Generally, bare infinitive structures are much less common than toinfinitive structures, but only after certain verbs they are necessary. We use the infinitive without to after modal auxiliary verbs will, shall, would, could, can (but not be able to), may, might, must (but not have to), should (but not ought to), and needn't, (but not need to, which behaves like a normal verb).
After the object after certain verbs, such as hear, see, make, let, there is no to: I saw him pour the medicine down the loo and I heard him laugh to himself. After verbal idioms would rather and had better there is no to: I'd rather swim in the pool than go down to the beach. Geoffrey has just driven up in his car. You'd better see what he wants.
It will be sunny today so you should put on plenty of sunscreen and you ought to wear a hat.
PRESENTATION Circle the correct verbs in the article
MIRACLE TEACHER The day Bill Roberts arrived to start his first teaching job at Sunnyfields, he was amazed to see that the other teachers made/let/saw students hand in their homework late and miss classes altogether. Even in sports lessons, no one made/let/would rather students take part – they could just sit on the grass if they wanted to. But Bill believed in teaching too much to help/let/had better his own students waste their education. So, from the start he decided to help/make/let them to achieve their best. Every morning he let/made/heard them do five minutes exercises and then sing the school song whether they wanted to or not. Then he could/helped/made them pay attention to every word he said. He knew his methods were unconventional, but he wouldn´t/shouldn´t/couldn´t help himself. He intended to get/help/make them see the value of learning and that´s exactly what he achieved. As one of his students said: “ He made/let/shall me realize that I could do anything if I really tried.” (abbreviated from “Grammar Express”)
PRACTICE I. Rewrite these sentences so that they have similar meaning. 1. Peter, you can rewrite this essay, but only if you want to. (make) The teacher didn´t ----------------------------------------------------.
2. I know you prefer working alone, Anna, but you really need to work in a group today. ( make) She -------------------------------------------------------------------. 3. “No dictionaries during the test, please, you should understand from the context. (let) She ------------------------------------------------------------------. 4. “Freddy, could you clean the board before you leave?” (get) She -------------------------------------------------------------------. 5. “Julie, you can only speak English in class” (make) She -------------------------------------------------------------------.
II. Fill in the gaps with these verbs : make let should ought would rather had better
see
hear
will
need
1. I think I -------------------- take up some exercises, I´m getting lazy. 2. You don´t ------------------- to iron the shirt – the special material doesn´t crease. 3. --------------------- you help me, please? I can´t lift down my rucksack. 4. My parents wouldn´t --------------------- me watch TV in the evening when I was a kid. 5. I understand your problem, but you ---------------------- speak to a specialist. 6. You ----------------------- me laugh – stop making the funny noises! 7. I ---------------------------- you didn´t tell anyone what I said. 8. She didn´t ------------------------- or ------------------------ him come, it was late at night when he finally got home. 9. You ---------------------- to do your homework now before it´s too late.
KEY Presentation The day Bill Roberts arrived to start his first teaching job at Sunnyfields, he was amazed to see that the other teachers made/let/saw students hand in their homework late and miss classes altogether. Even in sports lessons, no one made/let/would rather students take part – they could just sit on the grass if they wanted to. But Bill believed in teaching too much to help/let/had better his own students waste their education. So, from the start he decided to help/make/let them to achieve their best. Every morning he let/made/heard them do five minutes exercises and then sing the school song whether they wanted to or not. Then he could/helped/made them pay attention to every word he said. He knew his methods were unconventional, but he wouldn´t/shouldn´t/couldn´t help himself. He intended to get/help/make them see the value of learning and that´s exactly what he achieved. As one of his students said: “ He made/let/shall me realize that I could do anything if I really tried.” Practice 1. The teacher didn´t make Peter rewrite his essay. 2. She made her work in a group. 3. She didn´t let them use dictionaries. 4. She got Freddy clean the board. 5. She made Judy speak English in class.
1. I think I should take up some exercises, I´m getting lazy. 2. You don´t need to iron the shirt – the special material doesn´t crease. 3. Will you help me, please? I can´t lift down my rucksack. 4. My parents wouldn´t let me watch TV in the evening when I was a kid. 5. I understand your problem, but you´d better speak to a specialist. 6. You make me laugh – stop making the funny noises! 7. I would rather you didn´t tell anyone what I said. 8. She didn´t see or hear him come, it was late at night when he finally got home. 9. You ought to do your homework now before it´s too late.