Grammar Masterclass – teachanyclass.org

Personal Reflection

Before you start — think honestly about your own teaching and experience.

Q1

How confident do you feel explaining why 'I stopped smoking' and 'I stopped to smoke' mean very different things?

Q2

Which of these have you seen in your students — or been unsure about yourself? (Select all that apply)

Students confuse 'remember doing' and 'remember to do' — they do not know there is a difference in meaning Students say 'I stopped to smoke' when they mean 'I stopped smoking' — getting the meaning backwards Students know 'try + -ing' and 'try + to' exist but cannot explain the difference Students do not know that 'regret doing' and 'regret to do' have very different registers and uses Students treat like, love, hate, and prefer as always taking -ing — not knowing they also take infinitives I find it difficult to explain the meaning-change pairs clearly to students

Discover the Pattern

Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.

1

Read these pairs of sentences. Both are correct English — but they mean very different things. Can you work out the difference in meaning?

She stopped talking. (she was talking; she stopped)

She stopped to talk. (she stopped (doing something else) in order to talk)

I remember locking the door. (I have a memory of the action — I did it)

I remember to lock the door. (I don't forget — I always do it)

He forgot meeting her before. (he has no memory of the meeting — it happened)

He forgot to meet her. (he didn't meet her — he didn't remember to do it)
In each pair — what is the core difference? When does -ing point to the past? When does 'to' point to the future?

A clear pattern emerges once you look carefully. With STOP: -ing describes the activity that is ending ('she stopped talking' = the talking ends). 'To + infinitive' describes the purpose of stopping ('she stopped to talk' = she interrupted something else in order to talk — 'to talk' is the purpose of stopping, a purpose infinitive). With REMEMBER and FORGET: -ing looks BACK to a past action (I remember doing it = I did it and I recall it). 'To + infinitive' looks FORWARD to a future action (I remember to do it = I don't forget, I do it correctly). The gerund = the action already happened. The infinitive = the action is still to come. This pattern — gerund for past, infinitive for future — runs through many of the meaning-change pairs and is the most useful thing to teach about this area.'

2

Now look at try and regret. Can you work out the meaning difference between the two forms?

She tried to open the window, but it was stuck. (she made an effort to open it — maybe she failed)

She tried opening the window and it helped — there was a breeze. (she opened it experimentally — as a solution)

I regret to inform you that your application was unsuccessful. (I am sorry to tell you this — formal)

I regret telling him the news — I should have waited. (I feel sorry about something I already did)
For try: is the speaker attempting something difficult? Or experimenting with something as a possible solution? For regret: is the speaker apologising in advance? Or looking back with guilt?

TRY + to + infinitive = attempting something difficult, often with the possibility of failure. 'She tried to open the window' — she put in effort; the window resisted. TRY + -ing = experimenting with something as a possible solution or approach. 'She tried opening the window' — she did it to see if it would help; it worked. REGRET + to + infinitive = a formal, polite apology for what the speaker is about to say. 'I regret to inform you...' — extremely formal, used in official letters. REGRET + -ing = looking back with guilt or sadness at something already done. 'I regret telling him' — I did it and now I feel bad about it. These distinctions carry real meaning — using the wrong form sends the wrong message.'

3

Now read these sentences with like, love, hate, prefer, begin, start, and continue. Do both forms work? Is there a difference?

She likes teaching. / She likes to teach. (both correct, very similar)

He loves reading. / He loves to read. (both correct, very similar)

It began raining. / It began to rain. (both correct, very similar)

She continued working. / She continued to work. (both correct, very similar)

I hate waiting. / I hate to wait. (both correct; slight difference in some varieties)
Are these exactly the same? Or is there any subtle difference?

For these verbs, both forms are correct and the meaning is very similar in most contexts. Like, love, hate, prefer, begin, start, and continue all accept either form with minimal change in everyday meaning. There is sometimes a very slight difference: -ing can feel more habitual or general (I like swimming = I enjoy it as an activity generally). 'To + infinitive' can feel slightly more specific or formal (I like to swim before breakfast = a specific habit). But in most everyday communication, the forms are interchangeable. For teaching purposes: these are the 'safe' verbs — students can use either form after them without creating errors. The priority is to teach the meaning-change pairs, which are far more consequential.'

The Pattern — What You Just Discovered

Some verbs accept both gerund and infinitive with little or no change in meaning (like, love, hate, begin, start, continue). Other verbs change meaning entirely depending on which form follows. The most important pairs: remember, forget, stop, try, regret, mean, and go on. The gerund in these pairs typically refers to past or completed actions. The infinitive typically refers to future, intended, or uncompleted actions.

Tense / Form	Use / Meaning	Example	Key time words
stop + -ing	The activity ends — it was happening and now it stops	She stopped talking. (the talking ended)	Past/real action ends
stop + to + inf	The speaker pauses (something else) in order to do this — purpose	She stopped to talk. (she interrupted something to talk)	Purpose — looking forward
remember + -ing	I have a memory of a past action — I did it and recall it	I remember meeting her years ago. (the meeting happened — I recall it)	Past — looking back
remember + to + inf	I don't forget — I do the action at the right time	Please remember to lock the door. (do it — don't forget)	Future — looking forward
forget + -ing	I have no memory of a past action — it happened but I don't recall it	He forgot meeting her. (no memory of meeting her)	Past — looking back (no memory)
forget + to + inf	I didn't do the action — I didn't remember to do it	He forgot to meet her. (he didn't go — he didn't remember)	Future — didn't do it
try + -ing	Experiment — do something to see if it works	Try adding more water to the mixture.	Experiment / possible solution
try + to + inf	Make an effort — attempt something (possibly difficult)	She tried to lift the box but it was too heavy.	Effort / attempt (possible failure)
regret + -ing	Feel sorry about something already done — looking back	I regret saying that to her. (I said it — I feel bad)	Past — guilt or sadness
regret + to + inf	Formal apology for what is about to be said or done	I regret to inform you that... (formal letter)	Formal — introducing bad news

Special Rule / Notes

THE PAST / FUTURE PATTERN — the key to understanding most meaning-change pairs:

When -ing follows remember, forget, regret, and go on:
→ The action happened in the PAST. The speaker is looking BACK.

I remember talking to her about it. (I did talk to her — I have a memory of it)

I forgot posting the letter. (I posted it — but I forgot I had done it)

I regret saying that. (I said it — I feel sorry now)

He went on teaching for twenty more years. (he continued — past to future)

When to + infinitive follows remember, forget, regret:
→ The action is in the FUTURE. The speaker is looking FORWARD — or the action did not happen.

Please remember to call her. (call her — in the future — don't forget)

She forgot to call. (she didn't call — the future action didn't happen)

I regret to tell you this. (I am about to say something difficult — formal)

MEAN — another meaning-change pair worth knowing:
Mean + -ing = involve, entail (what does this require?)

Becoming a headteacher means taking on much more responsibility.

Improving the school means working together.
Mean + to + infinitive = intend

I mean to sort this out by the end of the week.

Did you mean to leave your bag here?

GO ON — a subtle but useful pair:
Go on + -ing = continue the same activity

She went on talking despite the noise.
Go on + to + infinitive = move on to a new, different activity

After training as a teacher, she went on to become a headteacher.

🎥

Is the verb 'stop' + -ing? → the activity ends. Stop + to? → purpose of stopping (to do something else). Is the verb 'remember/forget' + -ing? → looking back at a past action. Remember/forget + to? → looking forward (do it / didn't do it). Is 'try' + -ing? → experiment (try it as a solution). Try + to? → attempt (possibly difficult, possibly failed). Is 'regret' + to? → formal apology for what follows. Regret + -ing? → looking back with guilt.

Common Student Errors

✗She stopped to smoke ten years ago.

✓She stopped smoking ten years ago.

Why'Stopped to smoke' means she was doing something else, then she paused in order to smoke — the purpose of stopping was to smoke. 'Stopped smoking' means the smoking habit ended. If the speaker wants to say the habit ended, 'stopped smoking' is correct.

✗I remember to meet her at the market last year.

✓I remember meeting her at the market last year.

WhyRemembering a past event uses the gerund. 'Remember + -ing' = I have a memory of a past action. The meeting happened — I recall it. 'Remember to meet' = don't forget to meet her (future action).

✗He forgot meeting to submit the report.

✓He forgot to submit the report.

Why'Forget to submit' = he didn't submit it (future action not done). 'Forget meeting' = he has no memory of a meeting that happened (past action). Since the report was not submitted, the infinitive is correct.

✗Try to eat more vegetables — they might help your health.

✓Try eating more vegetables — they might help your health.

Why'Try + -ing' = experiment with this as a possible solution — see if it helps. The speaker is suggesting an experiment, not demanding an effort. 'Try to eat' would suggest that eating vegetables is difficult or might fail — which is not the intended meaning here.

✗I regret informing you that your application was unsuccessful.

✓I regret to inform you that your application was unsuccessful.

WhyThe formal phrase for apologising before delivering bad news is 'regret + to + infinitive'. 'I regret informing you' = I feel sorry that I told you — looking back. 'I regret to inform you' = I am sorry to tell you this (right now — formal).

Check Your Understanding — Part 1

Choose the correct form. Think carefully about the meaning — these verbs change meaning depending on the form that follows.

I remember ___________ her at a conference about five years ago.

If the students are struggling, try ___________ the activity with a partner instead.

She stopped ___________ when she noticed the student was distressed.

We regret ___________ you that the training course has been cancelled.

Please remember ___________ the register before the students leave.

0 / 5 answered

Check Your Understanding — Part 2: Why Is It Wrong?

Each sentence contains an error. Write the correct version and explain the difference in meaning — then reveal the answer.

She stopped to teach after thirty years because of her health.

Write the correct sentence:

Explain why it is wrong:

She stopped teaching after thirty years because of her health.

'Stopped + -ing' = the activity ended. She was teaching and she stopped — her career ended. 'Stopped to teach' would mean she paused something else in order to teach — not the intended meaning. For an activity or habit that ended, use 'stopped + -ing'.

I forgot meeting to submit the application before the deadline.

Write the correct sentence:

Explain why it is wrong:

I forgot to submit the application before the deadline.

'Forgot to submit' = the future action did not happen — she didn't remember to do it. 'Forgot submitting' would mean: she submitted it but has no memory of doing so. Since the application was not submitted, 'forgot to submit' is correct.

Try to open a window — it might make the classroom cooler.

Write the correct sentence:

Explain why it is wrong:

Try opening a window — it might make the classroom cooler.

'Try + -ing' = experiment with this as a possible solution — see if it helps. 'Might make the classroom cooler' confirms this is a suggestion to try, not a difficult task. 'Try to open' would imply opening the window is difficult or might fail — which is not the intended meaning here.

He went on to work in the same school for fifteen more years after his promotion.

Write the correct sentence:

Explain why it is wrong:

He went on working in the same school for fifteen more years after his promotion.

'Go on + -ing' = continue the same activity. He was already working at the school and continued doing the same thing. 'Go on to work' would mean he moved on to a new and different activity after the promotion — which may or may not be intended, but the sentence describes continuation, not a new activity.

Classroom Teaching Sequence

Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.

0 / 5 done

1

STEP 1 — THE STOP PUZZLE (5 minutes): Write these two sentences on the board:

'She stopped talking.'

'She stopped to talk.'
Ask: do they mean the same thing? Give students one minute to discuss in pairs. Share answers. Establish: they are very different. In the first, the talking ends. In the second, the stopping has a purpose — she stopped something else in order to talk. Use a physical demonstration if possible: stop walking, then walk to a desk to pick something up. This makes the distinction immediately clear.

2

STEP 2 — REMEMBER AND FORGET (8 minutes): Teach remember and forget together since they follow the same past/future logic.
Write the formula:
-ing = PAST (I did it — I remember / I forgot I did it)
to = FUTURE (I need to do it — I remember / I forgot to do it)
Drill with five examples:

'She remembered ______ the letter.' (she posted it — past memory) → posting

'She remembered ______ the letter.' (don't forget — future action) → to post

'He forgot ______ her at the meeting.' (no memory — past) → meeting

'He forgot ______ her at the meeting.' (he didn't go — future not done) → to meet
This is the most important distinction in the lesson.

3

STEP 3 — TRY: EXPERIMENT OR EFFORT? (5 minutes): Write two scenarios:
Scenario A: A student is struggling to understand. What do you tell them? 'Try reading it aloud.' (experiment — try this approach)
Scenario B: A student cannot lift a heavy box. 'She tried to lift it.' (effort — possibly failed)
Ask: which sentence uses try + -ing? Which uses try + to? Discuss: experiment (might work, safe to try) → -ing. Effort/attempt (difficult, might fail) → to.

4

STEP 4 — REGRET: FORMAL OR PERSONAL (5 minutes): Show two contexts:
Context 1: A formal letter rejecting a job application. Elicit: 'We regret to inform you...'
Context 2: A person talking to a friend. 'I regret telling him — I shouldn't have.'
Ask: which is formal and which is personal? Discuss: regret + to = formal pre-announcement of bad news. Regret + -ing = personal guilt about a past action.

5

STEP 5 — THE 'BOTH' VERBS (5 minutes): Quickly establish that like, love, hate, prefer, begin, start, continue take both forms with minimal difference. Ask students to produce one sentence with each — alternating between -ing and to. Confirm: both are correct. These are the 'safe' verbs — students cannot make a meaning error with them.

Ready-to-Use Classroom Materials

Use directly in class — copy, adapt, or read aloud. No printing needed.

1 Meaning Pair Matching — Discussion Activity (No materials)

Read each sentence. Students explain what it means — not just which form is correct, but what situation it describes. Pairs discuss before sharing. This develops meaning awareness, not just pattern recognition.

Example sentences

The headteacher stopped to read the notice on the board. (she was doing something else and paused in order to read it)

The headteacher stopped reading the notice. (she was reading it and then stopped)

I remember putting the keys on the table. (I have a memory of doing it — I did put them there)

Remember to put the keys on the table. (do it — don't forget — future action)

She forgot attending the training. (she went but has no memory of it — unusual but possible)

She forgot to attend the training. (she didn't go — she didn't remember to go)

Try calling the parent in the evening — they might be available then. (experiment — try this approach)

She tried to call the parent but there was no signal. (she made an effort — possibly failed)

2 Correct the Teacher — Error Identification (No materials)

Read each sentence aloud, deliberately including errors. Students call out WRONG and explain the correct version and why. This builds confidence in identifying and explaining these errors — the skill teachers need most.

Example sentences

After thirty years, she stopped to teach and retired. (WRONG → stopped teaching)

I regret informing you that your contract will not be renewed. (WRONG → regret to inform)

Please remember meeting to bring your attendance register tomorrow. (WRONG → remember to bring)

If the students are bored, try to change the activity. (DEPENDS: if you mean attempt something difficult → try to change is fine; if you mean experiment → try changing is more natural. Discuss both.)

3 Error Hunt — Dictation (No materials)

Dictate these sentences. Students find and correct errors. Some sentences are correct. Discuss the meaning difference behind each correction.

Example sentences

She stopped smoking when she became pregnant. ✓

He stopped to talk to a student in the corridor. ✓

I remember to see her at the training — she gave a very good presentation. ✗ → remember seeing

We regret to inform you that the course is full. ✓

She forgot meeting to lock the classroom after the lesson. ✗ → forgot to lock

Try adding a pinch of salt — it might make it better. ✓

She went on to teach for another decade after her children grew up. ✗ (if she continued the same job) → went on teaching; ✓ if she moved to a new position after a break

Plan Your Next Steps

For each strategy, choose the option that best describes where you are now.

Teach the meaning-change pairs through contrasting situations, not just grammar rules — the meaning is what matters here

The past/future pattern (gerund = past/real, infinitive = future/planned) is the most powerful teaching tool for remember, forget, and regret

Use physical demonstration or storytelling to make 'stop + -ing' vs. 'stop to' immediately clear — it is the most dramatically different pair

Teach 'regret to inform you' as a fixed professional phrase — students who write formal letters and emails need this immediately

Establish the 'both' verbs (like, love, hate, begin, start, continue) as safe — students can use either form confidently

What is the one change you will make next time you teach this grammar point?

Key Takeaways

1 Some verbs take both forms with no change in meaning: like, love, hate, prefer, begin, start, continue — use either form freely

2 Stop + -ing = the activity ends. Stop + to + infinitive = pause (something else) in order to do this (purpose)

3 Remember/forget + -ing = past action (the action happened — I recall / don't recall it). Remember/forget + to + infinitive = future action (do it / didn't do it)

4 Try + -ing = experiment with something as a solution. Try + to + infinitive = make an effort (possibly difficult, possibly failing)

5 Regret + to + infinitive = formal announcement of bad news ('We regret to inform you'). Regret + -ing = personal guilt about a past action

Choose your language

Gerunds and Infinitives: Verbs That Take Both — Same and Different Meanings

Personal Reflection

Discover the Pattern

The Pattern — What You Just Discovered

Common Student Errors

Check Your Understanding — Part 1

Check Your Understanding — Part 2: Why Is It Wrong?

Classroom Teaching Sequence

Ready-to-Use Classroom Materials

Plan Your Next Steps

Key Takeaways