Mastering the nuances of English verb usage is essential for fluent and accurate communication. Among the many grammatical structures, verb combinations followed by the infinitive “to” present a common area of focus for learners. Understanding these patterns not only improves sentence construction but also enhances the clarity and sophistication of one’s writing and speaking.
This article delves into a comprehensive list of common verb combinations that are typically followed by the infinitive “to.” We will explore various categories, providing clear examples and practical insights to help solidify your understanding and application of these essential grammatical forms.
Verbs of Desire and Intention
Many verbs express a wish, hope, or plan for a future action. These often take the infinitive “to” to specify the desired outcome or intention.
The verb “want” is perhaps the most fundamental example, expressing a basic desire. For instance, “I want to travel the world” clearly states a personal aspiration. Similarly, “She wants to learn a new language” indicates a specific goal.
“Hope” conveys a more optimistic outlook, often for something that may or may not happen. “We hope to see you at the party” expresses a positive expectation. “They hope to finish the project by Friday” shows a desired deadline.
Intention is often communicated through verbs like “intend” or “plan.” “He intends to start his own business next year” signifies a deliberate future course of action. “We plan to visit our grandparents during the holidays” outlines a specific arrangement.
“Wish” can express a stronger, sometimes less realistic, desire than “want.” “I wish to be a doctor” is a strong personal ambition. “They wish to express their gratitude” indicates a formal sentiment.
“Desire” is a more formal synonym for “want” or “wish.” “The company desires to expand its market share” is typical business language. “She desires to achieve her full potential” reflects a deep personal drive.
“Long” implies a strong yearning or a prolonged desire. “I long to see my family again” conveys a deep emotional need. “He longs to escape the city and live in the countryside” expresses a profound wish for change.
Examples and Nuances
Consider the subtle difference between “want” and “wish.” While both express desire, “want” is more common for everyday wants, whereas “wish” can imply something less attainable or more formal. “I want a new phone” is a simple request, but “I wish I could fly” expresses an impossible desire.
The verb “aim” is used to express a specific goal or objective. “Our team aims to improve customer satisfaction by 15% this quarter.” This implies a focused and measurable target.
When expressing a willingness to do something, verbs like “agree” and “consent” are used. “The committee agreed to the proposed changes.” This indicates a mutual acceptance. “He finally consented to join the expedition after much persuasion.” This shows reluctant approval.
Conversely, “refuse” indicates a decision not to do something. “The child refused to eat his vegetables.” This is a clear act of defiance. “The authorities refused to grant permission for the demonstration.” This signifies a denial of request.
Verbs of Decision and Commitment
These verbs signify making a choice or a firm promise regarding future actions.
“Decide” is a core verb in this category, meaning to make a choice. “After much deliberation, she decided to accept the job offer.” This highlights a conclusive action. “They decided to move to a smaller apartment.”
“Promise” indicates a commitment to do something. “I promise to call you as soon as I arrive.” This is a solemn assurance. “He promised to help with the moving.”
“Offer” can be used when someone proposes to do something. “The company offered to train new employees.” This is a voluntary proposition. “He offered to carry the heavy bags.”
“Vow” suggests a strong, often public, promise or declaration. “The activists vowed to continue their protest.” This implies unwavering resolve. “She vowed to dedicate her life to helping others.”
“Swear” is similar to vow but often carries a more serious or even legal implication. “He swore to tell the truth.” This is common in legal settings. “They swore to uphold the constitution.”
“Resolve” implies a firm determination to do something. “The team resolved to win the championship this year.” This shows a strong commitment to success. “She resolved to overcome her fear of public speaking.”
Making Commitments Stick
The clarity of commitment is crucial. Using verbs like “promise” or “vow” adds weight to one’s intentions. These verbs signal a higher level of seriousness than simple “want” or “plan.”
When making a promise, it’s important to be realistic. Over-promising can lead to disappointment and damage trust. “I promise to be there on time” is more reliable than “I promise I’ll be there, no matter what.”
The verb “undertake” signifies accepting responsibility for a task or project. “The firm will undertake to complete the construction project within the allocated budget.” This implies a formal agreement and commitment to a significant endeavor.
Verbs of Learning and Knowing
Acquiring knowledge or skills often involves learning how to perform an action. These verbs are commonly followed by “to.”
“Learn” is the most direct verb in this group. “Children learn to read at a young age.” This describes a developmental process. “I’m trying to learn to play the guitar.”
“Know” can refer to having the ability or knowledge to do something. “Do you know how to operate this machine?” This is a question about practical skill. “She knows how to bake a perfect soufflé.”
“Understand” implies comprehension of a process or method. “He finally understood how to solve the complex equation.” This signifies a breakthrough in learning. “Can you explain how to assemble this furniture?”
“Teach” is the counterpart to “learn,” referring to imparting knowledge. “My grandmother taught me to cook traditional dishes.” This highlights the transfer of skills. “The instructor will teach us to ski tomorrow.”
“Discover” suggests finding out how to do something, often through exploration. “She discovered how to fix the leaky faucet herself.” This implies self-sufficiency. “We discovered how to navigate the city without a map.”
“Figure out” is an informal equivalent of “understand” or “discover” in the context of problem-solving. “I finally figured out how to get the software to work.” This indicates a successful resolution of a technical issue. “Can you help me figure out how to assemble this?”
The Process of Skill Acquisition
Learning a new skill is often a gradual process. Verbs like “learn,” “understand,” and “figure out” capture different stages of this journey. Initially, one might “try to learn,” then “understand the principles,” and finally “know how to perform” the action.
The context often dictates the precise verb. If someone is formally instructed, “learn” or “teach” are appropriate. If they figure something out independently, “discover” or “figure out” are better fits.
Consider the difference between “knowing a fact” and “knowing how to do something.” “I know that Paris is the capital of France” is factual knowledge. “I know how to get to the Eiffel Tower” is practical knowledge, often followed by “to.”
Verbs of Seeming and Appearing
These verbs describe how something or someone presents themselves, often involving an impression or an assumption.
“Seem” is used to express an impression or an appearance that may or may not be true. “The task seems to be more difficult than we anticipated.” This is an initial assessment. “He seems to be very happy today.”
“Appear” is similar to “seem” but can sometimes suggest a more deliberate presentation. “The evidence appears to support their claims.” This is an observation based on data. “She appeared to be calm, despite the chaos.”
“Tend” indicates a usual behavior or tendency. “Children tend to be curious about everything.” This describes a common characteristic. “This type of plant tends to grow in shady areas.”
“Prove” suggests that something has been shown to be true through evidence or action. “The experiment proved to be a success.” This indicates a confirmed outcome. “His dedication proved to be invaluable.”
“Happen” can imply that something occurs by chance or as part of a sequence of events. “Did you happen to see my keys?” This is a polite way to ask if someone noticed something. “It happened to rain on our picnic day.”
Interpreting Impressions
When we use verbs like “seem” or “appear,” we are often offering a subjective interpretation. It’s important to distinguish between what is observed and what is inferred.
For instance, “He seems to be tired” is an observation based on his behavior. “He appears to be tired” might be based on similar observations or even a more formal assessment. The nuance is subtle but present.
The verb “chance” can be used to express the possibility of something happening unexpectedly. “We chanced to meet an old friend in a foreign city.” This highlights a serendipitous encounter.
Verbs of Forgetting and Remembering
These verbs relate to the act of recalling or failing to recall information or actions.
“Remember” is used to retain information or an event in one’s memory. “I remember to lock the door every night.” This refers to a habitual action that is recalled. “Do you remember to buy milk?”
“Forget” is the opposite of remember, meaning to fail to recall. “I often forget to turn off the lights.” This indicates a lapse in memory. “He forgot to bring his homework.”
It’s important to note the distinction between remembering/forgetting *to do* something (an action) and remembering/forgetting *doing* something (an event or experience). “I remember to call my mom” is about a future obligation. “I remember calling my mom” is about a past event. The former uses “to” + infinitive, the latter uses the gerund (-ing form).
“Recall” is a more formal synonym for “remember,” often used for specific details or events. “Can you recall to bring the documents?” This implies a specific request for remembered action. “She could not recall to attend the meeting.”
“Fail” can be used in the context of not succeeding in remembering or doing something. “He failed to remember the appointment.” This signifies an unsuccessful attempt at recall. “The system failed to log the transaction.”
Memory and Action
The reliable recall of actions is crucial for daily life and responsibilities. Using “remember to” and “forget to” correctly ensures that intended actions are not overlooked.
For tasks that require consistent attention, setting reminders or developing strong habits is key. This helps to combat the natural tendency to “forget to” perform necessary actions.
The verb “recollect” is another formal synonym for “remember,” often implying a more detailed or conscious effort to recall. “The witness struggled to recollect to provide specific details about the suspect.” This emphasizes the difficulty in recalling precise information.
Verbs of Management and Control
These verbs deal with the organization, direction, or regulation of actions or situations.
“Manage” implies successfully handling a difficult situation or task. “She managed to finish the marathon despite her injury.” This highlights overcoming challenges. “He managed to fix the broken appliance.”
“Arrange” means to make plans or preparations for something. “We arranged to meet at the cafe at noon.” This signifies a scheduled event. “They arranged to buy tickets in advance.”
“Organize” involves structuring and coordinating activities. “The committee organized to plan the annual conference.” This describes a preparatory action. “He organized to gather all necessary materials.”
“Schedule” refers to setting a specific time for an event or action. “The doctor scheduled the patient to see a specialist next week.” This indicates a formal appointment. “We scheduled to depart early in the morning.”
“Prepare” means to make ready for a particular purpose or event. “The students are preparing to take their final exams.” This is about getting ready for a significant event. “They prepared to welcome their guests.”
“Direct” involves guiding or instructing someone. “The manager directed the team to focus on customer service.” This is an authoritative instruction. “The guide directed us to follow the marked path.”
Effective Planning and Execution
The verbs in this category emphasize the proactive nature of setting up and carrying out tasks. Proper management and organization are key to achieving desired outcomes.
Using verbs like “arrange,” “organize,” and “schedule” signals a structured approach to tasks. This helps to ensure that all necessary steps are taken in a timely manner.
The verb “endeavor” suggests a serious attempt or effort to achieve something, often a difficult goal. “The company will endeavor to minimize its environmental impact.” This implies a committed effort towards a specific objective.
Verbs of Expectation and Anticipation
These verbs relate to looking forward to or anticipating future events or actions.
“Expect” signifies believing that something will happen or is the case. “We expect to receive the shipment by Thursday.” This is a projection based on current information. “The teacher expects the students to complete their assignments.”
“Anticipate” means to expect and prepare for something. “The company anticipates to launch its new product next quarter.” This involves looking ahead and planning. “We anticipate to face some challenges during the project.”
“Look forward to” expresses eager anticipation. “I look forward to meeting you in person.” This conveys enthusiasm. “They look forward to celebrating their anniversary.”
“Await” implies waiting for something to happen, often with a sense of expectation. “The team awaits to hear the final results.” This suggests a period of anticipation. “He awaits to be informed of the decision.”
“Hope for” is a weaker form of anticipation, expressing a wish. “We hope for a peaceful resolution to the conflict.” This is less about certainty and more about desire. “She hopes for a sunny day for the wedding.”
The Psychology of Waiting
The way we use these verbs reflects our mindset regarding the future. “Expect” and “anticipate” suggest a degree of certainty or preparation, while “look forward to” and “hope for” lean more towards emotional response.
Understanding these nuances helps in communicating expectations accurately. “I expect it to rain” is different from “I hope it doesn’t rain.” The former is a prediction, the latter a wish.
The verb “count on” signifies relying on someone or something to happen or be available. “You can count on me to be there.” This is a strong assurance of support. “We are counting on your cooperation.”
Verbs of Refusal and Negation
These verbs express a denial or unwillingness to perform an action.
“Refuse” means to indicate or show that one is not willing to do something. “The company refused to comment on the rumors.” This is a direct denial. “He refused to apologize for his actions.”
“Decline” is a more polite or formal way of refusing. “She declined to accept the award.” This is often used in formal settings. “The committee declined to approve the proposal.”
“Deny” means to state that something is not true or that one did not do something. While often followed by a gerund (“deny doing something”), it can also be followed by “to” in specific contexts, though less common. “He denied to have been at the crime scene” is grammatically awkward; “He denied being at the crime scene” is standard. However, in some archaic or specific constructions, “to” might appear, but it’s not a common pattern for general usage.
“Veto” signifies the exercise of the right to forbid or reject a decision or proposal. “The president vetoed the bill passed by Congress.” This is a powerful rejection. “The council vetoed to allow the construction.” (This construction is less common; “vetoed the construction” is more typical.)
“Reject” means to dismiss or refuse to accept. “The publisher rejected to publish the manuscript.” (Again, “rejected the manuscript” is more common.) “The team rejected to consider the offer.” (More natural: “rejected the offer.”)
The Power of Saying No
The ability to say “no” is an important aspect of setting boundaries and maintaining control over one’s actions and commitments.
Choosing the right verb—”refuse,” “decline,” or “reject”—depends on the formality of the situation and the desired tone. “Decline” is generally softer than “refuse.”
While “deny” and “reject” are more commonly followed by gerunds, understanding their potential (though infrequent) use with infinitives can prevent confusion in encountering such constructions.
Verbs of Commencement and Continuation
These verbs indicate the beginning or ongoing nature of an action.
“Start” and “begin” are interchangeable for initiating an action. “We decided to start to learn a new language.” This signifies the initial step. “The children began to play outside.”
“Continue” implies proceeding with an action without interruption. “She continued to work on her project throughout the night.” This shows persistence. “He continued to improve his skills.”
“Cease” means to stop or bring to an end. “The rain finally ceased to fall.” This indicates the conclusion of an event. “They ceased to argue about the minor details.”
“Resume” means to begin again after a pause or interruption. “After a short break, the team resumed to discuss the strategy.” This signifies restarting an activity. “She resumed to practice the piano.”
“Go on” is an idiomatic expression that can mean to continue or to proceed. “Please go on to explain your point of view.” This is an encouragement to continue speaking. “He went on to become a successful entrepreneur.” (Here, it means he progressed to that stage.)
The Flow of Action
These verbs are essential for describing the progression of events. They help to establish a timeline and convey the dynamics of ongoing activities.
The distinction between “start to” and “start” + gerund is often a matter of style or subtle emphasis. Both are generally correct when referring to the commencement of an action.
The verb “progress” suggests moving forward towards a goal or development. “The students are progressing to master more complex mathematical concepts.” This indicates advancement in learning. “The research is progressing to yield significant findings.”
Verbs of Encouragement and Persuasion
These verbs involve motivating or convincing someone to take a particular action.
“Encourage” means to give support, confidence, or hope to someone. “Her parents encouraged her to pursue her dreams.” This is a form of support. “The coach encouraged the team to play their best.”
“Persuade” implies convincing someone to do something through reasoning or argument. “He managed to persuade me to join the committee.” This highlights successful argumentation. “The advertisement persuaded consumers to buy the product.”
“Advise” means to offer suggestions about the best course of action. “The doctor advised him to get more rest.” This is professional guidance. “She advised them to proceed with caution.”
“Urge” suggests strongly encouraging or recommending. “The committee urged the members to vote in favor of the proposal.” This conveys a strong recommendation. “He urged his friend to reconsider his decision.”
“Incline” suggests a tendency or a slight willingness. “The evidence inclines us to believe that he is innocent.” This is a leaning towards a conclusion. “She was inclined to accept the offer.”
“Motivate” means to provide with a motive for doing something. “The prospect of a promotion motivated him to work harder.” This links reward to effort. “The teacher motivated the students to engage with the material.”
The Art of Influence
These verbs are crucial in interpersonal communication, diplomacy, and leadership. They highlight the process of influencing others’ actions and decisions.
Understanding the difference between “encourage” (supportive) and “persuade” (argumentative) is key to effective communication. Each has its place depending on the context and relationship.
The verb “prompt” means to encourage or cause someone to do something. “The teacher’s question prompted the student to think more deeply.” This suggests an immediate reaction or response. “The news report prompted viewers to donate to the charity.”
Verbs of Failure and Inability
These verbs describe the lack of success or the inability to perform an action.
“Fail” means to not succeed in doing something. “He failed to impress the judges with his performance.” This indicates a lack of success. “The company failed to meet its sales targets.”
“Be unable” expresses a lack of capacity or possibility. “She was unable to attend the meeting due to illness.” This states a clear limitation. “They were unable to find a solution to the problem.”
“Struggle” implies difficulty in doing something. “The team struggled to score any points in the first half.” This highlights effort against adversity. “He struggled to understand the complex instructions.”
“Neglect” means to fail to do something, often through carelessness. “He neglected to inform his colleagues about the change.” This points to an oversight. “The organization neglected to maintain its equipment properly.”
“Miss” can mean to fail to hit, catch, or achieve something, or to fail to take an opportunity. “I missed to see the beginning of the film.” (More common: “missed seeing the beginning.”) “He missed to apply for the scholarship on time.” (More common: “missed applying.”)
Overcoming Obstacles
Recognizing and articulating failure or inability is an important step towards improvement. It acknowledges limitations and opens the door for seeking help or alternative strategies.
While “fail” and “be unable” are direct, verbs like “struggle” and “neglect” offer more insight into the reasons behind the lack of success.
The verb “flounder” describes struggling or blundering in confusion or uncertainty. “The new employee seemed to flounder to complete his tasks without clear direction.” This visualizes difficulty and confusion. “The company is floundering to adapt to the changing market.”
Verbs of Necessity and Obligation
These verbs express what is required or obligatory.
“Need” indicates something that is required or necessary. “You need to submit your application by the deadline.” This is a clear requirement. “We need to buy groceries today.”
“Have to” expresses an obligation, often due to external circumstances. “I have to finish this report by tomorrow morning.” This implies a strong external pressure. “Students have to wear uniforms to school.”
“Must” conveys a strong obligation or necessity, often from the speaker’s authority or conviction. “You must follow the safety regulations.” This is a direct command. “We must act now to prevent further damage.”
“Be supposed to” indicates an obligation or expectation. “He is supposed to call his parents every Sunday.” This implies a social or moral expectation. “The train is supposed to arrive at 3 PM.”
“Owe” means to be under obligation to pay or do something. “I owe it to my family to succeed.” This expresses a moral obligation. “He owes it to himself to pursue his passions.”
Understanding Duty
These verbs are fundamental to expressing rules, responsibilities, and expectations in any social or professional context.
The subtle differences between “must,” “have to,” and “be supposed to” can affect the perceived level of compulsion and the source of the obligation.
The verb “ought to” expresses a moral obligation or a strong recommendation, often implying what is considered the right or sensible thing to do. “You ought to apologize for your behavior.” This suggests a sense of duty or correctness. “We ought to help those in need.”