Page 119 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

I. Grammatical Structures (continued)
Question forms
positive and negative tag questions (e.g., This course is hard, isn’t it? She was walking quickly, wasn’t she? He won’t ask for it, will he? They have travelled a lot, haven’t they?)
Negation
alternative ways of saying the same thing (e.g., He didn’t eat anything / He ate nothing. They don’t ever complain / They never complain. We haven’t seen anyone / We have seen no one.)
Prepositions
with a variety of phrasal verbs (e.g., break down/up/out, call for/in/on, cut down/in/off/out/up, fall back/behind/in/out/through)
Sentences
complex sentence with subordinate clauses and/or relative clauses (e.g., While we were driving, we noticed a little girl who seemed lost. As she thought about him, she wondered how his new job would change their lives. Ahmed, who worked with Manuel, was waiting by the car.)
indirect speech + past perfect (e.g., I asked him what he had said.) maintaining parallel structure
II. Conventions of Print
Punctuation
with a variety of defining phrases and/or relative and subordinate clauses (e.g., Mrs. Minuk, who is the guidance counsellor, suggested [that] I take this course.)
with a variety of subordinate clauses (e.g., After I spoke to Mrs. Minuk, I decided to apply to college.)
LANGUAGE REFERENCE CHART – ESL LEVEL 5
117
English as a Second Language
ESLEO