Two precise tools for talking about the future: an action in progress, and an action already finished.
At B1 you talked about the future mainly with will and going to. At B2 you gain two sharper tools that let you place yourself at a moment in the future and describe what is happening around that moment.
The Future Continuous (will be + V-ing) shows an action in progress at a future time. The Future Perfect (will have + V3) shows an action that will be complete before a future point. Together they make your plans sound confident and exact.
Fix the shape of each tense first. Notice that both new tenses begin with will, and only what comes after it changes.
| Tense | Structure | Example |
|---|---|---|
| Future Continuous | will be + V-ing | At 9 p.m. I will be studying. |
| Future Perfect | will have + V3 | By 9 p.m. I will have studied for three hours. |
| Future Perfect Continuous | will have been + V-ing | By 9 p.m. I will have been studying all evening. |
Picture a clock in the future and ask: what will be happening right then? The Future Continuous (will be + V-ing) answers that. It is also a natural, polite way to talk about something that is going to happen anyway, as part of the normal course of events.
Now imagine standing at a future point and looking back at something already done. The Future Perfect (will have + V3) describes an action completed before that point. It almost always travels with a marker such as by, by the time or before.
The clearest way to feel the difference is to compare all three around the same moment. Ask yourself: is the action just a fact, is it in progress, or is it already over?
| Form | Meaning | Example (at 8 p.m. tomorrow) |
|---|---|---|
| will do | a simple future fact or decision | I will cook dinner tomorrow. |
| will be doing | in progress at that moment | At 8 p.m. I will be cooking dinner. |
| will have done | already finished by that moment | By 8 p.m. I will have cooked dinner. |
These little phrases anchor your sentence in the future. Learn what each one signals — and one dangerous trap.
| Signal | Points to | Example |
|---|---|---|
| this time tomorrow / next week | an exact future moment → Future Continuous | This time next week I will be moving house. |
| by + a future time (by 2030, by June) | not later than → Future Perfect | By June they will have opened the new skate park. |
| by the time + present tense | before another future event → Future Perfect | By the time you get home, I will have left. |
| by then | before a point already mentioned | The show starts at nine; by then we will have eaten. |
These are the errors B2 students still make with future forms. Check your own writing against every row.
| Wrong ✗ | Right ✓ | Why? |
|---|---|---|
| By the time she will call, we will have left. | By the time she calls, we will have left. | no "will" after "by the time" → present tense. |
| This time tomorrow I will flown to Rome. | This time tomorrow I will be flying to Rome. | an action in progress → will be + V-ing. |
| By 2040 they will finished the metro. | By 2040 they will have finished the metro. | Future Perfect needs "have" + V3. |
| By June I will have been finish it. | By June I will have finished it. | "will have been" needs V-ing, not a bare verb. |
| At midnight we will have danced. | At midnight we will be dancing. | "at midnight" = in progress → Future Continuous. |
Two friends talk about a busy week ahead. Read it twice and watch how the future forms cooperate: the Future Continuous shows what is in progress, the Future Perfect shows what is already done, and by the time keeps its clause in the present.
Choose the correct answer. — 10 questions, each one is marked instantly. Questions get harder as you go.
Learn the words, then use them to talk about where you will be and what you will have done.
Write 8 sentences about a plan or a dream project — your studies, a hobby, a trip or your future dream. Use at least 8 of the words above.
Sentence starters (you can begin with these):
Değerlendirme öğretmenin tarafından yapılacak. (Your teacher will review your task.)
Read the text, then answer the questions.
Good readers prepare before they start. Before you read, think about these three questions (you do not need to write the answers):
Words to spot (from the Speaking section): ambition · envisage · accomplish · deadline · anticipate · prospect · schedule · long-term
Deniz has spent three years on the biggest project of her school life: a robot for the national robotics contest. Although the work has been exhausting, she rarely talks about the past — she prefers to talk about the future.
She is only sixteen, yet she already leads a small team of five classmates in the after-school robotics club. Most afternoons, once the final lesson is over, the friends drop their bags in the corner of the science lab and get straight to work. They come from different classes, and each one brings something different to the group: one is brilliant at coding, another loves designing the body, and a third keeps the whole team organised. Being teenagers, they argue about the small things — the colour of the wheels, the name of the robot, whose turn it is to bring snacks — but they never argue about the plan itself, because the plan is what holds them together.
'By the time the contest begins next spring, my team will have worked on it for almost three years,' she explains. 'We will have rebuilt the robot's arm twice; moreover, we will have tested every single sensor a dozen times.' She says this calmly, since for a young maker the future is something you plan, not something you simply wait for.
For Deniz, planning is almost a kind of sport. She talks about deadlines the way a footballer talks about the next match, and she keeps a wall calendar covered in colourful notes. 'This weekend we will be soldering the circuit board,' she might announce on a Monday, 'and by Friday we will have finished all the wiring.' Her teammates have slowly learned to think in the same way. When somebody asks a lazy question such as 'What if it just doesn't work?', the group answers with a fresh timetable rather than a complaint. In their online chat, half of the messages are photos of tiny victories: a light that finally switches on, or a wheel that finally turns after hours of trying.
Deniz also belongs to the school debate club, and she is convinced that arguing about ideas has made her a better maker. 'In a debate, you have to imagine what your opponent will say before they even open their mouth,' she says. 'Building a robot is exactly the same. You have to guess what will go wrong before it actually goes wrong.' Because of this habit, the team keeps a long list on the lab door titled 'Things that might break', and next to almost every item somebody has already written what they will do about it. In this way, a future problem becomes a future solution long before it appears.
Right now the frame is finished. This time next month, the members will be installing the final motors, and by the end of term they will have connected all the parts. The schedule is tight; therefore, the team now meets every single weekend.
The team also shares its progress online, though Deniz is careful about how she does it. 'Social media can be a trap for young makers,' she warns her friends. 'If you only post to collect likes, sooner or later you will forget why you started in the first place.' Instead of chasing attention, the group uploads one short video at the end of each month, showing exactly what they have built and what they plan to build next. Other school teams have started to follow the account, and a few have even sent messages asking for advice. 'By the end of the year,' Deniz laughs, 'we will have answered far more questions than we ever expected to.'
There will still be hard days. However, Deniz stays optimistic. 'Some mornings a part has broken overnight; nevertheless, we always find a fix,' she says. 'By the time I finish high school, this robot will have entered many contests, yet I will still feel proud every time it moves.'
There are quieter costs too, the kind that teenagers rarely mention out loud. While some of her friends spend their weekends at the cinema or on the football pitch, Deniz spends hers bent over a crowded workbench. She does not complain, but she admits that it is not always easy. 'By the time the contest is over, I will have missed a lot of Saturday matches,' she says with a small smile. 'Still, my closest friends come to the lab now and then, and honestly, watching a robot take its very first step is better than almost any film.' A few of them, she adds, have even begun to plan projects of their own.
Her teacher, who runs the club after school, says that students like Deniz quietly change the whole room. 'When one person plans ahead, the others slowly begin to plan too,' he explains. 'By the time these students leave school, they will have learned something that no exam can really measure — how to turn a wild idea into a machine that actually works.' For him, the result of the contest matters far less than the habit the students are building, night after night, week after week.
She is already looking beyond the contest. 'Next year, while most people are simply enjoying the summer, I will be designing a brand-new robot. A good maker is never truly finished. By then I will have started the next build, whereas this robot will only just be beginning its life on the shelf.'
Perhaps that is the real lesson of Deniz's story. For her and her friends, the future is not a distant, frightening place; it is a project with a clear plan and a long list of small steps. Ask her where she will be in five years, and she will not shrug the way many teenagers do. Instead, she will grin, reach for a pencil, and start to sketch. 'By then,' she says simply, 'I will have built things I cannot even picture yet — and I honestly cannot wait to find out what they are.'
Choose the correct answer.
Are these sentences true or false, according to the text?
Complete each sentence with ONE word from the text. Mind the future form and the auxiliary (will / have / be).
Write your answer in your own words. These questions are not marked automatically.
1. What will Deniz's team have done by the time the contest begins?
2. Why does the team now meet every weekend?
3. What do you think Deniz means when she says 'a good maker is never truly finished'?
Find these connectors in the text — each one appears at least once: however, therefore, nevertheless, although, whereas, moreover, since, yet. (You will use these same connectors in the Writing section.) Note them down, then check.
Spencer asks Curtis about his dream house and everything he would put in it.
You will hear a conversation: Spencer asks Curtis to describe his dream house — the rooms, the kitchen, the garden and the garage. You will listen TWICE. First listen: answer questions 1-5. Second listen: answer questions 6-10. (Kaydı İKİ kez dinleyeceksin: ilk dinlemede 1-5, ikinci dinlemede 6-10.)
Write and submit your paragraph; your teacher will review it.
At B1 you linked ideas with and, but, so, because. At B2 you sound noticeably more advanced when you use formal, precise connectors. Four of them are essential this unit — and two familiar ones, although and however, become sharper tools.
| Connector | Use it to... | Example |
|---|---|---|
| moreover | add a stronger, extra point | I will finish my degree. Moreover, I will have saved enough to travel. |
| therefore | show a logical result | The exam is close; therefore, I will be studying every weekend. |
| whereas | contrast two ideas directly | My friends will choose easy subjects, whereas I will be studying the hardest ones. |
| nevertheless | say "in spite of that" | The road will be hard. Nevertheless, I will keep going. |
| although | concede a point inside one sentence | Although it will take years, I will have finished by then. |
| however | contrast between two sentences | Plans change. However, my main ambition will stay the same. |
See the difference — the same facts, written two ways:
| Basic linking ✗ | Confident B2 writing ✓ |
|---|---|
| I will study hard. It will be difficult. I will not give up. I will finish one day. I will be happy. | I will study hard, although it will be difficult. Nevertheless, I will not give up; therefore, by the time I am thirty, I will have finished my studies. Moreover, I will be working in a job I love. |
A "future plan" paragraph has three parts. The skeleton stays the same — you change the content, not the structure:
| Part | What to write | Example |
|---|---|---|
| 1. Opening | A topic sentence about your future | Ten years from now, my life will look very different. |
| 2. Body | Describe the plan. Use the Future Continuous for what will be in progress, the Future Perfect for what will be complete, and anchor it with "by / by then / this time next year". Link with B2 connectors. | By the time I am thirty, I will have finished my studies. Nevertheless, I will still be learning. |
| 3. Closing | A final comment about a goal you will not have reached yet | I will not have achieved everything, therefore I will keep working. |
Write about where you will be and what you will have done ten years from now — in your studies, hobbies, or personal life. Mix the future forms of this unit.
Değerlendirme öğretmenin tarafından yapılacak. (Your teacher will evaluate your writing.)
Mixed questions from the whole unit, then check what you can do.
14 questions: grammar + vocabulary + reading + listening. Each question is marked instantly.
Tick what you can do now. Honest answers help your teacher.
İşaretlemediğin madde varsa ilgili bölüme dönüp tekrar çalış — soldaki menüden her bölüme geri dönebilirsin.
Oturum kontrol ediliyor...