The Future Tenses - Future Perfect Continuous - Structure, Usages and Teaching Ideas


"Now let's take a look at the future perfect continuous tense. This tense is used to talk about how long an action had been taking place up until a certain point in the future. Our examples are for the positive sentence we have our subject "you" and three auxiliary verbs "will have been" and then our main verb in the present participle form again that's the verb plus "ing". For our negative form, again, we're simply inserting the word "not" between "will" and "have" and to ask our question, we invert "will" with the subject here we're using "you" and we come up with a question "Will you have been watching?" and the rest of our sentence. As with the other future tenses the word will can be substituted for other modal verbs. These modal verbs would indicate very levels of certainty for the future. So again we could substitute "may" or "might" for the word "will". Also with the future tenses the "will" and "not" will contract into its contracted form of "won't". I've mentioned earlier the usage for the future perfect continuous tense is to show how long an action will have happened by a future time. Our example sentence reads "By the end of this year, I'll have been living in London for 20 years." So I'm talking about a point in the future "by the end of this year" and how long we actually will have been happening by that time. "By the end of this year, I'll have been living in London for 20 years." A teaching idea for the future perfect continuous tense includes a survey. Here we want to be able to find out the duration of an activity at a certain point in time for the future. A sample question might be "How long will you have been learning English for by the end of the year?" At the end of the activity, we should be able to identify who will have been learning English for the longest and who will have been learning for the shortest amount of time."

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Productive skills, which we meet in Unit 12, mean the transmission of information between people in either spoken or written way. Some people believe, that acquiring productive skills much more difficult process, then with the receptive ones. It is undoubtedly, that the students? passive, so to say receipted vocabulary is often much wider then active one. While they can read or listen variety of information, doesn?t meat that they can reproduce this language in either spoken or written way. But, anyway, productive skills would not exist without the support of receptive ones. The stronger receptive skills the teacher help to build his/her students, the stronger productive skills the students can obtain after. During the lesson the students see and hear a lot of new language, but the studied one that they try to use when write of speak. Speaking proves to be the main goal when studying English. Everyone who attends some English language course, comes there to start speaking English as an aim. The biggest problems the teacher can encounter during the speaking class are fear/shyness to speak in front of class and pronunciation. Right chosen exercises, practice in small groups and pairs and warm atmosphere established in the classroom can fight the shyness and reduce the students? stress. Concerning pronunciation ? drilling exercises in Study phase phase proven their help. Much difficult and very often neglected by both, students and teachers, productive skill is writing. Many students find writing to be difficult even in their own, native language, nothing to say about composing some text in a little-known one. Studying and also teaching writing take a lot of affords. By following some strategies the teacher can make the task of writing easier: 1. The teacher should always know his/her students interests and give a writing tasks, which are relevant to their passions or hobbies. 2. Mark Twain once said ?Write what you know about?. The teacher should motivate the students to write about the world around them. This is the easiest way, when the students can not come up with the idea. Just keep it simple and write what you know and see. 3. The teacher to ease the tense, should emphasize to the students, that now, in the classroom no one waits to see a piece of art after writing activity. After all, even famous writers can have bad days without inspiration. 4. The teacher should explain that good writing has a very important companion: good reading. Without daily reading across many literary genres and text types, it is difficult for students to develop strong writing skills. As a conclusion, can be said that productive and receptive skills of language can not be separated and all of them are equally important to study English language successfully.

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