Download
1 / 16
160 likes | 314 Vues
This guide reviews how future structures are addressed in English language teaching. It examines the various forms used to express future meanings, such as "will," "going to," present continuous, and future perfect. Throughout this resource, you will discover effective teaching strategies, materials, and examples to help students grasp future usage in English. Key teaching concepts include the order of grammar points, learner challenges, and ensuring understanding through contextualized tasks and checks.
E N D
analyse ways English refers to the future • look at how future forms are tackled in teaching activities & resources • prepare teaching presentations
How do we refer to the future in English? • Structures • will + base form • am/is/are going to + base form • present continuous • present simple • will + be + verb-ing (future continuous) • will + have + past participle (future perfect)
Meaning Predictions without any obvious use of current or prior knowledge “Will” future will + base form Decisions at the moment of speaking “Going to” future am/is/are going to + base form Intentions (not necessarily planned) Predictions based on current evidence.
Meaning Present Continuous plans & arrangements (“diary”) Present Simple fixed future events (“timetable”) Future continuous something happening at or around a particular future time something completed by a certain time in the future. Future Perfect
How else do we refer to the future in English? • verbs like want, hope, expect carry a future meaning (when followed by to + verb) • modals of possibility (e.g. might, may, can)
Language Selection • In what order should we teach the grammar points? Consider: • usefulness • frequency • difficulty
The conventional order is… • Beginners/elementary • Present continuous (arrangements): ease of form and concept. • Going to (predictions and intentions): usefulness, frequency and relative ease, • Will (offers, etc): usefulness
The conventional order… • Intermediate: • Will (predictions): usefulness and frequency • if/when ...: usefulness, clauses • Might/may: usefulness, frequency and ease • Upper-intermediate/Advanced: • Future continuous and future perfect: relatively infrequent structures
Materials • Look at the materials. Identify: • the structures that are being presented • the two concepts that are being presented • the context(s) & methods used • ways that the learners’ understanding is checked Bolton, D & Goodey, N. 1999 Trouble with Verbs. Addlestone: DELTA Publishing McGowen, B. & Richardson, V. 2000. Clockwise Pre-Intermediate, Oxford: OUP Soars, J. & Soars, L. 2000. New Headway English Course – Pre-Intermediate. Oxford: OUP
Presentations • Your presentations should include: • Context:a situation that illustrates the item(s) (and contrasts them if appropriate) • Task:an activity to focus the learners on the meaning &/or contrast • Examples:at least three or four examples of the item in the context • Checking:e.g. concept questions and/or timelines
Learner Problems • The moment I get home today I going to play a computer game. Then to eat a sandwich. • Once this lesson has finished I meet my friend because we go to the cinema. After maybe we take a coffee in any café. • Once this lesson has finished I’ll go to my house. I’ll read the newspaper and prepare a nice dinner.
Learner Problems • When I have enough money… I never will have enough money. But if I will, I will visit many countries. • When I’m next on holiday I am spending a good time with my family. • This time next year I will study for my final examination. I think my life won’t be much different.
Learner Problems • In five years time maybe I am going to have a better job. I’ll like to start my own business. • By the time I retire I hope I will save enough money for buy a nice house by sea.
Learner Problems - Pronunciation • The children won’t go to bed. • What’ll you do if it rains? • Where shall we go?
