BC: Functional Grammar
FC: Functional Grammar
1: FUNCTIONAL GRAMMAR PROMPTS Process What is happening? Participant Who or what? Circumstance How? Why? When? Where? With whom?
3: What is happening? drinking | Don't think: Look! -Ludwig Wittgenstein
5: Who or what is drinking? a black bird
7: What is the black bird drinking? orange juice
9: When, where, how was the black bird drinking orange juice? | When? Last night (was drinking) Where? On the stage under the spotlight How? Rather awkwardly through a straw
11: Last night, on the stage under the spotlight, a black crow was drinking orange juice rather awkwardly through a straw.
13: On the stage under the spotlight, a black crow was drinking orange juice rather awkwardly through a straw last night.
15: What is happening? standing
17: Who or what is standing? a boy
19: Is there any more information about the boy? a young boy in a blue jacket
21: Where, when, why is a young boy in a blue jacket standing? Where? outside his igloo When? in the afternoon Why? because the sun was shining
23: Because the sun was shining, the young boy in a blue jacket was standing outside his igloo in the afternoon.
25: The young boy in a blue jacket was standing outside his igloo in the afternoon, because the sun was shining.
27: What is happening? staring at me
29: Who or what is staring at me? a donkey Is there any more information about the donkey? a blue donkey wearing a party hat
31: Why, how, where is the blue donkey wearing a party hat staring at me? Why? because it doesn't want to play pin the tail on the donkey any more How? menacingly Where? at the birthday party
33: At the birthday party, the blue donkey wearing a party hat was staring at me menacingly, because it didn't want to play pin the tail on the donkey anymore.
34: Year 1 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451) | ACARA English content descriptors
35: Year 2 Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) | ACARA English content descriptors
36: Year 3 Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (ACELA1482) | ACARA English content descriptors
37: Year 4 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) | ACARA English content descriptors
38: Year 5 Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) | ACARA English content descriptors
39: Year 6 Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Understand the uses of commas to separate clauses (ACELA1521) | ACARA English content descriptors