• English Language Lessons

    Future Progressive Tense

    August 7, 2022 - By 


    The future progressive tense, also known as the future continuous tense, is used to describe actions that will be ongoing or in progress at a specific time in the future. It is formed by using the future tense of the verb “to be” (will be) followed by the present participle (-ing form) of the main verb. Here are some examples of sentences in the future progressive tense:

    1. I will be studying for my exams tomorrow evening.
    2. They will be traveling to Europe next month.
    3. She will be working on a new project all day.
    4. We will be having dinner at the restaurant tonight.
    5. He will be playing the piano during the concert.
    6. The team will be practicing their routines for the competition.
    7. By this time tomorrow, I will be flying to a new country.
    8. At 8 PM, I will be watching my favorite TV show.
    9. They will be celebrating their anniversary on Saturday.
    10. The scientists will be conducting experiments in the laboratory.

    In these sentences, the action is set to happen in the future and will be ongoing or in progress at a specified time.

    future progressive tense formula

    The future progressive tense is used in two situations

    1. We use the future progressive to discuss an action that intersects with another, shorter action or a time.

    The action will start and might continue in the future time.

    Examples

    They’ll be cooking when you come

    At 4 pm, we will be having a meeting.

    2. We can use the future progressive to talk about something that will happen if everything happens as we expect.

    This is typically mixed with the future simple as well.

    Equally, this tense clarifies the difference between making a request or an offer.

    Examples

    The Lawyers will be making their closing statements later.

    When will they be leaving for church?

    How to ask a question in the future progressive tense

    Use will + subject + be + verb (ending in -ing) to ask questions.

    Example 

    Will he be asking her to marry him this summer?

    Will the market be opening this week?

    Exception

    This tense is only used with action verbs. The reason is that those verbs are done within a timeframe/duration

    Action verbs describe activities.

    Example

    I will be running in the next Boston Marathon.

    Paul and I will be thinking about the solutions in the next meeting.

    Peter traveled to Spain. He will be seeing his grandparents.

    The future progressive cannot be used for stative verbs

    Stative verbs describe states of existence, like being, seeming, and knowing.

    Exercise

    At 10 pm tomorrow, I……………… (sleep).

    Next week, I…………… (travel) to Singapore.

    At 12 noon tomorrow, there …………… (meet).

    In 5 years’ time, John …………………… (work) as an Accountant.

    By 2033, we…………………. (buy) our house.

    In a year, they ……………….. (marry).

    By then, we………………. (earn) more than the Cooks.

    Elizebeth called today. She ………………….. (come) for the holidays.

    In an hour, I ……………….(fly) to Dublin.

    In the next two years, they ……….. (build) a new house.

    According to the forecast, by 5 pm tomorrow evening, it …………………….(rain).

    The government …………….. (increase) taxes for the unemployed.

    Self-practice exercise

    Use the following verbs to make sentences in the future progressive tense

    1. Lie

    2. Shop

    3. Get

    4. Meet

    5. Study

    6. Exercise

    7. Drive

    8. Ask

    9. Practice

    10. Wait

    To do more grammar exercises, follow this link.

  • Camp tent in a forest for teenagers
    Children Stories

    Camp Dumpy: Teacher Koki’s Chore lesson

    August 4, 2022 - By 

    Day 1 in Camp Dumpy


    “Hello, everyone! Welcome to Camp Dumpy,” teacher Koki greeted.

    “We’re really glad you’re here. We’ll be having breakfast soon, but first, I want to teach you about chores.”

    “Doing chores at home helps you learn important things:

    • Feeling good about yourself.
    • Wanting to be part of family activities.
    • Showing your parents that you respect them.
    • Learning how to plan things.
    • Working well with others as a team.”

    “Teacher Koki, how do we learn these things?” asked Amelia.

    “That’s a great question, Amelia,” Teacher Koki replied. “You can learn these skills by doing some tasks like:

    1. Folding and putting away your clothes.
    2. Helping with the dishes after they’re washed.
    3. Taking out the trash and putting recyclables in the right bins.
    4. Cleaning the bathroom sometimes, maybe on weekends.
    5. Making your own snacks or cooking lunch with your mom.
    6. Getting ready for school by packing up your books and picking out your clothes.”

    “So, my friends, I encourage you to talk to your parents about how you can help at home. And if you’re already doing some of these things, great job! We all need to help out around the house every day.”

    “Now, let’s go for a hike in the camp. We’ll talk more tomorrow morning.”

    This story is a guide for teenagers.

    Story source

    Getting children into the habit of pitching in around the home can begin as young as age two, by having them put away their toys when they’re done playing with them. By age twelve, there are few household tasks a teenager shouldn’t be expected to master. And once they earn their driver’s license, it is appropriate to assign them errands such as going to the grocery store or picking up the dry cleaning. Go to this link for more chores.

    To read more stories of chores for other ages, please follow this link.

  • Three UN Refugee Agencies Insist On Education Amendments For Refugees In Europe
    Refugee Rights Reports

    UN Refugee Agencies Insist On Education Amendments For Refugees

    August 2, 2022 - By 

    Humanitarian agencies have been engaged in promoting refugee rights. For example, the UNHCR, UNICEF, and IOM are admonishing European governments to revamp education for refugee and migrant children, as they name some of the challenges faced by these children. These include inadequate school spaces, language barriers, inadequate teacher training, and limited access to psychosocial support.

    In the educational landscape, a significant concern arises from the limited availability of catch-up classes for children who have experienced extended gaps in schooling or transitioned from different education systems. As a consequence, these youngsters often find themselves grappling with a lower level of learning attainment.

    UN Agencies involved

    During the 11 September 2019 meeting in Brussels and Geneva, the UN Refugee Agency, the United Nations Children’s Fund, and the International Organization for Migration, respectively the UNHCR, UNICEF, and IOM, outlined the educational barriers that non-European children experience.

    Recent statistics revealed that the number of refugees and asylum-seeking migrant have declined. It is the same for children and adolescents who drop out of school had doubled geometrically compared to native Europeans.

    The reports added that pre-primary children between 3 to 5 years old are particularly vulnerable to being out of school. This was the same with upper-secondary children of 15 years and older. This is mainly because the scope of national legislation on compulsory education differs.

    Elaborating on pertinent recommendations, Pascale Moreau, UNHCR Director of the Bureau for Europe, stated, “For refugee children, education is not only vital for their futures but for the communities in which they live. Quality education boosts life chances, eases integration, and is a win-win for the student and society. Education for all is one of the best investments a government can make.”

    UNICEF‘s comment

    Emphasizing with conviction, Ms. Afshan Khan, UNICEF Regional Director for Europe and Central Asia and Special Coordinator for the Refugee and Migrant Response in Europe, proposed: “With political will and additional investments, Governments across Europe can build inclusive public-school systems, ensuring all children, regardless of their migration status have their right to an education protected, while building inclusive and successful communities.”

    Comments from other agencies like the International Organization for Migration

    Manfred Profazi, IOM Senior Regional Adviser for Europe and Central Asia, explained in detail some of the benefits of education for refugee children: “Eliminating gaps in refugee and migrant children’s education is critical to their development and well-being, and this can have a positive knock-on effect for society in general. Education also has the cohesive power to help refugee and migrant children and their families build links to the local communities and contribute. Investing in inclusive and quality education will help us to meet our responsibility to ensure that no generation is left behind.”

    Recommendation

    In line with these agencies, European nations and the international community should promulgate educational policies. They should have defined strategies to support schools for all children. This has to be in connection with other ministries like that of health.

    This should include integrating young people into upper-secondary education and training programs. Finally, quality, standard, and harmonized data on these children should be gathered. This tool can inform policy development and allocation of resources. All other UN agencies need to be a part of this project.

    For more migrant articles, click here.