Session 9 future tenses

a-what are the different future tenses?

The future tense expresses what will happen or what the subject will do at some time in the future. The future tense is also used after conjunctions of time to refer to future actions. We have different future tenses.

The near future, for example, expresses what is going to take place or what the subject is going to do in the not too distant future. In some instances, the present tense is used to imply a near future event or action. In other instances, the verb (to go) is used to speak about something that will happen soon. Here is a chart of the different future tenses.

b-What is meant by word choice?

          Word choice  refers to a writer's selection of words as determined by a number of factors, including meaning (both denotative and connotative),  specificity, level  of diction, tone, and audience. Another term for word choice is diction. Word choice is an essential ingredient of style. In studying a writer's style, say Hart and Daughton, "the critic's best tool is developing a sensitivity to word choice". Word choice often determines whether or not you get your message across. Making poor word choices and not writing appropriately for the audience can distract the reader so much that the message you intended to convey is missed."

c-What are some principles of  word choice?

1. Choose understandable words.
2. Use specific, precise words.
3. Choose strong words.
4. Emphasize positive words.
5. Avoid overused words.
6. Avoid obsolete words.

            Simple questions can be used to trigger students' thinking about word choice. Rather than telling students that a particular phrasing is awkward or does not make sense, ask the student 'Why did you choose this word?' or 'What did you mean here?' Listen carefully to the student's explanation and point out when the student uses clearer language. If a teacher understands that ambiguous word choices or misused words serve as placeholders as the student struggles to understand what he or she is trying to say, then helping the student think through the idea through straightforward questions is more helpful than simply pointing out errors."

Here are some examples :

1-We (passed-past-pest) several trucks on the highway.

2-(Who's-Whose -Who s') your history teacher?

3- The TV has lost (its - it's - it is) picture.

4- Is it (too-to-two) late to sign up for the golf tournament?

5- Your answer is completely (right-write-rite). Well done!