Is home going one word or two

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There are some rules for joining two different words into one, but they do not cover all cases

AREAS OF UNCERTAINTY ABOUT JOINING WORDS TOGETHER

Is it correct to write bath tub, or should it be the single word bathtub? Is every day a correct spelling, or everyday? Uncertainties like this are widespread in English, even among proficient users. They are made worse by the fact that in some cases both spellings are correct, but mean different things.

Are there any guidelines for resolving such uncertainties? It seems that in some cases there are and in some there are not. I wish here to indicate some of these guidelines. They mostly involve combinations that can make either one word or two, depending on meaning or grammar.

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ORDINARY COMPOUNDS

Ordinary compounds are the area with the fewest guidelines. They include words like coursework, which I like to write as a single word but my Microsoft Word spellchecker tells me should be two. As a linguist, I usually disregard computer advice about language (see 68. How Computers Get Grammar Wrong), but the question of why ordinary compound words give especial problems is interesting. First, these words need to be defined.

One can think of a compound as two or more words joined together. Linguists, though, like to speak of joined roots or stems rather than words, partly because the joining into a compound stops them being words (a few are not even words by themselves, e.g. horti- in horticulture).

Another problem with “joined words” is that some, such as fearless, are not considered compounds at all. The -less ending is called not a “root” but an “affix”, a meaningful word part added to a root to modify its meaning. Most affixes (some named suffixes, e.g. -less, -ness, -tion, -ly, -ing; some prefixes, e.g. -un-, in-, mis-, pre-) cannot be separate words, but a few like -less can (see 106. Word-Like Suffixes and 146. Some Important Prefix Types). Thus, words like fearless, unhappy and international are not compounds because they have fewer than two roots. Other compounds are swimsuit, homework and eavesdrop.

Suggestions for recognising a compound are not always very helpful. The frequency of words occurring together is no guide because it ignores the fact that many frequent combinations are not compounds (e.g. town hall and open air). The grammatical classes of the words and the closeness of the link between them are sometimes mentioned, but are unreliable. The age of a combination is also suggested, the claim being that compounds originate as two separate words, and gradually evolve through constant use first into hyphenated expressions (like fire-eater or speed-read – see 223. Uses of Hyphens), and eventually into compounds. However, some quite recent words are already compounds, such as bitmap in computing.

Much more useful is the way compounds are pronounced. Single English words generally contain one syllable that is pronounced more strongly than the others (see 125. Stress and Emphasis). This means compounds should have just one strong syllable, while non-compounds should have more. The rule applies fairly universally (see 243. Pronunciation Secrets, #3). For example, home is the only strong syllable in homework, but one of two in home rule. I write coursework as one word because course- is stronger than work.

The only problem with this approach is that you have to know pronunciations before you start, which is not always the case if English is not your mother tongue. The only other resort is a dictionary or spellcheck!

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NOUNS DERIVED FROM PHRASAL VERBS

Happily, some compound words have some other helpful features. Most are words whose roots, if written as two words, are also correct but have different meaning and grammar, so that the meaning indicates the spelling or vice versa. A particularly large category of such words is illustrated by the compound noun giveaway (= “obvious clue”). If its two roots are written separately as give away, they become a “phrasal” verb – a combination of a simple English verb (give) with a small adverb (away) – meaning “unintentionally reveal” (see 244. Special Uses of GIVE, #12).

There are many other nouns that can become phrasal verbs, e.g. takeover, takeaway, makeup, cutoff, breakout, setdown, pickup, washout, login and stopover. In writing there is always a need to remember that, if the two “words” are going to act as a verb, they must be spelled separately, but if they are going to act as a noun, they must be written together.

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OTHER CHOICES THAT DEPEND ON WORD CLASS

In the examples above, it is the choice between noun and verb uses that determines the spelling. Other grammatical choices can have this effect too. The two alternative spellings mentioned earlier, every day and everyday, are an example. The first (with ev- and day said equally strongly) acts in sentences like a noun or adverb, the second (with ev- the strongest) like an adjective. Compare: 

(a) NOUN: Every day is different.

(b) ADVERB: Dentists recommend cleaning your teeth every day.

(c) ADJECTIVE: Everyday necessities are expensive. 

In (a), every day is noun-like because it is the subject of the verb is (for details of subjects, see 12. Singular and Plural Verb Choices). In (b), the same words act like an adverb, because they give more information about a verb (cleaning) and could easily be replaced by a more familiar adverb like regularly or thoroughly (see 120. Six Things to Know about Adverbs). In (c), the single word everyday appears before a noun (necessities), giving information about it just as any adjective might (see 109. Placing an Adjective after its Noun). It is easily replaced by a more recognizable adjective like regular or daily. For more about every, see 169. “All”, “Each” and “Every”.

Another example of a noun/adverb contrast is any more (as in …cannot pay any more) versus anymore (…cannot pay anymore). In the first, any more is the object of pay and means “more than this amount”, while in the second anymore is not the object of pay (we have to understand something like money instead), and has the adverb meaning “for a longer time”.

A further adverb/adjective contrast is on board versus onboard. I once saw an aeroplane advertisement wrongly saying *available onboard – using an adjective to do an adverb job. The adverb on board is needed because it “describes” an adjective (available). The adjective form cannot be used because there is no noun to describe (see 6. Adjectives with no Noun 1). A correct adjective use would be onboard availability.

Slightly different is alright versus all right. The single word is either an adjective meaning “acceptable” or “undamaged”, as in The system is alright, or an adverb meaning “acceptably”, as in The system works alright. The two words all right, on the other hand, are only an adjective, different in meaning from the adjective alright: they mean “100% correct”. Thus, Your answers are all right means that there are no wrong answers, whereas Your answers are alright means that the answers are acceptable, without indicating how many are right.

Consider also upstairs and up stairs. The single word could be either an adjective (the upstairs room) or an adverb (go upstairs) or a noun (the upstairs). It refers essentially to “the floor above”, without necessarily implying the presence of stairs at all – one could, for example, go upstairs in a lift (see 154. Lone Prepositions after BE). The separated words, by contrast, act only like an adverb and do mean literally “by using stairs” (see 218. Tricky Word Contrasts 8, #3).

The pair may be and maybe illustrates a verb and adverb use:

(d) VERB: Food prices may be higher.

(e) ADVERB: Food prices are maybe higher.

In (e), the verb is are. The adverb maybe, which modifies its meaning, could be replaced by perhaps or possibly. Indeed, in formal writing it should be so replaced because maybe is conversational (see 108. Formal and Informal Words).

My final example is some times and sometimes, noun and adverb:

(f) NOUN: Some times are harder than others.

(g) ADVERB: Sometimes life is harder than at other times. 

Again, replacement is a useful separation strategy. The noun times, the subject of are in (f), can be replaced by a more familiar noun like days without radically altering the sentence, while the adverb sometimes in (g) corresponds to occasionally, the subject of is being the noun life.

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USES INVOLVING “some”, “any”, “every” AND “no”

The words some, any, every and no generally do not make compounds, but can go before practically any noun to make a “noun phrase”. In a few cases, however, this trend is broken and these words must combine with the word after them to form a compound. Occasionally there is even a choice between using one word or two, depending on meaning.

The compulsory some compounds are somehow, somewhere and somewhat; the any compounds are anyhow and anywhere, while every and no make everywhere and nowhere. There is a simple observation that may help these compounds to be remembered: the part after some/any/every/no is not a noun, as is usually required, but a question word instead. The rule is thus that if a combination starting with some, any, every or no lacks a noun, a single word must be written.

The combinations that can be one word or two depending on meaning are someone, somebody, something, sometime, sometimes, anyone, anybody, anything, anyway (Americans might add anytime and anyplace), everyone, everybody, everything, everyday, no-one, nobody and nothing. The endings in these words (-one, -body, -thing, -way, -time, -place and –day) are noun-like and mean the same as question words (who? what/which? how? when? and where? – see 185. Noun Synonyms of Question Words).

Some (tentative) meaning differences associated with these alternative spellings are as follows: 

SOME TIME = “an amount of time”

Please give me some time.

SOMETIME (adj.) = “past; old; erstwhile”

I met a sometime colleague

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SOMETHING = “an object whose exact nature is unimportant”.

SOME THING = “a nasty creature whose exact nature is unknown” (see 260. Formal Written Uses of “Thing”, #2).

Some thing was lurking in the water.

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ANYONE/ANYBODY = “one or more people; it is unimportant who”

Anyone can come = Whoever wants to come is welcome; Choose anyone = Choose whoever you want – one or more people.

ANY ONE = “any single person/thing out of a group of possibilities”.

Any one can come = Only one person/thing (freely chosen) can come; Choose any one = Choose whoever/whichever you want, but only one.

ANY BODY = “any single body belonging to a living or dead creature”.

Any body is suitable = I will accept whatever body is available.

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ANYTHING = “whatever (non-human) is conceivable/possible, without limit”.

Bring anything you like = There is no limit in what you can bring; Anything can happen = There is no limit on possible happenings.

ANY THING = “any single non-human entity in a set”.

Choose any thing = Freely choose one of the things in front of you.

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EVERYONE/EVERYBODY = “all people” (see 169. “All”, “Each” and “Every” and 211.General Words for People).

Everyone/Everybody is welcome.

EVERY ONE = “all members of a previously-mentioned group of at least three things (not people)”.

Diamonds are popular. Every one sells easily.

EVERY BODY = “all individual bodies without exceptions”.

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EVERYTHING = “all things/aspects/ideas”.

Everything is clear.

EVERY THING = “all individual objects, emphasising lack of exceptions”.

Every thing on display was a gift.

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NO-ONE/NOBODY = “no people”

No-one/Nobody came.

NO ONE = “not a single” (+ noun)

No one answer is right.

NO BODY = “no individual body”.

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NOTHING = “zero”.

Nothing is impossible.

NO THING = “no individual object”. 

There are other problem combinations besides those discussed here; hopefully these examples will make them easier to deal with.

A. If a word or phrase in bold is correct, put a tick (✓). If it is incorrect, rewrite it correctly on the line, including all possibilities.

1   The universe is going to continue to expand for billions of years.   ……………………..

2   Look out! You will hit the car in front!   ……………………..

3   I’m going to do the washing-up tonight, if you like.   ……………………..

4   Do you think that, in the future, people will live to be hundreds of years old?   ……………………..

5   Will I carry some of those bags for you, or can you manage?   ……………………..

6   I know! I’m going to have a barbecue on my birthday!   ……………………..

7   Are you going to just hold this door open for me for a minute? Thanks a lot!   ……………………..

8   We’ve decided we will try that new restaurant after the play tomorrow night.   ……………………..

9   We’re going to fly to Jamaica in the summer.   ……………………..

10   Shall we invite Tony and Tim round tonight?   ……………………..

11   Are we going to invite Tony and Tim round tonight?   ……………………..

12   Will you go to Jason’s party next Saturday?   ……………………..

Answer

1 ✓   2 You’re going to   3 I’ll   4 ✓

5 Shall/Can   6 ✓

7 Will/Would/Could/Can you

8 ✓/we’re going to try/we’re trying/ to try

9 ✓   10 ✓   11 ✓

12 Are you going to/Are you going to go to

B. Circle the correct word or phrase. If both options are correct, circle both.

1   We aren’t / We’re not going to miss the train, are we?

2   I think I’m going to do / I’m doing really badly in the English test tomorrow.

3   Josh is going to sing / is singing a song in the school talent contest next week.

4   I’m going to buy / buying a big yacht if I can when I’m older.

5   Sports Day is going to be / being held on the last day of term.

6   Does / Will the concert on Thursday last more than two hours?

7   Are they going to broadcast / Will they broadcast the music awards live tomorrow night?

8   Do they broadcast / Are they broadcasting the music awards live tomorrow night?

9   According to the timetable, the train for Oxford leaves / is leaving at 10.15.

10   Does the restaurant open / Is the restaurant opening next Sunday?

Answer

1   We aren’t/We’re not

2   I’m going to do

3   is going to sing/is singing

4   going to buy

5   going to be/being

6   Does/Will

7   Are they going to broadcast/Will they broadcast

8   Are they broadcasting

9   leaves

10   Does the restaurant open/Is the restaurant opening

C. Write a word or short phrase in each gap.

At the end of this month, I’ll (1) ……………………… working on my physics project for about six weeks, but I’ve still got a lot to do before I hand it in. I’ll (2) ……………………… spending the whole day in the physics lab next Saturday doing experiments, and in fact, I (3) ……………………… playing football the weekend after either because I’ve got to go back to the lab then, too. I guess I’ll (4) ……………………… doing lots of similar projects when I’m at university, so it’s good practice. Thinking about it, when I leave university in about four years, I will (5) ……………………… studying physics for over thirteen years, so I should be quite good at it by then!

Answer

1 have been   2 be   3 will not/won’t be

4 be   5 studying

D. Complete using the future perfect simple or future perfect continuous of the verbs in brackets.

1   I …………………………. (cook) dinner by the time you get home.

2   In a few minutes, I …………………………. (wait) here for Craig for over two hours. Where can he be?

3   We’ll be halfway through the sponsored swim in one hour so we …………………………. (swim) for forty-eight hours non-stop by then.

4   They …………………………. (not / finish) painting the house by the time we get back from holiday.

5   If she’s still on the phone at eight o’clock, …………………………. (Jan / talk) to Melissa for over two hours.

6   At six o’clock this evening, we …………………………. (not / climb) for five hours but for seven hours!

7   This time next month, you …………………………. (probably / pass) your driving test!

8   …………………………. (you / do) all your homework by bedtime?

9   Tomorrow …………………………. (Elaine / work) on the project for ten days.

10   We …………………………. (probably / not / leave) by the time you get home.

Answer

1   I will/I’ll have cooked

2   I will/I’ll have been waiting

3   I will/I’ll have been swimming

4   won’t have finished

5   Jan will have been talking

6   won’t have been climbing

7   ‘ll/will probably have passed

8   Will you have done

9   Elaine will have been working

10   probably won’t have left

E. Complete each second sentence using the word given, so that it has a similar meaning to the first sentence. Write between two and five words in each gap.

1   We’ll get home and then we’ll have something to eat.   got

     We’ll have something to eat …………………………………………… home.

2   I’ll finish marking the exams and then I’ll tell you your results.   soon

     I’ll tell you your results …………………………………………… marking the exams.

3   You’ll be travelling across the Sahara next week so remember to wear lots of sunscreen!   while

     Remember to wear lots of sunscreen …………………………………………… across the Sahara next week!

4   They’ll show Titan at the cinema and then they’ll release the DVD.   before

      They won’t release the DVD …………………………………………… at the cinema.

5   My science exam starts at ten tomorrow morning.   taking

     At ten past ten tomorrow …………………………………………… my science exam.

6   Let’s watch the space documentary before we have supper.   watched

     Let’s have supper …………………………………………… the space documentary.

7   I’ll send out all the invitations before lunchtime.   have

     By lunchtime, …………………………………………… all the invitations.

8   Do some revision and then I’ll give you a test.   until

     I won’t give you a test …………………………………………… some revision.

9   When you visit us, we’ll have moved into our new house.   by

     We’ll have moved into our new house …………………………………………… you visit us.

10   We’ll get some more information and then we’ll make a decision.   once

        Let’s make a decision …………………………………………… got some more information.

Answer

1   when/once/after we’ve got home

2   as soon as I finish

3   while you travel/you’re travelling

4   before they show/have shown Titan

5   I will/I’ll be taking

6   after we have/we’ve watched

7   I will/I’ll have sent out

8   until you do/have done

9   by the time

10   once we’ve/we have

F. Read the information and write a question for each answer given.

Watkins Tours
	Isles of Scilly Day Trip – 22nd July
5.30 am	coach departs from Plymouth Bretonside Bus Station
8.15 am	arrive Penzance
9.15 am	ferry (Scillonian III) departs
12.00 noon	arrive St Mary’s
12-1.30 pm	walk round the town
1.30-2.30 pm	picnic lunch (on Garrison overlooking harbour)
2.30-4 pm	swimming or boat trip round island
4.30 pm	ferry (Scillonian III) departs
7.15 pm	arrive Penzance
7.30 pm	coach departs
10.15 pm	arrive Plymouth Bretonside Bus Station

Example:

What time does the coach leave Plymouth?

It leaves at 5.30 am.

1   ……………………………………………….

     He’ll be driving the coach to Penzance.

2   ……………………………………………….

     It’ll arrive at 8.15 am.

3   ……………………………………………….

     It’s going to set sail at 9.15 am.

4   ……………………………………………….

     It will have been sailing for two hours.

5   ……………………………………………….

     They will just have arrived in St Mary’s.

6   ……………………………………………….

     They’ll be walking round the town.

7   ……………………………………………….

     They’ll be having a picnic lunch.

8   ……………………………………………….

     They’ll be leaving the beach at 4 pm.

9   ……………………………………………….

     They’ll have just finished a boat trip around the island.

10   ……………………………………………….

       It’s leaving at 4.30 pm.

11   ……………………………………………….

       They get back at 10.15 pm.

Answer

1   What will the coach driver be doing between 5.30 and 8 am?/at 6.30 am/7.30 am? Etc.

2   When/What time will the coach arrive in Penzance?

3   When/What time will Scillonian III/ the ferry going to set sail?

4   How long will Scillonian III/the ferry have been sailing for at 11.25 am?

5   What will the ferry passengers/tourists/day trippers have done at/just after 12 o’clock?

6   What will they be doing between 12 o’clock and 1.30 am?/at 12.30/1pm? Etc.

7   What will they be doing between 1.30 and 2.30 pm?/at 2pm? Etc.

8   When/What time will the tourists who went swimming be leaving the beach?

9   What will the others have just finished?

10   When/What time is Scillonian III/ the ferry leaving?

11   When/What time do they get back to Plymouth?

G. Write on, in or at in each gap.

1   I’ll be 100 years old ……………… the year 2095!

2   Sasha’s not going to have a party ……………… her birthday this year.

3   See you ……………… August!

4   See you ……………… Tuesday!

5   See you ……………… eight o’clock!

6   See you ……………… the morning!

7   See you ……………… a couple of hours!

8   It’s difficult to sleep ……………… night ……………… the summer because of the heat.

9   My grandfather left home ……………… the age of fourteen!

10   We got there just ……………… time for the movie.

11   He’s never late, and he’s never early; he always arrives right ……………… time.

12   My birthday’s ……………… April 1st.

Answer

1 in   2 on   3 in   4 on   5 at   6 in

7 in   8 at/in   9 at   10 in   11 on   12 on

H. Each of the words in bold is incorrect. Rewrite them correctly.

1   My Australian cousins are coming in Greece next month!   ………………

2   Turn left on the post office, then go straight on.   ………………

3   There weren’t any chairs, so we had to sit at the floor.   ………………

4   The TV’s on the corner of the room.   ………………

5   There’s a photo of the author at the back cover of the book.   ………………

6   We should arrive at Paris at six in the morning.   ………………

7   Could you go out from the room for a moment, please?   ………………

8   Walk in the station, but turn left a couple of blocks before you get there.   ………………

9   I’ll meet you in the corner of your street.   ………………

10   There should be a broom on the back of the cupboard, somewhere.   ………………

11   They should arrive in the airport in about an hour.   ………………

12   The CD should be next from the CD player.   ………………

Answer

1 to   2 at   3 on   4 in   5 on   6 in

7 of   8 towards   9 at/on   10 at   11 at   12 to

I. Write one word in each gap.

Defining the Age

Ages, eras and wars will always be defined (1) ………………… they are over, or at least well after they (2) ………………… started. (3) ………………… the year 1914, for example, no one said: ‘Tomorrow I’m going (4) ………………… go and fight in the First World War.’ Why not? Because it wasn’t generally called the First World War until the Second World War had started. Similarly, no one ever said: ‘Next year (5) ………………… be the start of the Industrial Revolution.’ The era now known as the Industrial Revolution only started being called that once it was well under way.

(6) ………………… the time we are old, we will all (7) ………………… experienced enormous technological advances. We might even (8) ………………… walking round with computer chips implanted in our bodies, or perhaps computer chip technology will have (9) ………………… replaced by even more advanced technology. There’s talk (10) ………………… the moment that human skin itself might make an excellent electronic circuit board. We can all make predictions, but nobody knows for sure. And nobody knows what the era we will live in (11) ………………… the near future will be called by future historians. If we already live in the Computer Age or the Information Age as some people suggest, the present-day era (12) ………………… be referred to by future historians, then who knows what era we’re just (13) ………………… the beginning of right now?

Answer

1 after/when/once   2 have   3 In

4 to   5 will   6 By   7 have   8 be

9 been   10 at   11 in

12 will/may/might/could   13 at

Related Posts

• English Grammar Exercises for B1 B2 – Linking words 2: reason, purpose and result
• English Grammar Exercises for B1 B2 – Linking words 1
• English Grammar Exercises for B1 B2 – It and there
• English Grammar Exercises for B1 B2 – Word formation 2: nouns (affixes)
• English Grammar Exercises for B1 B2 – Word formation 1: verbs and adjectives (affixes)
• English Grammar Exercises for B1 B2 – Non-defining relative clauses

Что выбрать, will или going to? Этот вопрос часто встает перед теми, кто изучает английский язык. Чтобы понять разницу между will и going to, нужно разобраться, в каких случаях они употребляются — отдельно и в сравнении.

Где употребляется will

Основная функция глагола will — построение будущего времени (Future Simple). Он выполняет чисто техническую, вспомогательную функцию, не добавляя в предложение отдельного смысла или эмоционального оттенка.

Случаи употребления Future Simple

• Простые действия и факты в будущем

I’ll be home in the evening. — Я буду дома вечером.

• Повторяющиеся действия в будущем

In autumn I will go to school every day. — Осенью я буду ходить в школу каждый день.

• Последовательные действия в будущем

Tomorrow I will go to the library and borrow some books. — Завтра я пойду в библиотеку и возьму книги.

• Прогнозы относительно будущего, основанные на личном мнении, ожиданиях, надеждах и т.д.

I think I’ll be rich one day. — Думаю, когда-нибудь я разбогатею.

• Спонтанные решения и действия

— Are you ready to order? — Yes, I will take a sandwich and a coffee.

— Вы готовы заказывать? — Да, я возьму сэндвич и кофе.

• Обещания

I will always be with you. — Я всегда буду с тобой.

• Угрозы

Don’t move or I’ll kill you! — Не двигайся или я тебя убью!

• Предостережения

Don’t touch the kettle, it’s hot! You’ll burn yourself! — Не прикасайся к чайнику, он горячий! Ты обожжешься!

• Просьбы

Will you help me? — Вы мне поможете?

• Действия, которые неизбежно произойдут, на которые невозможно повлиять

It will rain tomorrow. — Завтра пойдет дождь.

Теперь следует рассмотреть случаи употребления going to, чтобы научиться выбирать will или going to для правильного построения предложения.

Где употребляется to be going to

Going to — конструкция, которая используется для выражения планов, намерений, прогнозов на будущее.

I am going to buy a new camera. — Я собираюсь купить новую камеру.

He is going to publish his new book next year. — Он собирается опубликовать свою новую книгу в следующем году.

The scientists are going to launch a new space project soon. — Ученые вскоре планируют запустить новую космическую программу.

Случаи употребления Going to

• Запланированные действия

— What are you going to do on your holiday? — I am going to visit my parents and spend some time in the countryside.

— Что ты собираешься делать в отпуске? — Я собираюсь навестить родителей и провести несколько дней за городом.

• Решения и намерения

Jim and Mary are going to get married. — Джим и Мэри собираются (решили) пожениться.

• Прогнозы, основанные на фактах

It is going to rain. — Cейчас пойдет дождь.

• Приказания

You are not going to wear this dress! — Ты не наденешь это платье!

• Отказы

I am not going to do your work! You get paid for it! — Я не собираюсь выполнять твою работу! Тебе за нее платят!

Will и going to — разница

На предмет выражения будущего действия с помощью will и going to существует несколько стереотипов, которые прочно засели в голове у многих, кто изучает английский язык.

Стереотип номер один: любое будущее действие — это will. Стереотип номер два: у выражения going to есть только одно значение — «собираться что-то сделать». В следовании данным стереотипам присутствует определенная логика, но это не поможет точно выразить свою мысль на английском языке.

Will или going to — сложные случаи

• Решение. Will указывает на то, что решение спонтанное, то есть говорящий не задумывался над этим решением заранее.

— Any plans for the weekend? — I have not decided yet. I think I will visit my parents.

— Есть планы на выходные? — Я еще не решил. Думаю, я навещу родителей.

В этой ситуации понятно, что решение по поводу планов на выходные принимается в момент речи, и говорящий до этого не думал над ним.

— Billy, who do you want to be in the future? — Hmm, I think I will become a doctor!

— Билли, кем ты хочешь стать в будущем? — Хм, думаю, я стану доктором!

Это спонтанный ответ, какой обычно дают дети на подобные вопросы.

• Просьбы, обещания, угрозы, предупреждения тоже передаются при помощи will, потому что чаще всего высказываются спонтанно. Если же решение обдумано заранее, до разговора, то оно уже переходит в разряд планов, поэтому использовать следует going to.

— Any plans for the weekend? — Yes, I am going to visit my parents.

— Есть планы на выходные? — Я собираюсь (планирую) навестить родителей.

Используя going to, говорящий показывает, что он уже все обдумал и запланировал.

— Billy, who do you want to be in the future? — I am going to be a doctor. Biology is my favourite subject.

— Билли, кем ты хочешь стать в будущем? — Я планирую стать доктором. Биология – мой любимый предмет.

Этот ответ подразумевает, что ребенок уже думал над этим, решение взвешенное и больше похоже на план.

• Прогноз. Future Simple используется, когда мы высказываем свой прогноз по поводу будущего действия, основываясь на собственных соображениях, ожиданиях.

В данном контексте will используется с

глаголами:

• think (думать)
• believe (считать)
• doubt (сомневаться)
• expect (ожидать)
• hope (надеяться)

наречиями:

• probably (вероятно)
• maybe (может быть)
• certainly (безусловно)
• perhaps (возможно)

фразами:

• I’m sure… — Я уверен…
• I’m certain… — Я убежден…
• There is no doubt… — Несомненно…
• I’m afraid…  — Боюсь, что…

I think I will be rich one day if I work hard. — Я думаю, однажды я разбогатею, если буду усердно работать.

Так может сказать человек, у которого на данный момент, в принципе, нет  предпосылок для получения богатства, но он чувствует, что у него это может получиться.

I am sure he won’t get the job. To my mind, he is not clever enough. — Я уверен, он не получит эту работу. На мой взгляд, он недостаточно умен.

Это личное мнение говорящего, работодатель может подумать иначе. То есть данный прогноз является субъективным.

Однако, если в начале предложения стоит глагол, наречие или фраза из вышеприведенного списка, это еще не гарантирует, что за ними обязательно должен следовать will и Future Simple. При выборе средств выражения будущего времени следует обращать внимание на контекст, на ситуацию.

• Если есть конкретное, видимое подтверждение того, что действие произойдет, то, чтобы передать это, использовать следует going to.

I think I am going to be rich! The share price is on the rise. — Думаю, я скоро разбогатею! Курс акций растет.

В приведенной выше ситуации у говорящего, скорее всего, есть видимое подтверждение того, что его состояние в скором времени увеличится, что и позволяет ему с уверенностью сделать такой прогноз.

I am sure, he is not going to get the job. He doesn’t have enough experience. — Я уверен, он не получит эту работу. У него недостаточно опыта.

В данной ситуации говорящий знает наверняка (или практически наверняка), что шансов у кандидата мало из-за недостатка опыта.

• Если что-то вот-вот произойдет, когда имеется видимое доказательство того, что действие совершится, то выразить его лучше при помощи going to, а не will. Обычно внимание собеседника к таким действиям привлекают словами: «Look!», «Listen!», «Be careful!» или другими, которые указывают на то, что неминуемо что-то случится в ближайшем будущем.

Look! He is standing on the edge of the cliff, he is going to fall! — Смотри! Он стоит на краю утеса, он сейчас упадет!

Look at the sky, I think it is going to rain. — Посмотри на небо, я думаю, будет дождь.

• И еще один момент, который нужно принимать во внимание: will чаще используется для выражения предположений о более далеком будущем.

Надеемся, эта статья была полезной, и теперь вы яснее видите разницу между will и going to. Желаем успехов!

I see it as quite an exception. I go to school, go to work, go to hospital, but go home not “go to home”. 

What is so unique about “home”?

In English, the word “home” can be both a noun and an adverb of place* (or location). In this example it is being used as an adverb of place, so it does not need the preposition “to.”

Note: By mentally adding the suffix “-ward” to the word, you can see how it operates as an adverb, not a noun. E.g., “I’m going home(ward).” “The wind is blowing south(ward).” Note that this is not a rule, but just a way of looking at it.

Adverbs of Place: “Go home” NOT “Go to home”

With adverbs of place, we don’t need the preposition (to/from/at/in, etc). We do not use prepositions before nouns when they are used as adverbs.

“Home” can be either a noun or an adverb, as in the following examples.

1) I want to buy a home.

Here, home is a noun. It is the object of the verb (buy). It is a noun just like house, dog, or car.

2) The man went home.

Here, home is used as an adverb of place. Adverbs of place tell you where an action happened, happens, or will happen. 

For example, “I jumped up. / The wind blows south. / The girl will turn around.” 

Up/south/around tell you where you jumped, where the wind blows, and where the girl turned.

Watch the video to avoid more of the common mistakes like this one that you have just learnt.