North Korea reaction.
Don’t hesitate to contact me if you need help.
ii. verb + object + infinitive
Some of the verbs which take an object followed by a “to infinitive”are:
advise
beg
encourage
force
leave
order
prefer
remind
want
allow
cause
expect
get
intend
permit
recommend
tell
warn
ask
convince forbid
help
invite
persuade
require
urge
e.g. It is hard to convince people to cooperate.
When I was a child, my father didn’t allow my brothers and me to take guitar lessons.
! Certain verbs that are followed by gerunds as direct objects can also be followed by infinitives when used with a
pronoun/noun.
e.g The consultant advises implementing more aggressive marketing strategies.
The consultant advised the top management to implement more aggressive marketing strategies.
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TASK 2: Match the given explanation headings in the box with their examples in the table and write the heading
in the blanks provided.
EXPLANATION HEADINGS:
a) after adjectives
b) to state purpose
c) after modal verbs
d) after too enough, so...as
e) after verbs to replace noun clauses
f) after the objects of certain verbs such as make and let
g) after the first, the last, the only and superlatives to replace adjective clause.
h) after nouns and pronouns to show how they can be used or what it is to be done with them.
The infinitive with to is used in the following ways:
1. _b_

2. _g__
e.g. More funds should be allocated to help poor countries adapt to the effects of the climate change.
British scientists announced that they hope to use stem cells to make industrial quantities of synthetic blood..
 after the first, the last, the only and superlatives to replace adjective clause.
3. _e__
e.g. In chess, whoever is white is the first to move.
The best way to achieve success in the game of ‘chicken’ is to convince the opposing player of your
willingness to risk destruction.
 after verbs to replace noun clauses
4. _h_
e.g. It is important to specify what kind of action to take in case of a threat.
It is important to specify what to do in case of a threat.
 after nouns and pronouns to show how they can be used or what it is to be done with them.
5. _a_
e.g. A house to let (a house that the owner wants to let)
I have letters to write (that I have to write).
 after adjectives
6. _d_
e.g. It was reckless to blockade Berlin in 1948.
He is determined to win the elections.
 after too, enough, so...as
to state purpose
e.g. The Soviets were so reckless as to blockade Berlin in 1948.
Are you fit enough to take part in the race?
The infinitive without to is used in the following ways:
7. _c_

8. _f_
e.g. We could telephone to see how she is.
Why can’t you be more considerate?
 after the objects of certain verbs such as make and let
after modal verbs
e.g. She wouldn’t let me pay for the damage.
You can’t make me go.
VERBS OF PERCEPTION
The verbs of perception or the senses such as see, watch, notice, feel, hear, smell have a different meaning when they are
followed by the infinitive without to or the gerund. The gerund signifies experiencing part of an event, whereas the
infinitive without to refers to the whole event.
e.g. We saw him cutting the grass (He was in the middle of doing it).
We saw him cut the grass (We saw the whole event from start to finish).
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DIFFERENT FORMS OF GERUNDS and INFINITIVES
PERFECT AND PASSIVE FORMS OF GERUNDS and INFINITIVES
The gerund and infinitive also have perfect (past) and passive forms.
GERUNDS
INFINITIVES
Claire loves taking long walks, so I don’t think
Jim wants to go out tonight, but I’m too tired.
she’ll mind walking the dog.
PRESENT ACTIVE
He enjoys not working.
I decided not to go to the party.
Most people hate being interrupted Liz would really like to be invited to the
during conversation.
Jim’s birthday party.
PRESENT PASSIVE
PERFECT (PAST)
ACTIVE
(The event expressed by perfect
infinitive happened before the
time of the main verb.)
PERFECT (PAST)
PASSIVE
Most mothers complain about not being
If anything goes wrong during
appreciated, and I’m sure you’re no
experiment, I prefer not to be told.
exception.
the
The Chechens blamed Russian troops for
Mary appears to have lost a lot of weight.
having killed thousands of people.
She regrets not having made any friends
in the neighborhood.
The patient was made sure not to have
eaten anything for two hours.
Jason mentioned having been injured in
He is lucky to have been given a second
an accident as a child, but he never told
chance after the scandal he caused.
us the details.
Some of the workers were very angry for The famous athlete was shocked as he
not having been given any bonuses that wasn’t expecting not to have been chosen
year.
for the Olympics team.
THE CONTINUOUS (PROGRESSIVE) FORM OF INFINITIVES

The continuous or progressive infinitive is used for actions which are or were happening at the time of speaking.
e.g. It’s nice to be talking to someone who knows their subject.
It was a relief finally to be going home.
 It can also be used with modal verbs.
e.g. We could be lying on the beach instead of sitting in this office room.
TASK 3. Read the text below carefully, and fill each gap with the correct form of the verb given in
parentheses.
It is 6:00 p.m. and your father comes in the door, and you go to greet him. When you
hear him (1) say (say) “Hi,” you stop. This man is not your father at all. He looks like
your father, but you decide that he definitely isn’t him. You think to yourself
something must have happened to him on his way home. He appears
(2) to have been replaced (replace) by an imposter*.
The Capgras Syndrome is a disorder in which someone holds the delusion that a friend, spouse, parent, or other
family member is not the original person but one who has been taken over by an identical-looking double. This
delusion tends (3) to occur (occur) in patients diagnosed with paranoid schizophrenia. However, people can also
develop this disorder after (4) suffering / having suffered (suffer) a severe brain injury.
The first person (5) to identify (identify) this syndrome was a French doctor called Joseph Capgras. His patient,
Madame M., insisted that identical-looking persons had taken the place of her family. Over time, her delusion
expanded to include neighbors, friends and even her pet. She was scared of (6) being harmed (harm) by the
individuals whom she believed had replaced her loved ones. She even got the locks on her door changed (7) to
prevent (prevent) her husband from entering. Her family members tried hard (8) to convince (convince) her that it
was only a delusion and that she needed urgent medical help. She refused (9) to be taken (take) to the hospital. Yet,
she agreed (10) to see (see) a professional on condition that her sessions with him would be held at her home.
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For Capgras patients, there is a disassociation between the face they see and the feelings that face evokes. Healthy
people’s feelings are activated when they see a familiar face. For example, seeing the face of a close friend instantly
makes you (11) smile (smile). However, this is not the case for Capgras patients. Moreover, people suffering from
Capgras Syndrome are unshakable in their delusion. Once the condition begins and people stop (12) recognizing
(recognize) their close relatives, it is no use (13) telling (tell) them that they are wrong. In other words, it is not
possible (14) to persuade (persuade) them that their thoughts are only delusions, not reality.
Since these people cannot differentiate between their delusions and reality itself, they may pose a danger to their
friends and relatives. Therefore, patients suffering from this disorder should be treated in psychiatric hospitals until
they are no longer a threat to the people around them.
*imposter: someone who pretends to be someone else in order to trick people
TASK 4. Read the text below carefully, and fill each gap with the correct form of the verb given in
parentheses.
Picture this scenario: You are napping on a Sunday afternoon in the hammock of
your backyard. Slowly, your left hand eases up, wraps around your neck and tries
(1) to kill (kill) you. Imagine (2) being attacked (attack) by one of your own
hands, which repeatedly slaps or strangles you. Living with a body part that has a
mind of its own sounds impossible (3) to believe (believe), but it is a very real
medical condition that is known as “alien hand syndrome" (AHS). AHS is a rare
neurological disorder in which one hand functions involuntarily, with the victim completely unaware of its action. In
other words, this rare neurological condition makes people (4) feel (feel) as though one of their hands is not their
own.
Karen Byrne, 55, is known (5) to have suffered / to have been suffering (suffer) from this strange disorder for over
26 years. It started after Karen had surgery at 27 to control her epilepsy, which (6) had dominated (dominate) her
life since she was 10. Surgery to cure epilepsy usually involves (7) cutting (cut) out a small section of the brain,
where the abnormal electrical signals originate. Karen expected (8) to be cured (cure) after the operation, and that
was the case. After (9) having (have) her corpus callosum removed, Karen's epilepsy was cured. However, this
surgery left her with a completely different problem. Karen had emerged from the operation with a left hand that
was out of control. For example, her hand would remove things out of her purse and she would not realize it. Even
worse, she would repeatedly slap herself in the face with her left hand, and she could not stop (10) doing (do) it.
Fortunately, after years of dealing with this serious life obstructing inconvenience, doctors on the case discovered a
new medicine that put a stop to these battling, separate wills. Karen is, now, free of seizures and free to control her
motor functioning.
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CAUSATIVE VERBS
The words “allow”, “permit”, and “let” are often called “causative” verbs. They are used when one person or thing
causes, enables, or allows another to do something. Now, let’s study some other causative verbs and their structures:

MAKE (sb. do sth.) is used when someone forces someone else to do something.
* I made my brother carry my suitcase. (= My brother had no choice. I forced him to carry my suitcase.)
* You can’t make him go if he doesn’t want to. (= You can’t force him to go if he doesn’t want to.)
The passive form of “make someone do something” is “be made to do something”.
* I was made to clean the board.
*

The soldiers in the army are made to run every morning.
HAVE (sb. do sth.) is used when someone asks/causes someone else to do something.
* I had my brother carry my suitcase. (= I asked my brother to carry my suitcase, and he did.)
* I’ll have my assistant call you. (= I’ll ask my assistant to call you, and she will.)
The passive form of “have someone do something” is “have something done”.
*
I never iron the clothes. I always have them ironed (by the cleaning lady).
*
I had my photo taken (at a photographer).
* Your car is too dirty. You should have it washed.

GET (sb. to do sth.) is used when someone persuades someone else to do something.
* I got my brother to carry my suitcase. (= I persuaded my brother to carry my suitcase.)
* The students got the teacher to dismiss the class five minutes early. (= The class persuaded the teacher to
let them leave five minutes early.)
The passive form of “get someone to do something” is “get something done”. In this case,
there is usually no difference between “have” and “get”.
* I never iron the clothes. I always get them ironed (by the cleaning lady).
* I got my photo taken (by a photographer).

LET (sb. do sth.) is used when someone allows someone else to do something.
* My father lets me drive his car. (= My father allows me to drive his car.)
* She let me smoke in her room. (= She allowed me to smoke in her room.)
* Our teacher doesn’t let us leave early. (= Our teacher doesn’t allow us to leave early.)
* Let me carry your bag for you.
”Let” doesn’t have a passive form, so we use “be allowed/permitted to” instead of “let” in the passive.
* We are allowed/permitted to use dictionaries in class.
* The students aren’t allowed/permitted to speak Turkish in class.

HELP (sb. (to) do sth.):
* Can you help me (to) move this table?
* My brother helped me (to) do my homework.
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Below is a table that summarizes the structures used with these verbs. Fill in the blanks to complete the table.
FUNCTION
force
permission
VERB
ACTIVE VOICE
PASSIVE VOICE
force
force sb. to do sth.
be forced to do sth.
make
make sb. do sth.
be made to do sth.
allow
allow sb. to do sth.
be allowed to do sth.
permit
permit sb. to do sth.
be permitted to do sth.
let
let sb. do sth.
be allowed/permitted to do sth.
have
have sb. do sth.
have sth done
get
get sb. to do sth.
get sth done
help
help sb. (to) do sth.
sb. be helped to do sth.
giving a job
help
TASK 1. Rewrite the following sentences using the words given in parentheses.
e.g. His parents didn’t let him go out on weekdays.
(allow) He wasn’t allowed to go out on weekdays.
(allow) His parents didn’t allow him to go out on weekdays.
1. Sue pays the cleaning lady to clean the windows every month.
(have) Sue has the cleaning lady clean the windows every month.
(have) Sue has the windows cleaned (by the cleaning lady) every month.
2. Please don’t insist that I cook dinner tonight.
(make) Please don’t make me cook dinner tonight.
3. We have to speak English in class.
(let)
Our teacher doesn’t let us speak Turkish in class.
(allow) We are not allowed to speak Turkish in class.
4. The children had to stay in the room for two hours.
(make) The children were made to stay in the room for two hours.
(make) The teacher made the children stay in the room for two hours.
5. Let’s ask our teacher to explain the causatives again.
(have) Let’s have our teacher explain the causatives again.
(have) Let’s have the causatives explained again.
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TASK 2. Answer the following questions using the verbs given in parentheses.
(Suggested answers)
1. Your father’s car is too dirty. What is he going to do?
(have) He is going to have somebody wash his car. / He is going to have his car washed.
(get) He is going to get somebody to wash his car. / He is going to get his car washed.
2. When you get low grades, what do your parents do?
(make) They make me study harder.
(let) They don’t let me watch TV.
(allow) They don’t allow me to go out with my friends.
3. When you see an old lady with a heavy suitcase, what do you do?
(help) I help her (to) carry the suitcase.
4. Can you talk on the phone in class?
(let) No. The instructor doesn’t let us talk on the phone in class.
(permit) No. Talking on the phone is not permitted.
5. When/If your hair grows long, what do you do?
(have) I have it cut.
6. When your room is untidy, what does your mother do?
(make) She makes me tidy the/my room.
TASK 3. Fill in the blanks with the correct form of the verbs given in parentheses.
CHARITY AND VOLUNTEERING
There are a lot of charities or volunteer organizations that one can donate to. However, it isn’t always easy (1) e.g. to get
people to donate (get/donate) willingly. Some charities (2) get people to contribute (get/contribute) by deducting a certain
amount from their salaries. As a result, the money goes to the charity before the employee even sees it. However, many
people object to this as donation should be voluntary. No one can (3) make you donate (make/donate) if you don’t want to.
Some charities (4) have volunteers stand (have/stand) at intersections with a can or a box, asking passing drivers to donate.
Some public TV stations (5) help charities (to) raise (help/ raise) money with their programs. During the program, the
station (6) has volunteers answer (have/ answer) phones to take the callers’ credit card numbers. In addition to donating
money, people can volunteer their time. Some volunteers (7) help kids (to) learn (help/ learn) to read. Others (8) help elderly
people (to) do (help/do) daily chores. Helping others make people feel good. To encourage people, the government (9) let(s)
people deduct (let/deduct) their contribution from their taxes.
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