Tense
Grammar
Definition
Tense is defined as “the element that determines when the action or condition of the verb form is located in time. In broad terms the tense will be past, present or future, for example 'Sarah laughed', 'Sarah laughs', 'Sarah will laugh'. Participles (verbs ending in -ing) do not locate a verb in time and need a finite component to indicate when the event happens. For example, the participle running needs the finite auxiliaries was running (past), is running (present), will be running (future) to indicate when the running occurred.” (NSW English K-10 Glossary)
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “locate, integrate and interpret information in detailed written material, charts, diagrams and tables” and “recognise common expressions”.
In the reading test, students apply their understanding of tense to identify the correct and incorrect use of tense in texts.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how tense is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Critical reading and text analysis
Level 3 performance features:
identifies the purpose and intended audiences of a range of familiar, and some unfamiliar, texts types
recognises that words and grammatical choices may carry particular shades of meaning in different contexts
recognises that authors select structure, tone and language to achieve specific purposes
Reading Indicator .04: Reading strategies
Focus area: Comprehension strategies
Level 3 performance features:
self monitors reading for sense and accuracy and selects from a range of strategies to aid comprehension when meaning is lost, e.g. self corrects or read aloud
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to tense are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT7 — Comprehension
monitors the development of ideas using language and visual features (e.g. topic sentences, key verbs, graphs)
UnT7 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)
UnT8 — Processes
uses knowledge of cohesive devices to track meaning throughout a text (e.g. connectives such as however, on the other hand) (see Grammar)
uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
UnT9 — Processes
uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning