Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 13 1 03 Pt 2 Act 3 Part B fig 2 Use 'so' or 'not' as a substitute for a 'that' noun clause after verbs
in oral and written affirmative and negative answers.

G 13 1 04 Pt 3 Act 3 Part A fig 7 Use an affirmative or negative adverbial THAT clause ('that'
optional) after a predicate adjective (certain, positive, and sure) to
express certainty in affirmative and negative statements,
affirmative yes/no questions, and affirmative and negative answers.

G 13 1 05 Pt 1 Act 3 Part D figs 1-2 Use the '-est' superlative form of adverbs (early, far, fast, hard,
high, late, low, near, slow, soon, and straight) when referring to 3
or more people or things in affirmative and negative statements,
affirmative yes/no and information questions, and affirmative and
negative answers to indicate degree.

G 13 2 03 Pt 3 Act 3 Omitted Use 'could' in affirmative yes/no questions to request permission

(respond using can or can’t).

G 13 2 04 Pt 1 Act 3 Part C figs 2-4 MODAL REVIEW: Use 'may', 'might', and 'could' to express 50%
possibility; use 'can', 'could', and 'be able to' to express present
and past ability; use 'may', 'can' and 'could' in requests for
permission (respond using 'can' or 'can’t').

G 13 2 05 Pt 2 Act 3 Part D fig 1 Use a noun as a noun adjunct (noun modifier) in affirmative and
negative statements, affirmative yes/no and information questions,
and affirmative and negative answers.

G 13 3 03 Pt 1 Act 3 Part C figs 1 & 8 Use separable phrasal verbs, putting a pronoun object before the
particle and a noun object before or after the particle, in
statements, affirmative yes/no questions, and affirmative and
negative answers.

G 13 3 04 Pt 3 Act 3 Part B fig 2; D 1 Use 'said' or 'told' + affirmative or negative 'that' noun clause ('that'
optional) and making appropriate modal, pronoun, and/or
possessive adjective changes in affirmative and negative
statements, affirmative yes/no questions, and affirmative and
negative answers to report or inquire about what was said in a
present tense affirmative or negative direct speech statement
containing a modal.

G 13 3 05 Pt 2 Act 3 Part B fig 2 Add the derivational suffix '-er' or '-or' to verbs to form nouns that
express the meaning 'one who', 'one that', or 'one which'.

G 13 4 03 Pt 3 Act 3 Part C figs 1-4 Use 'how' + descriptive adjective to make inquiries as to linear
measurement (length, height, width, depth), age, weight, and
temperature.

G 13 4 04 Pt 2 Act 3 Part C figs 5-10 Use the subordinating conjunction 'if' to introduce a factual
condition clause (both before and after the main clause) in
affirmative and negative statements, affirmative yes/no and
information questions, and affirmative and negative answers to
express automatic or habitual results. 'if'-clause: simple present
tense + Main clause: simple present tense

G 13 4 05 Pt 2 Act 3 Part C figs 5-10 Use the subordinating conjunction 'if' to introduce a factual
condition clause (both before and after the main clause) in
affirmative and negative statements, affirmative yes/no and
information questions, and affirmative and negative answers to
express present or future probability. 'if'-clause: simple present
tense + Main clause: imperative

G 13 4 06 Pt 1 Act 3 Part D figs 1-4 Use the pronouns 'a little' to refer to noncount nouns and 'a few' to
refer to count nouns in affirmative and negative statements,
affirmative yes/no questions, and affirmative and negative answers
to express a small quantity.

Thursday, October 06, 2016 Page 1 of 7

1 of 7
 Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 13 4 07 Pt 1 Act 3 Omitted Use the pronouns 'much' to refer to noncount nouns, 'many' to
refer to count nouns in statements, and 'a lot' to refer to count and
noncount nouns in affirmative and negative statements, affirmative
yes/no questions, and affirmative and negative answers to express
a large quantity.

G 13 4 08 Pt 1 Act 3 Omitted Use the pronouns 'some' in affirmative statements and questions,
'any' in affirmative questions and negative statements, and 'none'
in affirmative statements to express quantity in referring to count
and noncount nouns.

G 14 1 03 Pt 1 Act 4 Part B figs 5-7 REVIEW: Express quantity or number using singular and plural
count nouns (both regular and irregular).

G 14 1 04 Pt 1 Act 3 Part C figs 5-7 Use ‘just’ as an expression of time indicating recent completion in
the past and use ‘soon’ indicating expected completion in the
immediate future in affirmative statements, yes/no questions, and
affirmative answers.

G 14 1 05 Pt 2 Act 3 Omitted Use ‘as + adjective or adverb + as’ to express equality or

inequality.

G 14 1 06 Pt 3 Act 3 Part D figs 5-7 Use the future progressive (both full and contracted forms) in
affirmative and negative statements, affirmative yes/no and
information questions, and affirmative and negative answers to
express an action that will be in progress at or up to a particular
time in the future.

G 14 2 03 Pt 3 Act 3 Part C figs 1-4;D Use adverbs of degree (extremely, quite, rather, really, terribly,
and very) to modify adjectives and adverbs in affirmative and
negative statements and answers in order to indicate extreme
degree.

G 14 2 04 Pt 1 Act 3 Part C figs 5-7 Use a restrictive adjective clause (when and where as relative
adverbs) having a noun or pronoun antecedent meaning a time or
place.

G 14 2 05 Pt 2 Act 3 Part B fig 5 Use an 'if'-clause with present progressive, both before and after
the main clause in affirmative and negative statements, and a
main clause with future / future equivalents, modals, or
imperatives to express future probability and its result.

G 14 2 06 Pt 2 Act 3 Part B fig 5 Use an 'if'-clause with present perfect, both before and after the
main clause in affirmative and negative statements, and a main
cluase with future/future equivalents, modals, or imperatives to
express indefinite past probability and its result.

G 14 3 03 Pt 1 Act 4 Part A fig 6 Use the present gerund as the subject of a sentence and the
object of a preposition in affirmative yes/no and information
questions, and affirmative and negative statements/answers.

G 14 3 04 Pt 1 Act 3 Part A fig 4; B 4 Use ‘must’ in affirmative statements and ‘must not’ in negative
statements to express probability or deduction.

G 14 3 05 Pt 3 Act 3 Part A fig 5; C 2 MODAL REVIEW: Use ‘must’ and ‘have / has to’ to express
necessity; use ‘must not’ to express prohibition; use ‘not have to’
to express lack of necessity; use ‘BE going to’ and ‘will’ to express
a future action or condition; and use ‘could, would, can and will’ to
make requests of a general nature (respond using ‘can, can’t, and
will’).

G 14 4 03 Pt 3 Act 3 Part A fig 3 Express advice using ‘ought to’ in affirmative statements and
answers.

Thursday, October 06, 2016 Page 2 of 7

2 of 7
 Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 14 4 04 Pt 2 Act 3 Omitted Report or inquire about what was said using said or told +
affirmative or negative 'that' noun clause ('that' optional) and
making appropriate modal, pronoun, and/or possessive adjective
changes, in affirmative and negative statements, affirmative
yes/no and information questions, and affirmative and negative
answers, after hearing or reading a direct speech present tense
affirmative or negative statement containing a modal. Direct
speech modals to change in reported speech as follows: Will
(future) becomes would; BE going to (future) becomes was/were
going to; Must and have to (necessity) become had to; Not have to
(lack of necessity) becomes did not have to; Must not (prohibition)
remains must not.

G 14 4 05 Pt 1 Act 3 Part B fig 3 Use adverb forms ‘better than’ and ‘worse than’ when referring to 2
people or things and ‘the best’ and ‘the worst’ when referring to 3
or more people or things in affirmative and negative statements,
affirmative yes/no and information questions, and affirmative and
negative answers to indicate varying degrees.

G 15 1 03 Pt 2 Act 3 Omitted Use adverbs ‘never’ and ‘seldom’ in affirmative statements and
answers, ‘ever’ in negative statements, affirmative yes/no
questions, and negative answers, and ‘always, usually, often,
frequently, occasionally, and sometimes’ in affirmative and
negative statements, affirmative yes/no and information questions,
and affirmative and negative answers to express frequency.

G 15 1 04 Pt 2 Act 3 Part A fig 4 Ask questions about frequency using ‘How often.’

G 15 1 05 Pt 3 Act 3 Omitted Use the comparative form ‘more or less + adverb (+ than)’ for
adverbs having 2 or more syllables and when referring to 2 people
or things and the superlative form ‘the most or the least + adverb’
for adverbs having 2 or more syllables and when referring to 3 or
more people or things to indicate varying degrees.

G 15 1 06 Pt 1 Act 3 Part B fig 3; C 1- Form nouns by adding the derivational suffix -ion to verbs in order
to express the act or condition of or the result of.

G 15 2 03 Pt 1 Act 3 Part A fig 4 Use ‘will’ and ‘would’ (both full and contracted forms) in affirmative
statements to express willingness.

G 15 2 04 Pt 2 Act 3 Part B fig 6; D 2 MODAL REVIEW: Use ‘should’ and ‘ought to’ to express advice;
use ‘BE supposed to’ to express duty, custom, or strong advice;
use ‘used to’ and ‘would’ to express past routine; use ‘used to’ to
express discontinued past habit, condition, or situation; use ‘must’
to express deduction; use ‘would like (to)’ to express desire or
want; and use ‘can’ to express 50% possibility.

G 15 2 06 Pt 3 Act 3 Part C figs 4-5 Use the adverbs ‘somewhere’ in affirmative yes/no questions and
statements, ‘anywhere’ in negative statements and affirmative
yes/no questions, and ‘nowhere’ in short answers to express
indefinite place or location.

G 15 3 03 Pt 2 Act 3 Part D fig 3 Use ‘was/were going to’ in affirmative and negative statements,
yes/no and information questions, and affirmative and negative
answers to express an unfulfilled past intention.

Thursday, October 06, 2016 Page 3 of 7

3 of 7
 Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 15 3 04 Pt 1 Act 3 Part C figs 1-3 Use ‘else’ to postmodify indefinite compounds (someone,
somebody, something, somewhere, anyone, anybody, anything,
anywhere, no one, nobody, nothing, nowhere, everyone,
everybody, everything, and everywhere) in affirmative yes/no
questions (some-, any-, every- compounds), affirmative
statements (some-, no-, every- compounds), and negative
statements (any- compounds) to express addition, difference, or
‘other.’

G 15 4 03 Pt 2 Act 3 Part B figs 6-7 Use reflexive pronouns in noun-object position in referring to the
subject of the sentence in affirmative and negative statements,
affirmative yes/no and information questions, and affirmative and
negative answers.

G 15 4 04 Pt 2 Act 3 Part D fig 5 Use reflexive pronouns to emphasize a noun or pronoun.

G 15 4 05 Pt 1 Act 3 Part C figs 1-2 Use an adjective subject complement after linking verbs to
indicate a state or condition.

G 15 4 06 Pt 3 Act 3 Part D figs 1-3 Add the derivational suffix -ly to nouns to form adjectives and
adverbs that express the meaning of regular occurrence.

G 16 1 03 Pt 2 Act 3 Part A figs 5-6 Use an affirmative or negative 'to'-infinitive phrase as the subject
of a sentence following an anticipatory-'it' construction ('It' + BE +
adjective or noun phrase) in affirmative and negative statements,
affirmative yes/no and 'why' questions, and affirmative and
negative answers.

G 16 1 04 Pt 1 Act 4 Part B figs 5-7 Use ‘had better’ (both full and contracted forms) in affirmative and
negative statements to give advice or express obligation.

G 16 1 05 Pt 1 Act 3 Part C figs 2-4 Use ‘Why don’t’ and ‘Why not’ + bare infinitive to give advice or
suggestions.

G 16 1 06 Pt 3 Act 3 Part D figs 2-3 Use the past perfect (both full and contracted forms) in affirmative
and negative statements, affirmative yes/no and information
questions, and affirmative and negative answers to indicate an
event or condition that occurred before another event or condition
in the past.

G 16 2 03 Pt 1 Act 3 Part C figs 1-4 Use the present BE-passive in affirmative and negative
statements, affirmative yes/no and information questions, and
affirmative and negative answers to express a habitual action in
the present.

G 16 2 04 Pt 2 Act 3 Part D figs 1-2 Use ‘have got to’ in affirmative statements to express present or
future obligation or necessity.

G 16 2 05 Pt 3 Act 3 Part D figs 3-5 Use the past perfect progressive (both full and contracted forms)
in affirmative and negative statements, affirmative yes/no and
information questions, and affirmative and negative answers to
indicate an event of duration that occurred before another event in
the past.

G 16 3 03 Pt 2 Act 3 Part A figs 3-4 Use ‘prefer’ in the following patterns in affirmative statements,
affirmative yes/no and information questions, and affirmative and
negative answers to express preference:
‘prefer’+ noun/pronoun + 'to/rather than' + noun/pronoun
‘prefer’+ gerund + 'to/rather than' + gerund
‘prefer’+ to-infinitive + ‘rather than’ + bare infinitive

Thursday, October 06, 2016 Page 4 of 7

4 of 7
 Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 16 3 04 Pt 3 Act 3 Part B fig 2; C 5 Use ‘would rather’ + bare infinitive (+ optional ‘than’ construction)
in affirmative statements, affirmative yes/no and information
questions, and affirmative and negative answers to express
preference.

G 16 3 05 Pt 3 Act 3 Part C figs 3-4 Use an adjective or adverb + ‘enough’ (+ optional 'to'-infinitive
phrase) in affirmative and negative statements, affirmative yes/no
questions, and affirmative and negative answers to express
sufficiency.

G 16 4 03 Pt 1 Act 3 Part A fig 7 Use ‘be unable to’ in affirmative statements to express incapability.

G 16 4 05 Pt 2 Act 3 Part C fig 4; D 5 Use ‘too much’ + noncount noun and ‘too many’ + count noun in
affirmative and negative statements, affirmative yes/no questions,
and affirmative and negative answers to express an excessive
quantity.

G 16 4 06 Pt 3 Act 3 Part B fig 4; D 3- Form nouns by adding the derivational suffixes '-tion' or '-sion' to
verbs in order to express the act of, the condition of, or the result
of.

G 17 1 03 Pt 1 Act 3 Part A fig 2 Use ‘like’ + noun phrase after linking verbs in affirmative and
negative statements, affirmative yes/no and information questions,
and affirmative and negative answers to indicate a state or
condition.

G 17 1 04 Pt 2 Act 3 Part C fig 1 Use ‘to be’ + an adjectival or noun phrase after the linking verbs
‘seem’ and ‘appear’ in affirmative and negative statements,
affirmative yes/no and 'what'-questions, and affirmative and
negative answers to indicate a state or condition.

G 17 1 05 Pt 3 Act 3 Part B fig 4 Use the simple past BE-passive in affirmative and negative
statements, affirmative yes/no and information questions, and
affirmative and negative answers to express a completed event or
action in the past.

G 17 1 06 Pt 3 Act 4 L2 Part B figs 5-6 Use a compound pre-modifier (number-noun combination) to

modify a noun.

G 17 2 04 Pt 1 Act 3 Part C fig 3 Use the conjunction ‘if’ or ‘whether’ to introduce an embedded
question as a noun clause in affirmative and negative statements
and affirmative yes/no questions, after hearing or reading a yes/no
question.

G 17 2 05 Pt 2 Act 3 Part C fig 4 Use a question word ('where,' 'why,' 'when,' 'what,' 'how often,'
etc.) to introduce an embedded question as a noun clause in
affirmative and negative statements and affirmative yes/no
questions, after hearing or reading an information question.

G 17 2 06 Pt 3 Act 3 Part D fig 3 Use a verb followed by an object and adjective complement in
affirmative and negative statements, affirmative yes/no and
information questions, and affirmative and negative answers to
describe a current or resulting state or condition.

G 17 3 04 Pt 1 Act 3 Part C figs 2-4 Change a sentence containing an embedded question introduced
by 'when,' 'where,' 'how,' 'who,' 'whom,' 'whose,' 'what,' 'which,' and
containing 'should,' 'can' or 'could,' to an equivalent sentence
using the embedded question reduced to the question-word
followed by a to-infinitive.

G 17 3 05 Pt 2 Act 3 Part D figs 2-3 Use the conjunctions ‘although,’ ‘though,’ and ‘even though’ to
introduce adverb clauses of contrast or concession both before
and after the main clause in affirmative and negative statements.

Thursday, October 06, 2016 Page 5 of 7

5 of 7
 Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 17 3 06 Pt 3 Act 3 L4 Part B figs 4-5 Use affirmative and negative tag questions and affirmative and
negative answers to ask for and respond to a confirmation or
verification of information.

G 17 3 07 Pt 3 Act 3 L4 Part C figs 1-2 Use affirmative and negative tag questions, asking for the
expectation of agreement; respond with affirmative and negative
answers.

G 17 4 03 Pt 3 Act 3 Part A fig 3 Form verbs by adding the derivational suffix '-en' to adjectives
('black,' 'dark,' 'deep,' 'hard,' 'loose,' 'sad,' 'sharp,' 'short,' 'soft,'
'tight,' 'weak,' and 'wide') in order to express the meaning to
become or to cause to become.

G 17 4 05 Pt 1 Act 3 Omitted Express positive addition when combining sentences by 1) using

the conjunction ‘and’ to connect two affirmative clauses
(sentences) having the same verb phrase, 2) adding the adverbs
‘too’ or ‘so’ to the second clause, and 3) reducing the second verb
phrase to an auxiliary or a form of BE.

G 17 4 06 Pt 1 Act 4 Part B fig 2 Express negative addition when combining sentences by 1) using
the conjunction ‘and’ to connect two negative clauses (sentences)
having the same verb phrase, 2) adding the adverbs ‘either’ or
‘neither,’ and 3) reducing the second verb phrase to an auxiliary or
a form of BE.

G 17 4 07 Pt 2 Act 3 L3 Part A figs 5-6 Use BE-passive with modals to indicate present and future time:
use 'can,' 'could,' 'may,' and 'might' to denote possibility; use 'can'
to denote ability; use 'must' and 'have to' to denote necessity; use
'not + have to' to denote lack of necessity; use 'should' and 'ought
to' to denote advice or suggestion; and use 'will' to denote a future
event or action.

G 18 1 03 Pt 2 Act 3 Part B fig 6 Use 'ask' + a past tense noun clause introduced by 'if' or 'whether'
(with appropriate pronoun and/or possessive adjective changes) to
report a present tense yes/no question with or without a modal.

G 18 1 04 Pt 2 Act 3 Part C figs 1-2 Use 'ask' + a past tense noun clause introduced by a question
word (with appropriate pronoun and/or possessive adjective
changes) to report a present tense information question with or
without a modal.

G 18 1 05 Pt 1 Act 3 Part B figs 3-4 Use the correlative conjunctions ‘both…and’ and ‘not only…but
also’ to indicate addition, ‘either…or’ to indicate choice or
alternative, and ‘neither…nor’ to indicate negative choice or
addition in order to conjoin nouns, pronouns, verbs, adjectives,
adverbs, or independent clauses (where applicable) in parallel
structures.

G 18 1 06 Pt 1 Act 4 Part A fig 6 Use an affirmative or negative 'that' noun clause ('that' optional) as
the subject of a sentence for an anticipatory-'it' construction (It +
BE + adjective), using 'true,' 'clear,' 'probable,' 'likely,' 'possible,'
'unlikely,' and 'doubtful' to express a conclusion.

G 18 2 04 Pt 1 Act 3 Part B figs 5-6 Use an 'if'-clause, both before and after the main clause in
affirmative statements, negative statements, and affirmative
questions, plus a main clause—containing the modal 'would' (to
denote a hypothetical), 'might' (to denote possibility), or 'could' (to
denote ability, possibility, or permission)—to express a present
hypothetical or counterfactual condition.

G 18 2 05 Pt 2 Act 3 Part C figs 1-2 Use ‘wish’ followed by an affirmative or negative 'that' noun clause
(‘that’ optional) containing a past subjunctive verb or appropriate
modal in affirmative statements and affirmative yes/no and
information questions.

Thursday, October 06, 2016 Page 6 of 7

6 of 7
 Grammar Objectives in ALC Level III

GRAMMAR
Type No Ltr Bk Lsn Obj CBT LLA / HW Objective Text
G 18 2 06 Pt 3 Act 3 Part D fig 1 Use ‘BE used to’ and ‘BE accustomed to’ + a noun or gerund to
express ‘being in the habit or custom of.’

G 18 3 03 Pt 3 Act 3 L4 Part C fig 3 Form nouns by adding the derivational suffix '-ment' to verbs in
order to express 'the act of' or 'the result of.'

G 18 3 04 Pt 2 Act 3 Part D fig 3 Use ‘can’t BE’ and ‘couldn’t BE’ in statements to express logical
impossibility about a present action or condition.

G 18 3 05 Pt 1 Act 3 Part B figs 4-6 Use negative yes/no questions to indicate expectation of
agreement and to express surprise or annoyance.

G 18 3 06 Pt 1 Act 3 Part B figs 4-6 Use negative information questions to seek information

G 18 3 07 Pt 3 Act 4 Omitted Form nouns by adding the derivational suffix '-ness' to adjectives
to order to express 'the quality of' or 'state of being.'

G 18 4 03 Pt 3 Act 3 Part A fig 2 Use a noun or pronoun as a direct object followed by a 'to'-
infinitive after verbs ('advise,' 'ask', 'allow,' 'cause,' 'convince,'
'expect,' 'help,' 'instruct,' 'invite,' 'need,' 'order,' 'permit,' 'require,'
'select,' 'teach,' 'tell,' 'want,' 'warn,' and 'would like') in affirmative
yes/no and information questions, and affirmative and negative
statements and answers.

G 18 4 04 Pt 1 Act 3 Part B figs 2-3 Use 'should have' or 'ought to have' to express a past unfulfilled
obligation or sensible action that was neglected; use 'should not
have' to express a past inadvisable action or condition; and use
'could have' to express past unfulfilled ability.

G 18 4 05 Pt 2 Act 3 Part C fig 2 Use a relative pronoun ('who(m),' 'that,' and 'which') as an object of
a verb or preposition in a restrictive adjective clause; and then
reduce the clause by omitting the relative pronoun in the
construction.

Thursday, October 06, 2016 Page 7 of 7

7 of 7