Bare infinitives and to-infinitives in English look almost identical: go versus to go, leave versus to leave, work versus to work. Yet English treats the two forms differently. It says Maya can go, not Maya can to go; Let her leave, not normally Let her to leave; They made him apologise, but in the passive He was made to apologise; I saw her cross the road, but She was seen to cross the road in formal passive reporting.
The contrast matters because infinitive form is selected by the higher construction. Modal auxiliaries, causatives, perception verbs, semi-fixed expressions and ordinary lexical verbs do not all license the same pattern. A learner cannot choose to by meaning alone. The grammar of the selecting verb or construction determines whether the infinitive is bare, marked with to, or replaced by an -ing form.
This article owns the mechanism of bare infinitives versus to-infinitives inside eduKateSG. It covers modal auxiliaries, make, let, have, help, perception verbs, passive changes, had better, would rather, rather than, why not, infinitival subjects and complements, raising/control distinctions, the difference between infinitival to and prepositional to, split infinitives, negation, tense/aspect inside infinitives, and examination repair. It links to Non-Finite Clauses, Control and Raising, Causative and Permissive Constructions and the wider How English Works system.
The central principle is selection: to is not an optional decoration. Some constructions require it, some prohibit it, some allow variation, and some change pattern under passive voice.
50-second answer
A bare infinitive is the base form of a verb without to: go, leave, work, be. A to-infinitive uses infinitival to: to go, to leave, to work, to be. English chooses between them according to the higher grammatical construction.
- Modal auxiliary + bare infinitive: can go, must leave, should work, will be.
- Let + object + bare infinitive: Let her leave.
- Make + object + bare infinitive: They made him apologise.
- Have + object + bare infinitive in causative use: I had him check the file.
- Perception verb + object + bare infinitive for a complete event: I saw her cross the road.
- Ordinary lexical verb + to-infinitive: want to go, decide to leave, hope to work.
- Allow + object + to-infinitive: They allowed her to leave.
Passive voice can change the pattern: They made him apologise → He was made to apologise. That return of to shows that infinitive form belongs to constructional syntax, not simply to the lower verb.
What the infinitive actually is
An infinitive is a non-finite verb form. It does not carry ordinary finite tense/agreement marking: to go, go. The lower clause can still express aspect and voice: to have gone, to be working, to be seen, to have been working.
Bare and to-infinitives share the same base-form lexical verb. The difference lies in the presence of the infinitival marker to and the constructions that license it.
Modal auxiliaries require the bare infinitive
Core modal auxiliaries select a bare infinitive: can go, could leave, may arrive, might fail, must stop, shall begin, should wait, will work, would help.
The modal itself carries finite properties such as tense/modality and occupies the auxiliary position. The lexical verb remains in base form. This is why He can goes and He can to go are non-standard.
Modal + perfect: must have left. Modal + progressive: may be waiting. Modal + passive: can be repaired. The first verb after the modal is still bare: have, be, be.
Do-support also selects the bare infinitive
When English inserts do for questions, negatives or emphasis, the lexical verb returns to base form: Did she leave?, not Did she left?; She does not know, not does not knows.
Although this is not usually described as an infinitival clause in the same way as make him go, it demonstrates the same base-form principle after an auxiliary. See Do-Support.
Let + object + bare infinitive
Let Maya leave. Let the children play. Let the system run. The permissive verb let selects an object followed by a bare infinitive.
Standard English does not normally say let Maya to leave. The bare form is part of the construction.
The passive of let is restricted. English often avoids forms such as Maya was let leave and instead uses Maya was allowed to leave. That replacement also changes the infinitive to a to-form because allow selects to.
Make + object + bare infinitive
The teacher made Daniel rewrite the paragraph. The noise made the baby wake. The error made us reconsider the model. Causative make selects an object plus bare infinitive in the active.
The object is understood as the subject of the lower event: Daniel rewrites, the baby wakes, we reconsider.
The passive changes the form: Daniel was made to rewrite the paragraph. Infinitival to reappears. This is one of the most important high-frequency alternations in English grammar.
Have + object + bare infinitive
Causative have can select object + bare infinitive: I had Daniel check the figures; She had the technician inspect the machine. The pattern typically expresses arranging for someone to perform an action.
This differs from have something done: I had the machine inspected, where the past participle creates a passive-like causative construction.
Help: bare or to-infinitive
Help is unusual because both forms are widely accepted: Help me carry this and Help me to carry this. The bare form is very common, especially in contemporary usage.
The difference is usually small and stylistic rather than a large meaning contrast. Dialect and register can influence preference.
Perception verbs: see, hear, feel, watch, notice
Perception verbs can take object + bare infinitive: I saw Maya cross the road; We heard the door slam; She felt the ground shake.
The bare infinitive often presents the lower event as a complete bounded event. Compare I saw Maya crossing the road, where the -ing form foregrounds the event in progress rather than as a complete whole.
The contrast is aspectual, not simply grammaticality: bare infinitive often gives whole-event perception; -ing often gives ongoing-event perception.
Perception verbs under passive
Formal passive constructions can restore to: Maya was seen to cross the road; The door was heard to slam. The active I saw Maya cross uses bare infinitive, while the passive reporting pattern uses a to-infinitive.
This is structurally parallel to make in that passive voice can change the infinitive marking.
Ordinary lexical verbs often select to-infinitives
Many verbs select to-infinitive complements: want to leave, hope to succeed, decide to wait, plan to study, refuse to answer, promise to help, attempt to solve, learn to swim.
The verb’s lexical entry determines its complement frame. Some verbs select -ing instead; some allow both with meaning differences, as covered in Gerund–Infinitive Alternation.
Object + to-infinitive verbs
Verbs such as allow, advise, ask, encourage, expect, force, invite, order, persuade, remind, teach, tell, want can select object + to-infinitive in relevant senses: allow her to leave, encourage him to try, tell them to wait, persuade Maya to apply.
This contrasts directly with make/let/have, which use bare infinitives in their active causative/permissive frames.
Allow versus let
Compare They let Maya leave with They allowed Maya to leave. Both can express permission, but the complement form differs because the selecting verb differs.
This is a good teaching pair because meaning remains similar while syntax changes.
Force versus make
They made Daniel apologise and They forced Daniel to apologise both express causation/compulsion, but make selects bare infinitive while force selects to-infinitive.
Near-synonyms do not guarantee identical grammar. Vocabulary includes valency and complement structure.
Had better + bare infinitive
You had better leave now. We’d better check. The semi-fixed modal expression had better selects a bare infinitive.
Despite the form had, the expression usually concerns present/future advice or warning rather than past possession.
Would rather + bare infinitive
I would rather stay. She’d rather wait. We would rather not comment. The expression selects a bare infinitive when the subject of would rather performs the lower action.
When a different subject is introduced, English often uses a finite past-form clause: I’d rather you stayed.
Why not + bare infinitive
Why not try again? Why not ask Maya? The suggestion pattern why not is followed by a bare infinitive.
It is not an ordinary finite question with subject–auxiliary inversion; it is a conventional proposal construction.
Rather than + bare infinitive
After a parallel infinitive, rather than can introduce a bare form: She decided to wait rather than leave. Writers may also use rather than to leave in some formal parallel contexts, but the bare form is common when the shared infinitival marker is understood.
Parallelism and information structure influence the choice.
To-infinitive as subject
To learn a language takes time. The to-infinitive clause can function as subject. English often extraposes it: It takes time to learn a language.
Bare infinitives do not normally function as ordinary clausal subjects in the same way. Learn a language takes time is not standard.
To-infinitive after adjectives
ready to go, eager to learn, difficult to solve, happy to help show adjective complementation. The to-infinitive is licensed by the adjective construction, not chosen freely by the lower verb.
See the adjacent Adjective Complementation article.
To-infinitive after nouns
Nouns can also take to-infinitival complements: a decision to leave, an attempt to escape, a plan to expand, the ability to read. The infinitive specifies content, purpose or event relation.
Infinitival to is not prepositional to
This distinction prevents many errors. Infinitival to is followed by a base verb: to work. Prepositional to is followed by a noun phrase or -ing form: look forward to working, be accustomed to working, object to paying.
A learner who treats every to as an infinitive marker may incorrectly write look forward to work.
Negating infinitives
Negation normally precedes the infinitive: not to go, not go after a construction selecting bare form, as in You must not go or I’d rather not go.
With object + infinitive: Tell him not to leave; Let him not speak is possible but marked, and ordinary English may prefer Don’t let him speak depending on meaning.
Perfect infinitives
To-infinitives can carry perfect aspect: to have left, to have finished. Bare infinitives can do the same after modals: must have left, may have finished.
The infinitive remains non-finite while have introduces anteriority.
Progressive infinitives
to be working and modal may be working show progressive aspect. Again, the first verb after the selector is base form: be.
Passive infinitives
to be repaired; can be repaired. Passive voice is formed inside the infinitive with base-form be plus past participle.
This layered structure is useful for parsing long verb groups: modal → bare be → participle; lexical selector → to be → participle.
Split infinitives
A split infinitive places an adverb between to and the base verb: to carefully check, to fully understand. Modern English generally permits this when it improves clarity or emphasis.
The old blanket ban on split infinitives is not supported by contemporary usage. Sometimes moving the adverb creates ambiguity or awkwardness: to more than double and to really understand can be clearer than forced alternatives.
Bare infinitive and event completion
With perception verbs, bare infinitive often presents the event as a whole: I heard her sing the song. The -ing alternative I heard her singing the song presents the event in progress. This aspectual difference helps explain why English has multiple non-finite forms rather than one interchangeable option.
Passive reappearance of to
Two high-value patterns: They made him leave → He was made to leave; They saw him enter → He was seen to enter.
The passive does more than move an object to subject position. It places the lower verb inside a different complement structure that licenses to.
Help variation
Because both help someone do and help someone to do are standard, learners should treat help as a controlled variation rather than proof that to is generally optional.
American/British and register variation
Most core bare/to distinctions are shared across major standard varieties. Variation appears around help, some perception/reporting patterns, and stylistic preferences. The safest learner strategy is to master the robust selection patterns first.
Bare infinitives in commands
Imperatives use the base form: Go home. Be careful. Check the answer. They are not usually analysed as bare infinitive complements because there is no higher selecting verb, but they show the base form functioning without overt tense morphology.
Why lexical selection matters
Compare make him leave, force him to leave, let him leave, allow him to leave, help him leave/to leave. Similar meanings map onto different complement frames. Grammar is lexical: the higher verb determines what follows.
This is why vocabulary teaching should include sentence patterns.
Bare versus to-infinitive in academic writing
Academic prose uses to-infinitives extensively for purpose, stance and noun/adjective complementation: to test the hypothesis, likely to increase, a method to estimate. Bare infinitives appear mainly after modals and specific constructions.
Editing should watch for modal + to errors and passive reappearance patterns.
Bare versus to-infinitive in examinations
Common test points include make/let + object + bare, allow/force + object + to, modal + bare, perception verb contrasts, had better, would rather, and prepositional to + -ing.
The fastest strategy is to identify the selector before looking at the lower verb.
Worked form-selection lab
1. can go
The selecting construction is can. It licenses bare. The grammatical/semantic job is modal selection. Example: Maya can go now.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
2. must leave
The selecting construction is must. It licenses bare. The grammatical/semantic job is modal selection. Example: You must leave now.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
3. should wait
The selecting construction is should. It licenses bare. The grammatical/semantic job is modal selection. Example: We should wait.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
4. will work
The selecting construction is will. It licenses bare. The grammatical/semantic job is modal selection. Example: The system will work.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
5. might fail
The selecting construction is might. It licenses bare. The grammatical/semantic job is modal selection. Example: The test might fail.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
6. did leave
The selecting construction is did. It licenses bare. The grammatical/semantic job is do-support/emphasis. Example: She did leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
7. does know
The selecting construction is does. It licenses bare. The grammatical/semantic job is do-support. Example: He does know the answer.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
8. let her leave
The selecting construction is let. It licenses bare. The grammatical/semantic job is permission. Example: Let her leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
9. let them play
The selecting construction is let. It licenses bare. The grammatical/semantic job is permission. Example: Let them play.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
10. make him apologise
The selecting construction is make. It licenses bare. The grammatical/semantic job is causation. Example: They made him apologise.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
11. make us reconsider
The selecting construction is make. It licenses bare. The grammatical/semantic job is causation. Example: The error made us reconsider.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
12. have Daniel check
The selecting construction is have. It licenses bare. The grammatical/semantic job is arranged causation. Example: I had Daniel check the figures.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
13. help me carry
The selecting construction is help. It licenses bare. The grammatical/semantic job is assistance. Example: Help me carry this.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
14. help me to carry
The selecting construction is help. It licenses to-infinitive. The grammatical/semantic job is assistance/variant. Example: Help me to carry this.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
15. see her cross
The selecting construction is see. It licenses bare. The grammatical/semantic job is whole-event perception. Example: I saw her cross the road.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
16. see her crossing
The selecting construction is see. It licenses -ing alternative. The grammatical/semantic job is ongoing-event perception. Example: I saw her crossing the road.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
17. hear the door slam
The selecting construction is hear. It licenses bare. The grammatical/semantic job is whole-event perception. Example: We heard the door slam.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
18. feel the ground shake
The selecting construction is feel. It licenses bare. The grammatical/semantic job is perception. Example: She felt the ground shake.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
19. watch them play
The selecting construction is watch. It licenses bare. The grammatical/semantic job is whole-event perception. Example: We watched them play.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
20. want to leave
The selecting construction is want. It licenses to-infinitive. The grammatical/semantic job is desired action. Example: Maya wants to leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
21. decide to wait
The selecting construction is decide. It licenses to-infinitive. The grammatical/semantic job is decision content. Example: They decided to wait.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
22. hope to succeed
The selecting construction is hope. It licenses to-infinitive. The grammatical/semantic job is hoped event. Example: We hope to succeed.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
23. plan to study
The selecting construction is plan. It licenses to-infinitive. The grammatical/semantic job is planned event. Example: Alicia plans to study.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
24. refuse to answer
The selecting construction is refuse. It licenses to-infinitive. The grammatical/semantic job is refused action. Example: Daniel refused to answer.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
25. promise to help
The selecting construction is promise. It licenses to-infinitive. The grammatical/semantic job is promised action. Example: Maya promised to help.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
26. attempt to solve
The selecting construction is attempt. It licenses to-infinitive. The grammatical/semantic job is attempted action. Example: They attempted to solve the problem.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
27. learn to swim
The selecting construction is learn. It licenses to-infinitive. The grammatical/semantic job is acquired skill. Example: Kai Kai learned to swim.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
28. allow her to leave
The selecting construction is allow. It licenses object + to-infinitive. The grammatical/semantic job is permission. Example: They allowed her to leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
29. force him to apologise
The selecting construction is force. It licenses object + to-infinitive. The grammatical/semantic job is compulsion. Example: They forced him to apologise.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
30. tell them to wait
The selecting construction is tell. It licenses object + to-infinitive. The grammatical/semantic job is directive. Example: Tell them to wait.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
31. ask Maya to help
The selecting construction is ask. It licenses object + to-infinitive. The grammatical/semantic job is request. Example: We asked Maya to help.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
32. encourage him to try
The selecting construction is encourage. It licenses object + to-infinitive. The grammatical/semantic job is encouragement. Example: They encouraged him to try.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
33. persuade her to apply
The selecting construction is persuade. It licenses object + to-infinitive. The grammatical/semantic job is persuasion. Example: We persuaded her to apply.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
34. remind me to call
The selecting construction is remind. It licenses object + to-infinitive. The grammatical/semantic job is prospective reminder. Example: Remind me to call.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
35. teach them to read
The selecting construction is teach. It licenses object + to-infinitive. The grammatical/semantic job is skill teaching. Example: She taught them to read.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
36. expect him to arrive
The selecting construction is expect. It licenses object + to-infinitive. The grammatical/semantic job is expected event. Example: We expect him to arrive.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
37. want you to succeed
The selecting construction is want. It licenses object + to-infinitive. The grammatical/semantic job is desired other-subject event. Example: I want you to succeed.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
38. had better leave
The selecting construction is had better. It licenses bare. The grammatical/semantic job is advice/warning. Example: You had better leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
39. would rather stay
The selecting construction is would rather. It licenses bare. The grammatical/semantic job is preference. Example: I would rather stay.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
40. would rather not comment
The selecting construction is would rather. It licenses bare negated. The grammatical/semantic job is preference. Example: We would rather not comment.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
41. why not try
The selecting construction is why not. It licenses bare. The grammatical/semantic job is suggestion. Example: Why not try again?
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
42. rather than leave
The selecting construction is rather than. It licenses bare/shared infinitive. The grammatical/semantic job is contrast. Example: She chose to wait rather than leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
43. to learn takes time
The selecting construction is subject infinitive. It licenses to-infinitive. The grammatical/semantic job is clausal subject. Example: To learn a language takes time.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
44. ready to begin
The selecting construction is ready. It licenses to-infinitive. The grammatical/semantic job is adjective complement. Example: We are ready to begin.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
45. decision to leave
The selecting construction is decision. It licenses to-infinitive. The grammatical/semantic job is noun complement. Example: The decision to leave was difficult.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
46. ability to read
The selecting construction is ability. It licenses to-infinitive. The grammatical/semantic job is noun complement. Example: The ability to read matters.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
47. look forward to working
The selecting construction is look forward to. It licenses prepositional to + -ing. The grammatical/semantic job is preposition, not infinitive. Example: I look forward to working with you.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
48. accustomed to working
The selecting construction is accustomed to. It licenses prepositional to + -ing. The grammatical/semantic job is preposition, not infinitive. Example: She is accustomed to working late.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
49. object to paying
The selecting construction is object to. It licenses prepositional to + -ing. The grammatical/semantic job is preposition, not infinitive. Example: They object to paying the fee.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
50. not to leave
The selecting construction is tell + object. It licenses to-infinitive negated. The grammatical/semantic job is negative directive. Example: Tell him not to leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
51. must have left
The selecting construction is must. It licenses bare perfect. The grammatical/semantic job is modal + perfect. Example: She must have left.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
52. may be waiting
The selecting construction is may. It licenses bare progressive. The grammatical/semantic job is modal + progressive. Example: She may be waiting.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
53. can be repaired
The selecting construction is can. It licenses bare passive. The grammatical/semantic job is modal + passive. Example: It can be repaired.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
54. to have finished
The selecting construction is expect/claim etc.. It licenses to-infinitive perfect. The grammatical/semantic job is anterior infinitive. Example: She seems to have finished.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
55. to be working
The selecting construction is seem etc.. It licenses to-infinitive progressive. The grammatical/semantic job is ongoing infinitive. Example: She seems to be working.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
56. to be repaired
The selecting construction is need/expect etc.. It licenses to-infinitive passive. The grammatical/semantic job is passive infinitive. Example: The device needs to be repaired.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
57. to carefully check
The selecting construction is infinitival to. It licenses split infinitive. The grammatical/semantic job is adverb inside infinitive. Example: Remember to carefully check the figures.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
58. was made to leave
The selecting construction is passive make. It licenses to-infinitive. The grammatical/semantic job is passive restoration of to. Example: He was made to leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
59. was seen to enter
The selecting construction is passive see. It licenses to-infinitive. The grammatical/semantic job is passive reporting/perception. Example: He was seen to enter.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
60. was heard to shout
The selecting construction is passive hear. It licenses to-infinitive. The grammatical/semantic job is passive reporting/perception. Example: She was heard to shout.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
61. be careful
The selecting construction is imperative. It licenses base form. The grammatical/semantic job is imperative. Example: Be careful.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
62. go home
The selecting construction is imperative. It licenses base form. The grammatical/semantic job is imperative. Example: Go home.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
63. let there be light
The selecting construction is let. It licenses bare. The grammatical/semantic job is existential/permissive formula. Example: Let there be light.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
64. make it work
The selecting construction is make. It licenses bare. The grammatical/semantic job is causation. Example: Make it work.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
65. have them wait
The selecting construction is have. It licenses bare. The grammatical/semantic job is arranged directive. Example: Have them wait outside.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
66. help solve the problem
The selecting construction is help. It licenses bare. The grammatical/semantic job is assistance. Example: This tool can help solve the problem.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
67. help to solve the problem
The selecting construction is help. It licenses to-infinitive. The grammatical/semantic job is assistance/variant. Example: This tool can help to solve the problem.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
68. dare say
The selecting construction is dare. It licenses bare in semi-modal use. The grammatical/semantic job is semi-modal. Example: I dare say he is right.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
69. need not worry
The selecting construction is need. It licenses bare in modal-like use. The grammatical/semantic job is semi-modal. Example: You need not worry.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
70. used to live
The selecting construction is used to. It licenses to-form historical/semi-modal. The grammatical/semantic job is past habit. Example: She used to live here.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
71. ought to go
The selecting construction is ought. It licenses to-infinitive-like modal pattern. The grammatical/semantic job is modal exception. Example: You ought to go.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
72. have to leave
The selecting construction is have to. It licenses to-infinitive/semi-modal. The grammatical/semantic job is necessity. Example: We have to leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
73. be able to swim
The selecting construction is be able. It licenses to-infinitive. The grammatical/semantic job is ability paraphrase. Example: She is able to swim.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
74. be allowed to leave
The selecting construction is be allowed. It licenses to-infinitive. The grammatical/semantic job is passive permission. Example: She was allowed to leave.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
75. be forced to wait
The selecting construction is be forced. It licenses to-infinitive. The grammatical/semantic job is passive compulsion. Example: They were forced to wait.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
76. seem to know
The selecting construction is seem. It licenses to-infinitive. The grammatical/semantic job is raising. Example: She seems to know.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
77. appear to work
The selecting construction is appear. It licenses to-infinitive. The grammatical/semantic job is raising. Example: The method appears to work.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
78. happen to know
The selecting construction is happen. It licenses to-infinitive. The grammatical/semantic job is chance relation. Example: I happen to know the answer.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
79. fail to notice
The selecting construction is fail. It licenses to-infinitive. The grammatical/semantic job is non-realised action. Example: He failed to notice the error.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
80. manage to finish
The selecting construction is manage. It licenses to-infinitive. The grammatical/semantic job is successful difficult action. Example: She managed to finish.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
81. pretend to sleep
The selecting construction is pretend. It licenses to-infinitive. The grammatical/semantic job is pretended event. Example: The child pretended to sleep.
Now perform the replacement test. Insert or remove to and decide whether the result becomes ungrammatical, changes construction, or remains a permitted variant. The crucial lesson is that the lower verb does not choose its own marker; the higher construction determines the form.
For transfer, place the sentence in the passive if the construction allows it. Watch whether to reappears, as with make and formal perception passives. Then compare a near-synonym—let/allow, make/force—to show how similar meanings can require different grammar. Record the whole pattern as part of vocabulary.
Common learner errors
- Modal + to-infinitive: can to go.
- Modal + inflected lexical verb: can goes.
- Make/let + object + to in active clauses.
- Allow/force + object + bare infinitive.
- Forgetting to in passive make: was made leave.
- Keeping bare infinitive in formal passive perception: was seen enter.
- Treating prepositional to as infinitival: look forward to work.
- Using past tense after did: did went.
- Assuming help proves to is optional everywhere.
- Banning split infinitives even when the unsplit version is awkward or ambiguous.
- Confusing whole-event bare infinitive with ongoing -ing after perception verbs.
- Learning near-synonyms without their complement frames.
A practical student method
- Find the higher selector: modal, causative, perception verb, lexical verb, adjective or noun.
- Recall its complement frame.
- Check whether to is infinitival or prepositional.
- If passive voice is used, check whether the pattern changes.
- If a perception verb is used, compare bare infinitive with -ing meaning.
- If a near-synonym is substituted, recheck the grammar from zero.
FAQ
What is a bare infinitive?
The base form of a verb without infinitival to, as in can go, let her leave and make him apologise.
What is a to-infinitive?
Infinitival to plus the base form, as in to go, to leave and to work.
Why do modals use the bare infinitive?
Core modal auxiliaries select a base-form complement. The modal carries the finite auxiliary role, so the lexical verb remains uninflected.
Why is can to go wrong?
Because can selects a bare infinitive, not a to-infinitive.
Why is make him go correct?
Active causative make selects object + bare infinitive.
Why does passive make use to?
The passive construction changes the complement frame: He was made to go.
Why is let her go correct but allow her to go correct?
Let selects object + bare infinitive; allow selects object + to-infinitive. Similar meaning does not imply identical grammar.
Can help use both forms?
Yes. Help me carry and help me to carry are both standard, with relatively small stylistic differences.
Why do perception verbs take bare infinitives?
They can present a perceived event as a whole: I saw her cross the road. The -ing form presents the event in progress.
Why is she was seen to cross used?
In formal passive perception/reporting constructions, the infinitive commonly appears with to.
What does had better take?
A bare infinitive: You had better leave.
What does would rather take?
A bare infinitive when the same subject performs the lower action: I would rather stay.
Is to always an infinitive marker?
No. In look forward to working, accustomed to working and object to paying, to is a preposition and therefore takes a noun/-ing form.
Are split infinitives wrong?
No blanket ban is justified in contemporary standard English. Split when it improves clarity or natural emphasis.
How do I choose between bare and to-infinitive?
Identify the higher selecting construction. The choice is grammatical and lexical, not a free stylistic option.
Research basis and further reading
Useful references include Cambridge English Grammar Today on infinitives with and without to, Cambridge on let, modal-verb guidance, perception-verb patterns and comprehensive grammars that analyse non-finite complementation. Learner dictionaries are essential because lexical verbs differ in whether they select bare infinitives, to-infinitives, -ing clauses or several patterns.
The most stable explanatory principle is selector-first analysis: find the higher construction, then determine the licensed form. Meaning helps interpret the relation, but form selection is often lexical and must be learned from usage.
Teaching Guide
Begin with selector families. Put modals, make/let/have, perception verbs and ordinary to-infinitive verbs in separate columns. Students sort examples before learning exceptions.
Use near-synonym contrasts. Make/force, let/allow and help variants demonstrate that grammar belongs to the selecting word, not just to meaning.
Teach passive alternations. Active made him go versus passive was made to go; active saw him enter versus passive was seen to enter.
Teach infinitival to versus prepositional to. Contrast want to work with look forward to working.
Connect perception to aspect. saw her cross versus saw her crossing. Students describe whole-event versus in-progress viewpoint.
End with editing and production. Students repair modal, causative and passive errors, then create sentences using each selector family without relying on a memorised one-line rule.
Continue: How English Works · Non-Finite Clauses · Causatives · Control and Raising.
Extended selector-transfer workshop
Selector workshop 1: can go
Begin with Maya can go now.. Identify can as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as modal selection. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 2: must leave
Begin with You must leave now.. Identify must as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as modal selection. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 3: should wait
Begin with We should wait.. Identify should as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as modal selection. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 4: will work
Begin with The system will work.. Identify will as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as modal selection. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 5: might fail
Begin with The test might fail.. Identify might as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as modal selection. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 6: did leave
Begin with She did leave.. Identify did as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as do-support/emphasis. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 7: does know
Begin with He does know the answer.. Identify does as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as do-support. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 8: let her leave
Begin with Let her leave.. Identify let as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as permission. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 9: let them play
Begin with Let them play.. Identify let as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as permission. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 10: make him apologise
Begin with They made him apologise.. Identify make as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as causation. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 11: make us reconsider
Begin with The error made us reconsider.. Identify make as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as causation. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 12: have Daniel check
Begin with I had Daniel check the figures.. Identify have as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as arranged causation. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 13: help me carry
Begin with Help me carry this.. Identify help as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as assistance. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 14: help me to carry
Begin with Help me to carry this.. Identify help as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as assistance/variant. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 15: see her cross
Begin with I saw her cross the road.. Identify see as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as whole-event perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 16: see her crossing
Begin with I saw her crossing the road.. Identify see as the form-selecting construction and -ing alternative as the licensed lower-verb form. Explain the relationship as ongoing-event perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 17: hear the door slam
Begin with We heard the door slam.. Identify hear as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as whole-event perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 18: feel the ground shake
Begin with She felt the ground shake.. Identify feel as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 19: watch them play
Begin with We watched them play.. Identify watch as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as whole-event perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 20: want to leave
Begin with Maya wants to leave.. Identify want as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as desired action. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 21: decide to wait
Begin with They decided to wait.. Identify decide as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as decision content. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 22: hope to succeed
Begin with We hope to succeed.. Identify hope as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as hoped event. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 23: plan to study
Begin with Alicia plans to study.. Identify plan as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as planned event. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 24: refuse to answer
Begin with Daniel refused to answer.. Identify refuse as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as refused action. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 25: promise to help
Begin with Maya promised to help.. Identify promise as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as promised action. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 26: attempt to solve
Begin with They attempted to solve the problem.. Identify attempt as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as attempted action. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 27: learn to swim
Begin with Kai Kai learned to swim.. Identify learn as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as acquired skill. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 28: allow her to leave
Begin with They allowed her to leave.. Identify allow as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as permission. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 29: force him to apologise
Begin with They forced him to apologise.. Identify force as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as compulsion. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 30: tell them to wait
Begin with Tell them to wait.. Identify tell as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as directive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 31: ask Maya to help
Begin with We asked Maya to help.. Identify ask as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as request. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 32: encourage him to try
Begin with They encouraged him to try.. Identify encourage as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as encouragement. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 33: persuade her to apply
Begin with We persuaded her to apply.. Identify persuade as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as persuasion. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 34: remind me to call
Begin with Remind me to call.. Identify remind as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as prospective reminder. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 35: teach them to read
Begin with She taught them to read.. Identify teach as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as skill teaching. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 36: expect him to arrive
Begin with We expect him to arrive.. Identify expect as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as expected event. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 37: want you to succeed
Begin with I want you to succeed.. Identify want as the form-selecting construction and object + to-infinitive as the licensed lower-verb form. Explain the relationship as desired other-subject event. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 38: had better leave
Begin with You had better leave.. Identify had better as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as advice/warning. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 39: would rather stay
Begin with I would rather stay.. Identify would rather as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as preference. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 40: would rather not comment
Begin with We would rather not comment.. Identify would rather as the form-selecting construction and bare negated as the licensed lower-verb form. Explain the relationship as preference. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 41: why not try
Begin with Why not try again?. Identify why not as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as suggestion. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 42: rather than leave
Begin with She chose to wait rather than leave.. Identify rather than as the form-selecting construction and bare/shared infinitive as the licensed lower-verb form. Explain the relationship as contrast. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 43: to learn takes time
Begin with To learn a language takes time.. Identify subject infinitive as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as clausal subject. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 44: ready to begin
Begin with We are ready to begin.. Identify ready as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as adjective complement. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 45: decision to leave
Begin with The decision to leave was difficult.. Identify decision as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as noun complement. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 46: ability to read
Begin with The ability to read matters.. Identify ability as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as noun complement. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 47: look forward to working
Begin with I look forward to working with you.. Identify look forward to as the form-selecting construction and prepositional to + -ing as the licensed lower-verb form. Explain the relationship as preposition, not infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 48: accustomed to working
Begin with She is accustomed to working late.. Identify accustomed to as the form-selecting construction and prepositional to + -ing as the licensed lower-verb form. Explain the relationship as preposition, not infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 49: object to paying
Begin with They object to paying the fee.. Identify object to as the form-selecting construction and prepositional to + -ing as the licensed lower-verb form. Explain the relationship as preposition, not infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 50: not to leave
Begin with Tell him not to leave.. Identify tell + object as the form-selecting construction and to-infinitive negated as the licensed lower-verb form. Explain the relationship as negative directive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 51: must have left
Begin with She must have left.. Identify must as the form-selecting construction and bare perfect as the licensed lower-verb form. Explain the relationship as modal + perfect. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 52: may be waiting
Begin with She may be waiting.. Identify may as the form-selecting construction and bare progressive as the licensed lower-verb form. Explain the relationship as modal + progressive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 53: can be repaired
Begin with It can be repaired.. Identify can as the form-selecting construction and bare passive as the licensed lower-verb form. Explain the relationship as modal + passive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 54: to have finished
Begin with She seems to have finished.. Identify expect/claim etc. as the form-selecting construction and to-infinitive perfect as the licensed lower-verb form. Explain the relationship as anterior infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 55: to be working
Begin with She seems to be working.. Identify seem etc. as the form-selecting construction and to-infinitive progressive as the licensed lower-verb form. Explain the relationship as ongoing infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 56: to be repaired
Begin with The device needs to be repaired.. Identify need/expect etc. as the form-selecting construction and to-infinitive passive as the licensed lower-verb form. Explain the relationship as passive infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 57: to carefully check
Begin with Remember to carefully check the figures.. Identify infinitival to as the form-selecting construction and split infinitive as the licensed lower-verb form. Explain the relationship as adverb inside infinitive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 58: was made to leave
Begin with He was made to leave.. Identify passive make as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as passive restoration of to. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 59: was seen to enter
Begin with He was seen to enter.. Identify passive see as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as passive reporting/perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 60: was heard to shout
Begin with She was heard to shout.. Identify passive hear as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as passive reporting/perception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 61: be careful
Begin with Be careful.. Identify imperative as the form-selecting construction and base form as the licensed lower-verb form. Explain the relationship as imperative. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 62: go home
Begin with Go home.. Identify imperative as the form-selecting construction and base form as the licensed lower-verb form. Explain the relationship as imperative. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 63: let there be light
Begin with Let there be light.. Identify let as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as existential/permissive formula. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 64: make it work
Begin with Make it work.. Identify make as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as causation. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 65: have them wait
Begin with Have them wait outside.. Identify have as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as arranged directive. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 66: help solve the problem
Begin with This tool can help solve the problem.. Identify help as the form-selecting construction and bare as the licensed lower-verb form. Explain the relationship as assistance. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 67: help to solve the problem
Begin with This tool can help to solve the problem.. Identify help as the form-selecting construction and to-infinitive as the licensed lower-verb form. Explain the relationship as assistance/variant. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 68: dare say
Begin with I dare say he is right.. Identify dare as the form-selecting construction and bare in semi-modal use as the licensed lower-verb form. Explain the relationship as semi-modal. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 69: need not worry
Begin with You need not worry.. Identify need as the form-selecting construction and bare in modal-like use as the licensed lower-verb form. Explain the relationship as semi-modal. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 70: used to live
Begin with She used to live here.. Identify used to as the form-selecting construction and to-form historical/semi-modal as the licensed lower-verb form. Explain the relationship as past habit. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 71: ought to go
Begin with You ought to go.. Identify ought as the form-selecting construction and to-infinitive-like modal pattern as the licensed lower-verb form. Explain the relationship as modal exception. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Selector workshop 72: have to leave
Begin with We have to leave.. Identify have to as the form-selecting construction and to-infinitive/semi-modal as the licensed lower-verb form. Explain the relationship as necessity. Then deliberately create the wrong version by inserting or deleting to. State exactly why the result fails or changes construction.
Next, substitute a near-synonym for the selector. If the original is let, try allow; if make, try force; if a modal, rewrite with be able to, have to or another lexical paraphrase. Observe that the lower form often changes even when the overall meaning remains close.
Finally, attempt a passive transformation where possible and track whether to appears. This three-step manipulation—wrong form, synonym, passive—builds a structural map that is more durable than memorising isolated sentences. The learner sees that infinitive marking belongs to the whole construction.
Route: return to the English Learning Hub for the wider language system, or use the Deep Reading Index for the complete long-tail library.