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TESOL Videos - 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,