The Future Tenses - 'Going To' Future - Structure and Usages
The 'going to' future tense is used to indicate future plans with intentions and predictions based on evidence. It is a very common future tense used in both spoken and written English.
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.
Speaking and Writing skills are equally as important as each other but there are a number of differences between the two, such as grammar, vocabulary, spelling, handwriting, layout and punctuatio.
Students are more likely to be interactive and engaged in the speaking lessons because their need to communicate with each other and in the community by the spoken word is more prevalent than the written wor.
Speaking can also be easier because words are contracted, correction of mistakes is easier and less likelihood of losing interes.
Writing skills are more difficult to achieve because the whole style of lettering, layout and punctuation is more labour intensive, output is lower and mistakes are obviou.
Accuracy and fluency are two areas that apply to both speaking and writin.
Accuracy forms part of the study phase and concentrates on producing correct language, fluency forms part of the activate stage where students are encouraged to be more creative and expressive, having a free flow of communicatio.
Speaking and Writing skills are the output skills from Reading and Listenin.
It is the result of absorption of information and students need to be confident to express themselves verbally or in writin.
Writing skills should be encouraged within the activate stage, not just given out as homework, which is more than likely not completed and thus this side of their communication is more likely to be of lower level than their speaking skill.
This will not be a good result for the student in the long ter.
Activities should be fun and interactive, to encourage students to practice the language and vocabulary learnt, as much as possibl.
Assistance may be required with formation of letters and spelling, as the English language may differ substantially from their native languag.
Perserverance will pay off and students should be encouraged to continue practicin.
Correction of mistakes is important, but care is to be taken not to discourage students and importantly, students should not be singled ou.
Common mistakes should be corrected as a group, individual mistakes can be corrected privately so as not to embarrass or dishearten student.
Students are more likely to be interactive and engaged in the speaking lessons because their need to communicate with each other and in the community by the spoken word is more prevalent than the written wor.
Speaking can also be easier because words are contracted, correction of mistakes is easier and less likelihood of losing interes.
Writing skills are more difficult to achieve because the whole style of lettering, layout and punctuation is more labour intensive, output is lower and mistakes are obviou.
Accuracy and fluency are two areas that apply to both speaking and writin.
Accuracy forms part of the study phase and concentrates on producing correct language, fluency forms part of the activate stage where students are encouraged to be more creative and expressive, having a free flow of communicatio.
Speaking and Writing skills are the output skills from Reading and Listenin.
It is the result of absorption of information and students need to be confident to express themselves verbally or in writin.
Writing skills should be encouraged within the activate stage, not just given out as homework, which is more than likely not completed and thus this side of their communication is more likely to be of lower level than their speaking skill.
This will not be a good result for the student in the long ter.
Activities should be fun and interactive, to encourage students to practice the language and vocabulary learnt, as much as possibl.
Assistance may be required with formation of letters and spelling, as the English language may differ substantially from their native languag.
Perserverance will pay off and students should be encouraged to continue practicin.
Correction of mistakes is important, but care is to be taken not to discourage students and importantly, students should not be singled ou.
Common mistakes should be corrected as a group, individual mistakes can be corrected privately so as not to embarrass or dishearten student.
