Page 118 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

ESL Level 5, Open
Language Reference Chart – ESL Level 5
Nouns
special use of non-count nouns (e.g., hair, coffee, glass, wood, wine) as count nouns + a/an (e.g., He pulled out a grey hair from his moustache. Could I have a coffee, please? Pour the water into a glass. We would like to walk in a wood/woods. They enjoy a good Chilean wine.)
Pronouns
relative: who, which, that, whose + relative and subordinate clauses (e.g., He has done all that is necessary. The film is about a spy whose best friend betrays him when they travel in Russia.)
reciprocal: each other indefinite: no one
Verbs
future progressive (e.g., I’ll be waiting by the door.)
future perfect (e.g., Ontario students will have earned at least thirty credits by
the time they finish Grade 12.)
past perfect progressive (e.g., The students had been practising their speeches
before the teacher entered the room.)
passive: modals (e.g., Diamonds can be mined in Canada. The plate must have
been broken by the dog.)
passive: past perfect (e.g., The plate had already been broken before we came
downstairs.)
conditional: type 3 / condition cannot be fulfilled (e.g., If I had known that you were coming, I would have met you at the airport.)
Adjectives
adjectives + enough (e.g., He is tall enough for the basketball team.) adjectives with nearly as ... as, just as ... as, not quite as ... as
Adverbs
position of adverbs in a sentence + effect on meaning (e.g., They secretly decided to leave town. [The decision was secret.] They decided to leave town secretly. [The departure was secret.] Honestly, he didn’t get the money. [It’s true that he didn’t get the money.] He didn’t get the money honestly. [He got the money in a dishon- est manner.])
Transition words and phrases
not only ... but also (e.g., Not only are they taking a course this summer, but they are also working part-time.)
as ... as, as soon as, as well as, nearly as, just as, not quite as, whereas
prior to, subsequently, although, furthermore, to sum up, meanwhile, moreover, despite
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 writing a report compa- ring the economies of Canada and their native country, students work on cohesion in their writing by using subordinate clauses in addition to transition words and phrases). 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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