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TESOL Videos - The Future Tenses - Future Continuous - Structure and Usages
And now let's look at the future continuous tense. The future continuous tense is typically used to indicate an action in progress at a particular time in the future. To form this tense in the positive form, we have our subject, here we've used 'Karen', the word 'will', our auxiliary verb our helping verb 'to be' and then the present participle or the verb with 'ing', so 'Karen will be going'. In order to create the negative form, we keep with our positive form but add 'not' in between 'will' and our helping verb 'to be'. Finally, we ask a question by beginning with 'will', then we have our subject being sure to include our helping verb and the present participle: 'Will Karen be going?' Some of the more common usages for the future continuous tense are as follows. We can use them to speak about actions in progress at a future time, such as I'll be having lunch at 2 p.m. We can use it to predict the present because we're predicting, we wouldn't often predict something about ourselves so perhaps somebody has asked about a gentleman John and his whereabouts. You're not sure about his whereabouts, but you're going to predict it and you use the future form: 'I think John will be having lunch now.' We can also use it for polite inquiries, particularly where we don't want to influence the outcome. There are other ways to ask things but if we need to get the most accurate answer without influencing it, we could put it in a very polite form such as 'Will you be coming to the party?'
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
In Unit 3, I learned about the different methods and techniques in EFL. I learned how to apply what I learned into my own class. I use to begin my classes with 15 minute of journal writing. I would elicit a question such as, What makes you angry? We would discuss the question, talk about morning rush hour, how rude and impatient some people are around this time. However, I understand now that maybe writing in a journal isn't such a great idea during the Engage stage. I will now allow the students to take that time to talk more instead writing in their journals. If I want them to write, I may allow them to do so in the end, during the Activate stage. For the Activate stage I could have them write a story together, maybe create a story together about riding the subway during the morning rush hour. I also learned something new reading about Unit 3, which was so helpful in the Correction section. For now on I will stop correcting my students the way I use to. My students are eager for me to correct their errors. They are always pleading with me to correct them when they make every little mistake. I wasn't sure if I should comply and correct their minor mistakes.They would be so happy and sigh with relief when I made any corrections. However, one day I began to notice, they were making the same exact error as the day before. Unit 3 emphasized over and over in the reading, not to correct students during the Engage and Activate stage. I stopped doing this recently, and my students are now talking more openly in class in English and I am spending less time talking, and making corrections. I pay attention to the errors, take notes and plan ahead for the next lesson, targeting those errors using the ESA method.