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.

Understanding tense Notes on tense and activity in past, present and future tense

Tense cloze passage Cloze passage where students identify the correct verb tense in a text

Identify the tense Activity where students identify the tense used in texts by identifying the verbs used

Download all (ZIP)Download the resource pack containing all activities.

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

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