Grade by Grade
B. Foundations of Language · Foundations of Language: Listening, Speaking, Words, Fluency and Conventions

Foundations of Language: Listening, Speaking, Words, Fluency and Conventions: Unit Review

A1.1 A1.2 A2.3 A3.1 A3.2 B1.1 B1.2 B1.3 B1.4 B1.5 B2.1 B2.2 B2.3 B3.1 B3.2 B3.3About 40 minutes
Learning goals
  • I can use listening and speaking skills, including oral and non-verbal strategies, in formal and informal contexts.
  • I can read and spell complex words using morphemes, roots and spelling rules, and figure out new words in context.
  • I can read complex texts fluently and read aloud with expression that fits the purpose.
  • I can write accurate, varied sentences with correct grammar, punctuation and capitalization.

Words to know

paraphrase
Restating someone's idea in your own words, keeping the meaning.
rhetorical situation
Speaker, audience, purpose, context and message.
morpheme
The smallest meaningful part of a word: prefix, base or suffix.
root
A base from another language, often Latin or Greek.
fluency
Reading with accuracy, appropriate pace and natural expression.
compound-complex sentence
Two or more independent clauses and at least one dependent clause.
passive voice
The subject receives the action: be + past participle.
conjunctive adverb
A transition like however that joins two independent clauses: semicolon before, comma after.

Let's review!

In this unit you built the foundations that every other part of English (and every other course) depends on:

  • Oral communication (B1): listening in discussions, listening strategies and evidence, speaking for a purpose and audience, oral and non-verbal strategies across cultures, and precise spoken language.
  • Words and fluency (B2): reading and spelling complex words by their morphemes, suffix spelling rules, Greek and Latin roots, academic vocabulary and word forms, analyzing new words in context, fluent reading, and reading aloud with purpose.
  • Conventions (B3): complex sentences, parallelism and modifiers, parts of speech by function, verbals and voice, and punctuation and capitals.

Below are a few questions from every lesson. Try each one, then press Show answer. If a part feels shaky, go back to that lesson.

Your unit at a glanceB1 Oral communication1. Listening in discussions2. Listening strategies3. Speaking with purpose4. Voice, face and gesture5. Precise spoken wordsB2 Words and fluency1. Word parts and spelling2. Suffix spelling rules3. Greek and Latin roots4. Academic word forms5. New words in context6. Fluent reading7. Reading aloudB3 Conventions1. Complex sentences2. Parallelism, modifiers3. Parts of speech by job4. Verbals and voice5. Punctuation, capitals
The 17 lessons of this unit, grouped by the three overall expectations: B1 oral communication, B2 language foundations for reading and writing, and B3 language conventions.
One sentence, many skillsAlthough the arena was built in 1952,①it still hosts games every winter;②however,③its roof needs repairs.④① dependent adverb clause (contrast), comma after it;its verb “was built” is passive (no actor named)② independent clause③ semicolon + conjunctive adverb + comma④ independent clause: the main point
Grammar, punctuation and meaning all work together. This one sentence uses a dependent clause, a passive verb, a semicolon with a conjunctive adverb, and two independent clauses that carry the main point.

Listening That Moves a Discussion Forward: Paraphrase, Question, Build and Reflect

1

Paraphrase: "The library should stay open until 8 p.m. because students need a quiet place to study after practice."

2

Turn into an open-ended question: "Is the ending sad?"

3

Write a sum-up statement for a group that agrees on a bake sale but disagrees on the date.

Listening to Analyze: Strategies, Clarifying Questions and Evidence from Oral Texts

1

Name one strategy for before, during and after listening.

2

What does the signal phrase on the other hand tell a listener?

3

What three qualities should evidence from an oral text have?

Speaking with Purpose: Analyzing Audience and Context, Then Choosing and Adapting Strategies

1

Name the five parts of the rhetorical situation.

2

Rewrite for a formal context: "Hey, can I get a job here or whatever?"

3

What is a signpost? Give one.

Voice, Face and Gesture: Using and Evaluating Oral and Non-Verbal Strategies Across Cultures

1

What does congruent delivery mean?

2

Name two adjustments for presenting on camera.

3

Why should you avoid judging someone's listening by eye contact alone?

Speaking Precisely: Domain-Specific Words and Cohesive, Coherent Sentences Out Loud

1

Replace the vague words: "The thing on the map shows where stuff is."

2

What is front-loading?

3

Add a cohesive tie: "The river flooded. Families left their homes."

Reading and Spelling Complex Words by Their Parts: Word Sums, Bases and Chameleon Prefixes

1

Write the word sum for irresponsible.

2

Explain the two c's in accommodate.

3

Spell the word: mis + spell + ing.

Suffix Spelling Rules for Complex Words: Final e, y to i, Doubling and Tricky Endings

1

refer + al =

2

manage + able =

3

glamour + ous (Canadian spelling) =

Greek and Latin Roots for High School: Make, Stand, Drive, Speak, Roll, Loosen, Place and More

1

What does the root pel/puls mean? Give a word.

2

What does iso mean? Give a science word.

3

Use roots to explain dissolve.

Vocabulary for Every Grade 9 Course: Word Forms, Task Words and a Personal Word System

1

Fix the word form: Her justify was convincing.

2

What does the task word evaluate ask for?

3

Give two meanings of variable from different subjects.

Analyzing New Words in Context: Clues, Word Parts, References and Word-Part Traps

1

What does invaluable mean?

2

Name the three tools for triangulating a word's meaning.

3

Use context: "The hikers were famished after the six-hour climb, so they devoured their sandwiches." What does famished mean?

Reading Complex Texts Fluently: Accuracy, Pacing and Phrasing in High School Reading

1

A student reads 160 words with 8 errors. Accuracy?

2

Which reading gear for finding a single date: scan, skim or study-read?

3

Put into everyday order: "Bright were the stars above the lake."

Reading Aloud with Purpose: Expression, Intonation, Script Marking and Verse

1

How many syllables and stresses are in a line of iambic pentameter?

2

What does // mean in a marked script?

3

Describe the expression for a Remembrance Day reading.

Building Complex Sentences: Clauses, Subordination and Combining Ideas Precisely

1

Identify the sentence form: When the bell rang, we packed up, and the teacher waved.

2

Combine to show contrast with although: The test was long. I finished it.

3

Identify the clause type: I know that you tried. (the part that you tried)

Precise Sentences: Parallel Structure and Clearly Placed Modifiers

1

Make parallel: I like hiking, to swim and bikes.

2

Fix: Walking into the room, the smell of popcorn hit me.

3

Fix: She nearly ate the whole bag (meaning she ate most of it).

Parts of Speech at Work: Function, Objects, Complements and Phrases

1

What part of speech is back in Please come back?

2

Find the indirect object: Our teacher gave the class a challenge.

3

Linking or action? The milk smells sour.

Verbals and Voice: Gerunds, Participles, Infinitives, and Active and Passive Voice

1

Gerund, participle or infinitive? We came to cheer.

2

Change to active voice: The fundraiser was organized by the Grade 9 class.

3

Fix the tense for a literary essay: In the play, Juliet waited and then decides.

Punctuation and Capitals for Clear Meaning: Semicolons, Colons, Dashes, Ellipses and Title Case

1

Punctuate: It was snowing therefore the game was cancelled.

2

Fix: The kit includes: a map, a compass and a whistle.

3

Capitalize: in grade 9 we take english, french and math.

Just for fun

Why did the Grade 9 student bring a ladder, a dictionary and a highlighter to the review?

To reach a higher level of vocabulary, look up the hard words, and make the main ideas stand out.

How to use this review

  1. Do one block of questions at a time without looking back at the lessons.
  2. Mark each answer right or wrong honestly.
  3. For any block where you missed more than one question, reread that lesson's explanation and examples, then try its More practice questions.
  4. Finish with the quiz. Then make a one-page summary: one key idea from each lesson, in your own words.
Check your understanding

Quiz

1.

Which response best paraphrases "We need more buses because students are waiting 40 minutes in the cold"?

2.

A speaker says, "Above all, we need to act now." The phrase above all signals:

3.

Which pair shows adapting register for a formal audience?

4.

Why does irregular have two r's?

5.

Which is spelled correctly in Canadian English?

6.

Inflammable means:

7.

Which sentence is compound-complex?

8.

Which sentence has a dangling modifier?

9.

In The report was written last night, the voice is:

10.

Which is punctuated correctly?

For parents and teachers

How to use the review results:

  • Paraphrases that change the meaning, or off-topic responses → revisit Listening That Moves a Discussion Forward: Paraphrase, Question, Build and Reflect.
  • Trouble finding a speaker's main point or using evidence from a talk → revisit Listening to Analyze: Strategies, Clarifying Questions and Evidence from Oral Texts.
  • One register for every audience, or talks without a clear main message → revisit Speaking with Purpose: Analyzing Audience and Context, Then Choosing and Adapting Strategies.
  • Rushed, flat delivery, or evaluations that are opinions without evidence → revisit Voice, Face and Gesture: Using and Evaluating Oral and Non-Verbal Strategies Across Cultures.
  • Vague words, fillers and unlinked spoken sentences → revisit Speaking Precisely: Domain-Specific Words and Cohesive, Coherent Sentences Out Loud.
  • Missing double letters (acommodate, ilegal) or misreading long words → revisit Reading and Spelling Complex Words by Their Parts: Word Sums, Bases and Chameleon Prefixes.
  • Errors like noticable, preferrence, studiing → revisit Suffix Spelling Rules for Complex Words: Final e, y to i, Doubling and Tricky Endings.
  • Unable to use roots to explain academic words → revisit Greek and Latin Roots for High School: Make, Stand, Drive, Speak, Roll, Loosen, Place and More.
  • Wrong word forms (the analyze) or describing when asked to evaluate → revisit Vocabulary for Every Grade 9 Course: Word Forms, Task Words and a Personal Word System.
  • Trusting word parts over context (inflammable) → revisit Analyzing New Words in Context: Clues, Word Parts, References and Word-Part Traps.
  • Accuracy below about 95%, one reading speed for everything, or trouble with Shakespeare's word order → revisit Reading Complex Texts Fluently: Accuracy, Pacing and Phrasing in High School Reading.
  • Flat or sing-song reading aloud → revisit Reading Aloud with Purpose: Expression, Intonation, Script Marking and Verse.
  • Fragments, wrong connectors, or misplaced commas with clauses → revisit Building Complex Sentences: Clauses, Subordination and Combining Ideas Precisely.
  • Lists in mixed forms or dangling modifiers → revisit Precise Sentences: Parallel Structure and Clearly Placed Modifiers.
  • Confusing objects and complements, or feel badly → revisit Parts of Speech at Work: Function, Objects, Complements and Phrases.
  • Calling every -ing word a gerund, vague passive voice, or tense shifts in literary writing → revisit Verbals and Voice: Gerunds, Participles, Infinitives, and Active and Passive Voice.
  • Comma splices with however, colons after verbs, or capitalization errors → revisit Punctuation and Capitals for Clear Meaning: Semicolons, Colons, Dashes, Ellipses and Title Case.

Tip: The skills in this unit are used all year in the Comprehension and Composition units and in every other course. Short, regular practice (a paraphrase at dinner, one root a week, proofreading one paragraph) works better than cramming.