DrillKit is an AI-powered tool that turns your online lesson chat from Zoom, Google Meet, Skype, or Microsoft Teams into professional, print-ready ESL lessons in under 30 seconds. It automatically extracts vocabulary, generates exercises (gap-fill, error correction, vocab match, word formation, and more), and produces beautiful PDFs tailored to the student's CEFR level and native language.

Does DrillKit support Zoom chats?

Yes! Simply copy the chat text from your Zoom, Google Meet, Skype, or Microsoft Teams lesson and paste it directly into the input area. You can also paste vocabulary lists or handwritten notes. DrillKit's AI strips out timestamps, sender names, and other noise automatically.

Can I export lessons to PDF?

Absolutely. Every lesson is generated as a high-quality, print-ready PDF. Pro users can also export to Google Docs and customize branding with their school logo and accent colors.

Which languages are supported?

DrillKit supports translations in 11 languages: Spanish, French, German, Italian, Portuguese, Japanese, Korean, Chinese, Arabic, Turkish, and Russian. The AI auto-detects the student's native language from the chat transcript.

What exercise types can DrillKit generate?

DrillKit generates 11 exercise types: Gap Fill, Vocab Match, Error Correction, Sentence Completion, Multiple Choice, Word Scramble, Sentence Reorder, Translation, Word Formation (Cambridge Part 3), Key Word Transformation (Cambridge Part 4), and Dialogue Builder.

How does the AI extract vocabulary from chat transcripts?

The AI scans your pasted chat transcript, strips out noise (timestamps, reactions, media placeholders), identifies teachable vocabulary, phrasal verbs, idioms, and student errors, then scores each item by relevance. You review and select the best items before generating exercises.

Is DrillKit free to use?

Yes! The free plan includes 20 generations per month with full access to all 13 exercise types, all lesson styles, and custom branding. The Pro plan ($4.99/month or $3.33/month billed yearly) unlocks unlimited generations and priority AI processing.

Can I customize the lesson with my school branding?

Pro users can add their school or institution name, choose custom accent colors, select from 5 lesson styles (Standard, Classic, Modern, Playful, Academic), and add footer text to every generated lesson.

Teaching Gerunds vs Infinitives in ESL: Patterns & Activities

The Impossible Rule

Why do we say 'I enjoy running' but 'I want to run'? Why 'I avoid going' but 'I decide to go'? There is no semantic or logical rule that predicts whether a verb takes a gerund (-ing) or an infinitive (to + verb). Linguists have attempted explanations (gerunds for ongoing/general activities, infinitives for future/specific intentions), but these 'rules' break down immediately: 'I like swimming' and 'I like to swim' are both correct with near-identical meaning. The truth is that gerund/infinitive selection is a property of individual verbs — it must be learned verb by verb, like irregular past tenses. This means teaching gerunds and infinitives through rules is doomed. Teaching through patterns, chunking, and high-frequency exposure is effective.

The Three Categories

🟢

Verb + Gerund Only

Enjoy, avoid, mind, finish, suggest, consider, keep, practice, imagine. Memory trick: 'MEGA FICS' (Mind, Enjoy, Give up, Avoid/Admit, Finish, Imagine, Consider, Suggest).

🔵

Verb + Infinitive Only

Want, decide, hope, plan, promise, refuse, learn, agree, offer, manage. These tend to relate to future intention or willingness.

🟡

Both (Sometimes Different Meaning)

'I stopped smoking' (quit the habit) vs. 'I stopped to smoke' (paused in order to smoke). 'I remember locking the door' (I recall doing it) vs. 'I remember to lock the door' (I don't forget). These dual-use verbs are B2+ material.

lightbulb

Teacher Tip

“Teach the 10 most common gerund-only verbs and the 10 most common infinitive-only verbs as vocabulary items with example sentences. Students learn 'enjoy + -ing' as a fixed chunk, the way they learn 'depend on' — as a partnership, not a rule application. Use sentence completion activities where students finish sentences about themselves: 'I enjoy ___', 'I want ___', 'I avoid ___'. Personal content aids retention.”

Frequently Asked Questions

How do I teach gerunds and infinitives to ESL students?

add

Don't teach a rule — teach high-frequency verb patterns as chunks. Group the 10 most common verbs that take gerunds (enjoy, avoid, mind, finish...) and the 10 most common that take infinitives (want, decide, hope, plan...). Practice with personalized sentence completion. Treat gerund/infinitive selection as vocabulary, not grammar.

Is there a rule for when to use gerund or infinitive?

add

No reliable rule exists. Attempted explanations (gerunds for 'real/current', infinitives for 'future/hypothetical') break down with too many exceptions to be useful. The most efficient approach is learning verb + gerund/infinitive combinations as fixed patterns, similar to learning irregular verbs.

When should I teach gerunds and infinitives?

add

Introduce the most common patterns at B1 (enjoy + -ing, want + to). Teach the full range of verbs at B2. Introduce meaning-change verbs (stop, remember, try) at B2-C1. Don't introduce all three categories simultaneously — it's overwhelming. Build gradually over multiple lessons.

Teaching Gerunds and Infinitives: Why 'I Enjoy to Run' Won't Go Away