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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'.
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This unit describes different theories, methods and techniques in teaching English. There are eight different methods that can be used and each has its positives and negatives. As explained in the unit there?s no best method to use, it all depends on circumstances (personality, culture and country one finds oneself in). However, Jeremy Harmer founded an effective approach where the eight methods mentioned in unit 2, can all be applied and it gives the teacher a great deal of flexibility in the classroom. Mr. Harmer called it ?ESA? ? Engage, Study and Activate. The ?engage? stage is where the teacher tries to catch the students attention and get them involved and interested in the lesson. The ?study? stage is where the students will focus on the language and how it is constructed, here elicitation is of utmost importance. The ?activate? stage is where the students are encouraged to use any or all of their language they know. Language should be used freely and communicatively as possible. In this unit I have learnt new methods and techniques. As I am already teaching English in Vietnam, I was already following the ESA strategy without knowing it, but now I know exactly how to apply it properly in my classroom and what activities to use with each stage. That has always been a challenge for me, to find the correct activity to do with my class at the appropriate stage of the lesson. Correcting has also been an issue, as sometimes I?m not sure when or how often to correct my students. After studying this unit I have a better idea of when to correct and when not to correct. Now I will try to improve my lesson structure and apply the different ?ESA? methods in the appropriate classes.