Chapter 3.

TOWING
Objectives: After studying the topic in the course book and seminar the students should be able
to: recognise and use correctly the words and expressions related to towing; identify the use of
the infinitive and gerund after certain verbs and constructions; translate a text on towing giving
the correct Romanian equivalents of the words and expressions related to towing; construct a
dialogue between the master of the ship and the agent about tug arrangements.
1. Read the following text and try to make out the new words and expressions from the
context.
Ships may need towing in a number of cases. When in port, tugs may be required to take ships to
or from their berths. Sometimes it may be necessary to shift the ship from one berth to another and the
port tug is usually ordered to do this job.
It may also happen that the ship will need dry docking for cleaning the bottom and repairs to the
hull. A tug-boat will then be required to manoeuvre the ship into the dock.
A ship may become disabled at sea and in this case she will need some other vessel or a tug to
tow her to the nearest port.
Big ships require big tow-lines. Most modern vessels are provided with steel wire tow-lines of
sufficient length. It is advisable to use wire hawsers connected with a good length of manila rope, as this
will afford the necessary elasticity to tow-line.
The towing and towed vessels communicate with each other to coordinate their actions. Usually
they signal with the International Code, using single letter signals.
It should be added here that ships communicate with each other and with shore in a number of
ways: by radio, by flags, by light and sound signals and by semaphore. The International Convention
adopted a uniform system of International Code Signals, which is widely used by all the countries. In this
system a single letter or combination of letters signifies a whole sentence.
When the ship receives these signals the watch officer translates them into letters (or their
combination) and find their meaning in the code book, where they are grouped in a certain order.
Single-letter signals are used to denote urgent or very common messages. For instance, signal
G means:I require a pilot. As it was mentioned above, they also have a special meaning when used
between towing and towed vessels. For example, the same signal G in this case means: Cast off the
towing hawser; the signal A signifies: The towing hawser is fast, etc.
2. Role-play the following dialogues and then work out and perform dialogues of your own.
2.1. Dialogue 1.
A = Agent ; C = Captain
C: I shall require a tug tomorrow to take my ship to another berth.
A: At what time are you going to shift?
C: Well be ready to start at about 5 p.m.
A: Shall I order the tug for 5 p.m.?
C: Yes, thats what I was going to ask of you. So, please order the tug to be here by 5 p.m. tomorrow.
A: Well, the time is set then. Shall I also order the tug beforehand to take you out of port?
C: Yes, kindly make preliminary arrangements with the tug company for Friday this week. I am leaving
your port on this day.

A: What time shall I order the tug for you?

C: I cannot tell you the exact time as yet, I think Ill let you know the exact time on Wednesday.
A: Good, thats settled then. I would advise you to take two tugs, because there is a strong current in the
entrance and the port tugs are not very powerful.
C: How much do they charge for towage?
A: They charge 15 pounds for each tug to take the ship out of port.
C: All right. Ill take your advice. Thank you. So, please order two tugs for Friday.
2.2. Dialogue 2.
C= Captain ; P = Pilot
C: Look over there. What's the matter with that ship? They have hoisted the Code Flag. Obviously they
are going to signal something to us. Hoist the answering pendant.
P: Oh, it's rather far away. I can't see so far as that. Let me take my binoculars. Well, now I see the ship
quite clearly. Yes, you are right, they have hoisted the International Code flag. If i am not mistaken, that's
a Norwegian ship, and the ship is obviously aground.
C: How do you know that the ship is aground?
P: There is a small shoal in that vicinity and they must have run aground. Yes, that's it. Do you see three
black balls one over the other?
C: Oh, yes, now I see the balls too. you are right. But how on earth could they have run against that shoal!
So far as I remember the chart, there's but one shoal in that area, and it is well off the usual track.
P: I think we'll soon learn about it. See, they hoisted two other flags below the Code Flag.
C: I can see the flags but I can't distinguish them, I am afraid. I must take my binoculars too.
P: To my mind, that's a two letter signal "CB2"
C: Yes, there is no doubt about that any moor. I can clearly see the flags now. These are the flags "CB"
and pennant 2. Let me see the code book. This group means "I am aground. I require immediate
assistance."
P: So they ask you to help them. What are you going to do about that?
C: We'll hoist now the group "DN" meaning "I am coming to your assistance."
P: Shall we alter the course right away?
C: Yes, certainly. (To the helmsman). Port 5! Steer for that ship on our port bow.
2.3.Dialogue 3
C: Unfortunately, I cannot understand them. Evidently they are speaking Norwegian. You told me you
know the Norwegian language, didnt you? Now, can you act as an interpreter?
P: Ill try to.
C: Take this megaphone. Ask them whats the matter with their ship?
P: The captain says that their engine was disabled and they were drifted to that shoal.
C: I see. Ask them please, what they want us to do.
P: They ask you to tow them off the ground and then to tow them to Rotterdam. They say they are not
very deep in the ground and the hull is not damaged.
C: All right, tell them well manoeuvre our ship now so as to come as close as possible with our stern to
their ship. It will take us about an hour or so before rigging the bridle from our ships quarter.
P: Well, Ive told them as you said. The captain says that meanwhile they are preparing the towing hawser
at their stern. The captain wonders how you are going to pick the towing line up.
C: Tell him that well try to pass a heaving line from our stern. In case the distance wont allow us to do
so, they will have to lower the boat to run the hawser to our stern.
P: The Norwegian captain thanks you for your arrangements. He wants to know also in what manner you
will signal him while towing off.

C: Well use single-letter signals in the usual way, that is either by flags or by sounding on the ships
whistle.
P: The captain says its all right and wants me to tell you that they will give us a tow-line from the port
quarter.
C: Well, everything is fixed the, and I begin to manoeuvre.
2.4. Dialogue 4
C: Now that the ship is refloated well have to make arrangements for towing her. Ill signal them that I
am casting off the tow-line. Can you get into touch with them through your radio telephone?
P: Yes, certainly I can. What should I tell them?
C: Tell them we are manoeuvering now to come up to her bow. They will have to pass a towing hawser
from their starboard bow. Let them to stand by to pick up our heaving line.
P: Ive told them everything you said. They are ready to pick up your heaving line.
C: (in a while). So we got them in tow at last. Ask them if everything is ready for towing.
P: They say all is ready for toeing and the towing hawser is fast.
C: Thats all right. Now tell them I commence towing and from now we shall communicate by flag
signals.
2.5. Dialogue 5.
C: Do you see those little tug-boats steaming over there at full speed ahead? To my mind, these are the
two tugs which must take us into the port to our berthing place, arent they/
P: Yes, Sir, you are right. These are the tugs we are waiting for. The tugs are fitted with radio-telephone
and I am trying now to get into touch with them. Ah, here they are at last. Hello! Mr Thomson? Hello!
Glad to hear you Mr Thomson. Its Worthington speaking. I am speaking from aboard the Romania ship
Ovidius. How will you take her along? I see. Wait a moment. (Turning to the captain). The tugs captain
says, Sir, he would like to make some arrangements with you as to towing.
C: Well, I am at his disposal. Ask him please, in what manner are they going to take the ship along. I
mean whether they will tow alongside my vessel or pull with a towing hawser.
P: I think, Sir, they will do both. But let me ask the tugs captain, anyhow. Oh, yes, the tugs captain says
that one of the tugs will tow with a hawser, whilst the other one will tow alongside your vessel.
C: Right on! So what arrangements do they want me to make?
P: They say that both tugs will come to us from leeward. The first tug will come along our bow as close
as possible. The tug captain asks you to get the towing hawser ready on the forecastle on the starboard
bow.
C: How are they going to pick up the towing hawser?
P: They want you to send them a heaving line as soon as the tug is within reach. Then they will haul the
hawser in.
C: Good. Tell them Ill have the hawser and a heaving line ready on our starboard bow. What about the
other tug?
P: The second tug will come from leeward too. She will come on our starboard quarter. She will make fast
alongside with her own hawsers, but they want a heaving line to be passed on to them when they come
within reach.
C: All right. Tell them Ill arrange everything as they want. Ask them how they want me to signal. I
propose to signal with the ships whistle. Will it suit them?
P: Yes, Sir. They say it will suit them all right.
C: Very well then. Do they want me to do anything else ?
P: Well, they say all the rest will be settled in the course of towing. Theres one thing more which they
would like to advise you.
C: Whats that?

P: Theres a pretty heavy swell now and the wind blows in gusts. So they recommend you to use the best
ropes and watch them properly because of possible jerks.
C: Oh, many thanks. We always do that in weather like this.
3. VOCABULARY
to require = A necesita, a avea nevoie, a solicita
to tow = A remorca
to tow in = A remorca pentru intrarea n port
to tow away = A remorca o nav de la cheu
tow line = Parm de remorcare
tug = Remorcher
to shift = A schimba (dana)
bottom = Fund, oper vie
spare = De schimb, de rezerv
I require a tug = Solicit remorcher
Must I take tugs? = Trebuie s iau remorcher?
How many tugs must be taken by my ship? = Cte remorchere trebuie s ia nava mea?
Where will tugs meet me? = Unde m vor atepta remorcherele?
Tug services suspended/resumed = Serviciile de remorcare suspendate/reluate
The ship is disabled = Nava este avariat
To take in tow = A lua la remorc
To rig the bridle = A arma, a greea, a pregti un dispozitiv de remorcaj
4. Reading Comprehension
4.1. Read the text again and answer the questions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

What may a tug be required for when in port?

Whose assistance is required to take a ship into the dock?
What may a ship need if she becomes disabled at sea?
What do we call the ropes with which a vessel is towed?
What tow-lines are most modern ships provided with?
What combination of hawsers is recommended for towing and why/
Why should the towing and towed vessels communicate with each other?
What code system do they usually use?
In what ways do ships communicate with each other and with shore stations?
What does a single letter or combination of letters signify in the International Code?
What two meanings does the signal G have?

4.2. Read the dialogues again and answer the following questions:
4.2.1. Dialogue 1
1.
2.
3.
4.
5.

Why did the captain require a tug?

Who was to order that tug-boat?
What arrangements was the agent to make with the tug company?
When was the captain going to leave port?
Could he give the agent the exact hour of departure?

6. How many tugs did the agent advise the captain to order and why?
7. Did the captain take his advice?
4.2.2. Dialogue 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

What did the captain notice on the other ship?

What did he order the signalman to do?
What did the pilot think about that ship?
Was he right in thinking that she was aground?
What do the two black balls one over the other mean?
Were there many shoals in that area?
Was that shoal near the usual track?
What two-letter signal did the ship hoist?
What was the meaning of that signal?
Was the captain going to help that ship?
What signal did he order to hoist?
How many degrees did the ship alter her course?

4.2.3. Dialogue 3
1. What language was spoken on board the ship in distress?
8. Who did the captain ask to act as an interpreter?
9. What was the matter with the Norwegian ship?
10. What did the Norwegians ask the captain to do for them?
11. How far did they ask him to tow their vessel?
12. How was the captain going to approach that ship?
13. How long would it take the ship to rig the bridle?
14. Where were the Norwegians preparing the towing hawser?
15. Whose boat was to run the hawser to the ships stern?
16. Was the Norwegian captain satisfied with the arrangements?
4.2.4.Dialogue 4
1.What did the captain say about the Norwegian ship?
2.What arrangements was he going to make about that ship?
3.Where was the Norwegian ship to make fast the towing hawser?
4.2.5. Dialogue 5
1. How did the pilot communicate with the tugs?
2. In what manner were the two tugs to tow the ship?
3. Which side were they coming from?

4. What did the tugs master advise the captain to do?

5. Standard Marine Communication Phrases (Tug assistance)
We will usetug(s) = Noi vom folosiremorcher(e)
Stand by to make fast tug(s) = Pregtii-v s voltai remorca/remorcile
Maketug(s) fast = Voltai .remorca/remorcile
Maketug(s) fast forward = Voltairemorca/remorcile in prova
Maketug(s) fast on the port bow = Voltai. remorca/remorcile n prove babord
Maketug(s) fast on the starboard bow= Voltai. remorca/remorcile n prova tribord
Maketug(s) fast aft = Voltai. remorca/remorcile n pupa
Maketug(s) fast on the port quarter= Voltai. remorca/remorcile n pupa babord
Maketug(s) fast on the starboard quarter = Voltairemorca/remorcile n pupa tribord
The forward tug will make fast alongside on the port side = Remorcherul prova se va lega n bordul
babord.
The forward tug will make fast alongside on the starboard side = Remorcherul prova se va lega n bordul
tribord.
The aft tug(s) will make fast alongside on the port side = Remorcherul/remorcherele pupa se va/ vor lega
n bordul babord.
The aft tug(s) will make fast alongside on the starboard side = Remorcherul/remorcherele pupa se va/vor
lega n bordul tribord.
Make tug(s) fast on each bow = Voltai remorca/remorcile n fiecare prova.
Make tug(s) fast on each quarter = Voltai remorca/remorcile n fiecare pupa.
The tug(s) will pull/push = Remorcherul/remorcherele va/vor trage/mpinge
Use the towing lines of the vessel = Folosii parmele de remorcaj ale navei.
Use the towing lines of the tug(s) = Folosii parmele de remorcaj ale remorcherului-remorcherelor
Use the centre/ panama lead = Folosii nara central/ panama
Use the fairlead on the port side/ starboard side/ amidships/ on the port bow/ on the starboard bow/ on the
port quarter/ on the starboard quarter = Folosii turnichetul din babord/ tribord/ de la cuplul maistru/ din
prova babord/ tribord/ din pupa babord/ tribord
Send two towing lines to the tug = Dai dou parme de remorcaj la remorcher
Send a heaving line to the tug = Dai o bandul la remorcher
Lower the towing line to the tug/ metre(s) from the water = Cobori parma de remorcaj la remorcher/
metri deasupra apei
Slack away the towing line = Filai remorca
Make fast the towing line = Voltai remorca
Put the eye of the towing line on the bitts = Punei gaa parmei de remorcaj pe binte
Keep well clear of the towing line (s) = Pstrai distana mare de parma-parmele de remorcaj
Stand by to let go the tug(s) = Moli remorca/ remorcile
The towing line has broken = Remorca s-a rupt

6. Read the text below on towing preparations and state the main stages in taking a disabled vessel
in tow.
6.1.Preparations for towing

Once the master has decided that he requires the assistance of a towing ship, he should immediately
begin to plan the possible methods of making the towing connection. The nature and the extent of the
damage to the distressed ship will be relevant in deciding whether she should be towed from the bow or
the stern to minimise further damage while under tow.
Early communications should be established with the towing ship to exchange information and to
decide what preparations should be made on the ship to be towed. This may include preparing the
insurance/towing wire for use or breaking the anchor cable on deck or having proper shackles and chain
available for use with a towing bracket.
When deciding upon the towing arrangement, it should be noted that the greatest stresses occur when
the inertia of the disabled ship is being overcome and, later, during her tendency to yaw. It is at these
times that the tow line is most likely to part. I order to minimise the risk of parting the tow line, the
highest possible resilience should be incorporated. One possible means of achieving this may be by
lowering the ships anchor and cable a little way and connecting the tow line directly to the cable with the
anchor still attached.
If the towing-ship is an ocean-going tug, the tugmaster is most likely to prefer to have his own towing
pendant attached to the distressed vessel. If time allows, the tugmaster will incorporate into his towline a
length of chain where the connection leads through the fairlead of the ship to be towed.
Consideration should be given to the means for transferring the towing hawsers between the two
ships. On ships with steam winches, but where steam pressure cannot be raised, it may be possible to use
compressed air. Helicopters with a lift capacity of 2-3 tonnes have on occasions been used to facilitate the
connecting of tow lines.In appropriate circumstances use can be made of rocket lines/line throwing guns
to pass an initial light line, to be followed by successive lines increasing size. Another method is for the
tug to tow a lifebuoy with a messenger across the bows of the disabled ship which can then be grappled
by the disabled ship.
The fairlead or chock to be used should be chosen carefully as not only does it have to be of strong
construction to take the load imposed upon it, but it should also provide a smooth guide for the tow line in
various directions. Roller fairleads are usually unsatisfactory because of their unsatisfactory radius. Fixed
fairleads/chocks with the largest possible radius of curvature are preferable.
6.2.Connecting the Tow.
Radio communication should be maintained during the connecting up operation, preferably between
the bow and the towing ship and ample manpower should be standing by forward.
Initial connection between the ships will normally be made by passing a light line such as a heaving
line, and using this to take on board a messenger, which in turn will be used to pass a wire between the
ships. Should it prove impossible to lift the tugs towing gear on board due to lack of steam or high
freeboard, or for other reasons, it may be practical to lower the anchor and several shackles of cable so
that the towing line may be connected directly to the cable.
It should be borne in mind that, especially in difficult conditions, the towing ship may be in a
hazardeous position , and also that it will take some time to make a connection. Furthermore, a wire of
70mm diameter would need a lift of about 10 tonnes to raise it on board.
The tow line may be secured on board the disabled ship in one of several ways, for example by either
turning up on two or more sets of bitts or securing in a towing bracket or a chain stopper.
When the anchor cable is used, precautions should be taken to prevent the cable from running out.
Claws, pawls or other mechanical means may be employed.
If the assisting ship is positioned astern, the after mooring winches and mooring wires can be set up
to form a bridle using a suitable shackle. The render load of the winch brakes can vary considerably
depending on the type and condition of the brake linings fitted. If possible, therefore, the winches should
be left in gear with steam and brakes on during the tow. It should be remembered that the rendered load of
powered winch reel brakes is normally 60% of the minimum breaking load (MBL) of the wire designed to

be fitted to the particular winch, rather than a specific tonnage figure, when the pull comes from the first
layer on the drum.
If two small tugs are available, it is most important that they are connected to the same end of a large
disabled ship either forward or aft. Putting one tug at each end will only swing the disabled ship and will
not decrease the drift speed-it may in some circumstances increase it.
6.3. Commencing Towing
Before commencing the tow continuous radio communication should be established between the
ships. No action should be taken in regard to navigation or engine manoeuvres by either master without
first informing the other.
Usually a tug may more easily turn a disabled ship head to weather by initially towing ahead in order
to gain way on the ship. However, this headway should not exceed about 1 knot for maximum effect.
Indeed, speeds in excess of this may hinder the tug. Alternatively, a tug may attempt to turn a disabled ship
into the weather by towing directly into the weather. A tug of lesser power may manage to turn a ship by
making use of the weather vane effect, i.e. by holding the bow and letting the stern drift downwind. When
a master is not certain which method will be most effective it may be wise to tow directly into the wind at
first. If this is not successful, the turn into the weather can be attempted by first gaining headway.
It may well be easier to turn a ship stern to wind rather than head to wind. However, once turned stern to
wind, towing may be difficult due to the tendency of the ship to sheer; nevertheless the direction of drift
can be significantly influenced.
If it is advisable, the ships steering gear, properly used in conjunction with the tug, will also help
the manoeuvre and assist the tow to steady on the required course.
If the disabled ships steering gear cannot be used, the rudder should, where possible, be secured amidships.
Securing the rudder, as well as assisting towing, will minimise any damage that could be caused by the
rudder slamming in heavy seas. When a disabled ship is towed ahead with an unsecured rudder may well
slipstream amidships and be no problem, but if engines are being used, the propeller race can cause the
rudder to assume a hard over position with consequent steering difficulties. If the ship is to be towed astern,
a secure rudder in the amidships position may well be necessary to the success of the venture. A rudder
which is not secured will probably move to a hard over position as the ship gathers sternway and thus make
it extremely difficult to control the ship.
Where it is advisable to secure the propeller to avoid engine damage, this can usually be done by
engaging the turning gear, although this may be more successful on a motor ship than a turbine ship.
If the ship has suffered loss of steering, use of the ships engines may assist the tug in getting the
tow under way by altering the ships heading with respect to the weather. In order to achieve an optimum
towing speed when the disabled ship cannot steer, it should be noted that most ships have the least tendency
to yaw when heading directly into the wind, although some VLCCs and ULCCs may settle best on a
heading 20 or 30off the wind.
Ships engines should not be used except as advised by the tug.
6.4.Terms used in the text above
bracket = brachet, gueu
yaw = ambardee, a da ambardee
resilience = rezilien, elasticitate
towing pendant = parm de remorcare
towing hawser = garlin de remorcare
rocket line = bandul de rachet
line throwing gun = arunctor de bandul (pistol, puc, tun)
to grapple = a arunca gheara/crligul de abordaj
roller fairlead = ureche de ghidare cu turnichet

claw = ghear, clinchet

pawl = castanet, clinchet
bridle = lab de gsc legtur
drum = tambur de vinci
slam = lovitur de val ciocan
heavy sea = mare foarte agitat
7.GRAMAR: Verb + ing form or infinitive:introduction
7.1. We often use one verb after another verb.
e.g. I enjoy running.
I hope to run in the marathon next month.
After some verbs e.g. enjoy, the second verb is the ing form e.g. running. After other verbs e.g. hope, the
second verb is to infinitive e.g. to run.
7.1.2. After some verbs e.g. start we can use the ing form or the to infinitive, without much difference of
meaning.
e.g. Look. Its started raining/to rain again.
But after some other verbs e.g. stop, we can use the ing form or the to infinitive with a big difference of
meaning.
e.g. Im a vegetarian. I stopped eating meat 5 years ago.(=I ate meat up to 5 years ago, then I stopped.)
After Id been working for 3 hours, I stopped to eat lunch.)
7.1.3. After modal verbs such as can, must, should and some other verbs, we use the infinitive without to
e.g. play, eat.
e.g. I can play the guitar.
You must eat something.
7.2. Verb + ing form
7.2.1. If these verbs are followed by another verb, the second verb is normally the ing form.
admit
avoid
consider
delay
deny
dislike

enjoy
imagine
fancy
involve
Feel like(=want)
keep on(=continue)
finish
mind
give up(=stop)
miss
cant help (=cant avoid)postpone

practise
put off
risk
stand(=bear)
suggest

e.g. He admitted breaking the window.

I enjoy getting up early in the summer.
Have you finished doing your homework?
They suggested meeting at two oclock.
Note the negative: not + ing form
e.g. He admitted not paying for the ticket.
After mind we can also use an if-clause e,g, Would you mind if I closed the window?
After some of the above verbs, we can also use a that-clause.
e.g. He admitted (that) hed broken the window.
They suggested (that) we met at two oclock.
7.2.2. We use do + the/some/etc + ing form to talk , for example, about jobs.

e.g. You do the cooking. Ill do the washing up.

Were going to do some shopping this afternoon.
(Note that the ing form here is used as a noun, and like any other noun can have the, some, etc. in front
of it.)
7.2.3. We can use go and come with the ing form, especially to talk about sports and free time activities.
e.g. Id like to go swimming tomorrow.
7.3. Verb + to infinitive
If these verbs are followed by another verb, the second verb is normally the to infinitive.
afford
agree
appear
arrange
ask
attempt
decide
expect

fail
help
hope
Learn(how)
manage
Mean (=intend)
offer
prepare

pretend
promise
refuse
seem
threaten
want
wish

e.g. I cant afford to go on holiday this summer.

The policeman asked to see my driving licence.
She decided to stay at home last night.
My brother expects to find a job soon.
Hes going to learn to drive.
Note the negative:not to + infinitive.
e.g. You promised not to tell anyone.
She seemed not to notice me.
After help we can use the infinitive with or without to.
e.g. Ill help(to) carry your bags.
Note also that after cant help (=cant avoid) we use an-ing form e.g. I cant help thinking weve made
a mistake.
After some of the above verbs, we can also use a that-clause.
e.g. She decided (that) she would stay at home last night.
My brother expects (that) hell find a job soon.
After some of the above verbs we can use an object+to infinitive, e.g. He asked me to help him.
7.4. Verb + question word + to infinitive
7.4.1. After some verbs we can use a question word eg. What, how, where (but not why) + to infinitive
e.g. I dont know what to say.
Do you know how to play chess?
We cant decide what to buy Sue for her birthday.
Ill explain what to do later on.
7.4.2. We often use this structure with an object + question word + to infinitive.
e.g. Ill show you how to play chess.
Somebody told me where to buy a ticket.
7.5. Verb + object + to infinitive
7.5.1. After the verbs below, we normally use an object (e.g. Sue, me, you) before the to infinitive.

Force get(=persuade) invite order persuade remind teach (how) tell warn
e.g. We invited Sue to have dinner with us.
She persuaded me to go to the party.
He warned you not to be late again.
Note that after these verbs in the passive, we can use the to infinitive without an object e.g. Sue was
invited to have dinner with us.
7.5.2. We can also use an object + to infinitive after these verbs:
Ask

expect

help

mean(intend)

want

e.g. He asked me to help him.

I didnt expect Maria to write to me.
I dont want you to go.
After help we can use an object + the infinitive with or without to.
e.g. Ill help you (to) carry your bags.
After these verbs, we can also use the to infinitive without an object e.g. I expect to see Simon tomorrow.
Note that after want, we cannot use a that-clause. For example, we cannot say I dont want that you go.
7.5.3. After the verbs advise, allow, encourage, permit and recommend, we can use an-ing form, or an
object + to infinitive. Compare:
verb + -ing form

verb + object + to infinitive

I wouldnt advise going there. I wouldnt advise you to go there.

They dont allow fishing here.
They dont allow people to fish here.
7.6. Verb + ing form or to infinitive (1)
7.6.1. After the verbs below, we can use the ing form or the to infinitive normally without much
difference of meaning.
begin

continue

cant bear

hate

like

love

prefer

start

e.g. He began looking/to look for a job 6 months ago.

I like swimming/to swim in the sea.
She prefers working/to work at night.
7.6.2. Like
7.6.2.1. In British English, we often use like +-ing form to say that we enjoy something.
e.g. I like going to the cinema. (= I enjoy it.)
We use like + to infinitive to say that we choose to do something because we think it is a good idea.
e.g. I like to go to the dentists for a check-up every 6 months. (=I think it is a good thing to do, although
I may not enjoy it.)
7.6.2.2. After would like, would love, would hate and would prefer, we use the to infinitive.
Would you like to go out this evening? Id prefer to stay at home.
Wed love to see you at the weekend.
7.6.2.3. Compare like and would like:
e.g. Do you like cooking? (= Do you enjoy cooking, generally?)
Would you like to cook the dinner this evening? (= Do you want to cook the dinner this evening?)
7.6.2.3. Prefer

Note these structures:

Prefer + =ing form + to + -ing form
e.g. I prefer playing football to watching it.
would prefer + to infinitive + rather than + infinitive without to
e.g. I would prefer to drive home tonight rather than wait until tomorrow.
7.7. Verb + ing form or to infinitive (2)
After the verbs below we can use the ing form or the to infinitive with a different meaning.
Remember

forget

try

stop

go on

regret

7.7.1. Remember/forget doing and remember/forget to do

We use remember/forget + ing form when we remember or forget something after we do it.
e.g. I remember going to the 1972 Olympics. ( I went there and now I remember this)
We use remember/forget + to infinitive when we remember or forget something before we have to do it.
e.g. I remembered to go to the chemists for you. Heres your medicine.
( I remembered, then I went there.)
Dont forget to give me the money.
7.7.2. Try doing and try to do
We use try + -ing form to mean make an experiment- do something and see what happens.
e.g. The car wont start. Why dont we try pushing it?
We use try + to infinitive to mean make an effort-see if you can do something.
I tried to push the car up the hill, but I couldnt move it.
7.7.3. Stop doing and stop to do.
We use stop + ing form to say what we do before we stop.
Im a vegetarian. I stopped eating meat 5 years ago. (= I ate meat up to 5 years ago, then I stopped.)
We use stop + to infinitive to say why we stop.
e.g. After Id been working for three hours, I stopped to eat lunch. (=I stopped in order to eat lunch.)
7.7.4. Go on doing and go on to do
We use go on +ing form to talk about something that continues.
e.g. She went on talking about her holiday all evening.(= She continued talking)
We use go on + to infinitive to talk about a change to something different.
e.g. She spoke about her son, then she went on to talk about her daughter.
7.7.5. Regret doing and regret to do
We use regret + - ing form to say we regret something that we have already done.
e.g. I regret saying that he was an idiot. (I said that he was an idiot)
We use regret + to infinitive to say we regret something that we have to do now.
e.g. I regret to say that I wont be able to come to the meeting on Monday.
Note that regret + to infinitive is rather formal.
8. Grammar Practice

1. Complete the sentences using the ing form of the verbs in the box.
Do have listen play be read go not make borrow swim rob
Example: I enjoy listening to the radio in the mornings.

1. Ill lend you the book when Ive finished---it.

2. Do you ever go---in the sea?
3. They suggesteddinner in an Indian restaurant.
4. Robert gave up---football years ago.
5. The men admitted---the bank.
6. I really dont mind---the housework.
7. I didnt feel like---out last night, so I stayed at home.
8. Would you mind---so much noise? Im trying to study.
9. I normally try to avoid---money.
10. Since she moved from London, she misses---able to see all her friends there.
2. Robert is talking about the day he bought a second-hand car.
Complete Roberts story using the to infinitive form of the verbs in the boxes.
Buy

be

not like

have

test-drive

When I got to the garage, I managed to have a quick look at the car before the salesman came out of
the office. It seemed ---in very good condition and was worth about 1000 pounds, although the garage
was asking 1400 pounds for it. When the salesman came out, I arranged---the car straight away. The
salesman and I got in and we drove off. I liked the car immediately and I decided that I wanted---it.
but. Of course, I didnt say this to the salesman. Instead, I pretended---the car very much.
Try

get

accept

pay

When we have finished the test-drive and had pulled up outside the garage, I told the salesman that I
couldnt afford---more than 750 pounds. The salesman, of course, refused---such a miserable little
offer. He told me that he expected ---at least 1200 pounds for the car. I tried offering 800 pounds, 850
pounds, 875 pounds, but he wouldnt change his mind. Then I decoded---something different.
Give

be

sell

accept

I thanked the salesman politely, said goodbye, got out of the car and started to walk away. It worked!
The salesman got out of the car too and hurried after me. He told me that he wanted---fair and was
prepared---a reasonable offer for the car. In the end, he agreed---it to me for 1000 pounds. He even
agreed---me 200 pounds for my old car!

3. Complete the sentences using the most suitable words in the box.
What/do how/make what/wear how/get whether/stay how/spell
Example: Could you tell me how to get to Western Road, please? Yes. Go down this road and its
second on the left.

1.
2.
3.
4.

Have you decided---to the interview? Yes. Im going to wear my new blue suit.
Could you tell me---your name please?
What are you going to do this evening? I cant decide---at home ot go out.
Do you know---a Spanish omelette?

5. I felt very embarrassed when she started shouting. I didnt know---so I just stood there.
4. Complete the sentences.
Example: I couldnt do the job on my own, so I/ask/Simon/help me.
I couldnt do the job on my own, so I asked Simon to help me.

1.
2.
3.
4.
5.
6.
7.
8.

I was surprised that my brother failed his driving test. I/expect/him/pass/easily

Annie wanted to stay up late, but her parents/tell/her/go to bed at 9 oclock.
Simon phoned Sarah yesterday. He /invite/her/go to the party on Saturday.
I was going to buy the car, but a friend of mine/persuade/me/change my mind.
Dont tell Sue what Ive done. I/not/want/her/know.
One of the planes engines caught fire, which /force/the pilot/land.
When I was a child, my mother/warn/me/not/talk to strangers.
If you hadnt/remind/me/lock the door, I would have forgotten.

5. Put the verbs into the correct for: the ing form or the to infinitive.
Example: She doesnt allow anyone to drive (drive) her car.

1.
2.
3.
4.

They dont allow---(talk) in the examination.

Hes always encouraged me---(have) confidence in myself.
Id recommend you---(see) the film. Its very good.
I wouldnt recommend---(drive) through the city centre now. The traffic is terrible at this time of the
day.
5. What would you advise me ---(do)?
6. I wouldnt advise---(tell) anyone whats happened.
6. Put the verbs into the correct form. Sometimes two answers are possible.
Examples: I quite enjoy driving (drive) at night.
Do you like getting up/to get up (get up) early?

1. Would you like---(listen) to some music?

2. Simon and sally have started---(cook) the dinner.
3. I prefer---(windsurf) to---(sail).
4. Id prefer---(walk) home rather than---(go) by taxi.
5. My sister loves---(go) shopping.
6. Id love---(visit) Australia one day.
7. My brother hates---(have to) work at weekends.
8. Do you like---(play) chess?
9. I try to look after my car. I like---(take)it to the garage to be serviced regularly.
10. Shh! The orchestra is starting---(play).
7. Put the verbs in brackets into the ing form or the to infinitive.
Example: I introduced you to Sue last month. Really? I dont remember meeting (meet) her.

1.
2.
3.
4.

You said Ken was stupid. I dont remember---(say) that.

Ill never forget---(visit) Istanbul in 1983.
When I go shopping I must remember---(buy) some bread.
Please remember---(turn off) the radio before you go out.

8. Put the verbs in brackets into the ing form or the to infinitive.
Example: I need to borrow some money. Why dont you try asking (ask) your parents to lend you
some?
1.Ill try---(come) to the meeting, but Im not sure if Ill be able to.
2. If you get hiccups, you should try---(drink) a glass of water. If that doesnt work, try---(hold) your
breath.
3. You can borrow my camera, but please try---(be) careful with it.
4.This soup doesnt taste very good. Try---(put) in some more salt.
9. Complete the sentences using the ing form or the to infinitive of the verbs in the box. Use each
verb only once.
Example: could you stop working for a moment? Id like to speak to you.
ask

1.
2.
3.
4.

not learn

tell

work

make

He went on---a noise even though Id asked him to stop.

She started by talking about her job. Then she went on---me about her family.
He stopped reading---me a question.
I regret---to play a musical instrument when I was younger.

9.Grammar Practice-Answer-key
1.
1.reading; 2. Swimming; 3. Having; 4.playing; 5. Robbing; 6. Doing; 7. Going; 8. Not making; 9.
Borrowing; 10. Being
2.
1.to be; 2. To test-drive; 3. To buy; 4. Not to like; 5. To pay; 6. To accept; 7. To get; 8. To try; 9. To
be; 10. To accept; 11. To sell; 12. To give.
3.
1.what to wear; 2. How to spell; 3. Whether to stay; 4. How to make; 5. What to do
4.
1.I expected him to pass easily; 2.but her parents told her to go to bed at 9 oclock; 3He
invited her to go to a party on Saturday; 4.but a friend of mine persuaded me to change my
mind; 5I dont want her to know; 6. which forced the pilot to land; 7.my mother warned me
not to talk to strangers. 8. If you hadnt reminded me to lock the door
5.
1.talking; 2. To have; 3. To see; 4. Driving; 5. To do; 6. Telling
6.
1.to listen; 2. Cooking/to cook; 3. Windsurfing, sailing; 4. To walk, go; 6. To visit; 7. Having to/ to
have to; 8. Playing/ to play; 9. To take; 10 to play
7.

1. saying; 2. Visiting; 3. To buy; 4. To turn off.

8.
1.to come; 2. drinking, holding; 3. to be; 4. putting.
9.

1. making; 2. to tell; 3. to ask; 4. not learning

10. Grammar-Progress Test
(i)

Choose the correct answer-A, B or C

1. Do you dislikemoney?
A borrow
B to borrow
C borrowing
2. My girlfriend persuaded memy hair cut.
A have
B to have
C having
3 I usedrunning every morning, but I never go now.
A go
B to go
C going
4 Ive decided for a new job.
A look
B to look
C looking
5 You needntme back that magazine. Ive finished with it.
A give
B to give
C giving
6 You must always rememberyour car locked.
A keep
B to keep
C keeping
7 Its very late. We really mustgoing.
A be
B to be
C being
8 How abouttennis at the weekend?
A play
B to plat
C playing
9 You shouldnt encourage anyone
A smoke
B to smoke
C smoking
10 Im not very good atspeeches.
A make
B to make
C making
11 Going to the dentist always makes me nervous.
A feel
B to feel
C feeling
12 I stopped writingthe telephone.
A answer
B to answer
C answering
13 I dont particularly enjoy
A cook
B to cook
C cooking
14.Janet promisedanyone what Id said.
A not tell
B not to tell
C telling
15.Its a lovely morning. Why dont we for a walk?
A go
B to go
C going
16. We havent decided whatthis evening.
A do
B to do
C doing
17. We didnt expect Englandthe football match.
A win
B to win
C winning
18. The police warned the man
A to not move
B not to move
C not move

19. a lot of sugar is supposed to be bad for you.

A Eat
B to eat
20. I cant afford a new stereo.
A. buy
B to buy
21. Ken switched on the radiothe news.
A hear
B to hear
22. All the hotels are full and weve got nowhere
A stay
B to stay
(ii)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

C eating
C buying
C hearing
C staying

There are mistakes in some of these sentences. Find the mistakes and correct them.
I stopped to play football 20 years ago.
When will the car need servicing again?
Thanks for letting me to borrow your car.
Would you like to having a coffee now?
To walk can be very relaxing.
It isnt easy learn to play the piano.
I went to the station for get my train.
They wanted that I go out with them.
Everyone refused helping the old man.
I usually avoid driving at night if I can.
How about to play tennis at the weekend?
As I walked past the house I saw some men build a swimming pool.
Have you finished to eat your breakfast/
Im used to work at night now, but I found it difficult at first.
Do you like to take regular exercise?
Were thinking of to go to a disco tonight.
Can you to come to my party on Saturday?
Im looking forward to see you tonight.
We hope to have a holiday soon.
Do you feel like to listen to some music?
Annies mother made her to eat her lunch.
Do you want that someone helps you for move the table?

11. Progress test answer key

(i)
1.C 2. B 3. B 4. B 5. A 6. B 7. A 8. C 9.B 10. C 11 A 12 B 13. C 14. B 15. A 16. B 17.B 18. B
19. C 20. B 21. B 22. B
(ii)
1. I stopped playing; 2. Right; 3. Thanks for letting me borrow; 4. Would you like to have; 5.
Walking can be; 6. It isnt easy to learn; 7. I went to the station to get my train; 8. They wanted me

to go out with them; 9. Everyone refused to help the old man; 10. Right; 11. How about playing
tennis; 12I saw some men building; 13. Have you finished eating14. Im used to working; 15.
Right; 16. Were thinking of going; 17. Can you come18. Im looking forward to seeing; 19.
Right; 20. Do you feel like listening21. Annies mother made her eat her lunch; 22. Do you want
someone to help you move/to move the table?