The use of gerunds an analysis of errors made by high school students = (phân tích lỗi thường gặp trong việc sử dụng danh động từ của học sinh trung học phổ thông)

VINH UNIVERSITY
FOREIGN LANGUAGE DEPARTMENT
== =  == =

VŨ THỊ HUYỀN

THE USE OF GERUNDS – AN ANALYSIS
OF ERRORS MADE BY HIGH SCHOOL
STUDENTS
( PHÂN TÍCH LỖI THƯỜNG GẶP TRONG VIỆC SỬ
DỤNG DANH ĐỘNG TỪ CỦA HOC SINH TRUNG HỌC
PHỔ THÔNG)

GRADUATION THESIS
FIELD: English Teaching Methodology

VINH – 2012

i


ACKNOWLEDGEMENT
I would like to express my deep gratitude to my supervisor Mrs Cao Thi
Phuong, M.A who gave me valuable advice and help for carrying out this
graduation thesis.
I am greatly indebted to the teacher of English at Dinh Tien Hoang high
school, especially Mrs. Vu Huyen Huong for her help and guidance while I was
carrying out the survey.
Next, I would like to all my teachers at the Foriegn Language Department of
Vinh university for their lectures which are very useful for me to finish the thesis.
In addition, I want to give my sincere thanks to my parents, friends who have

encouraged and supported me during the period of doing the thesis.
Finally, I also wish to acknowkledge my great appreciation to my students,
who took part in my survey actively.

Vinh, summer, 2012

Vu Thi Huyen

ii


TABLE OF CONTENT
Page
ACKONWLEDGEMENTS ............................................................... i
TABLE OF CONTENTS .......................................................................................... ii
LIST OF TABLE....................................................................................................... v
PART I:

INTRODUCTION .............................................................................. 1

1.

Reasons for choosing the topic ................................................................. 1

2.

Aims of the study ...................................................................................... 2

3.

Scope of the study ..................................................................................... 2

4.

Tasks of the study ..................................................................................... 2

5.

Methods of the study................................................................................. 2

6.

Significance of the proposed study ........................................................... 3

7.

Design of the study ................................................................................... 3

PART II:

DEVELOPMENT ............................................................................ 5

CHAPTER I: THEORETICAL BACKGROUND ............................................... 5
1.

Gerunds in English.................................................................................... 5

1.1.

Gerunds ..................................................................................................... 5

1.1.1.

Definition .................................................................................................. 5

1.1.2.

Form .......................................................................................................... 5

1.1.3.

Characteristics of gerunds ......................................................................... 6

1.1.3.1.

Nominal characteristics............................................................................. 6

1.1.3.2.

Verbal characteristics ................................................................................ 7

1.1.4.

Differences between gerunds and present participles ............................... 8

1.1.5.

Gerund phrases and modifiers of gerunds in gerund phrases ................... 8

1.1.5.1.

An adverb or an adverb phrase. ................................................................ 8

1.1.5.2.

An adjective and/ or a possessive noun or pronoun. ................................ 8

1.1.5.3.

An object ................................................................................................... 9

1.1.5.4.

A complement ........................................................................................... 9

1.1.6.

Functions ................................................................................................. 10

1.1.6.1.

As a subject ............................................................................................. 10

1.1.6.2.

As a direct object .................................................................................... 10

1..1.6.3. As a subject complement ............................................................................ 11
iii

1.1.6.4.

As an object of a preposition .................................................................. 12

1.1.6.5.

As an adjective complement ................................................................... 12

1.1.6.6.

As an appositive ...................................................................................... 13

1.1.7.

Uses of gerunds ....................................................................................... 13

1.1.7.1

Case where gerunds are needed .............................................................. 13

1.1.7.2.

Cases in which both gerunds and to- infinitive has the same
meaning. .................................................................................................. 17

1.1.7.3.

Cases in which both gerunds and infinitives are used but with
different meanings .................................................................................. 18

2.

What is error?.......................................................................................... 20

2.1.

Definition of error ................................................................................... 20

2.3.

Errors and mistakes ................................................................................. 21

2.4.

Error analysis .......................................................................................... 23

2.5.

The significance of error analysis ........................................................... 24

2.7.

Error correction ....................................................................................... 24

2.7.1.

Should the language learner’s errors be corrected? ................................ 25

2.7.2.

When should learners’ errors be corrected? ........................................... 25

2.7.3.

How should learners’ errors be corrected? ............................................. 26

CHAPTER II: THE STUDY ................................................................................. 28
2.1.

The research questions of the study ........................................................ 28

2.2.

Research setting ...................................................................................... 28

2.3.

Purpose of the study................................................................................ 28

2.4.

The subject .............................................................................................. 28

2.5.

Description of data collection ................................................................. 28

2.6.

Procedure ................................................................................................ 29

2.7.

Predictable errors and mistakes made by high school students .............. 30

2.8.

Preliminary results and data analysis ...................................................... 30

2.8.1.

Results of the section 1 ........................................................................... 30

2.8.2.

Result of section 2................................................................................... 31

2.8.3.

Results of the section 3 ........................................................................... 32

2.8.4.

Results of the section 4 ........................................................................... 33

2.9.

Errors and their causes ............................................................................ 34
iv

2.9.1.

Errors in the use of gerund as direct objects. .......................................... 34

2.9.2.

Errors in the use of gerund after possessive ........................................... 35

2.9.3.

Errors in the use of gerund as objects of preposition ............................. 35

2.9.4.

Errors in the use of gerund after negative adjective no .......................... 35

2.9.5. .

Errors in the use of gerund as adjective complement ............................. 36

2.9.6.

Errors in the use of gerund after some idiomatic expression ................. 36

2.9.7.

Errors in the use of gerund as subjects .................................................. 36

2.9.8.

Errors in the use of gerund as subject complements .............................. 37

CHAPTER III:

FINDINDS AND IMPLICATIONS ........................................ 37

3.1.

Major findings......................................................................................... 37

3.2.

Implications for teaching and learning gerund ....................................... 38

3.3.

Suggested exercises ................................................................................ 39

PART III:

CONCLUSION ......................................................................... 43

REFERENCES
APPENDIXES

v

LIST OF TABLE

Table 2.1.

Result of section 1 ............................................................................. 31

Table 2.2.

Result of section 2 ............................................................................. 32

Table 2.3.

Result of section 3 ............................................................................. 33

Table 2.4.

Result of section 4 ............................................................................. 33

vi


PART I
INTRODUCTION
1. Reasons for choosing the topic
Nowadays, tendency of globalization and integration has been taking place
strongly in many countries including Vietnam. In this process, English is regarded
as an effective international communicative language, playing a vital part in making
people in different cultures and countries closer.
Therefore, more and more people attend English courses to learn it.To many
students, it can help them get a good job in the future. Some want to study English

since they think that it offers a chance for advancement in their professional lives.
However, learning a language is difficult, because each language has its own
system which is different from that in the learner’s native laguage. The differences
in the systems of the languages may bring learners problems for foreign language
learners.Vietnamese and English grammars have many different features which
should be taken into consideration more deeply through careful researches.Major
fidings in such researches will be useful to apply into teaching and learning English.
The differences often make students meet obstacles in their acquisition of the target
language. It is proved that English grammar is complex and often causes
embrassment to students. The gerund is one of the language categories that students
at high school have to learn a lot. Due to its various uses, it is assumed that there are
many errors which may be made. In fact many students confess that the gerund is
one of the biggest problems of English grammar and they often make errors in the
use of gerunds.
Furthermore, as a prospective teacher, I would like to make a contribution to
the English teaching in Vietnam. For the reasons above, this study is conducted,
which focuses on the errors in the use of gerunds among the students in grade 10 at
Dinh Tien Hoang high school.

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2. Aims of the study
The study reported in this thesis aims to:
- Find out the kinds of errors made by the tenth-grade students of English at
Dinh Tien Hoang high school in the academic year of 2011-2012 in using gerund.
- Find out the causes of errors in the use of gerunds made by the 11th- grade
studens of English at Dinh Tien Hoang High School in the academic year of 20112012.
3. Scope of the study
The phenomenon is errors in the use of gerunds made by the students of

English in grade 11 at Dinh Tien Hoang High School in the academic year of 20112012. Other relating to the gerund are also briefly mentioned.
The subjects involved in the study is ninety eleventh-grade students of
English at Dinh Tien Hoang High School.
4. Tasks of the study
- To study the information and characteristics and modifiers of gerunds in the
gerund phrase.
- To research into the functions and uses of the gerund.
- To compare and contrast the gerund with the present participles.
- To conduct a survey to find out error types and causes. On the basics of the
findings, possible solutions to the problems are sought out to minimize the students’
errors.
5. Methods of the study
Due to the scope and the characteristics of the study, author follows the
procedures:
- Collecting documents from books listed in the references
- Consulting the supervisor, experienced teachers and friends.
- Synthesizing theoretical documents on English grammar.
- Conducting a survey and analyzing the results.
- Quantitative
- Qualitative

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6. Significance of the proposed study
Errors in any language teaching and learning, particularly in English as a
foreign language, are not always easy to predict. It is, therefore, essential for
teachers to have better treatment to anticipate errors. After the research, it is hoped
that the results will be helpful to provide:
- Input for learners of English in order to minimize their errors in the use of

gerunds.
- Input for teachers of English with information on error types and solutions
to the problems so that they can have good methods of teaching the gerund.
This study is also beneficial to anyone who is interested in the gerund in
English.
7. Design of the study
The thesis consist of three main parts:
The first part is Introduction. This part provides the information about the
reasons for choosing the topic, the aims of the topic, the scope of the study, the task
of the study, the method of the study, the significance of the proposed study and
design of the study.
The second part is development consisting three chapters.
- Chapter one is entiled Theoretical background
This chapter presents three sections. The first section will review literature in
brief. The second section will deals with things related to the gerund such as
definition, formations, functions and uses of the gerund. Moreover, the differences
between the gerund and the present participle are also mentioned. And the last one
will be the overview of theories related to the notion of cause of errors in learning
English as well as error analysis.
- Chapter two is named “ The study” . It has two sections. Section one
depicts such elements related to the methodology of this study as purpose of the
study, setting, subject, type of the study, procedure, construction of the study. The
second section is about , method of data analysis, result of the study, the analysis of
the study.
- Chapter three is Findings and Implication.

3


The last part is conclusion. This part is summarieswhat has been presented.

At the end of the thesis, there will be some pages for references, appendix and
suggested excercises.

4


PART II
DEVELOPMENT

CHAPTE R I
THEORETICAL BACKGROUND
1. Gerunds in English
1.1. Gerunds
1.1.1. Definition
Gerunds have been defined in many ways, according to Kam Chuan Aik and
Kam Kai Hui (1992) in Longman Dictionary of Grammar in Usage define: “ A
gerund is a verbal noun (i.e.a verb form used as a noun).”
In the book Essential of English Grammar, L. Sue Bough (1997), gerunds are
the verb forms ending in- ing that are used as nouns. For instance:
Reading is my hobby.
I am intersested in learning English.
1.1.2. Form
- A simple gerund is the –ing form of a verb. It looks exactly the same as the
present participle. It is formed by adding – ing to the based form.
eat – eating
- With the most verbs which end in e, the gerund is formed by substitutinging for the final e.
take – taking
- Some few verbs ending in a single e, gerunds are formed by adding – ing in
the normal way.
singe - singeing

In the case of verbs ending in ie, the gerund is formed by substituting ying
for ie tie- tying
- If the form of the verbs has only one syllable and ends with a single vowel
letter followed by a single consonant letter, we double the final consonant letter
before adding – ing to form the gerund.
begin – beginning

5


- To form a gerund from a two syllable verb of which the second syllable
ends in a single vowel letter followed by a single consonant letter and is stressed,
we also double the final consonant lettrer before adding – ing.
refer – referring
- In Bristish English, when a two- syllable ends in a single vowel letter
followed by a single l, the l is double before the eding-ing is added to it, even if
there is no stress on the last syllable.
travel – travelling
- With the verbs ending in c, king is usually added in stead of -ing
picnic- picnicking
1.1.3. Characteristics of gerunds
1.1.3.1. Nominal characteristics
- Gerunds are normally abstract and neutral. They refer to events, facts,
ideals, and so on. They have the same functions as nouns.
+ They can be a subject. For example:
Learning English helps me broaden my knowledge
+ They can be direct object
I remember locking the door
+ They can be subject complement
His hobby is mountain –climbing.

+ They can be appositive to a noun.
His hobby, swimming, has helped to keep him healthy.
+ They can be prepositional complement
I’m looking forward to seeing him.
+ They can be adjectival complement.
She is busy cooking now.
- Gerund can be modified like nouns. The modifier can be an adjective, a
possitive noun or pronoun. For example:
That book makes for difficult reading.
I can’t stand his singing in the shower.
We are surprised at Harry’s making that mistake again.

6


- Gerunds may take determiners like the, that, no, any and so on. For
instance:
Every morning the singing of birds wakes me up.
There is no mistaking that voice.
- Gerund can be replaced by it. For example:
Do you like swimming?
Yes, I thoroughly enjoy it.
1.1.3.2. Verbal characteristics
- A gerund is a form of verb ending in –ing. It is a kind of nonfinite verb. It
can express pressent or past time. For example:
Not being able to drive is a disadvantage
- It also has both active and passive forms. For instance:
He is surprised at having been found out.
I’m annoyed about having lost all that money.
- It can be modified like a verb. Their modifiers can be adverbs or adverb

phrases. For instance:
Working smartly is as important as working hard.
- Gerunds may take direct objects, indirect objects or complements gerund is
a verb. For example:
He is good at teaching his son French.

7


1.1.4. Differences between gerunds and present participles
- Participle is a verbal adjective, a gerund is a verbal noun.
+ A gerund can function and be modified like a noun. For example:
She likes shopping / flower.
We can see that the gerund shopping can be replaced the noun flower.
+ On the contrary, a presenst participle behave like an adjective. It modifies a
noun or pronoun. For instance:
This is boiling/ hot water
Boiling is a present participle because, like the adjective hot, it modifies the
noun water.
- The comparison between the gerund and the present participle can be
clearly seen in the following sentences.
The running shoes are very expensive.
(= The shoes for running are expensive)
The running boy is Harry.
(= The boy who is running is Harry)
1.1.5. Gerund phrases and modifie rs of gerunds in gerund
phrases
1.1.5.1. An adverb or an adverb phrase.
Like a verb, a gerund can be modified by an adverb or an adverb phrase. Foe
example:

Walking all day made me tired.
I can’t imagine living in that big house.
1.1.5.2. An adjective and/ or a possessive noun or pronoun.
- Behaving like a noun, a gerund can take an adjective. For instance:
The slow, steady dripping annoyed him.
- We can use a gerund after determiners like the, this, that, some, a lot of, a
little, a bit of, much, no and any. For instances:
There must be no standing beyond the yellow line.
There isn’t any telling what they will do.

8


- When we use the determiner the before a gerund , the object of the gerund
has of before it. This pattern can be rather formal or is typical of an official, written
style. For example:
The playing of ball games is prohibited.
- Moreover, it can be modified by a possessive. The genitive before the
gerund is considered the “correct form”. For instance:
I’ll never forget Geore’s imitating the teacher.
I’ll never forget his imitating the teacher.
- When the noun preceding the gerund is modified by other words, do not use
the possessive. For example:
Tom was pleased by John, his oldest son, making the Dean’s List for the first
time.
- When the noun preceding the gerund is plural, collective or abstract, use the
common form of that noun, not the possessive. For instance:
The class working collaboratively was somebody else’s idea.
- This is also true when the “ owner” of the gerund comes wrapped in a noun
phrase. For example:

I was thankful for the gay next door shoveling snow in my driveway.
1.1.5.3. An object
If the gerund is formed from a transitive verb, it may take a direct object. If it
is formed from a verb that can take a direct object and an indirect object, the gerund
phrase can also take both of them. For example:
Writing many letters makes her happy.
I appreciate your giving me some time off work.
1.1.5.4. A complement
If the gerund is formed from linking verbs, they may take a noun or an
adjective as a complement. For instance:
Being a good or persuasive talker is a must for sales work.
My dream is becoming rich

9


1.1.6. Functions
1.1.6.1. As a subject
The gerund is a nominal –ing clause, therefore, it can be a subject.
On the whole, a gerund functioning as a subject is more or less neutral in
respect wuth expressing time and aspect relations. However, its dominant tendency
is to express a permanent and recurring action happening at the same time with the
action of the predicate verb. When a gerund functions as a subject, it is normally
singular. For instance:
Learning English helps me get a good job.
Sometimes, though not often, a passive gerund functioning as a subject is
found, and its time reference is the same as that of the active gerund. For example:
Being introduced to recieved the awards is every writers’ expectation.
Gerunds are logical subjects in structures like It’s no use.../ It is no good...,
It’s pointless..., There is no point(in) ..., It’s worrth..., It’s a waste of time/money...,

and so on. For example:
It’s no point in persuating him to go out with you.
It’s no good doing this work.
The gerund as a logical subject is also occasionally found in sentences
beginning with there + be. In this structure, determiners like the, this, that, some,
alot of, a little, a bit of, much, no and any are used before gerunds. For instance:
There is much debating on the subject.
When gerund is the subject of a sentence, the noun or pronoun before it is
always in the possessive case. Foe example:
Our walking up early means we have a longer working day.
1.1.6.2. As a direct object
- After some verbs such as admit, avoid, dislike, enjoy and so on, the gerund
is used as a direct verbal object. For example:
He enjoys playing football.
He admit stealing the bicycle.
- After some verbs, both the gerund and the to-infinitive are used with the
same meaning such as begin, start, intend, and so on. For instance:
It starts raining heavily.
10


= (It starts to rain heavily)
- As for some verbs like try, remember, stop and so on, the gerund and the
infinitive are used with different meaning. For example:
I forget to lock the door before going out
( = I must lock the door but I forgot and did not do)
I forgot locking the door before going out
( = I should not lock the door, but I forgot and did it)
- Among gerunds functioning as the direct object, we make a distinction
between those with a subject and those without a subject.

a. Without a subject
- If the subject of the main clause is the logical subject of the gerundival
action, the subject is not further specified. For example:
She regrets telling you that Mary was back.
- The passive gerund may be used. Its time reference is the same as that of
the active. For instance:
Lan avoids being recognized by Tom.
b. With a subject
- If the logical subject of the gerundival action refers to a person different
from the referent of the subject in the main clause, subject of the gerund must be
specifed. In formal style, this is done either by means of a possessive adjective or a
possessive case. For instance:
It’s very difficult to realize his telling lie
1..1.6.3. As a subject complement
- Subject complement can follow linking verbs such as be, look, fell, get,
become sound, smell, appear, seem, prove, taste, come, fall, go, grow, keep, remain
and turn. For example:
My hobby is cooking.
- Normally the gerund as subject complement appears without a subject, but
on some rare occasions, it may be used with a subject. For instance:
The only thing John concernes himself about is Mary talking about this. For
example:
I don’t inderatand John’s making such a mess.
11


- In a rare exception, the passive gerund may be used as a subject
complement. For instance:
Her nervous is being punished by her father.
1.1.6.4. As an object of a preposition

- It can be after prepositions following adjectives, noun, and verbs. For
example:
I was so bored with watching that film
He is interested in Learning English.
- Many prepositions are frequently folowed by gerunds. They are before,
after, with, without, by, about, at, to, of and so on. For instance:
You must do all your homework before going to school.
She goes out without saying anything
- To either a preposition or a part of infinitive. Learners of English may find
it difficult to make clear the difference between to as part of the infinitive. For
instance:
I’m looking to hearing from you.
He used to smoke when he was 20 years old.
1.1.6.5. As an adjective complement
- The gerund can follow some adjectives such as busy, worth, frantic, happy
and so on with a personal subject. This use of gerund mainly found in spoken
English. For instance:
It is worth buying that bike.

12


1.1.6.6. As an appositive
- There are different ways of forming an apposition. One of them is by using
the gerund. For instance:
My hobby, swimming, makes me stay my health.
Her job, teaching, helps her feel happier.
1.1.7. Uses of gerunds
1.1.7.1 Case where gerunds are needed
1.1.7.1.1. In compound noun

- There are many ways of forming compound nouns. They may consist of
two nouns, a gerund and a noun, an adjective and a noun, so on. For instance:
Swimming-pool

Greenhouse

Sunplay

Bathroom

Cooking-oil

Newspaper

a Gerund + noun.
-

It is essential to distinguish between gerunds in compound nouns and present

participles in noun phrases.
b, Noun + gerund
- In this case, the compound noun refers to one kind of job or a kind of sport.
Normally, it is singular. The nuclear stress is on the noun.
1.1.7.1.2. After prepositions
- Many prepositions are frequently followed by gerunds such as before, after,
with, without, by, about, to, of... and so on.
- After prepositions such as at, in, on, after and before, gerunds are used to
denote time. For instance:
After having dinner, I and my parents went to the cinema.
- Gerund are used after some prepostions like by and without to denote

manner. For instance:
I went to Hanoi by catching a bus.
She left the meeting without saying anything.
- After the preposition for, gerunds are used to denote cause or reason or
purpose. For example:
This food is used for camping.
The radio is only for listening to music.
13


- We can use gerunds after inspite of to express canstrast. For instance:
In spite of raining, they still go camping.
- Besides, the gerund can be after adjectives, nouns and verbs with prepositions.
In English, many verbs have the construction verb + preposition + gerund.
Here are some of them:
Adapt to

Comply with

decide against

leave off

attend to

consist of

engage in

prepare for

approve of

concentrate on

feel like

rely on

ask about

carry on

give up

refer to

believe in

depend on

insist on

succeed in

care for

dream of

put off

think of

For instances:
He has given up smoking for 5 years.
They are preparing for going camping this week.
I absolutely believe in deciding of the principle.
- These verbs have the construction of verb + object + preposition + gerund.
Acuse of

forgive for

suspect of

blame for

remind of

thank for

warn against

punish for

prevent from

fine for

congratuleta on
For examples:

They accusde him for stealing that bicycle.
Raining heavily prevented me from driving.
-Gerunds may follow adjectives firmly linked with a preposition.
Here are some of those:
I’m so tired of travelling so much.
He was bored with following her angry.
- The gerund is also used after be in danger of, be in the habit of, be on the
point of, have no reason for, have no objection to, have no intention of, have the

14


pleasure of, have some experience in, take an interest in, take pleasure in, and so
on. For instances:
I’m in the habit of getting up so late.
After a working day,I take pleasure in learning dancing.
Some kinds of manimal are in danger of
- The word to often cause confusion as it can be either part of an infinitive or
a preposition.
- To placed after the auxiliary verbs be, have, ought, used, be going, and
orther verbs is part of an infinitive. For example:
When I was a student, I used to have some part-time jobs.
My dream is to become a good teacher.
We are going to have a meeting this week.
- On the contrary, to placed after some verbs, adjectives or nouns will be
followed by nouns/ pronouns or gerunds. For example:
You should pay attention to your teacher’s lecture.
I get used to doing excercise in the morning.
Your ideas are similar to his.
Here are some expressions where to is a preposition:

be customed to

be opposed to

similar to

adapt to

be used to

dedicated to

look forward to

be commited to

close to

adjust to

get used to

dedication to

in addition to

face up to

similarity to

confess to

take to

opposition to

object to

sink to

closeness to

- A good way of finding out when to is a preposition or part of an infinitive is
to see if it is possible to put a noun/ pronoun after it. For instance:
The naughty students are facing up to their teacher’s punish.
- This to is a preposition, and verbs after to must be gerunds. For example:
I am looking to hearing from her.
1.1.7.1.3. After some verb.
- After some verbs, the gerund is obligatory. For example:
15


He has finished mending the car.
I enjoy listening to music.
Here is a list of verbs that are followed by gerunds.
admit

dread

loathe

quit

appreciate

enjoy

mention

recall

avoid

explain

miss

recollect

consider

fancy

mind

repeat

complete

finish

pardon

resent

delay

forgive

pospone

resist

detest

keep

prevent

risk

- After need, want, require and deserve, the gerund is used with a passive
meaning. For instance:
My bicycle needs reparing.
1.1.7.1.4. After some adjectives
- Adjectives like busy, happy, frantic and worth are followed by gerunds. For
example:
This car is worth buying..
-Gerunds are used after some adjectives like awful, awkward, bad, good,
guilty, and terrible when those adjectives are complements of the verb feel. For

instance:
She felt awful leaving him with all the cleaning up.
1.1.7.1.5. After some expressions
- Gerunds are onligatory in some expressions. For example:
It’s no good advising him.
1.1.7.1.6. Other cases
a, In short prohibitions.
- No + gerund is used to say that something is forbidden or unacceptable.
Here are some common prohibitions.
No camping

No fishing

No cheating

No parking

No smoking
No waiting

b, After some verbs go, come and do.

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- There are small number of gerunds, most of which refer to sporting and
leisure activities. They can either stand alone or associated with the verb go in many
idomatic expressions. For instance:
My class will go camping.
Going shoping is my hobby.

Here is a list of the commonest one.
angling

fishing

shopping

blacberrying

hang-gliding

skiing

bowling

hiking

skateboarding

canoeing

jogging

surfing

caravanning

mountaineering

weightlifting

climbing

sailing

driving

shoplifting

walking

electioneering

sightseeing

water-skiing

yachting

- The verb come is also possible in certain situations. For example:
Come having dinner with my family.
- Do + gerund is used to talk about activities that take some time or that are
repeated. There is usually a determiner like the, my, some, and much before the
gerund. For example:
I usually do the washing after meals.
1.1.7.2. Cases in which both gerunds and to - infinitive has the
same meaning.
1.1.7.2.1. After some verbs.
- Some verbs can have both the infinitive and the gerund as the object
without any change of meaning. They include can’t bear, cease, prefer, decide,

agree, start, intend, attempt. For instances:
It starts raining heavily.
(= It starts to rain heavily)
1.1.7.2.2. After some nouns
After some nouns, we also use both gerunds and to- infinitives with no
change in meaning. They inlude attempt, honor and oppotunity. For instance:
It was a great opportunity to go abroad.
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(= It was a great opportunity going abroad).
1.1.7.2.3. After some adjectives
- There is a similar choice between the gerund and the to- infinitive after
some adjectives like content and determined. For examples:
They were determined on maintaining peace.
(= They were determined to maintain peace)
1.1.7.3. Cases in which both gerunds and infinitives are used but
with different meanings
1.1.7.3.1. After some verbs
- After some verbs, either infinitives or gerunds may be used with a
difference in meaning.
Remember, forget, regret.
When both constructions are admitted, there is usually felt to be an aspectual
differences the choice. The infinitive implies fullfilment and refers to the future
while the gerund implies potentiality and refers to the past. For instances:
I remembered paying him money.
( = I paid him money. Now I remember this).
I remembered to pay him money.
( = I remembered, then I paid him money).
The same applies to forget and regret. For example:

I forgot to lock the door.
(= I forgot that I had to lock the door, but I did not do it)

forgot locking

the door.
(= I locked the door but I have forgotten about it)
Try
- The infinitive can refer to a new act in a chain of events while the gerund
can refer to an activity in general or to a process.
I tried to finish this story in 2 days, but it’s so long.
- Try + to- infinitive means to make an effort and is used for things that are
difficult.
I tried making cake two times, it’s still not good.
Try+ gerund means make an experience and see what will happen.
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Other verbs followed both gerunds and to- infinitives with differnt meanings
are stop, go on, allow, permit, mean.
Alow, permit, advise and recommend .
- After allow, permit, advise and recommend, a gerund is used if there is no
object. If there is an object, an infinitive is used. For instances:
They do not allow going out in the meeting
They do not allow anyone to go out in the meeting.
Go on
Go on + gerund means to continue with an action, while go on + to-infinitive
means to do the next action, which is often the next stage in a process. For example:
We go on walking for 1 hour.
After having some days off, we go on to work.

Mean
Mean meaning involve (use only with impersonal subjects) takes a gerund.
If you take that job in London, it will mean travelling for two hours.
Mean with meaning intend take a to- infinitive
Did you mean to dial this number?
Propose
Propose meaning intend usually take an infinitive.
She proposes to sign contract next week.
Propose meaning suggest take a gerund.
He proposed going home early.
Stop
Stop+ gerund means to finish an action in progress.
Because I was so sleepy, I stopped driving.
Stop +to- infinitive means to interrupt an activity in order to do something
else, so the infinitive expresses a purpose.
I stopped to listen to music.
1.1.7.3.2. After some adjectives
Similar to some verbs, some adjectives can be either followed by the gerund
and the to- infinitive with a difference in meaning
Be ashamed
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