CHAPTER

3
Future Time

CHAPTER SUMMARY
happen naturally as they become confident and
OBJECTIVE: To explore and learn the most common ways gain more experience with the language. Be sure
to express future time. This chapter emphasizes the will to point out that ’ll is used in both speech and very
and going to future forms, present tense future, and briefly informal writing, but that gonna is almost never used
introduces the less common future tenses. in writing (with the exception of dialect).
APPROACH: This text defines the simple future as a verb
form that expresses an event or situation that will, to the
best of the speaker’s knowledge, occur in future time. Using • Ask students about their plans for the coming weekend.
modals and periphrastic (i.e., phrasal) modals to express For example:
future time is covered later in the text. Natalia, what will you do this weekend?
TERMINOLOGY: For ease of classroom communication, the Chao, what are you going to do on Saturday?
text refers to both the will + simple form and the going to + • Using students’ information, write sentences that
simple form as the simple future tense.
demonstrate that both will and be going to can be used
for simple future. For example:
PRETEST. What do I already know? Page 53. Natalia will visit her cousin this weekend.
Time: 5–10 minutes Chao is going to play softball on Saturday.
• Have a student read the pretest direction line aloud. • Go over the chart with the class, and ask students to
• Give students time to complete the exercise and correct read the example sentences (a)–(m) aloud. Review the
using the charts referred to. explanatory notes to the right of the example forms and
• Have students take turns reading their corrected discuss challenging items.
sentences aloud, and discuss any challenging items.

EXERCISE 2. Looking at grammar.

EXERCISE 1. Warm-up. Page 53. Page 54. Time: 5 minutes
Time: 5 minutes
• Explain the direction line.
This exercise and the two that follow it give students
• Have students complete the warm-up, using words from the opportunity to practice the two simple future
the column on the right to complete each sentence. forms using a variety of skills. The emphasis here is
• As these forms are among the first learned by students, not on differences in meaning but rather on using the
you can expect to move quickly through Chart 3-1. correct forms of the tenses.

CHART 3-1. Simple Future: Forms of Will and • Explain the direction line to students.
Be Going To. Page 54. Time: 10–15 minutes • Have students read through the sentences aloud and
then, individually or with the support of the class,
decide if the sentence is a prediction or a plan.
This chart reviews the two basic forms for expressing
the future. It does not show the difference in form or
meaning (which is found in Chart 3-2). It is useful EXERCISE 3. Grammar, speaking, and
to spend some time on the pronunciation of the writing. Page 55. Time: 5 minutes
reduced forms ’ll and gonna. Model the reduced
• Read the direction line aloud and put students into
forms for students, but don’t rush them to use
them in their speech. Remind students that clear small groups.
and careful enunciation is important for language • As students discuss the completions, circulate around
learners and that normal contracted speaking will the room, taking notes and participating as is useful.
• Have students take turns reading the completions
aloud. Correct pronunciation as well as usage.
• Remind students of the final instruction to write predictions.

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 • Review individual predictions as a class, and encourage EXERCISE 5. Warm-up. Page 55.
students to say which predictions they think are mostly Time: 5 minutes
likely to come true.
• Ask four different students to take turns reading
Optional Vocabulary sentences (a)–(d) aloud.
flooding championship • Discuss the difference between a prior plan and a
prediction and an offer to help.
Expansion • Review the answers for each question: (b) = a prior
Before class, write the names of situations predicted for plan; (a) and (d) = predictions; (c) = an offer to help.
the future on 6–10 index cards, depending on the size
of your class. You will be putting students into small
groups to write specific predictions about decisions that CHART 3-2. Will vs. Be Going To. Page 56.
will be made, technology that will be advanced, and Time: 10–15 minutes
challenges that will be faced for each situation, so you
will want to have 3–4 students per topic. For example:
global warming / climate change Students sometimes have trouble fully grasping
when to use will and when to use be going to.
increased human longevity
While there are times when students can use them
space exploration and colonization interchangeably, will includes a degree of certainty
extinction of important species (with some predictions) and willingness (with offers
a global economy (rather than local) to help) that make its usage distinct from be going
to. Spending ample time on these different forms
smart vehicles that drive themselves will help students control and comprehend the future
advanced technology and increased automation across better, so stress the situations that require will in
all fields of human endeavor order to drive the difference home.
low birthrates
lack of renewable energy
• Write the three headings from the chart (Prediction,
drones / automated weapons Prior Plan, and Willingness) on the board, spaced
• Before giving each group an index card, review the evenly apart.
topics briefly and make sure students understand the • Using student-generated information, write one will
situation and the trends today that point to it. Choose sentence and one be going to sentence under the
a sample topic, and with your students make specific heading Prediction. If students’ responses don’t quite
predictions for the situation. For example: work, make your own predictions about topics that you
low birthrates know interest the actual students in your class.
• Underline and highlight the verb forms so that students
There will be fewer people in the future. Couples will only
easily see that will and be going to can both be used to
have one or two children. Cities will grow, but small towns
make predictions. For example:
will become smaller. Childless couples will become more
common. Some older couples will not have adult children to Prediction
help them as they become elderly and dependent. Brazil will win the next World Cup.
• Have students work on the topics in small groups, and Turkey is going to win the next World Cup.
visit with each group to help them come up with ideas • Next, ask a couple of students what they are going to
and to find the best way to express them. Encourage do this coming weekend, and write their responses on
students to think deeply, critically, and specifically the board using be going to under the heading Prior
about possible outcomes so that their predictions are Plan.
meaningful to the group. • Underline and highlight the be going to form as used in
• Ask students from each group to talk about the situation student sentences. Explain that for plans made before
they were given and to share the predictions they the moment of speaking, be going to is the natural form
made. Other students should both correct the actual to use. For example:
predictions (grammar, etc.) and also comment on the
Prior Plan
content and whether they think the predictions are likely
to come true. Reem is going to make a new recipe this weekend.
Mari is going to ride her bike in Central Park.
• Then elicit examples of willingness from students by
EXERCISE 4. Listening. Page 55. deliberately dropping a pen or book near a student’s feet.
Time: 10 minutes • Ask the student if he/she will pick the object up for you.
• Be provisioned with the audio ready. Because of the cue you have given in the question form
• Read the direction line to the students, and emphasize using will, the student is likely to say I will.
that they should complete the sentences with the non- • Even if the student says nothing or incorrectly says
contracted forms of the verbs they hear. I’m going to pick that up, use this brief demonstration
• Ask students to take turns reading their completed to teach that will shows willingness, especially for
sentences aloud, one by one. Check any challenging spontaneous offers of help.
items against the listening script.

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 • Explain that the student didn’t know you were going to Part I
drop your pen/book and therefore, didn’t plan to pick it • Read the direction line aloud.
up for you. Emphasize that because be going to is for • It is critical that students understand the context and
prior plans, it would not make sense here. can picture the scenarios given in these sentences.
• Emphasize that the only correct future form for a Therefore, take time to review any vocabulary that
decision made at the moment of speaking is the will could be challenging.
future. • Review the teaching suggestions included in the front
• Give students the example of a telephone ringing in a matter about incorporating optional vocabulary into
house or a knock on the door of that house. Because exercises.
we don’t know in advance that these things will happen,
we can’t make prior plans to respond to them once Part II
they do. • Have the audio ready to play.
• Write the examples you have discussed under the • Play the audio and have students repeat the correct
heading Willingness and underline or highlight the verb pronunciation of will and going to.
forms used. For example:
Willingness
EXERCISE 7. Looking at grammar. Page 57.
(The phone rings.) Time: 5 minutes
I will answer it. / I’ll answer it.
• Have students take turns reading the sentences aloud
(Someone knocks on the door.) and selecting whether the verb expresses a prediction,
I will get it. / I’ll get it. prior plan, or willingness.
• Explain that the negative form of the will future is used • Write any challenging items on the board for further
to express refusal to do something, or, in the case of an discussion.
inanimate object, inability to function.
• Elicit correct uses of the negative form of the will future
from students by giving them leading sentences. For EXERCISE 8. Looking at grammar. Page 57.
example: Time: 10–15 minutes
Your Uncle Bernard is terrified of being in an airplane • Read the direction line aloud.
crash. In fact, he won’t fly at all. • Have students complete independently as seatwork.
Our washing machine is making funny sounds. Now it • Correct as a class and put any challenging items on the
won’t work. board.
• Go over Chart 3-2 with students, asking volunteers to Optional Vocabulary
read the sample sentences, (a)–(h) aloud. Discuss downtown erase
the explanatory notes and ask plenty of questions to getting together volunteers
ensure that students understand.

EXERCISE 9. Grammar and listening.

EXERCISE 6. Grammar, speaking, and Page 58. Time: 10 minutes
listening. Page 56. Time: 10 minutes
• Have the audio ready to play.
• Read the direction line aloud.
• Have students decide whether to expect A or B in
Exercises 6–11 require students to think critically
response.
about the meaning of the verbs in each sentence
and their overall context. In order for students to use • Confirm and correct by playing the audio.
the correct future form in these exercises, they need
to fully understand the scenario in each sentence.
If you feel that students are struggling too much EXERCISE 10. Let’s talk. Page 59.
with any of these exercises, take a step back and Time: 10–15 minutes
complete them slowly as a class, using the board as • Read the direction line and explain the task.
much as needed. Keep key phrases that show either
• Put students into pairs.
willingness or evidence of future plans on the board
so that you can point to these as needed to help • Ask students about the word fiasco and once defined,
students. ask why it is a good description of both pictures.
• Remind students of the urgency of getting to the
If Exercise 6 is very easy for your group, you can wedding, and also have them think about the kind of
have students move ahead and complete other
clothing they would be wearing.
exercises in this group before reviewing as a class.
• Circulate among the pairs, and encourage them to be
creative in their solutions while also remembering the
limits of the situation.
• Discuss as a class, and put some of the suggestions on
the board.

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 EXERCISE 11. Listening and writing. Page 59. • Using some of the time words included in the chart,
Time: 10 minutes elicit from the class two sentences combining time
clauses (placed first) and then main clauses with the
• Be provisioned with the audio ready to play.
verb in future tense. For example:
• Read the directions aloud. Be aware that some words
may not be familiar to all students. As soon as Beatriz finishes at the gym, she will drive to
• After students have written their paragraphs, have them her parents’ house.
share and compare content and form. After Kyung Su leaves class on Friday, she will go to the
airport.
Expansion • Now come up with two sentences in which the time
Together, using sentences and aspects of all students’ clause follows the main clause. For example:
paragraphs, create a descriptive paragraph to
Pei-Yu will take the IELTS after she returns to Taiwan next
summarize the passage on the board.
month.
Optional Vocabulary Atul will order food as soon as the rest of the guests arrive.
revisions compare developed • Explain that when the time clause precedes the
content edit expand main clause, a comma separates one clause from
the other one.
• Reiterate that no comma is needed when the time
EXERCISE 12. Warm-up. Page 59. clause follows the main clause.
Time: 5 minutes • Underline the present tense structure of the time clause
in one color, and highlight the future tense structure of
the main clause in a contrasting color.
The directions ask students to explain what they • Ask students to take turns reading (a)–(h) aloud, and
notice about the verbs in blue. Students should
review as a class. Discuss the explanatory notes in the
notice that these verbs are all formed in the present
tense. When used with adverbs (time words and right side of the chart.
phrases), such as after, as soon as, and when, the • Emphasize the present progressive and stress that in
time expressed is future and not present. order to use this tense as future, the action will need to
be in progress, according to the time clause.

• Students may complete these sentences using a main

clause with the verb in the future tense. Respond to EXERCISE 13. Looking at grammar. Page 60.
both the verb form chosen and the actual content. Time: 10 minutes
• Keep overtly correcting students when using these • Read the direction line aloud.
time adverbs. They need to know that as soon as, for • Remind students that the verb that needs to be in
example, should not be followed by a future verb. For simple present is the one that is in the time clause (not
example: in the main clause).
Gockem, are you really going to take a nap as soon • Have students take turns reading and choosing the
as you leave this class? Isn’t anyone going to do their correct form.
homework when they get home? • Put any particularly challenging items on the board.

CHART 3-3. Expressing the Future in Time EXERCISE 14. Looking at grammar.
Clauses. Page 60. Time: 10–15 minutes Page 60. Time: 10 minutes
• Have a student read the direction line aloud.
• Ask students to complete each item independently as
The focus of this chart is on verb usage in complex
seatwork.
sentences containing dependent (subordinate)
adverb clauses, called “time clauses” here. Students • Compare and correct as a group, putting any
should be familiar with time clauses and their future challenging completions on the board.
use with present tense verbs. Such clauses are
explored further in a later chapter.
EXERCISE 15. Let’s talk: interview. Page 61.
Point out that this future use is not “traditional”
English usage. There are certain patterns and Time: 10 minutes
systems within a language, but all languages defy • Put students into small groups of 3–4.
logic or predictability in one way or another. • Instruct students to first form the questions correctly
The meaning of until can be tricky for some learners from the cues given in each example individually. Then
to fully grasp. They often confuse it with yet, already, they should ask these questions of the other students in
and/or still. Explain that an action will continue or a their group.
situation will change until a future change. • As a class, have students read you the formed
questions, and write these on the board. For example:
What are you going to do after you wake up tomorrow?

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 • Have students report on their partners’ responses, and
write some (or all) of these answers on the board. For These tenses are most frequently used to express
example: future time in conversational English. The difficulty
You: Rina, what is Claudio going to do after he wakes up for students is learning that without the specific
tomorrow? conditions listed above, present tenses can’t be used
for future time. Students tend to overuse this.
Rina: Claudio is going to finish his grammar homework
in the morning and then go to a club with his friends
tomorrow night.
• Ask students if they have any plans for the coming
• Continue until you have received a few answers for weekend or vacation.
each of the five questions that are on the board. • Co-create present progressive sentences on the board
• Analyze any mistakes by writing the sentences on the using the present progressive for planned future events.
board and calling on the class for help with correction. For example:
Jens is having dinner with his girlfriend tomorrow night
and meeting her parents on Saturday.
EXERCISE 16. Looking at grammar.
Page 61. Time: 10 minutes Marta is traveling to the mountains for the winter break.

• Because students should be able to hear the errors • Have three students read example sentences (a)–(c)
in this exercise, have students take turns reading the aloud, in turn.
sentences aloud. • Introduce the use of simple present for future regularly
• Students should correct the mistakes as they hear scheduled events by asking students when the next
them, but if not, encourage their peers to jump in. meeting of your class is.
• Write any complex sentences on the board for clear • Write students’ responses on the board using simple
discussion and correction. present tense, and remind students that the reason you
can use present tense is that your class is a regularly
Optional Vocabulary scheduled event. For example:
rehearse feedback Our next class meets two days from now.
honest nervous
• Have three different students read the next three
chart example sentences (d)–(f) aloud. Review the
explanatory notes as a group.
EXERCISE 17. Warm-up. Page 61.
Time: 10 minutes
EXERCISE 18. Looking at grammar.
Page 62. Time: 10 minutes
Students may have heard this structure before but
may not be aware that present progressive can have • Ask a student to read the direction line aloud.
a future meaning when they have learned it strictly • Ask others to come up with synonyms for habitually
for an action in progress now. Remind students that (e.g., regularly).
they may be more familiar with this structure than • Have students take turns reading the sentences aloud.
they know and that it is very conversational in nature. • Decide as a class the meaning of the italicized verbs.
• Discuss any challenging items by using the board.

• Ask students to read the sentences aloud.

• Discuss whether there should be a present or future EXERCISE 19. Looking at grammar. Page 62.
meaning for each sentence, and confirm as a group. Time: 10 minutes
• Read the direction line aloud.
CHART 3-4. Using the Present Progressive • Have students complete independently as seatwork.
• Correct as a class.
and the Simple Present to Express Future Time.
Page 62. Time: 10–15 minutes Expansion
Before class, write the name of each of your students
on an index card. You will later distribute these, one
The present progressive, when used to express per student, and you need to ensure that no student
future time, must relate to a planned event or definite gets a card with his/her own name. Students will use
intention (e.g., Tomorrow, I am going to the dentist. ).
the present progressive form of the future to describe
The simple present, when used to express future another classmate’s planned activities.
time, is limited to scheduled events that happen at
Tell students they need to 1) talk to every other student
the same time, regularly (e.g., The express train
departs at 6:30 p.m.).
in the class and 2) find out at least three details about
their classmates’ plans for the coming weekend. Have
students walk around the room and ask each other

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 what they are doing this coming weekend. After 10–15 Where are you going?
minutes of gathering information, they should all sit Where are you leaving from?
down again. You will now distribute the name cards, How are you traveling? In the first-class section of an
one for each student. Students will now pretend to airplane? On a luxury ocean liner? Are you driving
be the student whose name they have, using present across the African continent in your Land Rover or
progressive tense. The other class members will have being driven in a Rolls Royce from Heathrow Airport to
to guess which classmate the speaker is pretending to Buckingham Palace?
be. For example, Vilson (from Brazil) might say:
Who is traveling with you?
This weekend my parents are coming from Taiwan, and
What kind of accommodations are you staying in?
they are taking me shopping in Chinatown so I can have
What will you eat?
Chinese ingredients in my kitchen. I am showing my
parents all over the city on Saturday. They have traveled Optional Vocabulary
to Asia and to Europe, but this is their first time in the go windsurfing appropriate
United States. On Sunday, we are driving from Boston
to New Hampshire to see the fall leaves. My mother has
heard that the foliage in New England is pretty in the fall, EXERCISE 21. Warm-up. Page 63.
so I am taking her outside the city to see this. Time: 5 minutes
Who am I? • Have a student read the sentences above the chart and
Classmates: Hsu–Wei. You are Hsu-Wei. She said her compare the sentences in blue.
parents are arriving from Taiwan later this week, She • Ask students when they will need to use this tense.
also said she was going shopping in Chinatown and
that she was showing her parents the leaves in New
Hampshire. CHART 3-5. Future Progressive. Page 63.
Time: 10–15 minutes
EXERCISE 20. Reading, writing, and
speaking. Page 63. Time: 10–25 minutes Future progressive is most commonly used in
response to questions about what will already be in
progress at one specific future time. When planning
This exercise incorporates practice of many skills. a meeting or conference that has many sequenced
Do Part I in class so that students can become used steps or events, future progressive comes in very
to the grammar forms used and the idea of moving handy.
from reading to speaking to writing. This tense is also used to talk about what is
You may want to teach the idiomatic phrase “money predicted to be happening at an unspecified time in
is no object.” Students should imagine they have the the future. For example, we can say:
time and money to go absolutely wherever they want I’ll be calling you!
and to do whatever they want.
You will be speaking English fluently in no time!
Use a map if possible. If you have time, photocopy
This use occurs primarily in spoken English and
mini-maps of the world. You may also want to print a
shows a warmth and familiarity among the speakers
copy of a sample itinerary from the Internet.
and listeners.

Part I
• Draw this timeline on the board.
• Ask students to work through the passage as seatwork
and underline all the present verbs. X X
• As a class, discuss the meaning of the underlined verbs 7:00 8:00
and the itinerary planned in Bali and Thailand. • Using student-generated information, illustrate future
progressive tense. For example:
Part II
• Either individually or in small groups, students compose Tomorrow, Luz is leaving her apartment at 7:00 a.m.
a paragraph describing an ideal vacation week. This At 8:00 a.m., Luz will arrive at the airport.
can be started in class and continued for homework. At 7:30 a.m., Luz will be riding in an Uber on the way to
• Include as many details as possible, and be sure the airport.
students use the correct tenses to show future time. • Explain that the general form is will + progressive
• To promote a detailed itinerary, have students think (be + -ing) form of the verb.
about where they will depart from, what means and • If using the be going to form of the verb, the future
class of travel they will take, what time of day they will progressive is be + going to + be + -ing. For example:
arrive at their first destination, etc.
• Write specific questions on the board to help students Tomorrow, Luz is leaving her apartment at 7:00 a.m.
brainstorm. For example: She is going to arrive at the airport at 8:00 a.m.
At 7:30 a.m., Luz is going to be riding in an Uber on the
way to the airport.

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 • Have students read sentences (a)–(d) from the chart • Draw the timeline and use student-generated
aloud, taking turns. information to illustrate the future perfect. For example:
• Review the explanatory notes.
X X
2018 2019
EXERCISE 22. Looking at grammar. Page 64. Mei will finish her degree in 2018.
Time: 5 minutes I will see Mei in 2019.
• Remind students that references to specific times in the By the time I see Mei, she will have finished her degree.
future will help them know which tenses to use. • Explain the meaning of by the time, and remind
• Have a student read the example item aloud. students that it is followed by the simple present but
• Giving a couple other students a chance to participate, with a future meaning. This is similar to as soon
complete the next item in class. as. The future perfect describes what will have been
completed by some point in the future.
EXERCISE 23. Looking at grammar. Page 64. • Using another student’s information, draw a timeline
Time: 10 minutes and illustrate the use of the future perfect progressive.

• Read the direction line. X X

• Give students time to complete independently as 7:00 9:00
seatwork. Lars will begin studying at 7:00.
• Correct as a class, writing any challenging items on the
At 9:00, his brother will arrive home.
board for discussion.
Lars will have been studying for two hours by the time his
brother arrives home.
EXERCISE 24. Reading and grammar. • Explain that the future perfect progressive is used to
Page 64. Time: 5 minutes show the duration of an event that will be in progress
• Read the direction line. before another event takes place.
• As a group, underline the future progressive verbs. • Select different students to read aloud examples (a)–(c)
• Compare the uses of this form within the email. in Chart 3-6. Review the explanatory notes.

Optional Vocabulary
assignments EXERCISE 26. Looking at grammar. Page 65.
Time: 10–15 minutes
• Give students time to work through this exercise as
EXERCISE 25. Warm-up. Page 65. seatwork, after having read the direction line.
Time: 5 minutes • Tell them that they should look for certain phrases that
• Read the direction line and decide as a class which indicated completion (by the time).
action (in each of the three sentences) happened first. • Review as a class, confirming the correct responses.
• In each sentence, number the first action “1” and the • Reiterate and use timelines whenever needed for these
second action “2.” tenses to imagine the past from a point in the future.
• Explain that both future perfect and future perfect
progressive are only used to describe what will have Expansion
been completed or will have been in progress from a Prepare a set of index cards with random future times
point in the future. written on them. Put students into groups of 2–3.
In groups, have students share sentences using
either future perfect or future perfect progressive to
CHART 3-6. Future Perfect and Future Perfect say what will have been completed or in progress by
Progressive. Page 65. Time: 10–15 minutes certain times in the future. Encourage students to write
sentences about one another and share them. For
example:
The future perfect and the future perfect progressive 2025
are the two least commonly used tenses in the entire
In 2025, Endo will have worked at the university for 12 years.
English tense system. These tenses are primarily
found in academic literature and science texts more In 2025, Jamilla and her husband will have been married
than in everyday prose or speech. Students don’t for 15 years.
need to spend too much time on them, but it will help In 2025, Seygul will have been teaching Turkish for 17 years.
students to understand that these tenses give us a
way of looking back from a point in the future. In this
way, they are very theoretical and not very practical.

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 EXERCISE 27. Looking at grammar. Page 66. EXERCISE 30. Reading, speaking, and
Time: 10–15 minutes writing. Page 67. Time: 10–15 minutes
• Read the direction line. Part I
• Give students time to complete the items. • Ask three students to take turns reading the three
• Correct as a class, writing challenging items and/or emails.
confusing time references on the board. • Discuss the concepts of formality, informality, tone, and
register.
• Ask students which email’s formality is most similar to
EXERCISE 28. Looking at grammar. Page 66. the formality they use in their academic life.
Time: 5–10 minutes
• Ask a student to read the direction line aloud. Part II
• Have a student read the first sentence aloud for each • Ask students to read through the tips about writing
item and then as a class, discuss why the checked emails to instructors.
sentences are preferred. • Ask students to follow the direction line for writing two
• Help students to articulate that the future perfect emails to instructors (one reporting an absence and
emphasizes completion of an action while the future one making a request).
perfect progressive emphasizes duration of an action.
Part III
Optional Vocabulary • Invite students to use the editing list to revise their own
reservation steadily writing or that of a partner.

EXERCISE 29. Check your knowledge.

Page 67. Time: 5–10 minutes
• Ask students to take turns reading each item aloud and
determining the error within the sentence.
• Once one student has identified the error, have the
person next to him/her replace the incorrect part with
the corrected form.
• Ask a third student to explain why the original form was
an error and why the correction was needed.

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