Name: Hafiz Muhammad Abdullah

Class: BBA 1-C

Enrollment: 01-111222-207
Submitted to: Fatima Jabeen

Functional English
 Final Project
Parts of Speech
There are eight parts of speech in the English language: noun, pronoun, verb, adjective, adverb, preposition,
conjunction, and interjection. The part of speech indicates how the word functions in meaning as well as
grammatically within the sentence.

1. NOUN
 A noun is the name of a person, place, thing, or idea.
man... Butte College... house... happiness

The young girl brought me a very long letter from the teacher, and then she quickly disappeared.

2. PRONOUN
 A pronoun is a word used in place of a noun.
She... we... they... it

The young girl brought me a very long letter from the teacher, and then she quickly disappeared.

3. VERB
 A verb expresses action or being.
jump... is... write... become

The young girl brought me a very long letter from the teacher, and then she quickly disappeared.

4. ADVERB

 An adverb modifies or describes a verb, an adjective, or another adverb.

gently... extremely... carefully... well

The young girl brought me a very long letter from the teacher, and then she quickly disappeared.

5. ADJECTIVE

 An adjective modifies or describes a noun or pronoun.

pretty... old... blue... smart

An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the question
of which one, what kind, or how many. (Articles [a, an, the] are usually classified as adjectives.)
The young girl brought me a very long letter from the teacher, and then she quickly disappeared.
6. PREPOSITION

 A preposition is a word placed before a noun or pronoun to form a phrase modifying

another word in the sentence.
by... with.... about... until

The young girl brought me a very long letter from the teacher, and then she quickly disappeared.
7. CONJUNCTION

 A conjunction joins words, phrases, or clauses.

and... but... or... while... because

 The young girl brought me a very long letter from the teacher, and then she quickly disappeared.
8. INTERJECTION

 An interjection is a word used to express emotion.

Oh!... Wow!... Oops!

The young girl brought me a very long letter from the teacher, and then she quickly disappeared . Oh
my!
 Types of Sentences
Sentence variety is not about mere novelty; it is about meaning. You can avoid boredom (yours and your
readers') and choppiness by varying your sentence types. Longer, more complex sentences can increase
the impact of a shorter, simpler sentence.

Every sentence is one of the following types.

 Simple
 Compound
 Complex
 Compound/Complex

The simple sentence

A simple sentence is simple because it contains only one independent clause:

Justin dropped his Agricultural Economics class.

Justin gulped down his fourth cup of coffee, swallowed a Tylenol for his pounding headache, groaned,
and decided he would have to drop his Agricultural Economics class.

The compound sentence

When you join two simple sentences properly, you get a compound sentence. Conversely, a compound
sentence can be broken into two complete sentences, each with its own subject and its own verb. You
can join simple sentences to create compound sentences either of two ways:
 With a semicolon
 With a comma and coordinating conjunction (for, and, nor, but, or, yet, so)

 For example, the following pairs of independent clauses can be joined either way:

Homer has Basic Plant Science on Mondays and Wednesdays; Environmental Horticulture conflicted
with his schedule.

The complex sentence

A complex sentence is a sentence that contains both a dependent and an independent clause. In the
following example, both clauses contain a subject and a verb, but the dependent clause has, in addition,
the dependent-making words even though. If you start the sentence with the dependent-making words (or
subordinating conjunction), place a comma between the clauses. On the other hand, if you start with the
independent clause and place the dependent-making words in the middle of the sentence, do not use a
comma:
Even though Eva took Turf Management just to fill out her schedule, she found it unexpectedly
interesting.

Eva found Turf Management unexpectedly interesting even though she took it just to fill out her
schedule.

The compound-complex sentence

A compound-complex sentence combines at least two independent clauses and at least one dependent
clause. The punctuation rules remain the same: the two simple sentences are joined by one of the two
methods described above, and the dependent clause is punctuated (or not) depending on whether it
precedes or follows an independent clause. In the following example, the dependent-making word
signaling the beginning of the dependent clause is while:

Homer was already in class, and Eva was in the lab while Justin was sleeping off his headache.

INDEPENDENT & DEPENDENT CLAUSES;

COORDINATION & SUBORDINATION
An independent person is one who can solve problems on his own, take care of his own needs, stand on
his own two feet, so to speak. An independent clause (a clause is a group of words that contains at least
one subject and one verb) is one that can stand on its own two feet--independently. You can join
independent clauses if you want to. This is called coordination.

A dependent person is one who needs help from another, more independent person. A dependent
person needs to lean on someone stronger. A dependent clause is one that cannot stand on its own two
feet--it needs an independent clause to lean on. You must join a dependent clause to an independent
one. This is called subordination.

The pattern, with appropriate punctuation (and yes, the punctuation counts) is as follows:

Coordinating Independent Clauses

Method 1 Independent clause ; Independent clause
Semicolon
semicolon with conjunctive adverb and comma Independent clause ;moreover, Independent clause
;however,
;consequently,
;indeed,
;nevertheless,
;therefore,
Method 2 Independent clause , for Independent clause
Comma and coordinating conjunction , and
, nor
, but
, or
, yet
, so

The pattern, with appropriate punctuation, is as follows:

 Subordinating Dependent Clauses
Method 1 Independent clause (No punctuation) Dependent Clause
Independent clause first

Method 2 Dependent clause , (comma) Independent Clause

Dependent clause first

Common Subordinating Conjunctions

after in order that unless
although rather than until
as (as if) since when
because so that whenever
before than whereas
even though that whether
if though while
 Tenses
Present Indefinite Tense
The present indefinite tense is used to talk about what is happening now. It expresses the ‘simple
present’ concept in some other languages such as French and Spanish.

Structure:

The structure of the present indefinite tense is very simple. It has no auxiliary verb or helping verbs.

(subject) + (verb)

Examples:

 I walk to work every day.

Present Continuous Tense
The present continuous tense is used to talk about things that are in progress.

Structure:

They don’t have an auxiliary verb or helping verb.

(subject) + (verb) + (ing)

Examples:

 She is walking to work right now.

The present continuous tense is formed by using ‘be’ + the present participle (verb+ing.)

For example: I am walking to work.

Present Perfect Tense
The present perfect tense is used to express the concept of ‘finished actions’ or ‘actions that started in
the past and continue to influence the present.’ For example, it can be used to express the idea that ‘I
have studied English for several years.’

Structure:

The structure of the present perfect tense is formed with the helping verb ‘have’ + the past participle .

(subject) + (helping verb) + (past participle)

Examples:

 I have studied English for several years .

The present perfect tense is formed with the helping verb ‘have’ + the past participle of the verb. For
example, ‘He has gone home.’
The helping verb ‘have’ is used to make the present perfect tense. For example: I have gone home, she
has eaten dinner and he has arrived late.

Present Perfect Continuous Tense

The present perfect continuous tense is used to express the idea that something started in the past and
continues into the present or recently stopped. It is often used to express the idea that something
started in the past and continues into the present.

Structure:

The structure of this tense is formed with the helping verb ‘have’ + been + (subject) + (verb+ing).

(helping verb) + (subject) + have/has been + (verb+ing)

Examples:

 I have been walking to work every day.

The present perfect continuous tense is formed with the helping verb ‘have’ + been + (subject) +
(verb+ing). For example, ‘I have been studying English.’

Simple Past Tense

The simple past tense is used to talk about events that happened at a specific time in the past. It
expresses the idea of ‘past action’ or ‘finished actions.’ It can also be used to talk about things in general
in the past. This is called ‘general past tense’

Structure:

The structure of the simple past tense is formed with the helping verb ‘did’ + (subject) + (verb).

(helping verb) + (subject) + did/did not + (verb)

Examples:

 I walked to work yesterday.

The simple past tense is formed with the helping verb ‘did’ + (subject) + (verb). For example, ‘I walked to
work yesterday.’

Past Continuous Tense

The past continuous tense is used to express an action that was in progress at a specific time in the past.

Structure:

The structure of the past continuous tense is formed with the helping verb ‘was’ + (subject) + (verb+ing).

(helping verb) + (subject) + was/was not + (verb+ing)

Examples:
  I was walking to work when it started to rain.

The past continuous tense is formed with the helping verb ‘was’ + (subject) + (verb+ing). For example: ‘I
was walking to work.’

Past Perfect Tense

The past perfect tense is used to talk about actions that happened earlier than another action in the
past. For example, ‘I had walked to work when it started to rain.’

Structure:

The structure of the past perfect tense is formed with the helping verb ‘had’ + (subject) + (past
participle).

(helping verb) + (subject) + had/had not + (past participle)

Examples:

 I had walked to work when it started to rain.

The past perfect tense is formed with the helping verb ‘had’ + (subject) + (past participle). For example:
‘I had walked to work.’

Past Perfect Continuous Tense

The past perfect continuous tense is used to express an action that happened earlier than another action in
the past. It is often used to express something started in the past and was completed before another action
in the past.

Structure:

The structure of this tense is formed with the helping verb ‘had’ + been + (subject) + (verb+ing).

(helping verb) + (subject) + had/had not been + (verb+ing)

Examples:

 I had been walking to work every day when it started to rain.

The past perfect continuous tense is formed with the helping verb ‘had’ + been + (subject) + (verb+ing).
For example: ‘I had been walking to work.’

Future Simple Tense

The future simple tense is used to talk about actions that will happen in the future. It is often used with
time expressions such as ‘tomorrow,’ ‘next week,’ and ‘in four days.’

Structure:

The structure of this tense is formed with the helping verb ‘(to) be’ + (subject) + going to + (verb).

(helping verb) + (subject) + going to + (verb)

Examples:

 I am going to walk home from work tomorrow.

The future simple tense is formed with the helping verb ‘(to) be’ + (subject) + going to + (verb). For
example: ‘I am going to walk home from work tomorrow.’

Future Continuous Tense

The future continuous tense is used when talking about actions that will be in progress at a specific time
in the future.

Structure:

The structure of this tense is formed with the helping verb ‘(to) be’ + (subject) + going to be + (verb+ing).

(helping verb) + (subject) + going to be + (verb+ing)

Examples:

 I am going to be walking home from work at 10am tomorrow.

The future continuous tense is formed with the helping verb ‘(to) be’ + (subject) + going to be +
(verb+ing). For example: ‘I am going to be walking home from work at 10am tomorrow.’

Future Perfect Tense

The future perfect tense is used to talk about actions that will be finished by a specific time in the future.
In English, this time marker is often ‘by’ or ‘before.’

Structure:

The structure of this tense is formed with the helping verb ‘(to) have’ + (subject) + (past participle).

(helping verb) + (subject) + had/had gone to+ (verb)+ing

Examples:

 I will have walked home from work by 7pm.

The future perfect tense is formed with the helping verb ‘(to) have’ + (subject) + (past participle). For
example: ‘I will have walked home from work by 7pm.’

Future Perfect Continuous Tense

The future perfect continuous tense is used when talking about how long something will continue
before something else in the future.

Structure:

The structure of this tense is formed with the helping verb ‘(to) have’ + (subject) + been + (verb+ing).

(helping verb) + (subject) + had/had not been + (verb+ing)

Examples:

 I will have been walking to work for three years by the time I retire.

The future perfect continuous tense is formed with the helping verb ‘(to) have’ + (subject) + been +
(verb + ing). For example: ‘I will have been walking to work for three years.
 Tests
Preposition
Name:______________
1. My best friend lives ______ Boretz Road.

a. in
b. on
c. at

2. I'll be ready to leave ____ about twenty minutes.

a. in
b. on
c. at

3. Since he met his new girlfriend, Juan never seems to be ______ home.

a. on
b. in
c. at

4. The child responded to his mother's demands ______ throwing a tantrum.

a. with
b. by
c. from

5. I think she spent the entire afternoon ______ the phone.

a. on
b. in
c. at

6. I will wait ______ 6:30, but then I'm going home.

a. from
b. at
c. until

7. The police caught the thief _____ the corner of Cascade and Plum Streets.

a. in
b. at
c. from

8. My fingers were injured so my sister had to write the note _____ me.
 a. for
b. with
c. to

9. I am not interested _____ buying a new car now.

a. to
b. for
c. in

10. What are the main ingredients ______ this casserole?

a. about
b. to
c. of

Tenses
Name:______________
1. Why do you live in France?

a. present perfect
b. present continuous
c. present simple

2. You are visiting English Club.

a. present perfect
b. present continuous
c. present simple

3. I haven't had breakfast yet.

a. present perfect
b. present continuous
c. present simple

4. Would you like a coffee?

a. conditional
b. present simple
c. future simple

5. Were you working at 9 o'clock?

a. past simple
b. past continuous
c. past perfect
6. Did Tara phone you yesterday?

a. past simple
b. past continuous
c. past perfect

7. The train had already left.

a. past simple
b. past continuous
c. past perfect

8. We'll have finished by 6pm.

a. future perfect
b. future continuous
c. future simple

9. Will he still be travelling this evening?

a. future perfect
b. future continuous
c. future simple

10. Will you be in Bangkok tomorrow?

a. future perfect
b. future continuous
c. future simple

Parts of speech
Name: ___________________
1. I bought a beautiful dress at the mall.

a. preposition
b. adjective
c. noun

2. What did she ask you to do?

a. conjunction
b. preposition
c. pronoun

3. I left my shoes under the kitchen table.

a. adjective
b. preposition
 c. pronoun

4. If we finish our work quickly we can go to the movies.

a. adverb
b. conjunction
c. verb

5. On Saturdays I work from nine to five.

a. verb
b. preposition
c. adverb

6. I want to go to a university in the United States.

a. adjective
b. preposition
c. noun

7. I'm sure I've met your girlfriend before.

a. verb
b. preposition
c. interjection

8. Well, I don't think I'll be home before 6.

a. interjection
b. preposition
c. pronoun

9. Andy knocked on the door but nobody answered.

a. adverb
b. adjective
c. conjunction

10. After lunch let's go out for a coffee.

a. pronoun
b. preposition
c. verb
REVIEW
I have taught three children who are currently studying in an academy near my house. I had to use
different teaching strategies for each child as each one had different ages, mentality, interests and nature.
It was a really amazing experience as I had never taught a child before. Although, this activity was to
teach children, it taught me a few things as well. I always heard that you learn a lot by teaching and I
found this fact authentic during this activity. I can proudly say that my grip on grammar has increased
many folds. Now, let’s talk about my experience with each of these children in detail.

Name: Abdul Hadi

Age: 14

Class: 7

Experience:

It was really fun teaching Abdul Hadi. As he was in class 7 and a kid of this age is usually easy to manage
because he/she is mature enough to understand rights and wrongs. He already had a good understanding
of English as he belongs to a very well-educated family so at home, he often speaks English. I just gave
him a refresher over the grammatical rules and we found that there were few terminologies he had been
using in his regular speech and writing, but he didn’t know what they actually were e.g., dependent and
independent clauses etc.

Name: Muhammad Ahmad

Age: 11

Class: 5

Experience:

This child was very ill-mannered and hyperactive and he gave me very tough time as most of my time
was spent on telling him to behave and sit on his seat. To build his interest for studying, I used very easy
and fun methods like playing an educational game or giving him a chocolate or a packet of lays if he
would learn a given topic.
Name: Ammar Bagri

Age: 11

Class: 6

Experience:

First of all, I checked the tenses of Ammar. He was a bit good in tenses and he liked to learn English. I
was very happy to teach him, because he was an intelligent student. This type of student learned many
things. I taught all the type of tenses and sentences and I conducted three tests he did all the tests very
well but he had a weakness that he needed lot of time to comprehend and remember the concepts. To
overcome this, I had spent a lot of time with him and taught him very closely and where ever he would
get stuck I would quickly help him clear the concept. Also, I gave him a tip to use mnemonics to
remember things. This really helped him to learn things quickly.