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This Unit presents the Future Tenses which in many ways is the hardest tense to distinguish the 7 different tenses. Some of the usages vary only slightly and some even have the same usage but different forms. There is the Future Simple which talks about what will happen at a certain time in the future. Subject + will/shall + verb. Ex. I'll eat later. The Future continuous form is subject + will+ be + verb +ing. This shows that at a certain time in the future something will be in progress. Ex. This time tomorrow, I will be landing in New York. Another tense is the future perfect. This form needs will + have + past participle. This is used to show that at a future point, something will have been completed. Ex. In a month, I will have dieted for two years. The Future Perfect Continuous is used to tell how long something has continued at a certain point in time in the future. The form is will + have + Been + verb +ing. Ex. I will have been with this company for 10 years next month. Another form is the 'Going to' Future. This form is the verb 'to be' (in the present) + going to + base verb. Example: He is going to join the team next week. This is used to show a future event that will happen that shows intention, predictions or plans. The Present Simple and Continuous tenses, are the same as what is taught in a present lesson but with applications for the future. Meaning their will be key words around the verb that point to a future event. An example of the simple would be, \"The kids start school next week.\" This implies a one-time action that will happen in the future. An example of the Present continuous is, \"I'm getting my hair cut tonight.\" It is still the same formula of Subject + to be verb + ing (present participle) (+ future implying word). In order to distinguish the differences in these tenses, there are different ideas on how to stimulate activities or discussions. Depending on which tense the teacher will have to adjust the activity to demand the responses or work according to the tense being focused on.
