AC9E4LA09: Understand past, present and future tenses and their impact on meaning in a sentence

Show when something happens

Use verb forms and time context to tell your reader about past events, current actions or routines, and future plans. Read the whole verb group, then explain what its time meaning contributes to the text.

Success looks like: I can identify the verbs in a short text, explain their time meaning, repair an unintended change, and write my own connected sentences with suitable tense choices.

Learning target: understand past, present and future tenses and their impact on meaning in a sentence

Materials and time: paper or your usual writing aid; allow about 20 minutes for the lesson and extra time to create and review your writing.

Read the whole verb group

• Verb: a word that can express an action, happening or state. “We walk” names an action; “We are tired” describes a state.
• Verb group: one or more words working together, such as walked, are walking, were walking, will walk.
• Tense: verb forms help communicate time. Walked places an event in the past; walk/walks can describe a current routine; will walk can express a future action.
• Time context: words and surrounding information, such as yesterday, now, every Saturday or tomorrow, help us interpret the verb. Time words are not themselves the verb group.

Boundary: use familiar regular and irregular past forms, present routines and actions, and clearly expressed future plans. Read and compose short reports, recounts and plans. We do not need a complete system of tense and aspect labels to explain these meanings.

Change the time, keep the event clear

All three sentences keep the walker and destination. The verb groups and time context change how the reader places the event in time. You can write about an imagined journey; no journey is required.

Past does not always end in -ed

“Yesterday, our class visited the aquarium and watched the penguins.” Visited and watched are regular past forms. “Yesterday” gives the time, but is not a verb.

“Last night, we saw a meteor.” Saw is the simple past of see. Other common pairs are go/went, take/took, buy/bought, find/found, build/built, grow/grew, sing/sang and freeze/froze. Do not add -ed to every verb.

The written forms of read look the same in “We read stories every day” and “We read a story yesterday”. The time context helps you recognise the past use; the pronunciation also differs.

“We did not see the painting yesterday.” In this negative sentence, did carries the past tense, so use the base form see, not did not saw. Read the whole group before deciding its time.

Habits, actions in progress and states

“I play cricket at the oval every Saturday” describes a current habit. “A dictionary gives information about words” states its usual function. Simple present is not limited to what happens this second.

Compare “The class is drawing now” with “The class was drawing yesterday”. The groups show an activity in progress in different time settings. With a plural subject, compare “The children are drawing” and “The children were drawing”.

“The children were tired after the walk.” The past verb describes a state, not a visible action. “I am excited” describes a current state; “I was excited” places it in the past.

Meaning check: changing “Mum works at the library” to “Mum worked at the library” changes the time viewpoint. The past sentence alone does not tell us everything about Mum’s current job.

A plan does not always need will

“Our class will visit the botanic gardens next Thursday” presents a future action. “I am going to practise the flute this afternoon” presents an intention.

“We are meeting the ranger at ten tomorrow” uses a present-form group for a future arrangement. A timetable can say “The bus leaves at eight tomorrow morning”. The future context is explicit in both.

These forms can all communicate future time, but they need not have exactly the same emphasis. A timetable states a schedule; an arrangement describes an organised plan. Do not change a correct future arrangement just because it has no “will”. In a focused exercise, follow a request to use a particular form without treating every other grammatical form as wrong.

Tense choices support a text’s purpose

A tendency, not a rule: an information report can compare history with the present: “Last year, the library occupied one room. Today, it occupies two.” The time shift is meaningful. Not every report must use present tense throughout.

Check whether the meaning changes on purpose

Useful shift: “I packed my bag last night, and now I am waiting for the bus.” Packed fits last night; am waiting fits now. Keeping every verb in the same tense would lose that contrast.

Unintended shift: a recount of yesterday says, “We mixed the paint. We draw a landscape. We cleaned the brushes.” Repair it to “We mixed the paint. We drew a landscape. We cleaned the brushes.” There is no stated move to current time; all three events belong to the completed lesson.

Teacher prompt: “Which time does the writer mean here? Which words show that? Does the verb group fit?” Ask for a reason before marking a change of tense as an error.

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

• E1: understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense
• E2: identifying the tense in texts they read

Teaching map: the report/recount/plan comparison and purposeful mixed-time report teach E1. Identifying complete verb groups in those actual short texts teaches E2. Revision and original writing show the descriptor’s effect on meaning.

Model, read, revise, compose

1. Explicit teaching and modelling: compare the three school-walk sentences. Underline each whole verb group and name the time meaning, keeping the walker and destination unchanged.
2. Guided analysis: read the library report, recount and plan. Find actual verbs and discuss why their forms fit the information being given.
3. Collaborative and independent practice: repair the art-lesson recount with a partner. Independently write about a current routine and an imagined past event, then explain your choices.
4. Formative assessment: use the exit ticket below. Check the learner’s actual sentences, verb identification and explanation. If they rely only on endings, compare play/plays and go/went in full sentences.

Quick checkpoint: “The children were singing when the bell rang.” Ask for the complete singing group and its time. Expected: were singing, an activity in progress in the past. Reteach the whole group if the learner selects only singing.

Support: use yesterday/now/tomorrow cards with familiar sentences. Core: identify and explain verbs in short texts, then revise and compose. Extend: write a short past-to-present comparison and justify its time shift without adding advanced terminology.

Four checks for accurate tense choices

• “Past verbs always end in -ed.” Compare regular visited with irregular saw. Check the actual form in the sentence.
• “Present always means right now.” Present also expresses current habits and general information. Context can make a present-form schedule refer to the future.
• “Every future event needs will.” A clear arrangement such as are meeting tomorrow can also express future time.
• “Any tense change is a mistake.” Keep a change when the text deliberately moves from one time to another. Repair it when it conflicts with the intended time.

Explain the time meaning

Is yesterday a verb? No. It gives time context; find the word or group that expresses the action, happening or state.

Why read the whole group? Are waiting and were waiting share the -ing word but place the activity differently. In did not see, the helping verb shows past time.

Must an informative text stay in the present? No. It can include historical information or compare past and current situations. Explain the actual purpose and time setting.

Does past wording prove something is no longer true now? Not by itself. “The garden had roses last year” tells us about last year; it does not say whether the roses are still there.

Apply the choices to your own text

1. Read “The caretaker checked the gate yesterday. Today, the caretaker checks the windows.” Identify both verbs and explain the shift. Model: checked is past; checks is present in the today setting. The text changes the time and activity deliberately.

2. Write two sentences about an imagined hobby: a finished event last week and a plan for next week. Explain how your verb choices show the different times. Model: “Last week, I drew a bird. Next week, I will draw a tree.” “Drew” describes the completed past event; “will draw” expresses the future plan. Adult check: both meanings need suitable complete verb groups and an explanation; accept other valid future forms.

3. Change “The class will visit the museum tomorrow” into a sentence using a present-form future arrangement. Model: “The class is visiting the museum tomorrow.” Hint: keep the class, visit, place and time unchanged.

Read the whole text and each complete verb group. Check the intended time before changing a form. In writing tasks, explain your own choices; an adult checks the actual work.

Show the time changes clearly

Write a three-sentence diary about a made-up art project. Describe one completed action yesterday, one action in progress now and one plan for tomorrow. Underline each whole verb group and explain why the three sentences need not use the same tense.

One model: “Yesterday, I painted the background. Now, I am drawing the trees. Tomorrow, I will add the leaves.” Painted is completed past, am drawing is current activity and will add is a future plan.

Adult check: require three complete, connected sentences with the three time settings, correct whole verb groups, identification of all three groups by underlining or naming/listing, and an explanation of the change. Accept different project details and valid future constructions. If a sentence accidentally changes time, ask the learner which moment they mean and revise it together.

Curriculum equivalents for Past, present and future tenses and their impact on meaning...

Mapped skill: understand past, present and future tenses and their impact on meaning in a sentence

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. State and international entries are broad planning references, not verified exact outcome equivalences. Teachers should check their current local syllabus.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E4LA01: Explore language used to develop relationships in formal and informal situations
• AC9E4LA02: Identify the subjective language of opinion and feeling, and the objective language of factual reporting
• AC9E4LA03: Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
• AC9E4LA04: Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
• AC9E4LA05: Identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout
• AC9E4LA06: Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
• AC9E4LA07: Investigate how quoted (direct) and reported (indirect) speech are used
• AC9E4LA08: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity