expressing the future in enghlish eleventh grade pupils at my duc a high school anh suggeted solutions

HANOI PEDAGOGICAL UNIVERSITY No.2
FOREIGN LANGUAGE FACULTY




TRAN KIM THOA




COMMON ERRORS IN EXPRESSING THE FUTURE
IN ENGLISH MADE BY ELEVENTH – GRADE PUPILS
AT MY DUC A HIGH SCHOOL AND SUGGESTED
SOLUTIONS

(Summary of Graduation Paper submitted in partial fulfillment of the requirement for
the Degree of Bachelor of Arts at Hanoi Pedagogical University No.2)




SUPERVISOR: TRAN THAI, M. A

HANOI, May 2014

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ACKNOWLEDGEMENT

On the completion of this thesis, I wish to express my deepest gratitude to my
supervisor, Mr. Tran Thai, M.A, who gave me benefit of his wisdom and his expert
knowledge as well as his constant encouragement from the beginning stage of working
out the research proposal to the final stage of writing up the thesis. Without his critical
comments and valuable suggestions, this study could not have been completed.
I am indebted to all lecturers in Foreign Languages Faculty of Hanoi
Pedagogical University No.2 for their useful lectures and supports during the time I
has studied for four years.
I take this opportunity to express my sincere thanks to librarians who helped me
approach to useful books, references and materials.
My special thanks to pupils in My Duc A High School who willingly completed
the questionnaires in my survey.
I would like to show my gratitude to my friends who gave me useful advices
and great help during my doing this graduation paper.
Finally, I would also like to thank my parents who have been a constant source
of encouragement, support, love and care during the course of my writing.

Hanoi, May 2014
Tran Kim Thoa

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ABSTRACT

Teaching and learning English tenses are never easy tasks for both pupils and
teachers in Vietnam. Moreover, there are many difficulties in teaching and learning
future time because there are many ways of expressing the future in English which
make pupils confused about their uses.
With the aim at finding out common errors in expressing the future in English
and solutions to solve this problem, the study titled: ―Common Errors in Expressing
the Future in English Made by Eleventh – grade Pupils at My Duc A High School and
Suggested Solutions‖ carried out a survey at My Duc A High School with the
participation of one hundred eleventh-grade pupils there.
Throughout the survey results and analysis processing, we found out some
common errors in expressing the future in English made by eleventh-grade pupils at
My Duc A High School. Taking these results as a reference data, the study tried to
offer some solutions to help pupils minimize these errors.
Although I have made great effort, mistakes and shortcomings are unavoidable.
I would be much grateful to welcome all possible comments from readers to
accomplish the work.

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STATEMENT OF AUTHORSHIP

COMMON ERRORS IN EXPRESSING THE FUTURE IN ENGLISH
MADE BY ELEVENTH – GRADE PUPILS AT MY DUC A HIGH
SCHOOL AND SUGGESTED SOLUTIONS

I certify that no part of this paper has been copied or reproduced from any other
person‘s work without acknowledgement and that the report is originally written by
me under strict guidance of my supervisor.
Date submitted: May 22
th
, 2014


Student Supervisor

Tran Kim Thoa Tran Thai, M.A.


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TABLE OF CONTENTS

ACKNOWLEDGEMENT
ABSTRACT
STATEMENT OF AUTHORSHIP
TABLE OF CONTENT

PART A: INTRODUCTION

I. RATIONALE 1
II. AIMS OF THE STUDY 1
III. SCOPE OF THE STUDY 1
IV. TASKS OF THE STUDY 2
V. METHODS OF THE STUDY 2
VI. SIGNIFICANCE OF THE STUDY 2
VII. DESIGN OF THE STUDY 2

PART B: DEVELOPMENT
CHAPTER ONE:
THEORETICAL BACKGROUND

I.1. LITERATURE REVIEW 4
I.2. OVERVIEW OF THE FUTURE AND RELATED CATEGORIES 5
I.2.1. Some categories relating to expressing the future: 5
I.2.1.1. Time 5
I.2.1.2. Tense 6
I.2.1.3. Aspect 6
I.2.1.4. Mood 7
I.2.1.5. Modality 8
I.2.2. Overview of the future 9
I.3. WAYS OF EXPRESSING THE FUTURE IN ENGLISH 10
I.3.1. Different verb forms used to refer to the future 11
I.3.1.1. Simple present 11
I.3.1.1.1. Forms 11

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I.3.1.1.2. Uses 11
I.3.1.2. Present continuous 12

I.3.1.2.1. Forms 12
I.3.1.2.2. Uses 13
I.3.1.3. ―Be going to‖ form 14
I.3.1.3.1. Forms 14
I.3.1.3.2. Uses 14
I.3.1.4. ―Will/shall + infinitive‖ form 16
I.3.1.4.1. Forms 16
I.3.1.4.2. Uses 16
I.3.1.5. Future continuous 18
I.3.1.5.1. Forms 18
I.3.1.5.2. Uses 18
I.3.1.6. Future perfect 20
I.3.1.6.1. Forms 20
I.3.1.6.2. Uses 20
I.3.1.7. Future perfect continuous 21
I.3.1.7.1. Forms 21
I.3.1.7.2. Uses 21
I.3.1.8. Other forms and structures used to refer to the future 22
I.3.2. How to express the future in some special cases 26
I.3.2.1. Expressing the future in the past 26
I.3.2.2. Expressing the future in the subjunctive 27
I.3.2.3. Expressing the future in future time clause 28
I.3.2.4. Expressing the future in reported speech 29

CHAPTER TWO
THE METHODOLOGY AND RESULTS

II.1. METHODOLOGY 31
II.1.1. Purpose of the survey 31
II.1.2. Population of the survey 31

II.1.3. Type of the survey 31
II.1.4. Construction of the survey 32
II.1.5. Preparation of the survey 32

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II.1.5.1. Test items 32
II.1.5.2. Arrangement of the test items 33
II.1.6. Administration of the try-out 33
II.1.6.1. Preparation of the try-out 33
II.1.6.2. The try-out 34
II.1.7. Method of data analysis 34
II.1.8. Results of the survey 34
II.2. DISCUSSION OF RESULTS 35
II.2.1. Errors in expressing the future in the past 35
II.2.2. Errors in the uses of other forms and structures to express the future 37
II.2.3. Errors in the uses of ‗will/shall + infinitive‘ form, ―be going to‖ form and
present continuous 38
II.2.4. Errors in the uses of future continuous and future perfect 39
II.2.5. Errors in expressing the future in reported speech 40
II.2.6. Errors in expressing the future in future time clause 41
II.2.7. Errors in expressing the future in the subjunctive 41
II.3. Suggested solutions and exercises 42
II.3.1. Suggested solutions 42
II.3.1. On the part of teachers 42
II.3.2. On the part of students 43
II.3.2. Suggested exercises 44
II.3.2.1. Sources of exercises 44
II.3.2.2. Types of exercises 44

PART C: CONCLUSION

I. Summary of the researching process and implication 46
II. Limitations and suggestions for further research 47

REFERENCES
APPENDIX

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PART A: INTRODUCTION

I. RATIONALE
In the path of mastering English, we have to face a host of difficulties because
each language has its own system which is different from that is in the learner‘s native
language. English tense is one of the most complex grammar fields in English.
Some grammarians supposed that there are three main kinds of tense in English:
past tense, present tense and future tense. However, According to modern
grammarians, there is no future tense in English; there are only two groups of tenses:
the present tenses and the past tenses. So how we can express the future in English?
There are several ways to talk about the future in English, each of which is used in
certain situations. The differences between the meaning and uses of the different
structures are not easy to analyze and describe clearly. In many but, not all situations,
two or more structures are possible with similar meanings. Moreover, time reference is
based meaning rather than structures therefore both pupils and teachers face many
difficulties in learning and teaching ways of expressing the future in English.
Throughout the teaching practice period at a high school, I realized that pupils
really had difficulties in dealing with this problem. It is assumed that there are many
errors which may be made when pupils express the future in English.
This thesis is accomplished in hopes of making a contribution to the process of

learning and teaching future time. For the reasons above, this study titled: ―Common
Errors in Expressing the Future in English Made by Eleventh – grade Pupils at My
Duc A High School and Suggested Solutions‖ is conducted with the aim at focusing on
errors in expressing the future in English and solutions to minimize these errors.
II. AIMS OF THE STUDY
The study is aimed at the following goals:
1. To find out some common errors in expressing the future made by the pupils
at My Duc A High school.
2. To find out the causes of the errors in expressing the future made by the
pupils at My Duc A High school.
3. To offer some suggestions to minimize errors in expressing the future.
III. SCOPE OF THE STUDY
The general research area of this study is grammar. The phenomenon is the
errors in expressing the future made by the pupils at My Duc A High School. Others
relating to expressing the future time are also briefly mentioned.
The population involved in the study is one hundred pupils at My Duc A High
school.


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IV. TASKS OF THE STUDY
The study involves fulfilling the following tasks:
1. To study some categories relating to expressing the future (time, tense,
aspect, mood and modality) and overview about the future in English.
2. To study the ways of expressing the future in English.
3. To conduct a survey to find out error types and causes related to expressing
the future in English. On the basis of the findings, some suggested teaching methods
are sought to minimize the pupils‘ errors.
V. METHODS OF THE STUDY

To achieve the objectives of the study, the following methods have been
applied:
1. Collecting data from books
2. Consulting the supervisor, experienced teachers (my teachers at high school
and university) and friends
3. Synthesizing theoretical materials on English grammar
4. Conducting a survey and analyzing the results
VI. SIGNIFICANCE OF THE STUDY
Errors in any language teaching and learning, particularly in English as a
foreign language, are sometimes predictable and sometimes unpredictable. Therefore,
it is essential for teachers to give better treatment to anticipate errors. After the
research, it is hoped that the result will be helpful to provide:
1. Input for learners of English in order to have better understanding about
future time in English.
2. Input for learners in order to minimize their errors in expressing the future in
English.
3. Input for teachers of English with information on ways of expressing the
future, error types pupils often make when expressing the future and
solutions to the problems.
This study is also beneficial to anyone who is interested in the future reference
in English.
VII. DESIGN OF THE STUDY
The research work has three main parts: Introduction, Development, and
Conclusion; focusing on the following:
Part A is the introduction, presenting the rationale for choosing this topic, the
aims, scope, tasks, methods, significance and design of the study.
Part B is the development which is divided into two main chapters:

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Chapter one, Theoretical Background, consists of three sections. Section one
presents literature review in brief. The section two shows some categories relating to
expressing the future and overview of future time. Section three deals with ways of
expressing the future time in English.
Chapter two names ‗methodology and results‘ describes the research method. It
is composed of three sections. Section one is devoted to the survey. The second deals
with error types and causes. The last one is on solutions to the problems and suggested
exercises on future time.
Part C is the conclusion, giving all brief results of all the above sections.
Reference and Appendix come at the end of the thesis.


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PART B: DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

I.1. LITERATURE REVIEW
The notion of future reference has received particular attention since the 1970s.
Researchers who have made considerable contributions to the exploration of this issue
are, for instance, Ultan (1978), Bybee, Perkins & Pagliuca (1991 and 1994) and Dahl
(2000).
An early work on the notion of future is the paper by Ultan (1978). His article
discusses numerous languages with respect to how they mark future tense. He offers
an in-depth analysis concerning the structural and semantic differences between future
tense on the one hand and present and past tense on the other.
Another study on future time reference has been presented by Bybee, Perkins
and Pagliuca (1994). Their book discusses in particular the evolution of what the
authors refer to as future grams (i.e. grammatical formatives used to refer to future

time).
Dahl (2000) approaches the marking of future time in European languages from
a typological point of view. He distinguishes predicted, intended and scheduled events
as being the three major concepts conveyed with future time reference. His papers
share the argument about the connection between future time reference and the notion
of modality.
Quirk & Greenbaum (1973: 40-47), when discussing about the future in the
book ―A University Grammar of English‖, noted that there are no obvious future tense
in English corresponding to the time/tense relation for present and past. In stead, there
are several possibilities for denoting future time. Futurity, modality, and aspect are
closely related, and future time is rendered by means or modal auxiliaries or semi-
auxiliaries, simple present form or progressive form.
Many other grammarians presented ways of expressing future in English.
According to ―A Practical English Grammar” of A. J. Thomson (1960: 132-141),
there are several ways of expressing the future in English: the simple present, will +
infinitive, used for intention, the present continuous, the be going to form, the 'future
simple' will/shall + infinitive, the future continuous, the future perfect and the future
perfect continuous.
Michael Vince in the book Advanced English Practice (1994: 7-13) mentioned
more other ways of referring to the future: is/are to be, be about to, be on the point of,
be due to, just/just about to and most verbs of thinking (think, believe, expect, doubt)
can be followed by will if there is future reference.

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Angela Downing with English Grammar (1992: 352-360) stated that English
has just two tenses: the Present and the Past. English has no verbal inflection to mark a
future tense. She outlined the main syntactic means of referring to future events as
seen from the standpoint of present time: ‗Safe‘ predictions (Will + infinitive or
Will/shall + progressive), programmed events (present tense + time adjunct, will or the

lexical auxiliaries be due to + infinitive and be to), intended events (intended events be
+ going to + infinitive and the Progressive (be + -ing), imminent events (be + going to
or combinations such as: be about to + infinitive, be on the point of/ be on the verge of
+ V-ing), future anterior events (the future perfect or the future perfect progressive ).
Besides mentioning about ways to express future like other grammarians,
Alexander (1988), John Eastwood (1994), Martin Hewings (1999), Alaine Walker &
Steve Elsworth (2000), L.G. were concerned with the future seen from the past
(was/were going to, would, etc.). Michael Swan (1980) and Betty Azar (2002) care
about expressing the future in time clause and conditional. In addition, Nehls (1988)
states that all modal auxiliaries, as well as hope, expect and promise can also be used
to express future time.
To sum up, all of these writers mentioned more or less about future time in
English. According to most of them, there is no future tense in English but there are
various ways of expressing future time. It is the reason that makes learners of English
get a lot of difficulties and confusions. In high schools, pupils are taught future time
however, they often make mistakes when expressing the future time in English.
Choosing this subject for the graduation paper, the thesis will help the Vietnamese
learners of English overcome these difficulties and avoid making mistakes by
presenting information involving various ways of expressing the future, discussing
about common errors when expressing the future in English and suggesting solutions.
I.2. OVERVIEW OF FUTURE TIME AND RELATED CATEGORIES
I.2.1. Some categories relating to expressing the future
I.2.1.1. Time
Humans conceive of time in terms of space, as shown by the language that we
use to talk about temporal relations: we habitually speak of stretching out or
compressing an activity, heading toward the future, returning to the past and so on
(Laura: 1988).
According to linguists, time is the universal category in any particular language.
It is considered from two different points of view:
(1) Grammatical: Time is a grammatical concept which is reflected in verbs

(2) Semantic: Time is shown in specific situations: event, action,
speech,…Most languages have ways to refer time because we may need to indicate
whether we are referring to a situation which happen now, happened in the past or is
likely to happen in the future. The timeline is a line (or, equivalently, an ordered set of

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points) that is unbounded at both ends and segmented into three parts: the past, the
present and the future. It can be diagrammed as follow:


PAST PRESENT FUTURE
(Moment of speech)
I.2.1.2. Tense
The semantics of tense has received a great deal of attention in the
contemporary linguistics. Tense in language is a grammatical way to assign a situation
to a specific time point. The described time point can be either the speech time, in
which case the tense is absolute or another time point, in which case the tense is
relative (Comrie: 1976).
Jespersen (1949) supposed that it is important to distinguish time from tense.
Tense is the linguistic device which is used (among other things) for expressing time
relations. For example, I start tomorrow is a present tense statement about a future
time.
Time must be thought of as something that can be represented by a straight line,
divided by the present moment into two parts: the past and the future. The English
verb has only two tenses proper, the present tense and the past tense. It is customary to
admit also future tense, as in I will write or I shall have written. But these
constructions lack the fixity of the others. On the one hand, they are often used to
express nontemporal ideas (e.g., volition, obstinacy) and on the other hand future time
can be indicated in many other ways.

According to Angela, D (1992) Tense is a grammatical category that is realized
in English morphologically on the verb. In accordance with this criterion, English has
just two tenses: the Present and the Past, as in goes/ went, respectively. English has no
verbal inflection to mark a future tense. The forms shall and will are not verbal
inflections but modal auxiliaries which, when reduced, are attached to pronouns, not to
the verb root (I‟ll wait outside). Also important are the form–meaning relationships.
Shall and will belong to a set of modal auxiliaries and can express meanings other than
reference to future time, instead of a future tense, English makes use of a number of
combinations such as be going to to refer to future events.
I.2.1.3. Aspect
Aspect is a grammatical way to describe the internal temporal structure of
events, states or actions in a specific situation. These events can be either
independent or related to each other (Comrie: 1976). Aspect is the general name
given to verb forms used to signify certain ways in which an event is viewed or
experienced. This event can be seen as in progress or as a completed whole.
English has two aspects:

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- Progressive aspect is indicated by using [Be + V-ing] to say the action is in
progress or temporary or uncompleted.
- Perfect aspect is indicated by using [Have + V-ed] or [Have + the past
participle], in general, to say the action referred by the verb is in some way completed
or achieved, though still relevant.
I.2.1.4. Mood
Mood is a grammatical way to describe the speaker‘s attitude towards a
situation or his/her opinion about this situation (Palmer: 1986). There is a most
common point of view that modern English has indicative, imperative and subjunctive
mood.
The indicative mood allows speakers to form sentences that express assertions,

denials, and questions of actuality or strong probability.
E.g.
We still need someone to buy ingredients for the punch.
Do you know where the old man lives?
The imperative mood allows speakers to form sentences that make direct
commands, express requests, and grant or deny permission.
E.g.
Dance like you‘ve never danced before!
Turn right at the courthouse.
The subjunctive mood allows speakers to form sentences that express
commands, requests, suggestions, wishes, hypotheses, purposes, doubts, and
suppositions that are contrary to fact at the time of the utterance. It is used:
+ After certain verbs that express suggestions or demands for future actions:
suggest, recommend, insist, require, demand…
+ After certain expressions that indicate necessity: It is best (that), It is crucial
(that), It is desirable (that), It is essential (that), It is imperative (that), It is important
(that), It is recommended (that), It is urgent (that), It is vital (that), It is a good idea
(that), It is a bad idea (that)…
+ After wish, and after if to express untrue situations
In English there is no difference between the subjunctive and indicative form of the
verb except for the present tense third person singular and for the verb to be. The
subjunctive for the present tense third person singular drops the -s or -es so that it
looks and sounds like the present tense for everything else. The subjunctive mood of
the verb ‗to be‟ is ‗be‟ in the present tense and ‗were‟ in the past tense, regardless of
what the subject is.
E.g.
He recommends that we be on time.

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It is necessary that he come home.
I wish I were thin.
I.2.1.5. Modality
According to Angela, D. (1992: 379-390), modality is to be understood as a
semantic category which covers such notions as possibility, probability, necessity,
volition, obligation and permission. These are the basic modalities. Certain other types
of modality, not all speaker-based, will be mentioned in the following sections. In very
general terms, modality may be taken to express a relation with reality, while a non-
modal utterance treats the process as reality.
Modality covers a broad semantic area and can be expressed by many forms. In
English the syntactic class of modal auxiliaries is the most central. Modal auxiliary
verbs help to add shades of meaning to the sense. These modal auxiliaries include the
verbs:
• Can (certainty of truth, ability, permission, possibility, inherent quality)
• Could (epistemic, ability, permission, possibility)
• May (epistemic, permission, possibility, wish)
• Might (epistemic, hypothetical, polite request, suggestion)
• Must (epistemic, obligation, prohibition)
• Ought to (epistemic, obligation, advice)
• Shall (threat, prediction, suggestion)
• Should (epistemic, obligation, hypothetical)
• Will (epistemic, habitual activity, property of subject (Boys will play)
• Would (epistemic, past habitual activity, advice, polite offers)
Besides modal auxiliaries, there are other verbs and other means of expressing
modality as follow:
• Other verbs expressing modal meanings:
(a) The lexical-modal auxiliaries composed of be or have, usually another
element + infinitive (have got to, be bound to, be likely to, etc.).
(b) The semi-modals need and dare.
(c) Lexical verbs such as allow, beg, command, forbid, guarantee, guess,

promise, suggest, and warn.
(d) The verbs wonder and wish, which relate to non-factual meanings.
• Other means of expressing modality:
(e) Modal adverbs such as probably, possibly, certainly, hopefully, thankfully,
obviously.
(f) Modal adjectives such as possible, probable, likely, used in impersonal
constructions such as ‗He is likely to win‟.

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(g) Modal nouns such as possibility, probability, chance, likelihood, as in
‗there‟s just a chance that he may win‟.
(h) The use of the past tense to indicate remoteness from reality, as in I thought
I‟d go along with you, if you don‘t mind. Similarly, the past form in the closed
conditional, as in ‗If you went, I would go too‘.
(i) Parentheticals such as I think, I guess.
I.2.2. Overview of the future
Angela, D. stated in the book English Grammar (1992: 352-360) that we cannot
refer to future events as facts, as we can to past and present situations, since future
events are not open to observation or memory. We can predict with more or less
confidence what will happen, we can plan for events to take place, express our
intentions and promises with regard to future events. These are moralized rather than
factual statements. There are some main syntactic means of referring to future events
as seen from the standpoint of present time.
„Safe‟ predictions
These are predictions which do not involve the subject‘s volition, and include
cyclical events and general truths. Will + infinitive is used, shall by some speakers for
‗I‘ and ‗we‘:
Susie will be nineteen tomorrow.
You‘ll find petrol more expensive in France.

Will/shall + progressive combine the meaning of futurity with that of focusing on the
internal process, in this way avoiding the implication of promise associated with will
the subject is ‗I‘ or ‗we‘.
E.g
I will (I‟ll) speak to him about your application tomorrow.
We shall (we‟ll) be studying your application shortly.
Programmed events
Future events seen as certain because they are unalterable (1) or programmed
(2), (3) and (4) can be expressed by the Present tense + time adjunct, by will or by the
lexical auxiliaries be due to + infinitive and be to (simple forms only):
(1) The sun sets at 20.15 hours tomorrow.
(2) Next year‘s conference will be held in Milan.
(3) He is due to retire in two months‘ time.
(4) She is to marry the future heir to the throne.
Intended events
Intended events can be expressed by be + going to + infinitive (1) and by the
Progressive (be + -ing) (2). These forms can be marked for tense. The past forms refer

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to an event intended at some time in the past to occur in some future time (3). As with
all intended events, they may or may not actually take place.
(1) I am going to try to get more information about this.
(2) Pete is thinking of changing his job.
(3) I was going to leave a note but there was no-one at Reception.
Imminent events
An event seen as occurring in the immediate future is expressed by be + going
to or by combinations such as: be about to + infinitive, be on the point of/ be on the
verge of + -ing. There is usually some external or internal sign of the imminence of the
happening.

E.g
It looks as if there‘s going to be a storm.
This company is about to be/on the verge of being taken over by a
multinational.
An expectation orientated to past time is expressed by the corresponding forms in the
past:
It‘s not what I thought it was going to be.
. . . the territory which was later to be part of Lithuania.
Future anterior events
A future event anterior to another event is expressed by the Future Perfect:
E.g.
The program will have ended long before we get back.
By the time he is twenty-two, he‘ll have taken his degree.
Otherwise, the Future Perfect expresses the duration or repetition of an event in the
future. The addition of the Progressive emphasizes the incompletion of the sequence.
E.g.
We‘ll have lived here for ten years by next July.
We‘ll have been living here for ten years by next July.
I.3. WAYS OF EXPRESSING FUTURE TIME IN ENGLISH
When we talk about the present or the past, we use verb forms to say what is
happening now, what happened yesterday, and so on. We know about things in the
present and in the past because they are already real. But talking about the future is
more of a problem. There is no single form in English that we can always use for the
future. There are many different ways of talking about the future, depending on how
we see a future event. It may be something that is fairly sure to happen, but on the
other hand it may be just a plan or an intention, or it may be something that you think
will happen but you can't be sure about. In this part, the main ways of expressing the
future events in English will be described in detail.

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I.3.1. Different verb forms used to refer to future events
I.3.1.1. Simple present
I.3.1.1.1. Forms
Affirmative form:
I / we / you / they / plural nouns + base verb (e.g. leave, return)
He / she / it/ single nouns + Verb + - (e)s (e.g. leaves, returns)
Negative form:
I / we / you / they / plural nouns + do not + base verb
He / she / it / single nouns + does not + base verb
Interrogative form:
Do + I / we / you / they / plural nouns + base verb?
-Yes, I / we / you / they / plural nouns + do
- No, I / we / you / they / plural nouns + do not
Does + he / she / it / single nouns + base verb?
-Yes, he / she / it / single nouns + does
- No, he / she / it / single nouns + does not
Wh-question:
Wh-question word + do + I / we / you / they/ plural nouns + base verb?
Wh-question word + does + he / she / it/ single nouns + base verb?
The verb is in the simple present tense. To show clearly that it refers to the future, it is
often used with a future time maker, for example: tomorrow, next Monday…
I.3.1.1.2. Uses
According to Marin Hewings, Advanced Grammar in Use (1999: 26-33), we
use the present simple when we talk about future events that are part of some official
arrangement such as a timetable or program:
Their plane arrives at 2 o'clock in the morning.
The next meeting of the committee is on November 5th.
We get off the train in Bristol and continue by bus.
Although the present simple suggests that the arrangement is fixed and definite. We

don't use the present simple when we talk about personal plans or predictions. Instead,
we use will, going to, or the present continuous:
I'm exhausted. I'm just staying in to watch TV tonight, (not…I just stay in )
Although it is a problem only in Britain at the moment, I think it will affect the
rest of Europe soon, (not I think it affects the rest )
However, we prefer the present simple if we can make a definite, specific
prediction because an activity or event is part of an official arrangement such as a
timetable or program:
There is a full moon tonight.
The sun rises at 5.16 tomorrow.

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We use the present simple to refer to the future, not will, in adverbial clauses
introduced by time conjunctions such as after, before, when, and until:
After you go another 50 meters, you'll see a path to your left.
When you see Dennis, tell him he still owes me some money.
Wait here until I call you.
And in conditional clauses with if, unless, in case, and provided:
Let me know if he says anything interesting.
Provided the right software is available, I should be able to solve the problem.
I'll bring a compass in case we get lost.
We use the present simple in that- and wh-clauses when both the main clause and
the ‗that/wh- clause‘ refer to the future. We don't use will in the ‗that/wh-clause‘ in
this kind of sentence:
Main clause
That/wh-clause
I'm going to make sure
I'll let you know
(that) you are invited next time. (not you will be invited )

when she gets here. (not when she will get here.)
When the main clause refers to the present, we normally use will, not the
present simple, in the ‗that-wh/clause‟. However, if we are talking about a fixed
arrangement we can use either will or the present simple. Compare:
I guarantee that you'll enjoy the play, (not you enjoy )
It is fortunate that they arrive at the same time tomorrow, (or they will
arrive )
I.3.1.2. Present continuous
I.3.1.2.1. Forms
Affirmative form:
I + am + V-ing
We / they / plural nouns + are + V-ing
She / he / it / single nouns + is + V-ing
Negative form:
I + am + not + V-ing
We / they / plural nouns + are + not + V-ing
She / he / it / single nouns + is + not + V-ing
Interrogative form:
 Am + I + V-ing ?
- Yes, I am
- No, I am not
 Are + we / they / plural nouns + V-ing ?
- Yes, we / they / plural nouns + are

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- No, we / they / plural nouns + are not
 Is + she / he / it / single nouns + V-ing ?
- Yes, she / he / it / single nouns + is
- No, she / he / it / single nouns + is not

Wh-question:
Wh-words + am + I + V-ing ?
Wh-words + are + we / they / plural nouns + V-ing ?
Wh-words + is + she / he / it / single nouns + V-ing ?
I.3.1.2.2. Uses
According to Susan, K. in the book Intermediate Grammar (1996: 94-95), the
present continuous can refer to planned future events. In this case, some kinds of
arrangements have usually been made. The future time (tomorrow, next week, on
Sunday) must be stated in the sentence or understood in the context.
1: A: What are you going to do with your car?
B: Well, we spoke to a car dealer downtown, and we’re selling it to him next week.
2: A: What are your plans for next week?
B: I’m starting graduate school.
The event can not depend on chance or luck. It must be something that a person
can plan. For example:
We can not say: It‟s raining tomorrow (incorrect).
To express the future, the verb ‗go‘ and ‗come‘ are used more often with the
present continuous than with ‗be going to‘. The present continuous forms of ‗go‘ and
‗come‘ express both plans and intentions.
Plans: we’re going fishing this weekend, and we are coming back on Monday
morning.
Intentions: I’m going to Spain when I have enough money.
Certain verbs frequently combine with the present continuous as a future form.
These include: do, have breakfast, have lunch, have dinner, have a drink, stay, remain;
and travel verbs such as: go, come, leave, arrive, fly, land, take a bus, take a plane…
A: When is Sam leaving?
B: On Tuesday. He’s driving to New Orleans after he picks up Mary
We don't use the present continuous for the future:
• When we make or report predictions about activities or events over which we have
no control (we can't arrange these):

- I think it's going to rain / will rain soon, (not I think it's raining soon.)
- Scientists say that the satellite is going to fall / will fall to Earth some time this
afternoon. (Not the satellite is falling )
• When we talk about permanent future situations:

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- People are going to live / will live longer in the future, (not are living )
- The brothers are going to own / will own most of the buildings in the street
before long, (not are owning )
- Her new house is going to have / will have three floors, (not is having )
• With the verb be:
- John's going to be a shepherd in the school play next week, (not John's being )
- I'm going to be in Tokyo in May. (Not I'm being in Tokyo )
I.3.1.3. “Be going to” form
I.3.1.3.1. Forms
Affirmative form:
I + am + going to + verb
We / they / plural nouns + are + going to + base verb
She / he / it / single nouns + is + going to + base verb
Negative form:
I + am not + going to + verb
We / they / plural nouns + are not + going to + base verb
She / he / it / single nouns + is not + going to + base verb
Interrogative form:
Am + I + going to + base verb?
- Yes, I am.
- No, I am not.
Are + we / they / plural nouns + going to + base verb?
- Yes, we / they / plural nouns + are.

- No, we / they / plural nouns + are not.
Is + she / he / it / single nouns + going to + base verb?
- Yes, she / he / it / single nouns + is.
- No, she / he / it / single nouns + is not.
Wh-question:
Wh-words + am + I + going to + base verb?
Wh-words + are + we / they / plural nouns + going to + base verb?
Wh-words + is + she / he / it / single nouns + going to + base verb?
I.3.1.3.2. Uses
In the book ‗Longman English Grammar‘ (1988), Alexander presented the uses
of the ‗going to-future‘:
The 'going to'-future for prediction
The going to-future is often used, like will, to predict the future. It is common in
speech, especially when we are referring to the immediate future. The speaker sees
signs of something that is about to happen:
Oh, look, it’s going to rain!

15

Look out, she's going to faint!
This use of be going to includes the present, whereas It will rain is purely about
the future. Alternatively, the speaker may have prior knowledge of something which
will happen in the near future:
They're going to be married soon.
A future time reference may be added with such predictions:
It's going to rain tonight.
They're going to be married next May.
We usually prefer will to the going to-future in formal writing and when there is
a need for constant reference to the future as in, for example, weather forecasts.
The 'going to'-future for intentions, plans, etc.

When there is any suggestion of intentions and plans, we tend to use the going
to-future rather than will in informal style:
I'm going to practise the piano for two hours this evening.
However, we generally prefer will to going to when we decide to do something at
the moment of speaking:
We're really lost I'll stop and ask someone the way
Intention can be emphasized with adverbs like now and just which are generally
associated with present time.
I'm now going to show you how to make spaghetti sauce.
I'm just going to change I'll be back in five minutes.
The use of ‗be going to‟ to refer to the remote future is less common and generally
requires a time reference:
She says she's going to be a jockey when she grows up.
If we want to be precise about intentions and plans, we use verbs like intend to plan
to propose to, rather than going to:
They're going to build a new motorway to the west (vague)
They propose to build a new motorway to the west (more precise)
The 'going to'-future in place of the present progressive
The going to-future may be used where we would equally expect to have the
present progressive with a future reference:
I'm having dinner with Janet tomorrow evening.
I'm going to have dinner with Janet tomorrow evening.
However, we cannot use the present progressive to make predictions, so it would
not be possible in a sentence like this: It‟s snowing tonight, in stead we use be going
to:
It's going to snow tonight.

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Though be going to can combine with go and come, the present progressive is

preferred with these verbs for reasons of style. We tend to avoid going next to go or
come (e.g. going to go/going to come).
I'm going/coming home early this evening.
The 'going to'-future after if
We do not normally use ‗will‟ after if to make predictions, but we can use ‗be
going to‟ to express an intention:
If you're going to join us, we'll wait for you.
Be going to can often be used in the main clause as well:
If you invite Jack, there's going to be trouble.
I.3.1.4. “will/shall + infinitive” form (simple future)
I.3.1.4.1. Forms
Affirmative form:
I/we + shall/will + base verb
You/they/she/he/it + will + base verb
Negative form:
I/we + shall/will + not + base verb
You/they/she/he/it + will + not + base verb
Interrogative form:
Shall/will + I/we + base verb?
-Yes, I/we + shall/will
-No, I/we + shall/will + not
Will + you/they/she/he/it + base verb ?
-Yes, you/they/she/he/it + will
-No, you/they/she/he/it + will + not
Wh-question:
Wh-word + shall/will + I/we + base verb?
Wh-word + will + you/they/she/he/it + base verb ?
Contractions:
I shall/will = I‘ll; you will = you‘ll
Shall not = shan‘t; will not = won‘t

British people use I shall/ I will and we shall/ we will with no difference of meaning in
most situations. But shall is rare in American English.
I.3.1.4.2. Uses
According to Susan, K. (1996: 85-86) the will future used to express promises,
choices, offers to help, decisions, predictions, refusals.
The will future is often used with promises. Since we usually make promises
only about our own future behavior; will is commonly used in the first person:
- A baby-sister is speaking to the parents before they leave:

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“Don‟t worry. I„ll watch them carefully.”
The will future is also used at the moment when the speaker is making a quick
choice and when the speaker is offering to do something. In contrast to the ‗be going
to‘ future, the speaker does not think about this much in advance:
 A customer in a restaurant is asking about the soup of the day:
- Customer: What kind of soup do you have?
- Waiter: Tomato and chicken noodle.
- Customer: I‟ll have a bowl of tomato soup.
 Two roommates are at home:
- David: Peter, someone‟s at the door.
- Peter: OK, I‟ll get it.
 The party host is asking his friends for help:
- Host: Will someone help me with the dishes?
- Matt: I will
- Todd: I will too.
The will future can also express the speaker‘s expectations and predictions
about events that are uncertain. These sentences often include may be, probably, I
think, I hope, or I guess:
 Your car is at the repair shop, but you‘re trying to make plans to go somewhere in a

few days:
- I think I‟ll have my car back on Monday, but I‟m not sure.
 You are offering your opinion about the upcoming election:
- Harris will probably win the election.
To refuse someone, use the negative of the ‗will‘ future, will not or won‘t:
- Matt: will you help us next week?
- Todd: I‟m terribly sorry, but I won‟t be able to. I‟m going to be out of town.
‗Will‘ is more formal than ‗be going to‘. Choosing ‗will‘ instead of ‗be going
to‘ depends on the situation and on the relationship between the speakers. ‗Will‘
frequently appears in books, newspapers, signs, and in more formal speech situations
such as news broadcasts, weather forecast, speeches, and announcements:
 TV weather forecast:
- The temperature will be near freezing tonight, but it will warm up considerably
tomorrow.
 Signs:
- THE BANK WILL BE CLOSED UNTIL MONDAY
The same information news broadcasts, weather forecast, speech, and
announcements using will is usually restated in informal conversations with the more
informal ‗be going to‘.

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 You just heard the TV weather forecast and tell your friend:
- The temperature is going to be near freezing tonight, but it‟s going to warm up
tomorrow.
 Your sister can‘t see the sign on the bank; you tell her what it says:
- The bank is going to be closed until Monday.
With the verb ‗be‘, will often express future time only, rather than a promise,
decision, or opinion:
 Two friends are talking:

- Karen: Can you have dinner with us next weekend?
- Chris: No, I‟m sorry, but I‟ll be in Ohio at a meeting.
I.3.1.5. Future continuous
I.3.1.5.1. Forms
Affirmative form:
I/we + shall/will be + V-ing
You/they/she/he/it + will be + V-ing
Negative form:
I/we + shall/will + not be + V-ing
You/they/she/he/it + will not be + V-ing
Interrogative form:
Shall/will + I/we + be + V-ing
-Yes, I/we + shall/will.
-No, I/we + shall/will + not.
Will + you/they/she/he/it + be + V-ing
-Yes, you/they/she/he/it + will.
-No, you/they/she/he/it + will + not.
Wh-question:
Wh-word + shall/will + I/we + be + V-ing?
Wh-word + will + you/they/she/he/it + be + V-ing?
I.3.1.5.2. Uses
Alexander, L. G. in the book Longman English Grammar presented the uses of future
progressive form as follow:
Actions in progress in the future
The most common use of the progressive form is to describe actions which will be in
progress in the immediate or distant future. This activity is expected to start before that
time and probably continue after it.
E.g:
- This time tomorrow, I‟ll be lying on the beach.