ACELA1523

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

Elaborations

• knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch') (Skills: Literacy, Critical and Creative Thinking)
• knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’) (Skills: Literacy, Critical and Creative Thinking)
• knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.') (Skills: Literacy, Critical and Creative Thinking)
• knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’) (Skills: Literacy, Critical and Creative Thinking)
• knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as in ‘She arrives in the morning’ (Skills: Literacy, Critical and Creative Thinking)

(View this topic on www.australiancurriculum.edu.au )