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Future Tense. simple perfect continuous, perfect continuous
- 1. Simple . Continuous,Perfect, Perfect Continuous
- 2. Do Now Tense TimeAfter Watching! Discipline Your Mind | Short Motivational Story in English – YouTube After watching the video on Kabir write three sentences about him using Simple Past, Simple Present, and Simple Future: What Kabir did in the past? What Kabir does now? What do you anticipate Kabir will do in the future?
- 3. Learning Outcomes ToKnow Students will be able to: Identify future tense verbs in sentences and texts. Understand the formation of the future tense, including the use of “will” and “going to”. Construct grammatically correct sentences in the future tense for both written and spoken communication. Express and comprehend future actions, events, and states with accuracy and clarity in both written and spoken communication. Simple Future Tens: Subject + will + base form of the v erb. Future Continuous Tense: Subject + will be + base verb + ing. Future Perfect Tense:Subject + will have + past participle. Future Perfect Continuous Tense:Subject + will have been + base verb + ing.
- 4. I Do, WeDo, You Do Future Simple: Usage and examples
- 5. I Do Types ofFuture Simple
- 6. Reference- Signal Words Future Simple: tomorrow, next week, soon, in a few days, later Future Continuous: at this time tomorrow, at 5 p.m. next Monday, during the meeting, while Future Perfect: by tomorrow, by next week, by the end of the day, by then Future Perfect Continuous: for two hours by tomorrow, for a year by next June, since morning by evening
- 7. Future Continuous Future Prese nt 1: Foran action in the future that overlaps another, shorter action or a time. The action in the future continuous usually starts before and might continue after the second action or time. 2: For something that will happen if everything happens as we expect. At eight o'clock, I'll be eating dinner. The Government will be making a statement later.
- 8. Future Continuous Affirmative NegativeQuestion Use “will be” and verb+ing Ex: I will be cooking lunch when you arrive. Add “not” Ex: I will not be cooking lunch when you arrive. Use “will” in the beginning of the sentence Ex: Will you be cooking lunch when I arrive?
- 9. Future Perfect Presen t Future 1: Forfor an action that starts before and continues up to another action or time in the future. Usually we need ‘for.’ 2: For something we could also use the present perfect for, but we like to use the future perfect to make the time an easy number. 3: For an action that will finish before a certain time in the future, but we don't know exactly when. When we get married, I'll have known Robert for four years. I've lived here for 11 months and three weeks. (this is correct, but the time is not an easy number) On Tuesday, I will have lived here for one year. (a much easier number) By the time I'm sixty, I will have retired.
- 10. Future Perfect Affirmative NegativeQuestion Use “will have” and past participle Ex: I will have cooked lunch before your arrival. Add “not” Ex: I will not have cooked lunch before your arrival. Use “will” in the beginning of the sentence Ex: Will you have cooked lunch by 1 pm?
- 11. Future Perfect Continuous •Used to show an action that will continue up to a specific point in the future. • Structure: will have been + verb-ing • Example: By next month, I will have been studying for 3 years.
- 12. Future Perfect Continuous AffirmativeNegative Question Sub + will have been + V- ing Example: I will have been studying for three hours. Sub + will not have been + V-ing Example: They won’t have been working there for long. Will + Sub + have been + V-ing? Example: Will she have been living here for a year?
- 13. When do weuse it? • 1. To show duration before a future moment. • Example: By 2027, scientists will have been researching the cure for decades. • 2. To emphasise how long something will have been happening. • Example: By 8 p.m., she will have been working for 10 hours.
- 14. Be going to 100%near future 1: For a planned action that will happen in the near future. 2: For a prediction based on present situation. Now It’s 6 pm, and the sun is going down. It's going to be dark soon. I am going to study law next year.
- 15. Be going to AffirmativeNegative Question Use “am / are / is” and “going to” Ex: I am going to cook pasta now. Add “not” Ex: I am not going to tell you anything. Use “am / are / is” in the beginning of the sentence Ex: Are you going to stop me?
- 16. Two particular ‘modalverbs’ used to indicate the future tense Will and going to Decide to do something at the time of speaking Speaker A: I’m really cold Speaker B: I’ll go and shut the window Prediction based on opinion I think that in twenty years there will be flying card A future fact It will be 2016 next year When you promise/ agree/ request something I will come to your party a the weekend Will you help me with my work? Be verb + going to He/she/it is going to I am going to They are going to Negative form Be verb + not + going to He is not going to… Question form Be verb + subject + going to Are you going to….? Is he going to…?
- 17. You Do Put theverbs in the correct Future form 1. By the time our children grow up, we ________________ (collect) enough money to send them to a good private school. 2. I can tell Janet about the party if you want me to. I ________________ (see) her in the office tomorrow. 3. ________________ (you/do) any shopping this afternoon? Could you buy me a box of cigars? 4. ________________ (Mr Grey/explore) any sunken ships when he goes on his nexttreasure hunting expedition? 5. ‘The phone's ringing. It may be the boy.’ ‘I ________________ (not answer) I don't want to talk to him.’ 6. Don't come at eleven. I ________________ (still/mind) my sister’s baby at the time. 7. My dad ________________ (not lend) me his car. He never lets anyone drive his Ferrari. 8. Why hasn’t the train arrived yet? By three o'clock, we ________________ (wait) for hours.
- 18. Right is Right Task2 Watch the following clip: https://www.youtube.com/watch?v=d68yRIE9OvQ In small groups make three predictions about the future. These may be based on fact or your own opinion. In turn each group will present these predictions. The other group can ask questions to expand upon these predictions (e.g. why do you think that will happen? Will this be a good thing or bad thing?) We will then vote on how likely we think this prediction is and rank them on the board.
- 19. Affirmative Checking Imagine youare planning a school trip. Write three different sentences about the trip using:Simple Future (to show what will happen),Future Continuous (to show what will be happening at a specific time),Future Perfect (to show what will have been completed by a certain time).(Example: We will visit the museum. At noon, we will be having lunch. By 5 p.m., we will have returned to school.)
- 20.
- 21. Reinforce – Afinal recall
Editor's Notes
- #3 Learning Outcomes Identify the desired skill – Determine the specific skill or ability students should demonstrate by the end of the lesson. Start with “By the end of this lesson, you will be able to (verb)…” Align with knowledge components – Consider the knowledge necessary to achieve the learning outcome and apply the skill effectively Communicate the outcome – Share the learning outcome at the start of the lesson, ensuring students understand what they are working towards To Know Create a clear list – Develop a concise list of the knowledge components when planning the lesson Introduce the components – Present the knowledge components at the beginning of the lesson, clearly explaining the importance of each component, how they connect to one another and directly support in achieving the learning outcome Integrate into instruction – Incorporate the knowledge components throughout the lesson, reinforcing them during discussions, activities, and assessments
- #4 Model the task (I Do) – Demonstrate the skill while thinking aloud and naming the steps; model your thinking and not just the procedure Engage in guided practice (We Do) – Work together with students using another example; ask questions, probe thinking, provide prompts, and give feedback. Be explicit about what students should be doing during this stage Facilitate independent practice (You Do) – Allow students to complete the task independently, providing minimal guidance. Use Affirmative Checking and offer constructive feedback to reinforce learning and address any misconceptions
- #5 Model the task (I Do) – Demonstrate the skill while thinking aloud and naming the steps; model your thinking and not just the procedure
- #17 will have collected will see / Will you do /will you be doing Will Mr Grey explore / exploring will not answer will still be minding will not lend will have been waiting/ will have waited
- #18 Set high expectations – Let students know you expect complete and accurate answers Acknowledge partial correctness – If a response is partially right, affirm the correct part and highlight what is missing Prompt further thinking – Ask probing questions to help students refine or complete their answers Encourage self-correction – Allow students to build on their own or peers’ responses to achieve full accuracy Celebrate correctness – Once the complete and correct answer is reached, reinforce it to solidify understanding
- #19 will have collected will see Will you do Will Mr Grey explore will not answer will still be minding are going to lose are going to have will not lend will have been waiting
- #20 Create Targeted Questions – Design no more than 1-3 brief and focused questions that assess the lesson’s core knowledge or skills Distribute at the End – Share the exit tickets at the end of the lesson, ensuring everyone completes them Collect and Review – Gather responses and quickly analyse responses to gauge overall understanding and individual student needs Provide Feedback – Use the exit ticket data to give immediate feedback Plan Next Steps – Adapt future lessons based on patterns or misconceptions identified through the exit tickets