Page 106 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

ESL Level 4, Open
Language Reference Chart – ESL Level 4
Nouns
abstract nouns (e.g., advice, information, beauty, knowledge, philosophy, demo- cracy) + a, an, the, or no article (e.g., He had a good knowledge of math. He had knowledge about many things. I gave him the information about travel times.)
Pronouns
indefinite: some, any, every + one one, ones
who, which, that, whose in a relative clause (e.g., non-defining relative clause: She gave me this photo, which she had taken in Mexico. The students, who wanted to play soccer, were disappointed when it rained.)
Verbs
present perfect progressive (e.g., What have you been doing?)
passive: present progressive (e.g., The game is being played today.)
passive: present perfect (e.g., The pie has been eaten.)
passive: future (e.g., The project will be finished soon.)
dual use of some nouns/verbs: produce, report, present
gerunds/infinitives (e.g., Bullying is unacceptable. To know him is to love him.)
modals: need, may, might
conditional: type 2 / unlikely (e.g., If I had a million dollars, I would buy a large house.)
consistent use of verb tenses (e.g., maintain the same verb tense in a sentence or paragraph)
Adjectives
noun + three adjectives (e.g., She wore a large, blue, checked scarf.)
the + adjective (e.g., The large leather bag is mine. She bought the big red hat.)
gerund as adjective or as part of a compound noun (e.g., running water, walking stick, diving board)
both, all, enough + of either, neither
Adverbs
formed by adding -ly to ing/ed participles (e.g., She was staring lovingly at the child. They excitedly cheered for their team.)
of possibility (e.g., probably, possibly, definitely) of opinion (e.g., obviously, clearly)
Transition words and phrases
conjunctions: yet, although, since, because of
not only ... but also (e.g., She is taking not only ESLDO but also physics.) as ... as, as soon as, as well as, nearly as, just as, not quite as, whereas
moreover, in short, as a result, even though, now that, for instance, because of, by contrast, possibly, that is, in addition, for this reason
This chart shows the structures students are expected to learn through work done in all four strands. These structures should be taught in context rather than in isolation (e.g., while summarizing a newspaper article, students focus on paraphrasing by using indirect speech and that clauses). Some English language learners may require reinforcement and repetition of language structures from previous course levels in order to achieve mastery.
I. Grammatical Structures
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
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