Grammar Objectives in ALC Level V

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 25 1 03 Pt 4 Act 5 Part A figs 2-3 REVIEW: Join parallel structures with the coordinating
conjunctions 'and' to indicate addition; 'or' to indicate
choice/alternative; 'but' to show contrast; and introduction of 'not'
to express contradiction.

G 25 1 04 Pt 4 Act 4 Part B figs 4-5; C REVIEW: Use the correlative conjunctions 'both … and' and 'not
only … but also' to indicate addition; 'either … or' to indicate
choice/alternative; and 'neither … nor' to indicate negative
choice/addition between parallel structures.

G 25 1 05 Pt 1 Act 1 Part C fig 4 Use the subordinating conjunctions 'where/wherever' and the
adverbial compounds 'anywhere/everywhere' (+ optional 'that') to
introduce an adverb clause of place.

G 25 2 03 Pt 1 Act 4 Part B figs 1-2 Use the adverbial connectives of addition 'also', 'besides,'
'furthermore,' 'in addition,' 'moreover.'

G 25 2 04 Pt 2 Act 1 Part B figs 4-6 REVIEW: Use adverbs of time: 'already' (midsentence position in
questions/affirmative statements); 'still' (midsentence position in
questions/statements); 'yet' and 'anymore' (end position in
questions/negative statements).

G 25 2 05 Omitted Omitted REVIEW: Use the indefinite articles 'a' or 'an' to signal an
unspecified count noun; the definite article 'the' to signal (a)
particular noun(s); and introduction to use of the null article with
certain plural count nouns and certain noncount nouns.

G 25 3 03 Pt 3 Act 2 Part A fig 3 Use 'be about to' to express the immediate future.

G 25 3 04 Pt 1 Act 3 Part B figs 2-3 Use an 'of'-construction to indicate possession, origin, apposition,
partition, material, and contents.

G 25 3 05 Pt 1 Act 2 Part C fig 1 Join two independent clauses by using the coordinating
conjunctions 'so' to express result; 'yet' to express contrast, and
'nor' to express negative addition.

G 25 4 03 Pt 2 Act 2 Part B figs 5-6 Use 'always' with the present progressive to express a frequently
repeated action.

G 25 4 04 Pt 3 Act 2 Part C figs 1-2 Form nouns by adding the derivational suffix '-al' to verbs to
express 'the act or process of' (e.g., arrive / arrival).

G 25 4 05 Omitted Part C fig 3 Use a 'that' noun clause ('that' optional) as the subject of a
sentence following an anticipatory-'it' construction ('It' + verb
expressing emotional reaction + direct object), e.g., 'It amazes me
that you never complete your work on time.'

G 26 1 04 Pt 2 Act 3 Part C figs 4-6 REVIEW: Use the present/ past progressive and present/past
perfect progressive to express a durative action or event.

G 26 1 05 Pt 1 Act 2 Part C fig 3 Form nouns by adding the derivational suffix '-y' to verbs to
express 'an act or action of.'

G 26 2 03 Pt 1 Act 2 Part C fig 13 Use the simple past tense to express an activity/situation that
began and ended at a particular time in the past, and the present
perfect to express an activity/situation in the indefinite past or one
that began in the past and continues to the present.

G 26 2 04 Pt 1 Act 4 Part C figs 4-5 Form adjectives by adding the derivational suffix '-ous' to nouns to
express 'like or full of'.

G 26 2 05 Pt 3 Act 2 Part C figs 10-11 Indicate time using prepositions of time.

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 Grammar Objectives in ALC Level V

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 26 3 03 Pt 1 Act 2 Part C figs 1-2 Reduce an adverb clause of contrast/concession to a modifying
phrase by omitting the subject of the clause and the BE form of
the verb.

G 26 3 04 Pt 1 Act 3 Part C figs 3-4 Use adverbial connectives (‘however, even so, nevertheless,
nonetheless, on the other hand, regardless of that’) to express
contrast.

G 26 3 05 Pt 3 Act 2 Part C fig 5 Use ‘in spite of/despite/regardless of’ + a WH-noun clause; and ‘in
spite of/despite/regardless of’ + ‘the fact’ + 'that' noun clause (‘that’
optional) to express contrast.

G 26 4 03 Pt 3 Act 2 Part C figs 3-4 Use the simple past tense to express an activity/situation that
began and ended at a particular time in the past, and the past
progressive to express a durative action/event in the past.

G 26 4 04 Pt 1 Act 1 Part C figs 1-2 Use a descriptive adjective in the appositive position in modifying
‘some-/any-/no-/every-‘ compounds.

G 26 4 05 Pt 2 Act 1 Part B figs 5-6 Use ' never/ seldom/hardly ever/scarcely ever/rarely (+ optional
‘ever’)' before the verb and after BE in affirmative sentences to
express infrequency.

G 26 4 06 Pt 2 Act 1 Part C figs 5-6 Use the intensifiers ‘barely/hardly/scarcely’ in affirmative

sentences.

G 27 1 03 Pt 2 Act 2 Part A fig 7 Use ‘will’ to express present/future willingness; ‘won't’ to express
present/future refusal; and ‘wouldn't’ to express past refusal.

G 27 1 04 Pt 3 Act 1 Part C figs 3-4 Use a present participle or gerund as a noun modifier before a
noun headword, using the appropriate stress patterns (^+/ for
participle + noun; /+\ for gerund + noun)

G 27 1 05 Pt 3 Act 1 Part C figs 5-6 Use the 'verb + ing' structure as an object complement after ‘have’
+ ‘fun/a good time/trouble/difficulty/a hard time/a difficult time’;
‘spend/waste’ + expression of time; and ‘sit/stand/lie’ + expression
of place.

G 27 1 06 Pt 1 Act 4 Part C figs 7-8 Use the subordinating conjunction ‘as’ to introduce an adverb
clause of manner.

G 27 2 03 Pt 1 Act 2 part A figs 4-5 Use BE/linking verb followed by ‘the same (as)/similar (to)/alike/
different (from)’ to express similarities and differences.

G 27 2 04 Pt 3 Act 5 Part B figs 6-7 Form adjectives by adding the derivational suffixes ‘-ic/-ical’ to
nouns to express ‘of, like, or connected with’.

G 27 2 05 Pt 2 Act 2 Part B fig 10 Use adverbial connectives to express summation.

G 27 2 06 L4 Pt 1 Ac L3 Part A figs 6-7 Use the reciprocal pronouns ‘each other’ and ‘one another’ to
indicate a reciprocal relationship.

G 27 3 03 Pt 2 Act 5 Part A figs 3-4 Use ‘be to’ to express necessity/obligation and future.

G 27 3 04 Pt 1 Act 2 Part B figs 3-4 Embed a question as a noun clause (subject or direct object
position) using ‘'if'/whether’ to introduce an embedded yes/no
question, and a question-word to introduce an embedded question-
word question.

G 27 3 05 Pt 1 Act 1 Part B figs 5-6 Use the -ever words

(‘whoever/whomever/whatever/wherever/whenever/whichever/howe
ver’) to express the idea of ‘any.’

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 Grammar Objectives in ALC Level V
GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW
G 27 4 03 Pt 3 Act 2 Part A figs 4-5
G 27 4 04 Pt 1 Act 3 Part C fig 2
G 27 4 06 Pt 2 Act 2 Part C fig 1
G 28 1 03 Pt 3 Act 2 Part B figs 4-5
G 28 1 04 Pt 2 Act 2 part B figs 4-5
G 28 1 05 Pt 2 Act 2 Part A figs 6-7
G 28 1 06 Pt 3 Act 3 part C figs 6-7
G 28 2 03 Pt 1 Act 2 Part C fig 1
G 28 2 04 Pt 3 Act 5 Part B fig 5
G 28 2 05 Pt 2 Act 2 Part C figs 2-5
G 28 2 06 Pt 2 Act 2 Part C figs 2-5
G 28 3 03 Pt 3 Act 2 Part A figs 5-6
G 28 3 04 Pt 1 Act 2 Part A figs 3-4
G 28 3 05 Pt 3 Act 1 Part C fig 3
G 28 4 03 Pt 2 Act 2 Part A figs 4-5
G 28 4 04 Pt 1 Act 3 Part B figs 3-4
G 28 4 05 Pt 3 Act 1 Part B figs 5-6
G 29 1 03 Pt 1 Act 1 Part A figs 2-3
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Objective Text
Use the conjunctions ‘'if'/in the event (that)/in case/unless/'if'…not’
to introduce an adverb clause of condition and to express
condition/eventuality.
Use the conjunctions ‘'if'/provided (that)/providing
(that)/unless/'if'…not’ to introduce an adverb clause of condition to
express condition/provisionality.
REVIEW: Use the conjunctions ‘because/since/now (that)’ to
introduce an adverb clause of cause/reason.
MODAL REVIEW: Use the following modal auxiliaries to denote
present or future time: ‘can’ to express ability; ‘may/might’ to
express possibility; ‘should/ought to’ to express advisability;
‘should/ought to’ to express expectation; ‘must’ to express
probability; ‘must/have to’ to express necessity; ‘must not’ to
express prohibition; ‘not have to’ to express lack of necessity;
‘can/may’ to express permission; and ‘could/would/will’ to make a
polite request.
Reduce an infinitive phrase after verbs that take infinitive objects
or after adjectives following BE.
Use an adverb or noun phrase + ‘a(n)’ + time word as an adverbial
expressing frequency.
Form concrete nouns by adding the derivational suffix ‘-ist’ to
various stems to express ‘one who practices or believes in.’
Use adverbial connectives to indicate a time sequence/series of
ideas.
Form verbs by adding the derivational suffix ‘-ize’ to
nouns/adjectives to express ‘make or cause to be.’
Use the future perfect to indicate an activity that will be completed
prior to another event in the future.
Use the future perfect progressive to indicate the duration of an
activity that will be in progress prior to another event in the future
and review the future progressive
REVIEW: Use the conjunction ‘'if'’ to introduce present real and
present/past unreal conditional clauses.
REVIEW: Form nouns by adding the derivational suffixes ‘-er/-or/-
ion/-tion/-sion/-ment/-ance/-ence/-al/-y’ to verbs and ‘-ity/-ness/-ist’
to adjectives and other nouns.
Use a nonrestrictive adjective clause to add information to
statements using commas and the relative pronouns 'who, which,
whom, where' and 'when' in order to describe a noun in either the
subject position or object position.
REVIEW: Use negative statements, full and contracted forms, to
express negation.
Form adjectives by adding the derivational suffix ‘-like’ to nouns to
express ‘resembling or characteristic of.’
Reduce an adverb clause of reason/result introduced by 'because'
to a present/perfect participial phrase.
REVIEW: Use ‘have/make/get’ in active and passive causative
constructions.
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 Grammar Objectives in ALC Level V
GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW
G 29 1 04 Pt 1 Act 4 Part C figs 1-2
G 29 1 05 Pt 1 Act 3 Part B figs 3-4
G 29 2 03 Pt 2 Act 4 Part A figs 4-5
G 29 2 04 Pt 1 Act 3 Part B figs 3-5
G 29 2 05 Pt 3 Act 3 Part C figs 1-3
G 29 3 03 Pt 1 Act 2 Part A figs 5-6
G 29 3 04 Pt 2 Act 3 Part B figs 4-7
G 29 4 03 Pt 2 Act 1 Part A figs 3-5
G 29 4 04 pt 1 Act 2 Part B figs 5-6
G 29 4 05 Pt 2 Act 2 Part C figs 1-3
G 30 1 03 Pt 3 Act 1 Part A figs 3-4
G 30 1 04 Pt 3 Act 2 Part B figs 3-5
G 30 1 05 Pt 1 Act 2 Part B figs 6-7
G 30 1 06 Pt 2 Act 1 Part A figs 7-8
G 30 2 03 Pt 1 Act 1 Part A figs 3-4
G 30 2 04 Pt 2 Act 1 Part B figs 5-6
G 30 2 05 Pt 3 Act 1 Part C figs 1-2
G 30 3 03 Pt 3 Act 1 Part A fig 4
G 30 3 04 Pt 1 Act 2 Part B figs 5-6
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Objective Text
Use adverbials denoting a definite time, duration, and frequency to
express time.
REVIEW: Form verbs by adding the derivational suffixes ‘-en’ to
adjectives and ‘-ify/-ize’ to nouns and adjectives.
Use the verb ‘go’ followed by a gerund.
Use an adjective-preposition combination (after the verb BE) when
a noun/gerund functions as the object.
Form adjectives by adding the derivational suffixes ‘-al/-ial’ to
nouns to express ‘of, relating to, or characterized by’.
REVIEW: Use a noun/pronoun as a direct object followed by a to-
infinitive.
REVIEW: Report a statement, yes/no question, or question-word
question (main verb in simple past tense) using the formal
sequence of tenses in the noun clause.
Form adverbs by adding the derivational suffix ‘-ly’ to adjectives to
express ‘in a manner or to an extent.’
Use ‘by’ to denote means and ‘with/without’ to denote instrument
to express how something is done.
MODAL REVIEW: Use the following modal auxiliaries to denote
past time: ‘could have’ to express unfulfilled/missed opportunity;
‘could have/may have/might have’ to express possibility; ‘should
have/ought to have’ to express advisability; and ‘must have’ to
express probability/deduction.
Transform a sentence with a to-infinitive/gerund subject into an
equivalent sentence using the to-infinitive/gerund subject in an
anticipatory-‘it’ construction.
Use adverbs/adverbial phrases of time, place, and manner at the
end of sentences in this sequence: manner, place, time.
Transform a sentence with a ‘that’ noun clause (‘that’ optional) as
the subject in an anticipatory-‘it’ construction into an equivalent
sentence using the 'that' noun clause as the subject in a pre-verb
position.
Use a 'that' noun clause (‘that’ optional) as a complement following
BE.
Use ‘who,’ ‘what,’ ‘when,’ ‘where,’ ‘which,’ or ‘how’ followed by a to-
infinitive as the direct object after a verb.
Use the reduction ‘but not’ and the phrase ‘rather than’ to indicate
contrast.
Reduce a nonrestrictive adjective clause to a nonrestrictive
appositive in the medial or final position.
Make a suggestion starting with ‘Shall I’ or ‘Shall we’ in a yes/no
question.
REVIEW: Form adjectives by adding the derivational suffixes ‘-y/-
ly/-ful/-less/-eRN/-ous/-ic/-ical/-ish/-like/-al/-ar/-ary’ to nouns; ‘-ent/-
ant’ to verbs; ‘-able/-ible/-ive/-tive/-ative’ to verbs and nouns; and ‘-
ward’ to various stems.
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 Grammar Objectives in ALC Level V

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 30 3 05 Pt 1 Act 2 Part B figs 7-8 Select the singular or plural verb form for a sentence with an
indefinite adjective/pronoun subject or a compound subject."

G 30 4 03 Pt 2 Act 2 Part A figs 5-6 Use a perfect active/passive gerund or infinitive to indicate an
action or state occurring before another action or state.

G 30 4 04 Pt 1 Act 1 Part B figs 6-7 Use ‘the’ + descriptive adjective in a noun position to refer to
people and ideas that have the adjectival quality.

G 30 4 05 Pt 1 Act 2 Part B figs 8-9 REVIEW: Use the correct pronoun and possessive adjective
agreement with nouns and indefinite pronouns.

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