The Future Tenses - Future Simple - Structure and Usages

 

Now let's look at the future tenses. We'll focus first on the future simple tense. The future simple tense is used to indicate actions of course in the future. So, in order to form at least for the positives when you use our subject first. It could be any subject you like, here we're using 'we', followed by the word 'will' and our main verb 'go': We will go. To make the negative form, we begin with our subject again, followed by 'will' again. Here we've included the word not just before our main verb 'go'. 'Will not' of course can be contracted into 'won't' and the sentence will still be fine. To create the question, again, we invert our words, so 'will' begins the question. We keep our subject after that and use the main verb in its base form 'will we go'. 'Will' can often be substituted with other modal verbs. This would indicate varying levels of certainty. We could substitute the words might or may for will in this context. Additionally for questions, especially, when making suggestions and in more formal situations, we may substitute the word shall for will. This will result in a question such as shall we go. The usages for the future simple are as follows. We have spontaneous decisions: I'll go with you. Somebody has just told you that they're going to go to the store. You need two things in the store as well, then you immediately decide and say 'I'll go with you'. We have predictions without evidence. It'll rain tomorrow. There might not be a cloud in the sky but I'll still could make a prediction that it will rain tomorrow. Future facts: I'll be 21 next year. I'm 20 now but in the future I'll be 21. We also have promises and threats often heard weddings: 'I'll love you forever'.


Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

Unit 12 examined the goals, methods and phases for Teaching Productive Skills (Speaking and Writing) in great detail. First we examined the basic goals of communication and ESL study (interest, desire to speak and be heard). We looked at the goals within the lesson and prioritized and assigned them phases within the Engage Study Activate (ESA) model. Accuracy, which is of course critical, and fluency which applies more to being heard as an individual and seems at the core of student confidence in language production (Accuracy: Study Phase, fluency: Activate Phase). There are challenges to getting students to speak and so we must know our students and the challenges that they are coming up against in order to best address them. (Challenges: confidence, fear, peers, boredom, cultural issues, negative past experiences. Overcome tool kit: pair work, balance between independent and peer work, encouraging and nurturing environment, selection of materials and placement within the lesson plan.) The unit also gave sample models for an effective creative speaking activity lesson. What I found the most helpful were the tools for the teacher that help create a nurturing environment. Each phase, the one before the lesson (setting goals, predicting challenges and teacher coping mechanisms for problem areas) and the second during the lesson (how much time to give students to prepare, how to set up and how to intervene when problems arise) are areas where learning to almost create a plan for how to create a plan is laid out. Lastly, the after the lesson phase section is a way for a teacher to examine their own performance with a critical eye for finding out what works for YOU as the teacher. There is no one way for a student to learn, nor for a teacher to teach. As a woman professor who already has a degree in writing I found the selection on Writing skills very key and right on the mark for what I look for in my students. Do we prioritize spelling, pronunciation, grammar or content? These are things I am constantly addressing and re-addressing with my students. This selection looks at the kinds of materials that are effective, how to prioritize and how to fit the writing practice within the context of a class that is largely focused on production through speaking and reading. Writing often takes the back seat in many university classes where the focus is on ?can you demonstrate understanding of the material? versus having a grasp on how to produce the material with precision. At any rate, as a creative writing teacher, I really found the selection on how and where to place this creative application of language (also a confidence builder!) within the lesson. We also took a brief look at how and where and what place games and activities have within the context of language production.

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