English — Questions and Answers

Correct option: C — Delhi

Delhi is the name of a particular city, so it is a proper noun. Common nouns name a class of things; abstract nouns name ideas.

Correct option: B — flock

The collective noun for sheep is flock. Swarm is used for bees or insects; bunch is used for keys or grapes.

Correct option: B — kindness

Abstract nouns name qualities we cannot touch. Kindness is the quality of being kind.

Correct option: C — Who

Who is used as the subject of a verb. Whom is an object form; whose shows possession.

Correct option: B — herself

Herself is a reflexive pronoun. It is used when the subject and the object are the same person.

Correct option: C — honest

Honest describes a quality. Some and five show quantity or number; those is a demonstrative word.

Correct option: C — better

Good, better, and best are irregular forms. Better is the comparative; best is the superlative.

Correct option: B — an

We use an before a vowel sound. Honest begins with a silent h, so it starts with an o sound.

Correct option: B — among

Among is used for more than two people or things. Between is normally used for two.

Correct option: C — at

At is used with clock times. In is used with months, years, and parts of the day such as in the morning; on is used with dates and days.

Correct option: A — because

Because shows a reason. Although shows contrast; but joins opposite ideas; or shows a choice.

Correct option: B — It's raining outside.

It's is the short form of it is. Its without an apostrophe is the possessive form, as in its tail.

Correct option: B — The meal was cooked by the chef.

In the simple past, the passive is was/were + past participle. The object the meal becomes the subject.

Correct option: C — He said that he was tired.

In reported speech, the reporting verb said is usually followed by that, and the present tense am changes to was. The pronoun I changes to he.

Correct option: B — goes

A habitual action takes the simple present. With a singular subject such as mother, we add -s or -es to the verb.

Correct option: B — boils

Universal truths are expressed in the simple present tense.

Correct option: C — are flying

Look! points to an action happening now, so we use the present continuous: am/is/are + verb-ing.

Correct option: C — visited

Yesterday is a past-time marker, so the simple past visited is correct.

Correct option: C — was writing

A longer past action that was in progress when another action happened takes the past continuous: was/were + verb-ing.

Correct option: A — has / finished

The present perfect is has/have + past participle. She is singular, so has finished is correct.

Correct option: D — will leave

Tomorrow shows future time. Will leave is a simple future form.

Correct option: D — since

Since is used with a point of time (2019). For is used with a period of time such as for three years.

Correct option: B — Every Friday afternoon

The opening sentence states that they work every Friday afternoon.

Correct option: B — Marigolds and mint

The passage says they planted marigolds and mint last month.

Correct option: C — They are used in the school kitchen

The passage clearly states that the mint leaves are used in the school kitchen.

Correct option: A — the garden idea should spread to more classes

Asking two more classes to start gardens means the principal wants the useful idea to grow.

Correct option: B — The battery was low

The passage says he tried to start a video game, but the battery was low.

Correct option: C — They read two chapters aloud

He asked her to read aloud, and they finished two chapters before the lights returned.

Correct option: C — Glad that the quiet hour felt special

The last sentence says she smiled because the quiet hour had felt special.

Correct option: B — A Useful Power Cut

The power cut led to a peaceful reading time, so A Useful Power Cut matches the main idea.

Correct option: B — just before the salutation

A formal letter usually has the sender's address, the date, then the receiver's address, and then the salutation such as Dear Sir.

Correct option: C — do not know the name of the receiver

With Dear Sir or Dear Madam we close with Yours faithfully. If we use the person's name, we prefer Yours sincerely.

Correct option: B — A heading, date, body, and name with designation

A clear notice needs a heading, the date, a short body with facts, and the name and post of the person who issues it.

Correct option: B — third person, giving facts clearly

Notices give information in a brief, impersonal, third-person style so that every reader can understand the facts.

Correct option: D — Yours lovingly

An informal family letter uses a warm close such as Yours lovingly or With love.

Correct option: D — we learn best when we do the work ourselves

The Honeysuckle lesson shows that depending on someone else does not build real skill. True learning comes from our own effort.

Correct option: B — cares for his parents with love and effort

The theme of Taro's Reward is respect and service towards parents. Kindness, not greed, brings honour.

Correct option: B — how to feel the difficulties of others

The lesson's theme is empathy. By experiencing what it is like to be blind, lame, or dumb for a day, children grow kinder.

Correct option: B — give a fair judgement, even against a friend

The theme is justice. When a person sits as a panch, friendship must not twist the truth.

Correct option: D — the company we keep shapes our behaviour

One bird lives with robbers and learns rough speech; the other lives with a holy man and learns gentle ways. Company influences character.

A noun is a naming word. It names a person, place, animal, or thing. The four main kinds are: common noun (girl), proper noun (Anita), collective noun (team), and abstract noun (honesty). Common nouns are general names; proper nouns begin with a capital letter. Collective nouns name a group as one; abstract nouns name feelings or qualities we cannot touch.

A pronoun is a word used in place of a noun so that we do not repeat the same name. Personal pronouns include I, you, he, she, it, we, and they. Demonstrative pronouns include this, that, these, and those. Reflexive pronouns such as myself and himself refer back to the subject. Relative pronouns such as who, which, and that join a clause to a noun.

An adjective describes a noun or a pronoun. In a brave girl, brave is an adjective. An adverb describes a verb, an adjective, or another adverb. In she ran quickly, quickly is an adverb. Many adverbs of manner end in -ly, but not all words ending in -ly are adverbs. We should ask what the word describes before we name its part of speech.

A is used before a consonant sound: a book, a university (the first sound is yu). An is used before a vowel sound: an apple, an hour (the h is silent). The is used when both speaker and listener know which one is meant, and before unique things such as the sun. We do not use an article with most proper names or with uncountable nouns used in a general sense, such as honesty is important.

In shows a space or a longer period: The books are in the bag. On is used for a surface or a day: The lamp is on the table. At is used for a point: We met at the bus stop at noon. Between is used for two: The park lies between the school and the river. Prepositions show the relation of a noun or pronoun to another word in the sentence.

The plants are watered by the gardener every morning. In the passive, the object the plants becomes the subject. The verb takes a form of be plus the past participle watered. The doer may be added with by. The tense remains simple present, so we use are with the plural subject plants.

Rina said that she would finish her chart the next day. In reported speech, I becomes she, will becomes would, my becomes her, and tomorrow becomes the next day. We usually add that after said. Inverted commas are removed because we are no longer quoting the exact words.

We use the simple present for habits, daily routines, and universal truths. Example of a habit: Arun drinks milk at breakfast. Example of a fact: The earth moves round the sun. With he, she, or it we add -s or -es to the verb. Time words such as always, usually, every day, and never often appear with this tense.

The simple present talks about regular actions: She reads every night. The present continuous talks about an action going on now or around now: She is reading a poem at this moment. We form it with am, is, or are plus a verb ending in -ing. We do not normally use the continuous with verbs of feeling or knowing such as know, like, and believe.

The present perfect links a past action to the present. It is formed with has or have plus the past participle. We use it for an action completed recently: I have just posted the letter. We also use it for an action that started in the past and still continues: They have lived here for five years. Time words such as already, yet, just, ever, and never are common with this tense.

The past continuous shows an action that was in progress at a time in the past. We form it with was or were plus verb-ing. It is often used for a background action when another short action interrupts it: While we were playing, it began to rain. Playing was going on; began is the interrupting simple-past action. This tense also describes two long actions happening together in the past.

The main idea is the central point the writer wants us to take away. It is not a small detail such as a date or a colour. We find it by reading the title, the opening sentence, and the closing sentence, then asking what all the sentences together support. Supporting details give examples, reasons, or facts. A good main-idea sentence is short and covers the whole passage, not only one line.

An inference is a sensible guess based on clues in the text plus what we already know. The writer may not state the idea in exact words. Example: If a girl puts on a raincoat and looks at dark clouds, we may infer that it is about to rain, even if the word rain is missing. Inferences must stay close to the passage. We should not invent facts that the text does not support.

Skimming is reading quickly to get the overall idea, as when we glance at headings and the first lines of paragraphs. Scanning is looking for a particular fact, such as a name, a date, or a number. In an exam we may skim first to know the topic, then scan to locate answers. Both skills save time. Careful reading of the relevant lines should still follow before we write the final answer.

A title should name the main subject, not a side detail. After reading, we ask what the whole passage is about. A good title is short, clear, and matches the writer's purpose. If two titles seem possible, we pick the one that covers every paragraph. Titles that are too wide or that mention only the last sentence are usually weak. We also avoid titles that add ideas not found in the text.

A notice is a short public message. It usually has the word NOTICE at the top, the name of the school or club, the date, a clear heading, a brief body, and the name and designation of the issuer. The body answers what, when, where, and who. Notices avoid long stories and extra adjectives. They are often placed in a box so that they stand out on the board.

A formal letter is written to a principal, an officer, or a newspaper editor. It uses a polite tone, a set layout, and a close such as Yours faithfully or Yours sincerely. An informal letter is written to family or friends. It may use a warm greeting, everyday language, and a close such as Yours lovingly. Formal letters stay to the point; informal letters may share news and feelings more freely.

A diary entry is a personal record of a day's events and feelings. It usually begins with the date and often the day. It is written in the first person, using I. The language can be simple and honest, because the writer is speaking to herself or himself. A good entry mentions what happened, how the writer felt, and what she hopes to do next. It is not the same as a formal notice.

First, write your class, section, and roll number so that the office can find your record. Second, state the dates for which you need leave. Third, give a clear reason, such as illness or a family function, without telling a long tale. Fourth, request that the leave be granted and promise to complete missed work. Close politely with Yours obediently and your name. Keep the letter short and respectful.

Begin with a topic sentence that states the main idea. Add two or three supporting sentences with facts, reasons, or examples. Keep all sentences on the same topic; do not wander. Use linking words such as first, also, however, and finally. End with a closing sentence that sums up the point. Check spelling, capital letters, and full stops before you finish.

The lesson on Kalpana Chawla highlights courage, hard work, and a love of learning. She followed a difficult path from a small town to space research through study and persistence. The theme for Class 6 is not the technical details of a spacecraft, but the idea that dreams need effort. Her life also reminds us to stay curious about science. Students can take away the value of discipline and hope.

The dog wants a master who is strong enough to protect him. He serves several powerful beings, yet each one fears someone stronger. At last he chooses man, who can control even the creatures the dog once feared. The tale is about security, loyalty, and accepting a place in a larger order. It also shows that strength is not only size; clever humans organise the world in a new way.

The story warns us not to act in anger before we know the facts. A hasty punishment can destroy a loyal friend. The mongoose is judged by appearance alone, and the truth comes too late. The theme is self-control and careful seeing. In daily life this means we should listen, check, and then decide. Rumour and panic often lead to unfair harm.

Tansen is remembered as a great musician in the court of Akbar. The lesson presents music as a gift that needs training, devotion, and humility. His songs are said to have had a powerful effect on listeners. The theme for young readers is respect for art and for teachers who shape talent. It also suggests that true skill is more lasting than pride or show.

The poem shows how a small quarrel can grow until both sides feel hurt and stubborn. Later, one child takes the first step to make peace, and love returns. The feeling left behind is relief and warmth after forgiveness. The theme is that pride should not last longer than affection. Brothers and sisters may argue, yet a kind word can end the frost between them.

The eight parts of speech are the building blocks of English sentences. A noun names a person, place, or thing, as in school. A pronoun stands in for a noun, as in they. An adjective describes a noun, as in a quiet room. A verb shows action or state, as in run or is. An adverb tells how, when, or where, as in slowly. A preposition shows relation, as in under the bench. A conjunction joins words or clauses, as in and or because. An interjection shows sudden feeling, as in oh! Knowing these names helps us write correct sentences, choose the right word, and correct errors. If we can label a word, we can also see whether a sentence has a subject and a verb. Class 6 grammar becomes easier when we practise spotting each part in a short paragraph every day.

In the active voice the subject does the action: The teacher checked the notebooks. In the passive voice the object becomes the subject and the doer may come after by: The notebooks were checked by the teacher. We use the passive when the action or the receiver matters more than the doer, or when the doer is unknown. A second example is The storm damaged the roof, which becomes The roof was damaged by the storm. The verb takes a form of be plus the past participle, and the tense of the original sentence is kept. Pronouns change form if needed, as in She helped me becoming I was helped by her. Learners should not turn every sentence into the passive. Clear writing uses the active voice for most stories and the passive for reports, notices, and science descriptions.

Reported speech, or indirect speech, tells what someone said without quoting the exact words. Inverted commas are removed and a linking word such as that, if, or to is used. Pronouns change according to the speaker: Ravi said, "I am ready" becomes Ravi said that he was ready. The tense usually moves one step back when the reporting verb is in the past: am becomes was, will becomes would, have becomes had. Time and place words also change: today becomes that day, tomorrow the next day, here there, and now then. Yes-no questions take if or whether: She asked, "Are you coming?" becomes She asked if I was coming. Wh-questions keep the question word: He asked, "Where do you live?" becomes He asked where I lived. Requests use to plus the verb: Mother said, "Please sit down" becomes Mother asked me to sit down. These patterns help us write stories and answers neatly.

Tense shows the time of an action. In the present we use the simple present for habits and facts: Birds fly. The present continuous shows an action now: The children are singing. The present perfect links past and present: I have packed my bag. In the past, the simple past names a finished action: We visited the fort yesterday. The past continuous shows a background action: She was drawing when I entered. The past perfect, used a little later in school, shows an earlier past action. For the future we use will or shall: They will arrive at noon. Going to shows a plan: I am going to make a chart. Time words guide our choice: every day, now, yesterday, while, already, tomorrow. A short daily diary is good practice because it forces us to pick the right tense for each event. Accurate tenses make our meaning clear to the reader.

One common error is mixing tenses in one sentence without a reason: Yesterday I go to school should be Yesterday I went to school. Another error is using the present continuous for a habit: I am going to school every day should be I go to school every day. Students also forget the -s in the simple present: She like mangoes should be She likes mangoes. With the present perfect, the past participle is needed: He has ate should be He has eaten. Since and for are often swapped: I have lived here for 2018 should be since 2018. In questions, the helping verb must come first: You are coming? is better as Are you coming? When two past actions happen, the longer one may take the past continuous: When father came, we ate becomes clearer as When father came, we were eating if the meal was already in progress. Reading our work aloud helps us hear these mistakes. A small tense chart in the notebook is a useful exam tool.

The passage is about a boy named Neel who fears speaking on the school stage and slowly learns to face that fear. It is not mainly about assembly rules or about a teacher who punishes; it is about practice and kindness. Neel learns that courage is not a sudden gift. It grows when a task is broken into smaller, safer steps. First he reads to a few classmates, then to more children, and only later does he stand before the whole hall. His voice still shakes, yet he finishes every line, which shows that bravery can exist together with nervousness. A fitting title would be Small Steps to the Stage or How Neel Found Courage. Another acceptable title is Practice on the Stage. A weak title would name only Monday assembly, because the heart of the text is Neel's change, not the timetable. The last sentence states the writer's message in plain words: courage can grow in small steps. Readers can apply the same idea to swimming, maths, or any skill they fear.

Begin by reading the questions once so that you know what to look for. Then read the passage slowly, underlining names, dates, and words that match the questions. Answer in complete sentences unless the paper asks for one word. Use information from the passage; do not add a story from memory. For vocabulary items, read the whole sentence around the word before you choose a meaning. For title and main-idea questions, think of the whole text, not one example. If a question asks why, look for because, so that, or a reason in the next line. Keep your handwriting clear and stay within the word limit if one is given. After writing, check spellings of words copied from the passage, because those words are already correct in the text. Last, number the answers as the questions are numbered. This calm method saves time and reduces careless mistakes in Class 6 English papers.

Comprehension grows when we read a little every day, not only before a test. Choose a short news item for children, a library story, or a science paragraph and give it ten quiet minutes. After reading, close the book and say in two sentences what it was about. Then look back and check whether you missed a key fact. Keep a small notebook for new words; write the sentence in which each word appeared, not only a dictionary meaning. Ask yourself three questions: who is in this text, what happened, and why does it matter? Discuss a paragraph with a classmate; explaining an idea aloud shows whether you truly understood it. Poems should be read twice, once for sound and once for sense. Avoid rushing through a passage in an exam without a second look at difficult lines. Over months these habits make unseen passages feel familiar rather than frightening, and marks in English usually rise with this steady practice.

Greenwood Public School, Lucknow\nNOTICE\n15 July 2026\nLost Water Bottle\nThis is to inform all students that a blue steel water bottle with a black lid was found near the basketball court during the lunch break on 14 July 2026. A name sticker on the bottle is partly torn, so the owner could not be identified at once. Students who have lost a similar bottle may collect it from the sports room between 10:30 a.m. and 11:00 a.m. on working days. Kindly bring your identity card and describe a special mark on the bottle before it is handed over. If the bottle is not claimed within seven days, it will be placed in the lost-and-found cupboard in the office. Help us return the bottle to its owner quickly.\nAyesha Khan\nSports Captain

The Principal\nSunrise Public School\nJaipur\n20 August 2026\nSubject: Permission to start a Class 6 reading club\nRespected Madam,\nI am a student of Class 6B. Many of my classmates enjoy stories and information books, but we rarely get a planned time to discuss what we read. I request your permission to start a small reading club during one library period each week. We shall choose a short book or a poem, read silently for twenty minutes, and then share one idea each under a teacher's guidance. The club will be free, and we shall keep the library neat. A list of twelve interested students is ready. This activity will improve our English, our confidence, and our care for books. Kindly grant us permission and suggest a teacher who can supervise the first month.\nThanking you,\nYours obediently,\nKabir Mehta\nClass 6B, Roll No. 18

12, Nehru Lane\nPune\n22 August 2026\nDear Ananya,\nI hope you are well and that your school play rehearsals are going smoothly. I am writing to tell you about a Saturday that felt ordinary at first but taught me a lot. In the morning I helped Mother sort the dal and wipe the kitchen shelves. It was slow work, yet we talked and laughed, and the kitchen looked bright by noon. After lunch I sat with my English and maths notebooks instead of picking up a game. I finished a notice exercise and ten sums before evening. When Father came home he did not have to remind me, and that quiet pride was a new feeling. I still played cricket for half an hour later, so the day was not dull. Write soon and tell me how you manage time during rehearsal weeks.\nWith love,\nSana

Monday, 7 April 2026\nDear Diary,\nToday I walked into Class 6 with a new timetable and a heart that beat a little too fast. The corridor seemed longer, and the senior students looked so sure of themselves. Our class teacher smiled, called out our names, and asked us to help the person sitting beside us if a book was missing. I sat next to a girl named Myra, who shared her extra pencil when mine broke. English was the first period. We spoke about kindness in stories, and I forgot to feel shy for a while. In the break I found the water cooler after two wrong turns, and that small success made me laugh. I still have to learn the way to the activity room, but I am less afraid than I was this morning. Tonight I promise myself that I will pack my bag before I sleep and greet one new classmate tomorrow. If I keep these two small promises, Class 6 may become a friend instead of a puzzle.\nGood night.

A Different Kind of School, from the Honeysuckle reader, is built on empathy: the power to imagine another person's difficulty. In Miss Beam's school, children take turns living with a bandaged eye, a lame leg, or a silent mouth so that they do not treat such lives as a joke or a distant story. The lesson does not ask us to copy a whole timetable of bandages. It asks us to slow down and notice. In real life a Class 6 student can practise this by not laughing at a classmate who stammers, by reading aloud for a friend who finds the board hard to see, and by making space in a game for someone who is new. Empathy also means listening when a person says that a task is painful, instead of saying try harder at once. The chapter links education with character. Marks matter, but so does the habit of asking how my words feel to someone else. If schools train only the mind and never the heart, children may grow clever and still be unkind. Miss Beam's idea remains useful because kindness can be practised, just as grammar can be practised, a little every day.

Fair Play places a hard test before friendship. Jumman and Algu are close, yet a village dispute forces one of them to sit as a panch, a person who must judge without fear or favour. The lesson's theme is that a public duty is not a private favour. When we wear the role of a judge, even an informal one such as a class monitor or a team captain, we must look at facts, not at who will be pleased. The story shows the pain of this choice and also its honour. A panch who shields a friend destroys trust in the whole panchayat. Later, when roles change, the same standard is applied, and the meaning of justice becomes clear to both men. For students the idea is practical: do not mark a friend present if the friend is absent; do not change a score to save a teammate. Fairness may feel cold in the moment, but it keeps a community healthy. The chapter also suggests that true friendship can survive an honest decision, because respect grows when we see that a friend will not cheat for us. Justice, in this sense, is not the enemy of love; it is love that refuses to lie.

A Pact with the Sun, in the supplementary reader, is remembered for a sick child who is asked to make a pact with sunlight, fresh air, and the will to get better. The story does not offer magic as a substitute for care. It links healing with hope, nature, and a patient effort to trust the body again. Who Did Patrick's Homework?, from Honeysuckle, looks at another weakness: the wish that someone else will do the hard work of learning. An easy escape may finish a page for a night, but it cannot put knowledge into the mind. Together the two lessons speak to Class 6 students in a balanced way. Health needs rest, light, and courage; study needs our own time and attention. When we feel unwell, we can follow the doctor and keep a hopeful routine. When we feel lazy, we can sit with the book ourselves instead of waiting for a shortcut. Hope without effort is a daydream, and effort without hope is a dry duty. Small promises — to rest well, to try one sum more, to step into the morning light — are a practical pact with a better day.