The Future Tenses - Future Simple - Teaching Ideas
Now we'll have a look at the teaching ideas for the future simple tense. As we said earlier, the future simple tense can be used for threats or promises or, in this case, for predictions. Here, we'll have a pair of students working together. One has a prompt to say something and the other will begin it with a certain comment and then make a sentence using the future simple tense. Here, 'I'm taking my driving test tomorrow' 'Good luck. You'll pass for sure'. 'I lost at tennis again.' 'Cheer up. You'll do better next time,' so on and so forth. Of course, having a bit of feedback at the end. Some additional ideas for the future simple tense include things like horoscopes. Here you'll divide your class up into groups, provide them with zodiac sign, they'll create a horoscope for that zodiac sign and when they're finished, you'll gather them up together. They'll share their horoscopes and see who that actually applies to. Then we have our fortune-telling. You could use this as a role play where as one student or a pair of students comes to see a fortune-teller. Now, the fortune-teller will make statements such as 'You'll have a baby next year,' 'You'll get a great job promotion soon,' so on and so forth. Finally, we have our wedding vows. You could encourage students to create their ideal wedding vows for their partner or some silly wedding vows, anything that will basically make a promise. This could also include employment contracts so on and so forth.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
Intonation is considered the change in pitch and volume during a sentence; in general, sentences follow the same patterns of intonation depending on what the speaker wants to communicat.
Typical statements generally use a rise/fall intonation, in which the pitch gradually rises during the sentence an then falls at the end (usually to a lower pitch than they started with.
The fall indicates there is nothing more to be sai.
When expecting a response to a statement (or question), the intonation is usually risin.
Intonation can affect the way listeners perceive the speaker's attitud.
Stress is used when the communicator wants to emphasize something in the sentenc.
The same sentence can have multiple meanings depending on where the stress is place.
We can only stress syllables, not individual letters, and words can only have one stress (although some have a lesser, \"secondary\" stress if they're long words.
Most two-syllable nouns and adjectives are stressed on the first syllabl.
Most verbs are stressed on the last syllabl.
The stress is often changed in different areas where native English speakers pronounce and stress words differently, thoug.
In general, the most important information (subject and verb) are stressed, while the other parts of speech are left unstresse.
In English, sounds are often joined together and pronounced differently than they are \"supposed\" to be when written dow.
Four ways sounds can be joined are: linking (fusing two words together, usually at the expense of the last syllable of the first word), sound dropping (omitting sounds completely; usually 'd' or 't'), sound changing (changing a letter or two to create a different sound, like the 't' in butter changing to 'd'), and extra lettering (adding letters that don't exist to the sound of the word; usually involves the letter 'y' and sort of sounds like you're dragging out two words into one long one.
While the phonemic alphabet is confusing and different, it can be helpful to know and maybe even teach, as it helps us understand pronunciation by breaking words down into their true sounds, as we say them, rather than the way they're properly spelle.
Articulation is how you physically create sound.
Sounds are created by both the place of articulation (where in the body sounds are physically created) and the manner of articulation (how sounds are created by the way air flows, or doesn't, and the presence of vibrations, when making sounds.
Pronunciation is taught differently and at different times depending on the teacher's preference and situatio.
