to一词既可用做不定式符号，其后接动词原形，也可用做介词，其后接名词、代词或动词?ing形式。命题者常常利用to的这一特点设置陷阱，学生要仔细审题，巧妙避开重重陷阱。 一、 利用某些动词常接动词?ing形式做宾语设置陷阱
【特点】接动词?ing形式做宾语的动词，当其宾语被前置时，呈现其后接动词不定式的情况。例如：
1. —Which do you enjoy your spare time， reading or playing computer games？
—Reading， of course.
A. to spend B. spend C. spending D. being spent
解析 易误选C或D，思维定势是enjoy应接动词?ing形式做宾语。正确选项为A，enjoy的宾语是which（其范围是reading or playing computer games），故此处用不定式做目的状语。
2. The place they suggested the meeting is only a 10?minute walk from here.
A. hold B. holding C. to hold D. should hold
解析 易误选B，思维定势是suggest应接动词?ing形式做宾语。正确选项为C，they suggested是省略了在从句中做宾语的引导词that/which的定语从句，此处用不定式短语to hold the meeting做主语the place的后置定语。
二、 利用介词后接动词?ing形式做宾语设置陷阱
【特点】介词后接动词?ing形式做宾语，当其宾语被前置时，呈现介词后接动词不定式的情况。例如：
1. Please tell me the way you thought of enough money to buy the new machine.
A. getting B. having got C. being go D. to get
解析 易误选A、B或C，思维定势是介词of应接动词?ing形式做宾语。正确选项为D，you thought of是省略了在从句中做宾语的引导词that/which的定语从句，名词the way的后置定语可用不定式，也可用of doing引出。
2. Every second must be made full use our spoken English.
A. of practising B. of to practise C. to practise D. in practising
解析 易误选A，思维定势是短语make use of中的of是介词，其后应接动词?ing形式。正确选项为B，可将该被动句转换为主动句We must make full use of every second to practise our spoken English. 足见make full use of的宾语是every second，此处用不定式做目的状语。
三、 利用固定短语设置陷阱
【特点】某些看似固定的短语搭配，在具体语境中发生变化，要注意识别句子的语境和含义。例如：
1. The man used in all kinds of weather will leave our company next week.
A. to drive B. to driving C. have driven D. be driving
解析 易误选A，思维定势是used to do sth.表达“过去常常做某事”。正确选项为B，used to driving in all kinds of weather是分词短语做后置定语，可转换为定语从句who is used to driving in all kinds of weather，此处实际用be used to doing sth.结构。句意：习惯在各种天气条件下开车的这个男子下周就要离开我们公司了。
2. We all thanked the driver for the things he had done to prevent the accident the passengers safe.
A. being made B. to making C. to make D. from making
解析 易误选A或D，思维定势是prevent sb./sth. （from） doing/being done表达“阻止某人/某物（被）……”。 正确选项为C，此处用不定式做目的状语，句意：我们都感谢这位司机，为他所做的一切防止事故发生以便保证乘客安全的事情。
四、 利用情态动词后接动词原形设置陷阱
【特点】情态动词后一般接动词原形，但通过省略手段或者在特定语境中，情态动词后会出现不跟动词原形的情况。例如：
1. Every time I was in trouble， she would do what she could me.
A. help B. helping C. to help D. helped
解析 易误选A，思维定势是could是情态动词，其后应接动词原形。正确选项为C，what she could是she would do的宾语从句，可视为在could后省略了动词do，此处用带to的不定式做主句的目的状语。 2. Miss Green made up her mind to devote all she could her Chinese before coming to China.
A. improve B. to improve C. improving D. to improving
解析 易误选A，思维定势是could是情态动词，其后应接动词原形。正确选项为D，she could是省略了引导词that的定语从句，could后省略了动词do，该定语从句修饰先行词all，考查devote... to doing结构，其中的to是介词，其后的动词用?ing形式。
五、 利用分割现象设置陷阱
【特点】有些句子在含介词to的地方被分割，形成介词与句子谓语被切割的现象，介词孤零零地出现在了句子的末尾，这就形成了吊尾介词。此时要注意分析句子的结构、语气等。例如：
1. The village we are going to pay a visit ____ at the foot of a mountain.
A. lie B. lies C. to lie D. to lies
解析 易误选C，思维定势是to后要么接动词原形，要么接动词?ing形式。正确选项为D，we are going to pay a visit to是定语从句，The village lies at the foot of a mountain是主句，从句中的吊尾介词to与主句谓语动词被分割，形成陷阱。
2. The professor suggested that the lazy boy he spoke punished.
A. should be B. be C. to be D. to should
解析 易误选A或B，思维定势是suggest后的句子用“（should）+动词原形”。 正确选项为C，he spoke to是定语从句，the lazy boy be punished是that引导的宾语从句里的主句，因为在suggested后，该宾语从句谓语动词用省略了should的be punished。从句中的吊尾介词to与主句谓语动词被分割，且应注意虚拟语气。
【专项练习】
1. The speech our English teacher referred made by a professor from America.
A. was B. to be C. to D. to was
2. As time went by， the theory Professor Smith had stuck correct.
A. to proving B. proved C. to proved D. to be proved
3. I’m busy now. I’m sorry I can’t help the rooms.
A. cleaning B. cleaned C. cleans D. to clean
4. We should try our best to do all we can making that mistake again.
A. avoid B. to avoid C. avoiding D. and avoid
5. An expert has been brought in solve the difficult problem.
A. help B. helped C. to help D. having helped
6. The more he thought about it， the more questions he thought of .
A. to be asked B. being asked C. asking D. to ask
7. The interview he paid no attention to him the chance to get the well?paid job.
A. cost B. be cost C. costing D. being cost
8. If you don’t like vegetables， why not eat some fruit a day instead the nutrients you need？
A. to get B. of getting C. got D. get