Verb Tense- Quiz
This Quiz makes for a wonderful whole-class review/formative assessment to gauge students’ abilities in their knowledge of verb tenses.
Answers are revealed after each question, allowing for opportunities for whole class discussions.
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Learning goals
- We are learning to understand past, present and future tenses and their impact on meaning in a sentence, e.g. informative texts are usually written in present tense.
- We are learning that verbs are doing, thinking, saying and relating words and that time is represented through verb tense, e.g. she arrived, she is arriving.
- We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.
Curriculum alignment
AC9E4LA09
9
Understand past, present and future tenses and their impact on meaning in a sentence
ACELA1482
8.4
Understand that verbs represent different processes, for example: doing, thinking, saying, and relating and that these processes are anchored in time through tense
ACELA1478
8.4
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
VCELA262
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
VCELA246
Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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