Grammar Masterclass – teachanyclass.org

Personal Reflection

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

Q1

How confident do you feel teaching the verb + object + infinitive pattern — and explaining why 'make' takes a bare infinitive while 'ask' takes 'to'?

Q2

Which of these have you seen in your students? (Select all that apply)

Students say 'She wants that he comes' instead of 'She wants him to come' Students say 'The teacher made the students to sit down' — adding 'to' after make Students say 'She let us to leave early' — adding 'to' after let Students say 'I heard her to sing' instead of 'I heard her singing' or 'I heard her sing' Students confuse the adjective + infinitive pattern (It is easy to understand) with gerund patterns I find it hard to explain why some verbs need an object before the infinitive and others don't

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 sentences. All of them have a verb, then a person, then an infinitive. What is the structure?

She wants him to study harder.

The headteacher asked all staff to attend the meeting.

The doctor told her to rest for a week.

I would like you to explain your answer.

The teacher encouraged the students to read more widely.

They invited her to speak at the conference.
Identify: in each sentence, who wants/asks/tells the action? Who will do the action? What is the structure between the two verbs?

The structure is: Verb + Object (person) + to + infinitive. 'She wants (him) (to study)'. The subject performs the first verb (wants, asked, told). The object (him, all staff, her, you, the students, her) is the person who will perform the second action. Between them: to + infinitive. This pattern is extremely common and natural in English. Many students try to use a 'that' clause instead: 'She wants that he studies harder.' While this is used in other languages and some varieties of English, standard written English strongly prefers the object + infinitive pattern. 'I want you to come' — not 'I want that you come.''

2

Now look at these sentences. The structure is similar — but something is different about the second verb. What has changed?

The teacher made the students sit down. (not 'to sit')

She let the children play outside. (not 'to play')

He helped the student find the answer. (not 'to find' — or 'to find' is also possible)

Can you help me carry this? (not 'to carry' — or 'to carry' is also possible)
In these sentences, the 'to' has disappeared from the infinitive. What is left? Why might 'to' be missing? Which verbs cause this?

After make, let, and help (informally), the infinitive appears WITHOUT 'to'. This is called the BARE INFINITIVE — just the base form of the verb, without 'to'. 'Make + object + bare infinitive': She made them sit. 'Let + object + bare infinitive': She let them play. 'Help + object + bare infinitive (or to + infinitive)': He helped her find / to find. Make is the most important: it always takes the bare infinitive in the active voice. Let also always takes the bare infinitive. Help can take either the bare infinitive or to + infinitive — both are accepted. This difference — to after ask/tell/want but bare after make/let — is a very common source of error.'

3

Now read these sentences with adjectives. What form follows the adjective in each case?

It is important to understand the rules.

She is happy to help with the marking.

The exam was difficult to pass.

It is not easy to manage a large class.

She was ready to begin the lesson.

It is wonderful to see so much progress.
Can you work out the pattern? Is the infinitive always used with adjectives? And notice how the subject changes — sometimes 'it', sometimes the real subject.

Adjectives that describe feelings, difficulty, readiness, or evaluation are commonly followed by 'to + infinitive'. 'Happy to help' (feelings). 'Difficult to pass' (evaluation). 'Ready to begin' (readiness). 'It is wonderful to see' (using 'it' as a dummy subject). Two main structures: (1) She is happy to help. (subject + adjective + to + infinitive — she is the one helping) (2) It is difficult to manage a large class. ('It' is a dummy subject — nobody specific is managing; the 'to' clause is the real subject). Both are extremely common. This is a reliable pattern — adjective + to + infinitive — with very few exceptions.'

The Pattern — What You Just Discovered

Three distinct but important patterns are covered in this lesson: (1) Verb + object + to + infinitive — want, ask, tell, encourage, invite, advise. (2) Make and let + object + bare infinitive (no 'to'). Help + object + bare infinitive or to + infinitive. (3) Adjective + to + infinitive — happy, difficult, easy, ready, important.

Special Rule / Notes

THE MAKE PASSIVE — an important structural shift:

When 'make' is passive (in a passive sentence), 'to' RETURNS to the infinitive:

Active: The teacher made the students write it again. (bare infinitive — no 'to')
Passive: The students were made to write it again. ('to' returns)

Active: They made her apologise. → Passive: She was made to apologise.

Active: Nobody made us go. → Passive: We were not made to go.

This is a common point of confusion — students learn 'make = bare infinitive' and then write 'He was made work again' without 'to'. The rule: bare infinitive in the active, to + infinitive in the passive.

THE 'WANT THAT' PROBLEM — extremely common across many L1 backgrounds:
In many languages, the equivalent of 'I want that she comes' is grammatically standard. In standard formal English, this construction is avoided:

✗ I want that you understand. → ✓ I want you to understand.

✗ She expects that he arrives early. → ✓ She expects him to arrive early.

✗ They asked that we bring food. → ✓ They asked us to bring food.
This applies to: want, expect, ask, tell, encourage, invite, advise, warn, remind, allow, permit.

🎥

Does the verb take a person before the infinitive? → verb + object + to + infinitive (want her to come). Is the verb 'make' or 'let'? → bare infinitive — no 'to'. Is the verb 'help'? → bare or to + infinitive, both fine. Is the main clause passive with 'make'? → 'to' returns (was made to do). Is there an adjective before the infinitive? → adjective + to + infinitive (easy to understand, happy to help).

Common Student Errors

✗The teacher made the students to write the answer again.

✓The teacher made the students write the answer again.

Why'Make' is followed by object + bare infinitive — no 'to'. Never 'made them to write'. Always 'made them write'.

✗She let the children to play outside after the lesson.

✓She let the children play outside after the lesson.

Why'Let' is also followed by object + bare infinitive — no 'to'. 'Let them play' — not 'let them to play'.

✗I want that she attends the extra lesson.

✓I want her to attend the extra lesson.

WhyWith 'want', the standard pattern is verb + object + to + infinitive: 'want her to attend'. The 'that' clause construction is common in many languages but is avoided in formal English writing with this verb.

✗She was made write the letter three times.

✓She was made to write the letter three times.

WhyWhen 'make' is passive, 'to' returns. Active: 'they made her write' (bare). Passive: 'she was made to write' ('to' returns).

✗It is important understand the rules of the road.

✓It is important to understand the rules of the road.

WhyAdjective + to + infinitive pattern. After evaluative adjectives like 'important', 'necessary', 'difficult', 'easy', the infinitive marker 'to' must be present.

Check Your Understanding — Part 1

Choose the correct form. Think carefully about which verb pattern is being used.

She asked the student ___________ her work to the headteacher.

The noise outside made it impossible ___________ clearly.

Please let the students ___________ their notes during the test.

The students were made ___________ the lesson again from the beginning.

She helped the new teacher ___________ the students' names quickly.

0 / 5 answered

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

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

The headteacher made the new teachers to attend an extra induction session.

Write the correct sentence:

Explain why it is wrong:

The headteacher made the new teachers attend an extra induction session.

'Make' is followed by object + bare infinitive — no 'to'. Remove 'to': 'made them attend'. Never 'made them to attend'. This is the most important rule about 'make' — the bare infinitive always follows in the active voice.

I want that you explain the plan to the parents at the next meeting.

Write the correct sentence:

Explain why it is wrong:

I want you to explain the plan to the parents at the next meeting.

'Want' uses the verb + object + to + infinitive pattern in standard formal English. 'I want you to explain' — not 'I want that you explain'. The 'that' clause is common in many languages but avoided with 'want' in formal English writing.

It is very difficult understand these instructions without a clear example.

Write the correct sentence:

Explain why it is wrong:

It is very difficult to understand these instructions without a clear example.

Adjective + to + infinitive. After 'difficult' (and other evaluative adjectives: easy, important, necessary, wonderful), the infinitive marker 'to' must be included. 'Difficult to understand' — not 'difficult understand'.

She was made repeat the explanation until all the students had understood.

Write the correct sentence:

Explain why it is wrong:

She was made to repeat the explanation until all the students had understood.

When 'make' is passive, 'to' returns. Active: 'They made her repeat.' Passive: 'She was made to repeat.' The bare infinitive (no 'to') is only used in the active form of 'make'. In passive, 'to' always reappears.

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 — VERB + OBJECT + INFINITIVE (8 minutes): Write these sentence frames on the board. Students complete them about real classroom situations.

'The headteacher asked the teachers to _______.'

'The parents expected the school to _______.'

'She encouraged her students to _______.'

'The director told the staff to _______.'
Collect and share. Listen for missing 'to' or 'that' clauses. Correct and explain the pattern.

2

STEP 2 — MAKE AND LET: NO 'TO' (8 minutes): Contrast explicitly:

'She asked them to sit.' (ask → to + infinitive)

'She made them sit.' (make → bare infinitive — no to)

'She let them sit.' (let → bare infinitive — no to)
Drill with five make sentences and five let sentences. Students produce them aloud. Correct any 'to' immediately. Then introduce the passive: 'They were made to sit.' Ask: what happened to 'to'? Elicit: it came back.

3

STEP 3 — ADJECTIVE + TO + INFINITIVE (5 minutes): Write five sentence frames. Students complete with a real idea.

'It is important to _______ in my school.'

'It is sometimes difficult to _______ in a large class.'

'I am happy to _______ if anyone needs help.'

'It is not easy to _______ without electricity.'
Build the pattern explicitly: adjective + to + infinitive, always.

4

STEP 4 — PERCEPTION VERBS (5 minutes): Demonstrate the difference between bare infinitive and -ing after see, hear, watch.

'I watched her teach the whole lesson.' (saw the complete lesson — bare infinitive)

'I watched her teaching as I passed the window.' (caught mid-lesson — -ing)
Ask students to produce one sentence with each structure about something they observed in a classroom.

5

STEP 5 — ERROR HUNT (5 minutes): Write five sentences — some correct, some wrong. Focus especially on 'made them to sit', 'was made sit', and 'want that she comes'. Students correct in pairs and name the rule.

Ready-to-Use Classroom Materials

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

1 Verb + Object + Infinitive — Classroom Scenarios (No materials)

Read each situation. Students produce a sentence using the verb given and the verb + object + to + infinitive pattern. Do the first one together to demonstrate the pattern. This produces the structure in realistic, professional contexts.

Example sentences

Situation: The headteacher wants all teachers to come to a 7am meeting.

Verb to use: ask → The headteacher asked all teachers to attend the 7am meeting.

Situation: A parent is worried about her child's progress and wants the teacher to give extra support.

Verb to use: encourage → The parent encouraged the teacher to give extra support.

Situation: The director told the school to improve its exam results.

Verb to use: expect → The director expects the school to improve its results.

Situation: A school wants its students to read for 20 minutes every evening.

Verb to use: encourage → The school encourages students to read for 20 minutes each evening.

2 Make or Let? — Meaning Distinction (No materials)

Read each sentence. Students decide: does this use MAKE (forced to) or LET (allowed to)? Then produce the correct sentence. This develops the meaning distinction between the two causative verbs alongside the grammar.

Example sentences

The teacher gave permission for the students to drink water during the test. → Let: The teacher let the students drink water during the test.

The headteacher required teachers to sign in every morning. → Made: The headteacher made teachers sign in every morning.

The parents allowed the children to walk home alone from class 4. → Let: The parents let the children walk home alone.

The timetable forced teachers to teach six lessons in one day. → Made: The timetable made teachers teach six lessons in one day.

She gave the students permission to choose their own groups. → Let: She let the students choose their own groups.

3 Error Hunt — Dictation (No materials)

Dictate these sentences. Students find and correct errors. Some sentences are correct. Discuss the rule behind each error.

Example sentences

She asked the students to revise the lesson at home. ✓

The noise made it impossible to concentrate. ✓

The headteacher made the teachers to attend a Saturday training session. ✗ → made the teachers attend

It is important understand the context before you explain the rule. ✗ → important to understand

I want that all teachers submit their reports by Friday. ✗ → want all teachers to submit

She let the children play in the shade during the hottest part of the day. ✓

The teachers were made to rewrite the timetable after the new policy. ✓

Plan Your Next Steps

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

Teach verb + object + to + infinitive as a complete pattern — 'want you to come', 'ask her to explain'

The 'want that' error is deeply ingrained in students whose L1 uses this construction — it needs explicit, repeated correction

Make and let take bare infinitives in the active: 'made them sit', 'let them play'. The passive of make takes 'to': 'was made to sit'

Help is flexible — teach it last and emphasise that both forms are correct

The adjective + to + infinitive pattern is high-frequency in formal and academic writing — it deserves regular practice

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

Key Takeaways

1 Verb + object + to + infinitive: want her to come, ask them to stay, tell us to wait, encourage students to read — the person is between the main verb and 'to'

2 Make + object + bare infinitive: made them sit, make her explain — never 'made them to sit'

3 Let + object + bare infinitive: let them go, let her speak — never 'let them to go'

4 Passive make brings 'to' back: they made her repeat → she was made to repeat

5 Adjective + to + infinitive: it is important to understand, she was happy to help, it was difficult to explain

Choose your language

Gerunds and Infinitives: Object Patterns, Adjectives, and Bare Infinitives

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