POLICE MODERN SCHOOL

25TH BN PAC, RAEBARELI (U.P.)

ACADEMIC SESSION 2026–2027

CLASS 6 · COMPLETE 200-PAGE MASTER STUDY EDITION

The Deep-Dive Grammar Guide

A classroom-friendly, practice-rich guide built from the supplied Class Six grammar and composition sequence: Parts of Speech, Tenses, Articles, Possessives, Gerund & Participle, Sentences, Introductory There/It, Punctuation, Letters & E-mails, and Paragraph Composition.

✓ Complete 200 Pages ✓ 10 Units + Revision & Practice Tests ✓ Dual Study & Worksheet Modes ✓ Full Answer Keys & Explanations

STUDENT CANDIDATE PROFILE DETAILS SESSION 2026–2027

Candidate Name: ____________________

Roll No: __________

Class & Sec: Class 6-A

Scholar No: __________

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Guide Page 2 / 200

How to use this guide

This guide is designed to be read like a book, but studied like a workbook. Each lesson page follows a repeatable rhythm: Core idea → examples → memory rules → common mistakes → quick practice.

1. Understand

Read the explanation once without trying to memorise every sentence. Identify the central rule.

2. Notice

Study the examples and ask what changes when the subject, time, number or meaning changes.

3. Apply

Do the quick practice without looking back at the rule.

4. Correct

Open the answer box. If you made an error, write the corrected rule in your own words.

Study rule: If you can explain why an answer is correct, you actually know the grammar. If you only recognise the answer, you have memorised it.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Guide Page 3 / 200

Unit	Subject	Guide pages
01	Parts of Speech	5–34
02	The Tenses	35–64
03	Articles: a, an, the	65–76
04	Possessives	77–86
05	Gerund & Participle	87–98
06	Sentences	99–120
07	Introductory There & It	121–130
08	Punctuation & Capitalisation	131–146
09	Letters & E-mails	147–166
10	Writing Paragraphs	167–184
R	Revision, Tests & Answer Key	185–200

The supplied source itself is organised into 10 instructional units plus answer material and sample-question guidance. This edition expands that sequence into a 200-page study guide.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Guide Page 4 / 200

Learning map

FoundationParts of Speech → build sentence vocabulary.

TimeTenses → control when and how actions happen.

ReferenceArticles → Possessives → make noun phrases precise.

Verb formsGerund & Participle → understand the -ing form.

Sentence controlSentence types → punctuation → clear communication.

CompositionLetters/e-mails → paragraphs → organised writing.

MasteryMixed revision → tests → error correction.

Source structure: Parts of Speech, Tenses, Articles, Possessives, Gerund/Participle, Sentences, Introductory There/It, Punctuation/Capitalisation, Letters/E-mails and Paragraph Writing.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 5 / 200

UNIT 01 · Parts of Speech

Unit opener: What are parts of speech?

Core idea
Parts of speech are labels for the jobs words do inside sentences. The supplied textbook begins with eight broad classes and then develops nouns, pronouns, adjectives, verbs, auxiliaries and modals, adverbs, prepositions, conjunctions and interjections through examples and activities.

🏛️ The 8 Pillars of English Grammar (Parts of Speech) Core Reference Map

Part of Speech	Syntactic Job	Key Question	Example Words & Sentence
1. Noun	Names person/place/thing/idea	Who / What?	Ravi, school, truth — Ravi loves books.
2. Pronoun	Replaces a repeated noun	Which one?	he, she, they, it — She helped him.
3. Verb	Expresses action or state	What happens / is?	runs, wrote, is, have — Birds fly.
4. Adjective	Describes/modifies noun	What kind / How many?	brave, blue, five — A brave soldier.
5. Adverb	Modifies verb/adj/adverb	How / When / Where?	swiftly, daily, very — He ran swiftly.
6. Preposition	Shows time/place relationship	Where / When relative to?	in, on, under, at — The cat is under the bed.
7. Conjunction	Connects words/clauses	How joined?	and, but, because, if — Slow but steady.
8. Interjection	Expresses sudden emotion	What reaction?	Hurrah!, Alas!, Wow! — Wow! That is great.

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 6 / 200

UNIT 01 · Parts of Speech

Nouns: meaning and identification

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 7 / 200

UNIT 01 · Parts of Speech

Nouns: people, places, things and ideas

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 8 / 200

UNIT 01 · Parts of Speech

Common and proper nouns

Core idea
A common noun names a general class, while a proper noun identifies a particular person, place, organisation, day, month or other named entity. Proper nouns normally begin with a capital letter.

📊 Noun Classification Matrix 4 Major Types

1. Common Noun

General names for any person, place, or thing.

e.g. boy, city, river, dog

2. Proper Noun

Specific names, always capitalized.

e.g. Rahul, Delhi, Ganga

3. Collective Noun

Names a group treated as a single unit.

e.g. army, flock, bunch, team

4. Abstract Noun

Quality, feeling, state, or concept.

e.g. honesty, joy, freedom

Examples

Examplecity → Dhaka

Exampleriver → Padma River

Exampleteacher → Ms Rahman

Exampleschool → Police Modern School

Remember

Capitalise the specific name, not every ordinary noun around it.
A title can be capitalised when it is used as part of a name: Professor Karim.
Check whether the word is naming one specific entity or a general class.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 9 / 200

UNIT 01 · Parts of Speech

Singular and plural nouns

Core idea
Plural nouns usually refer to more than one person, place, thing or idea. Most regular plurals are formed with -s or -es, but spelling changes and irregular forms must be learned as patterns. Always identify the singular form first, then choose the plural rule.

Examples

Examplebook → books

Examplebox → boxes

Examplebaby → babies

Examplechild → children

Examplemouse → mice

Remember

After many consonant + y endings, y changes to i before -es: city → cities.
Words ending in s, x, ch or sh often take -es: bus → buses.
Irregular plurals do not follow a single spelling rule: man → men, tooth → teeth.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 10 / 200

UNIT 01 · Parts of Speech

Plural spelling patterns: s, es, ies

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

🔤 Master Plural Formation Spelling Rules

Ending Pattern	Rule / Transformation	Examples
General nouns	Add -s	book → books, cat → cats
Ends in -s, -sh, -ch, -x, -z	Add -es	bus → buses, box → boxes
Consonant + y	Drop -y → add -ies	city → cities, baby → babies
Vowel + y	Just add -s	boy → boys, key → keys
Ends in -f or -fe	Drop -f → add -ves	leaf → leaves, wife → wives
Irregular change	Internal vowel shift	man → men, tooth → teeth, child → children

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 11 / 200

UNIT 01 · Parts of Speech

Irregular plurals

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 12 / 200

UNIT 01 · Parts of Speech

Countable and uncountable nouns

Core idea
A countable noun names something that can be counted as individual units: one pen, two pens. An uncountable noun is treated as a mass, substance, concept or quantity that is not normally counted as separate units: water, advice, information. Countable nouns commonly take singular/plural forms; uncountable nouns normally do not take a plural in ordinary use.

Examples

ExampleI bought two notebooks.

ExampleWe need some information.

ExampleShe gave me a piece of advice.

ExampleThere are three bottles of water on the table.

Remember

Use how many with countable nouns: How many books?
Use how much with uncountable nouns: How much water?
Use a measure word when an uncountable quantity must be counted: a piece of advice, a bottle of oil.
Do not automatically add -s to words such as advice, information and furniture.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 13 / 200

UNIT 01 · Parts of Speech

Measure words for uncountable nouns

Core idea
A countable noun names something that can be counted as individual units: one pen, two pens. An uncountable noun is treated as a mass, substance, concept or quantity that is not normally counted as separate units: water, advice, information. Countable nouns commonly take singular/plural forms; uncountable nouns normally do not take a plural in ordinary use.

Examples

ExampleI bought two notebooks.

ExampleWe need some information.

ExampleShe gave me a piece of advice.

ExampleThere are three bottles of water on the table.

Remember

Use how many with countable nouns: How many books?
Use how much with uncountable nouns: How much water?
Use a measure word when an uncountable quantity must be counted: a piece of advice, a bottle of oil.
Do not automatically add -s to words such as advice, information and furniture.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 14 / 200

UNIT 01 · Parts of Speech

Words that can be countable or uncountable

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 15 / 200

UNIT 01 · Parts of Speech

Pronouns: why we use them

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 16 / 200

UNIT 01 · Parts of Speech

Personal pronouns: subject forms

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

👥 Complete Personal Pronoun Paradigm 5-Column Reference

Person	Subject	Object	Possessive Adj	Possessive Pron	Reflexive
1st Sing.	I	me	my	mine	myself
1st Plural	we	us	our	ours	ourselves
2nd Person	you	you	your	yours	yourself/selves
3rd Male	he	him	his	his	himself
3rd Female	she	her	her	hers	herself
3rd Neuter	it	it	its	—	itself
3rd Plural	they	them	their	theirs	themselves

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 17 / 200

UNIT 01 · Parts of Speech

Personal pronouns: object forms

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 18 / 200

UNIT 01 · Parts of Speech

Possessive pronouns and reference

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 19 / 200

UNIT 01 · Parts of Speech

Pronoun agreement and common errors

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 20 / 200

UNIT 01 · Parts of Speech

Adjectives: describing nouns

Core idea
A noun names a person, place, thing, substance, animal, activity or idea. In a sentence, nouns can perform different jobs: they can be subjects, objects or complements. A reliable identification test is to ask what the word refers to, then ask what role it plays in the sentence.

Examples

ExampleRina opened the window.

ExampleHonesty is a valuable quality.

ExampleThe children visited the museum.

ExampleWe bought rice for dinner.

Remember

Do not assume every noun is a physical object. Ideas such as honesty and happiness are nouns too.
A noun can be a name, a common word or a mass substance.
Use the sentence role as well as the meaning when analysing a noun.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 21 / 200

UNIT 01 · Parts of Speech

Adjective position

Core idea
An adjective describes or modifies a noun or pronoun. It can tell us about quality, size, colour, number, condition or another characteristic. Adjectives often appear before a noun, but they can also appear after a linking verb: a quiet room; the room is quiet.

Examples

Examplea bright student

Examplea large room

ExampleThe sky is cloudy.

ExampleThe children look happy.

Remember

Ask: What is the noun like?
After be, seem, look, feel and similar linking verbs, an adjective can describe the subject.
Do not confuse an adjective with an adverb: quick is an adjective; quickly is usually an adverb.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 22 / 200

UNIT 01 · Parts of Speech

Degrees of comparison

Core idea
Adjectives can be used in three comparison patterns. The positive form describes without comparison. The comparative form compares two. The superlative form identifies one as highest or lowest within a group. Form choice depends on the adjective and on sentence meaning.

📈 The 3 Degrees of Adjective Comparison

Rule Type	Positive (1 person/thing)	Comparative (Comparing 2)	Superlative (Comparing 3+)
1-Syllable words	tall, fast	taller, faster	tallest, fastest
Ends in -y	happy, easy	happier, easier	happiest, easiest
2+ Syllables	beautiful, honest	more beautiful	most beautiful
Irregulars (Must learn!)	good, bad, far	better, worse, farther	best, worst, farthest

Examples

ExampleMina is tall.

ExampleMina is taller than Rupa.

ExampleMina is the tallest student in the group.

ExampleThis book is more useful than that one.

Remember

Comparatives normally use than when a direct comparison is stated.
Superlatives usually take the before them when they identify a member of a group.
Short adjectives often use -er/-est; longer adjectives often use more/most.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 23 / 200

UNIT 01 · Parts of Speech

Building comparative and superlative forms

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 24 / 200

UNIT 01 · Parts of Speech

Verbs: action and state

Core idea
A verb carries the central action, event or state of a clause. Main verbs provide the lexical meaning, while auxiliary verbs help form tense, negatives, questions or other structures. Modal auxiliaries such as can, could, may, might, should, will and would add meanings such as ability, possibility, permission, advice, obligation or prediction.

Examples

ExampleThey play football.

ExampleShe is reading.

ExampleDo you understand?

ExampleYou should practise daily.

Remember

A modal is followed by the base form: can go, should study, will come.
Do/does/did are used to build many simple-tense negatives and questions.
Be, have and do can be auxiliaries or main verbs depending on the sentence.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 25 / 200

UNIT 01 · Parts of Speech

Regular and irregular verbs

Core idea
A verb carries the central action, event or state of a clause. Main verbs provide the lexical meaning, while auxiliary verbs help form tense, negatives, questions or other structures. Modal auxiliaries such as can, could, may, might, should, will and would add meanings such as ability, possibility, permission, advice, obligation or prediction.

Examples

ExampleThey play football.

ExampleShe is reading.

ExampleDo you understand?

ExampleYou should practise daily.

Remember

A modal is followed by the base form: can go, should study, will come.
Do/does/did are used to build many simple-tense negatives and questions.
Be, have and do can be auxiliaries or main verbs depending on the sentence.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 26 / 200

UNIT 01 · Parts of Speech

Main verbs and auxiliary verbs

Core idea
A verb carries the central action, event or state of a clause. Main verbs provide the lexical meaning, while auxiliary verbs help form tense, negatives, questions or other structures. Modal auxiliaries such as can, could, may, might, should, will and would add meanings such as ability, possibility, permission, advice, obligation or prediction.

Examples

ExampleThey play football.

ExampleShe is reading.

ExampleDo you understand?

ExampleYou should practise daily.

Remember

A modal is followed by the base form: can go, should study, will come.
Do/does/did are used to build many simple-tense negatives and questions.
Be, have and do can be auxiliaries or main verbs depending on the sentence.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 27 / 200

UNIT 01 · Parts of Speech

Do, does and did

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 28 / 200

UNIT 01 · Parts of Speech

Be, have and other auxiliaries

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 29 / 200

UNIT 01 · Parts of Speech

Modal verbs: meaning and use

Core idea
A verb carries the central action, event or state of a clause. Main verbs provide the lexical meaning, while auxiliary verbs help form tense, negatives, questions or other structures. Modal auxiliaries such as can, could, may, might, should, will and would add meanings such as ability, possibility, permission, advice, obligation or prediction.

Examples

ExampleThey play football.

ExampleShe is reading.

ExampleDo you understand?

ExampleYou should practise daily.

Remember

A modal is followed by the base form: can go, should study, will come.
Do/does/did are used to build many simple-tense negatives and questions.
Be, have and do can be auxiliaries or main verbs depending on the sentence.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 30 / 200

UNIT 01 · Parts of Speech

Adverbs: time, place and manner

Core idea
A verb carries the central action, event or state of a clause. Main verbs provide the lexical meaning, while auxiliary verbs help form tense, negatives, questions or other structures. Modal auxiliaries such as can, could, may, might, should, will and would add meanings such as ability, possibility, permission, advice, obligation or prediction.

Examples

ExampleThey play football.

ExampleShe is reading.

ExampleDo you understand?

ExampleYou should practise daily.

Remember

A modal is followed by the base form: can go, should study, will come.
Do/does/did are used to build many simple-tense negatives and questions.
Be, have and do can be auxiliaries or main verbs depending on the sentence.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 31 / 200

UNIT 01 · Parts of Speech

Adverbs of frequency and degree

Core idea
Adjectives can be used in three comparison patterns. The positive form describes without comparison. The comparative form compares two. The superlative form identifies one as highest or lowest within a group. Form choice depends on the adjective and on sentence meaning.

Examples

ExampleMina is tall.

ExampleMina is taller than Rupa.

ExampleMina is the tallest student in the group.

ExampleThis book is more useful than that one.

Remember

Comparatives normally use than when a direct comparison is stated.
Superlatives usually take the before them when they identify a member of a group.
Short adjectives often use -er/-est; longer adjectives often use more/most.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 32 / 200

UNIT 01 · Parts of Speech

Prepositions: time and place

Core idea
A preposition connects a noun, pronoun or noun phrase to another part of the sentence and often expresses time, place, direction or relationship. Small changes in preposition can change meaning, so learn common combinations as chunks.

📍 The AT - ON - IN Preposition Hierarchy Pyramid Precision Map

1 AT (Specific / Point)

Time: precise time (at 5:00 PM, at noon, at night)

Place: exact spot (at the door, at school, at home)

2 ON (Surface / Day)

Time: days & dates (on Monday, on 15th August)

Place: surfaces/streets (on the table, on MG Road)

3 IN (Enclosed / Period)

Time: months, years, seasons (in July, in 2026, in summer)

Place: towns, cities, boxes (in Raebareli, in the room)

Examples

Exampleat 7 o'clock

Exampleon Monday

Examplein July

Exampleunder the table

Examplebetween the two houses

Exampletowards the station

Remember

Use at for many exact times, on for days/dates, and in for months, years and longer periods.
Place expressions are often learned as fixed phrases: at home, on the table, in the room.
Check the relationship being expressed before choosing the preposition.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 33 / 200

UNIT 01 · Parts of Speech

Conjunctions and linking ideas

Core idea
A conjunction links words, phrases or clauses. Coordinating conjunctions such as and, but, or and so connect ideas of equal status; other conjunctions introduce dependent clauses and express time, reason, condition, contrast or purpose.

Examples

ExampleRina studied and completed the task.

ExampleI wanted to go, but it was raining.

ExampleWe stayed home because the road was flooded.

ExampleCall me when you arrive.

Remember

Ask what relationship the linker expresses: addition, contrast, choice, result, reason or time.
Avoid joining complete sentences with only a comma.
Use the conjunction that matches the intended logic, not merely one that sounds familiar.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 01 Page 34 / 200

UNIT 01 · Parts of Speech

Interjections and Unit 1 mastery

Core idea
An interjection is a short expression that shows a strong or immediate reaction. It may express surprise, joy, pain, disappointment or another emotion. In writing it is often followed by an exclamation mark, though punctuation depends on the sentence.

Examples

ExampleWow! That was amazing.

ExampleAlas! We missed the train.

ExampleHurray! We won.

ExampleOuch! That hurts.

Remember

An interjection is not the same as a complete sentence.
Use punctuation to show the intended force.
Do not add exclamation marks to every emotional sentence.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the main grammar category of the bold word in: 'The **young** player ran quickly.'

2. Write one sentence containing a noun and an adjective.

3. Write one sentence using a pronoun to replace a repeated noun.

4. Add an appropriate preposition: The book is ___ the table.

5. Join two short ideas with a suitable conjunction.

Check the answers

1. adjective 2–5. Answers will vary; check that the requested category is actually present and used correctly.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 35 / 200

UNIT 02 · The Tenses

Unit opener: Time, tense and aspect

Core idea
Tense tells us when an action or state is situated in time, while aspect shows how the action is viewed. The source sequence introduces present, past and future, then develops simple, continuous, perfect and perfect continuous forms.

⏱️ Master 12-Tense Aspect & Formula Reference Matrix Core Reference Chart

Aspect	Present Tense	Past Tense	Future Tense
Simple / Indefinite	S + V1(s/es) He writes letters.	S + V2 He wrote a letter.	S + will/shall + V1 He will write a letter.
Continuous / Progressive	S + am/is/are + V-ing It is raining hard.	S + was/were + V-ing It was raining then.	S + will be + V-ing It will be raining tomorrow.
Perfect	S + have/has + V3 I have finished lunch.	S + had + V3 It had rained before he came.	S + will have + V3 He will have arrived by 5pm.
Perfect Continuous	have/has been + V-ing Raining for two hours.	had been + V-ing Had been playing since dawn.	will have been + V-ing Will have been living for a year.

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 36 / 200

UNIT 02 · The Tenses

The three time references: present, past, future

Core idea
Think of tense as a clock and aspect as a camera. Tense places an event in present, past or future time. Aspect shows whether we view the event as a routine, an action in progress, a completed action with present relevance, or an action continuing over a period.

Examples

ExamplePresent: She works here.

ExamplePast: She worked here last year.

ExampleFuture: She will work here next year.

ExampleContinuous: She is working now.

ExamplePerfect: She has finished the task.

Remember

First locate the time reference.
Then ask whether the action is routine, in progress, completed with relevance, or continuing over a duration.
Do not choose a tense only because of one time word. Meaning and context matter.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 37 / 200

UNIT 02 · The Tenses

Simple, continuous, perfect and perfect continuous

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 38 / 200

UNIT 02 · The Tenses

Present simple: forms

Core idea
The present simple is used for habits, routines, repeated actions, general truths and many stable states. Its action-verb form is the base verb for most subjects, with -s/-es in the third-person singular. In questions and negatives, do/does carries the tense and the main verb returns to the base form.

Examples

ExampleI walk to school.

ExampleShe walks to school.

ExampleThey do not play on Mondays.

ExampleDoes he live here?

Remember

He/she/it takes -s or -es in affirmative statements.
After does, use the base form: Does she work? not Does she works?
Use do not/does not for action verbs; be behaves differently.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 39 / 200

UNIT 02 · The Tenses

Present simple: uses

Core idea
The present simple is used for habits, routines, repeated actions, general truths and many stable states. Its action-verb form is the base verb for most subjects, with -s/-es in the third-person singular. In questions and negatives, do/does carries the tense and the main verb returns to the base form.

Examples

ExampleI walk to school.

ExampleShe walks to school.

ExampleThey do not play on Mondays.

ExampleDoes he live here?

Remember

He/she/it takes -s or -es in affirmative statements.
After does, use the base form: Does she work? not Does she works?
Use do not/does not for action verbs; be behaves differently.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 40 / 200

UNIT 02 · The Tenses

Present simple: negatives

Core idea
The present simple is used for habits, routines, repeated actions, general truths and many stable states. Its action-verb form is the base verb for most subjects, with -s/-es in the third-person singular. In questions and negatives, do/does carries the tense and the main verb returns to the base form.

Examples

ExampleI walk to school.

ExampleShe walks to school.

ExampleThey do not play on Mondays.

ExampleDoes he live here?

Remember

He/she/it takes -s or -es in affirmative statements.
After does, use the base form: Does she work? not Does she works?
Use do not/does not for action verbs; be behaves differently.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 41 / 200

UNIT 02 · The Tenses

Present simple: questions

Core idea
The present simple is used for habits, routines, repeated actions, general truths and many stable states. Its action-verb form is the base verb for most subjects, with -s/-es in the third-person singular. In questions and negatives, do/does carries the tense and the main verb returns to the base form.

Examples

ExampleI walk to school.

ExampleShe walks to school.

ExampleThey do not play on Mondays.

ExampleDoes he live here?

Remember

He/she/it takes -s or -es in affirmative statements.
After does, use the base form: Does she work? not Does she works?
Use do not/does not for action verbs; be behaves differently.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 42 / 200

UNIT 02 · The Tenses

Present continuous: forms

Core idea
The present continuous is formed with am/is/are + verb-ing. It commonly describes an action happening around the present time, a temporary situation, or a planned future arrangement when the context makes the future meaning clear.

Examples

ExampleI am reading now.

ExampleShe is staying with her aunt this week.

ExampleThey are meeting us tomorrow.

Remember

Choose am/is/are from the subject.
Use the -ing form for the main verb.
Some verbs describing states are not normally used in the continuous form in ordinary school-level English.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 43 / 200

UNIT 02 · The Tenses

Present continuous: uses

Core idea
The present continuous is formed with am/is/are + verb-ing. It commonly describes an action happening around the present time, a temporary situation, or a planned future arrangement when the context makes the future meaning clear.

Examples

ExampleI am reading now.

ExampleShe is staying with her aunt this week.

ExampleThey are meeting us tomorrow.

Remember

Choose am/is/are from the subject.
Use the -ing form for the main verb.
Some verbs describing states are not normally used in the continuous form in ordinary school-level English.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 44 / 200

UNIT 02 · The Tenses

Present continuous: future arrangements

Core idea
The present continuous is formed with am/is/are + verb-ing. It commonly describes an action happening around the present time, a temporary situation, or a planned future arrangement when the context makes the future meaning clear.

Examples

ExampleI am reading now.

ExampleShe is staying with her aunt this week.

ExampleThey are meeting us tomorrow.

Remember

Choose am/is/are from the subject.
Use the -ing form for the main verb.
Some verbs describing states are not normally used in the continuous form in ordinary school-level English.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 45 / 200

UNIT 02 · The Tenses

Present perfect: forms

Core idea
The present perfect is formed with have/has + past participle. It connects a past event with the present, for example when the result matters now, when an experience is mentioned without a finished past time, or when an unfinished period is involved.

Examples

ExampleI have finished my homework.

ExampleShe has visited Cox's Bazar twice.

ExampleWe have lived here since 2020.

Remember

Do not normally combine present perfect with a finished past-time expression such as yesterday.
Learn the past participle of irregular verbs.
Questions begin with have/has: Have you finished?

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 46 / 200

UNIT 02 · The Tenses

Present perfect: uses

Core idea
The present perfect is formed with have/has + past participle. It connects a past event with the present, for example when the result matters now, when an experience is mentioned without a finished past time, or when an unfinished period is involved.

Examples

ExampleI have finished my homework.

ExampleShe has visited Cox's Bazar twice.

ExampleWe have lived here since 2020.

Remember

Do not normally combine present perfect with a finished past-time expression such as yesterday.
Learn the past participle of irregular verbs.
Questions begin with have/has: Have you finished?

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 47 / 200

UNIT 02 · The Tenses

Present perfect: negatives and questions

Core idea
The present perfect is formed with have/has + past participle. It connects a past event with the present, for example when the result matters now, when an experience is mentioned without a finished past time, or when an unfinished period is involved.

Examples

ExampleI have finished my homework.

ExampleShe has visited Cox's Bazar twice.

ExampleWe have lived here since 2020.

Remember

Do not normally combine present perfect with a finished past-time expression such as yesterday.
Learn the past participle of irregular verbs.
Questions begin with have/has: Have you finished?

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 48 / 200

UNIT 02 · The Tenses

Present perfect continuous: meaning

Core idea
Perfect continuous forms combine a perfect auxiliary with been and an -ing verb. They are useful when duration or an ongoing activity is important. Present perfect continuous links a past starting point to the present; past perfect continuous places the ongoing activity before another past point.

Examples

ExampleI have been studying for two hours.

ExampleShe has been waiting since noon.

ExampleThey had been travelling all night before they reached the town.

Remember

Use for for a duration and since for a starting point.
Look for an ongoing activity plus a time span.
Do not confuse the form with present perfect: has finished focuses on completion; has been working focuses on duration/activity.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 49 / 200

UNIT 02 · The Tenses

For and since

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

⏳ SINCE vs FOR: Point of Time vs Duration Rule Matrix

📍 SINCE = Specific Starting Point

Used when the exact clock time, day, year or event began.

since 8:00 AM / 2 o'clock
since Monday / yesterday
since 2018 / childhood

⏱️ FOR = Total Length / Duration of Time

Used when counting the number of seconds, minutes, hours, days.

for 20 minutes / 3 hours
for 5 days / two weeks
for a long time / 6 years

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 50 / 200

UNIT 02 · The Tenses

Past simple: forms

Core idea
The past simple presents a completed past event, state or sequence. Regular verbs usually take -ed, while irregular verbs use their own past forms. In negatives and most questions, did carries the past meaning and the main verb returns to its base form.

Examples

ExampleWe visited the museum yesterday.

ExampleShe went home early.

ExampleThey did not play.

ExampleDid you see him?

Remember

Use the base form after did/didn't.
Use was/were as the past forms of be.
A finished past time often points toward past simple, but context remains the final guide.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 51 / 200

UNIT 02 · The Tenses

Past simple: uses

Core idea
The past simple presents a completed past event, state or sequence. Regular verbs usually take -ed, while irregular verbs use their own past forms. In negatives and most questions, did carries the past meaning and the main verb returns to its base form.

Examples

ExampleWe visited the museum yesterday.

ExampleShe went home early.

ExampleThey did not play.

ExampleDid you see him?

Remember

Use the base form after did/didn't.
Use was/were as the past forms of be.
A finished past time often points toward past simple, but context remains the final guide.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 52 / 200

UNIT 02 · The Tenses

Past simple: negatives and questions

Core idea
The past simple presents a completed past event, state or sequence. Regular verbs usually take -ed, while irregular verbs use their own past forms. In negatives and most questions, did carries the past meaning and the main verb returns to its base form.

Examples

ExampleWe visited the museum yesterday.

ExampleShe went home early.

ExampleThey did not play.

ExampleDid you see him?

Remember

Use the base form after did/didn't.
Use was/were as the past forms of be.
A finished past time often points toward past simple, but context remains the final guide.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 53 / 200

UNIT 02 · The Tenses

Past continuous: forms and uses

Core idea
The past continuous is formed with was/were + verb-ing. It presents an action in progress at a particular past time or background action that was interrupted by another event.

Examples

ExampleAt 8 p.m., I was studying.

ExampleThey were walking home when it started raining.

ExampleShe was cooking while I was setting the table.

Remember

Use was with I/he/she/it and were with you/we/they.
The interruption is often expressed with past simple.
Use while to connect two ongoing actions when appropriate.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 54 / 200

UNIT 02 · The Tenses

Past continuous with interruptions

Core idea
The past continuous is formed with was/were + verb-ing. It presents an action in progress at a particular past time or background action that was interrupted by another event.

Examples

ExampleAt 8 p.m., I was studying.

ExampleThey were walking home when it started raining.

ExampleShe was cooking while I was setting the table.

Remember

Use was with I/he/she/it and were with you/we/they.
The interruption is often expressed with past simple.
Use while to connect two ongoing actions when appropriate.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 55 / 200

UNIT 02 · The Tenses

Past perfect: sequence of past events

Core idea
The past perfect uses had + past participle to show that one past event happened before another past reference point. It is especially useful when the order of two past events could otherwise be unclear.

Examples

ExampleWhen I arrived, the train had left.

ExampleShe was tired because she had worked all day.

ExampleThey had finished dinner before the guests came.

Remember

Find the later past event first, then identify the earlier one.
Use had for all subjects.
Do not use past perfect simply because an event happened in the past; use it when the earlier relationship matters.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 56 / 200

UNIT 02 · The Tenses

Past perfect continuous: duration before a past point

Core idea
Perfect continuous forms combine a perfect auxiliary with been and an -ing verb. They are useful when duration or an ongoing activity is important. Present perfect continuous links a past starting point to the present; past perfect continuous places the ongoing activity before another past point.

Examples

ExampleI have been studying for two hours.

ExampleShe has been waiting since noon.

ExampleThey had been travelling all night before they reached the town.

Remember

Use for for a duration and since for a starting point.
Look for an ongoing activity plus a time span.
Do not confuse the form with present perfect: has finished focuses on completion; has been working focuses on duration/activity.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 57 / 200

UNIT 02 · The Tenses

Future simple with will

Core idea
Future simple commonly uses will + base verb. It can express a decision made at the moment of speaking, a prediction, an offer, a promise or another future event. Context determines the exact meaning.

Examples

ExampleI will help you.

ExampleI think it will rain.

ExampleWe will meet tomorrow.

ExampleWill you come with us?

Remember

After will use the base form, not an -s or past form.
Use won't for the negative.
For planned intentions, be going to is often a useful alternative.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 58 / 200

UNIT 02 · The Tenses

Will for decisions, offers and predictions

Core idea
Future simple commonly uses will + base verb. It can express a decision made at the moment of speaking, a prediction, an offer, a promise or another future event. Context determines the exact meaning.

Examples

ExampleI will help you.

ExampleI think it will rain.

ExampleWe will meet tomorrow.

ExampleWill you come with us?

Remember

After will use the base form, not an -s or past form.
Use won't for the negative.
For planned intentions, be going to is often a useful alternative.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 59 / 200

UNIT 02 · The Tenses

Be going to and planned future

Core idea
Be going to + base verb is commonly used for plans or intentions already formed and for predictions based on present evidence. The be verb changes with the subject.

Examples

ExampleI am going to study tonight.

ExampleShe is going to visit her aunt.

ExampleLook at those clouds. It is going to rain.

Remember

Do not forget the be verb.
Use going to for an already formed intention, not because the word 'going' itself means future.
Compare will and going to by asking whether the decision or evidence is already present.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 60 / 200

UNIT 02 · The Tenses

Future continuous: basic idea

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 61 / 200

UNIT 02 · The Tenses

Tense contrast: simple vs continuous

Core idea
Tense selection is a meaning decision. Build a three-step habit: identify the reference time, identify whether the action is routine/in progress/completed-with-relevance/duration, then choose the form whose structure expresses that meaning.

Examples

ExampleHabit: She walks to school.

ExampleNow: She is walking to school.

ExampleResult: She has walked five kilometres.

ExampleDuration: She has been walking for an hour.

Remember

Underline time expressions, but do not depend on them alone.
Check the auxiliary and the main verb form.
When correcting a tense, explain why the original meaning was wrong or unclear.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 62 / 200

UNIT 02 · The Tenses

Tense contrast: past vs present perfect

Core idea
The present perfect is formed with have/has + past participle. It connects a past event with the present, for example when the result matters now, when an experience is mentioned without a finished past time, or when an unfinished period is involved.

Examples

ExampleI have finished my homework.

ExampleShe has visited Cox's Bazar twice.

ExampleWe have lived here since 2020.

Remember

Do not normally combine present perfect with a finished past-time expression such as yesterday.
Learn the past participle of irregular verbs.
Questions begin with have/has: Have you finished?

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 63 / 200

UNIT 02 · The Tenses

Mixed tense practice and error correction

Core idea
Tense selection is a meaning decision. Build a three-step habit: identify the reference time, identify whether the action is routine/in progress/completed-with-relevance/duration, then choose the form whose structure expresses that meaning.

Examples

ExampleHabit: She walks to school.

ExampleNow: She is walking to school.

ExampleResult: She has walked five kilometres.

ExampleDuration: She has been walking for an hour.

Remember

Underline time expressions, but do not depend on them alone.
Check the auxiliary and the main verb form.
When correcting a tense, explain why the original meaning was wrong or unclear.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 02 Page 64 / 200

UNIT 02 · The Tenses

Unit 2 mastery test

Core idea
This page develops a focused skill from the unit and turns the textbook's concept into a clear, reusable rule.

Examples

ExampleThe rule becomes useful only when you can apply it to a new sentence.

Remember

Understand the rule.
Study the examples.
Practise without looking at the rule.
Correct your own work.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose the tense: 'She is reading now.'

2. Change 'He plays football.' into a negative sentence.

3. Change 'They visited the museum.' into a question.

4. Complete: 'I have been waiting ___ 8 o'clock.'

5. Write one future sentence using will.

Check the answers

1. Present continuous. 2. He does not play football. 3. Did they visit the museum? 4. since. 5. Answers will vary; use will + base verb.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 65 / 200

UNIT 03 · Articles: a, an, the

Unit opener: Why articles matter

Core idea
Articles help a reader understand whether a noun is being mentioned generally, introduced for the first time, or identified as a particular person or thing. The core choices are a, an, the, or no article.

🔤 The Complete Article Selection Decision Tree

1. A / AN (Indefinite)

Singular & Countable, not specific.

A: Consonant sound (a boy, a university)

AN: Vowel sound (an apple, an honest man)

2. THE (Definite)

Specific, second mention, or unique objects.

The Sun, The Moon (Unique)
The Ganga, The Himalayas
The red book on the desk

3. ZERO ARTICLE (Ø)

No article needed when speaking generally.

Proper names (Rahul, India)
Uncountable mass (Water is life)
Meals/languages (lunch, Hindi)

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 66 / 200

UNIT 03 · Articles: a, an, the

A and an: first mention

Core idea
Use a/an with a singular countable noun when the listener is not being asked to identify one particular member. The choice between a and an depends on the sound at the beginning of the next word, not simply on its first written letter.

Examples

Examplea book

Examplean apple

Examplean hour

Examplea university

Examplea European city

Remember

an hour because the h is silent and the word begins with a vowel sound.
a university because university begins with a /y/ sound.
Articles are determined by pronunciation in the phrase, so say the expression aloud.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 67 / 200

UNIT 03 · Articles: a, an, the

A and an: sound, not spelling

Core idea
Use a/an with a singular countable noun when the listener is not being asked to identify one particular member. The choice between a and an depends on the sound at the beginning of the next word, not simply on its first written letter.

Examples

Examplea book

Examplean apple

Examplean hour

Examplea university

Examplea European city

Remember

an hour because the h is silent and the word begins with a vowel sound.
a university because university begins with a /y/ sound.
Articles are determined by pronunciation in the phrase, so say the expression aloud.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 68 / 200

UNIT 03 · Articles: a, an, the

The: second mention and specific reference

Core idea
The commonly marks a noun as identifiable to the reader or listener. A noun can become identifiable because it was already mentioned, because the situation makes it obvious, because there is a unique reference, or because a following phrase identifies it.

Examples

ExampleI saw a dog. The dog followed me.

ExampleClose the door, please.

ExampleThe sun is visible today.

ExampleThe book on the desk is mine.

Remember

First mention often uses a/an; later reference often uses the.
Shared context can make a noun definite even if it was not mentioned earlier.
Do not use the simply because a noun is important. Ask whether the reader can identify the exact referent.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 69 / 200

UNIT 03 · Articles: a, an, the

The with unique things and shared context

Core idea
When choosing an article, ask three questions: Is the noun singular and countable? Is it general or identifiable? Has it already been introduced or made specific by the context? These questions are more reliable than memorising isolated examples.

Examples

ExampleI need a pen.

ExampleI found the pen you lost.

ExampleWater is essential.

ExampleShe bought an umbrella.

Remember

A/an normally introduces one non-specific singular countable noun.
The identifies a specific referent.
No article often expresses a general plural or uncountable meaning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 70 / 200

UNIT 03 · Articles: a, an, the

Zero article: when no article is needed

Core idea
Sometimes English uses no article before a noun. This often happens with plural or uncountable nouns when we mean things generally, and in some fixed uses involving activities, institutions or places.

Examples

ExampleBooks can be expensive.

ExampleMilk is nutritious.

ExampleChildren go to school every day.

ExampleWe had breakfast early.

Remember

General meaning and specific meaning can require different article choices.
Compare: I like music in general vs The music at the concert was loud.
Learn common fixed expressions as complete phrases.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 71 / 200

UNIT 03 · Articles: a, an, the

Articles with places, institutions and activities

Core idea
When choosing an article, ask three questions: Is the noun singular and countable? Is it general or identifiable? Has it already been introduced or made specific by the context? These questions are more reliable than memorising isolated examples.

Examples

ExampleI need a pen.

ExampleI found the pen you lost.

ExampleWater is essential.

ExampleShe bought an umbrella.

Remember

A/an normally introduces one non-specific singular countable noun.
The identifies a specific referent.
No article often expresses a general plural or uncountable meaning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 72 / 200

UNIT 03 · Articles: a, an, the

Articles with jobs and descriptions

Core idea
A singular countable job or profession normally needs an article after be or a similar verb: He is a teacher; she became an engineer. The article is not about whether the profession is famous. It is about the noun phrase being singular and countable.

Examples

ExampleShe is a teacher.

ExampleHe became an engineer.

ExampleMy uncle is a police officer.

ExampleHer sister wants to be a doctor.

Remember

Use a/an with one singular countable profession.
Use an according to sound: an engineer, an artist.
Do not omit the article in ordinary statements such as He is teacher.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 73 / 200

UNIT 03 · Articles: a, an, the

Articles with food, materials and general ideas

Core idea
When choosing an article, ask three questions: Is the noun singular and countable? Is it general or identifiable? Has it already been introduced or made specific by the context? These questions are more reliable than memorising isolated examples.

Examples

ExampleI need a pen.

ExampleI found the pen you lost.

ExampleWater is essential.

ExampleShe bought an umbrella.

Remember

A/an normally introduces one non-specific singular countable noun.
The identifies a specific referent.
No article often expresses a general plural or uncountable meaning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 74 / 200

UNIT 03 · Articles: a, an, the

Common article traps

Core idea
When choosing an article, ask three questions: Is the noun singular and countable? Is it general or identifiable? Has it already been introduced or made specific by the context? These questions are more reliable than memorising isolated examples.

Examples

ExampleI need a pen.

ExampleI found the pen you lost.

ExampleWater is essential.

ExampleShe bought an umbrella.

Remember

A/an normally introduces one non-specific singular countable noun.
The identifies a specific referent.
No article often expresses a general plural or uncountable meaning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 75 / 200

UNIT 03 · Articles: a, an, the

Article editing workshop

Core idea
When choosing an article, ask three questions: Is the noun singular and countable? Is it general or identifiable? Has it already been introduced or made specific by the context? These questions are more reliable than memorising isolated examples.

Examples

ExampleI need a pen.

ExampleI found the pen you lost.

ExampleWater is essential.

ExampleShe bought an umbrella.

Remember

A/an normally introduces one non-specific singular countable noun.
The identifies a specific referent.
No article often expresses a general plural or uncountable meaning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 03 Page 76 / 200

UNIT 03 · Articles: a, an, the

Unit 3 mastery test

Core idea
When choosing an article, ask three questions: Is the noun singular and countable? Is it general or identifiable? Has it already been introduced or made specific by the context? These questions are more reliable than memorising isolated examples.

Examples

ExampleI need a pen.

ExampleI found the pen you lost.

ExampleWater is essential.

ExampleShe bought an umbrella.

Remember

A/an normally introduces one non-specific singular countable noun.
The identifies a specific referent.
No article often expresses a general plural or uncountable meaning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose a/an: ___ umbrella.

2. Choose a/an: ___ university.

3. Complete: I saw a bird. ___ bird was blue.

4. Choose the best form for a general statement: ___ water is essential.

5. Write one sentence with a profession.

Check the answers

1. an 2. a 3. The 4. Water (no article) 5. Answers will vary; a/an is normally needed with a singular countable profession.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 77 / 200

UNIT 04 · Possessives

Unit opener: possession and relationship

Core idea
Possessives express belonging, relationship or connection. This unit separates possessive adjectives, possessive pronouns, apostrophe forms and of-phrases so that the learner can choose the structure that fits the sentence.

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 78 / 200

UNIT 04 · Possessives

Possessive adjectives

Core idea
Possessive adjectives come before a noun and tell us who or what the noun is connected with: my, your, his, her, its, our, their. They cannot normally stand alone because the noun they modify is expected after them.

Examples

Examplemy book

Exampleher bag

Exampletheir classroom

Exampleour teacher

Remember

my book is correct; mine book is not.
Possessive adjectives do not change for singular or plural nouns: my book, my books.
Its shows possession; it's is the contraction of it is/it has.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 79 / 200

UNIT 04 · Possessives

Possessive pronouns

Core idea
Possessive pronouns express possession without repeating the noun. Common forms include mine, yours, his, hers, ours and theirs. Because the noun is already understood, the possessive pronoun can stand at the end of a sentence or after a linking verb.

Examples

ExampleThis pen is mine.

ExampleThat seat is hers.

ExampleThe books are ours.

ExampleThis room is theirs.

Remember

Do not add an apostrophe to mine, yours, hers, ours or theirs.
Compare my book with mine. The first needs a noun; the second replaces the noun phrase.
His can work as both an adjective and a pronoun: his book; the book is his.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 80 / 200

UNIT 04 · Possessives

Apostrophe + s

Core idea
Apostrophe-s can show possession with a singular noun or a name: Rina's bag, the boy's bicycle. For a plural noun that already ends in s, the usual school-level form is the apostrophe after the s: the students' books.

✍️ The 4 Laws of Apostrophe Possession ('s vs s')

Noun Category	Apostrophe Rule	Clear Example
Singular Noun	Add 's	the boy's bag, cat's tail
Plural ending in -s	Add apostrophe ONLY after s	the boys' hostel, teachers' room
Irregular plural (no -s)	Add 's	children's park, men's wear
Joint Possession (2 people)	's on the LAST noun only	Ravi and Rohit's house
Non-living things	Use OF-phrase (No apostrophe)	legs of the table (NOT table's legs)

Examples

Examplethe teacher's desk

ExampleRina's notebook

Examplethe girls' uniforms

Examplethe children's playground

Remember

Do not confuse possession with contraction: John's = belonging to John; he's = he is/he has.
Irregular plural nouns take 's: children's, men's, women's.
For things and relationships where an of-phrase sounds more natural, use it: the roof of the house.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 81 / 200

UNIT 04 · Possessives

Plural possessives

Core idea
Possession in English can be shown with possessive adjectives, possessive pronouns, apostrophe forms or of-phrases. Start by deciding whether the noun must be written after the possessive expression. If yes, use a possessive adjective or apostrophe structure; if no, a possessive pronoun may be appropriate.

Examples

Examplemy book / the book is mine

Examplethe boy's bicycle

Examplethe boys' bicycles

Examplethe cover of the book

Remember

First decide what is possessed.
Then identify the possessor.
Finally choose the structure that fits the grammar and sounds natural.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 82 / 200

UNIT 04 · Possessives

Possession with names ending in s

Core idea
Possession in English can be shown with possessive adjectives, possessive pronouns, apostrophe forms or of-phrases. Start by deciding whether the noun must be written after the possessive expression. If yes, use a possessive adjective or apostrophe structure; if no, a possessive pronoun may be appropriate.

Examples

Examplemy book / the book is mine

Examplethe boy's bicycle

Examplethe boys' bicycles

Examplethe cover of the book

Remember

First decide what is possessed.
Then identify the possessor.
Finally choose the structure that fits the grammar and sounds natural.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 83 / 200

UNIT 04 · Possessives

Of-phrases and when to use them

Core idea
Of-phrases are another way to express a relationship, especially when the possessor is a thing, an abstract noun or a longer phrase. The choice between apostrophe forms and of-phrases is partly about natural English phrasing.

Examples

Examplethe roof of the house

Examplethe name of the school

ExampleRina's bicycle

Examplethe children's books

Remember

Use apostrophe forms freely with people and many living possessors.
Of-phrases are common with objects and longer descriptions.
Choose the form that keeps the noun phrase clear.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 84 / 200

UNIT 04 · Possessives

Possessives with body parts and relationships

Core idea
Possession in English can be shown with possessive adjectives, possessive pronouns, apostrophe forms or of-phrases. Start by deciding whether the noun must be written after the possessive expression. If yes, use a possessive adjective or apostrophe structure; if no, a possessive pronoun may be appropriate.

Examples

Examplemy book / the book is mine

Examplethe boy's bicycle

Examplethe boys' bicycles

Examplethe cover of the book

Remember

First decide what is possessed.
Then identify the possessor.
Finally choose the structure that fits the grammar and sounds natural.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 85 / 200

UNIT 04 · Possessives

Possessive error correction

Core idea
Possession in English can be shown with possessive adjectives, possessive pronouns, apostrophe forms or of-phrases. Start by deciding whether the noun must be written after the possessive expression. If yes, use a possessive adjective or apostrophe structure; if no, a possessive pronoun may be appropriate.

Examples

Examplemy book / the book is mine

Examplethe boy's bicycle

Examplethe boys' bicycles

Examplethe cover of the book

Remember

First decide what is possessed.
Then identify the possessor.
Finally choose the structure that fits the grammar and sounds natural.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 04 Page 86 / 200

UNIT 04 · Possessives

Unit 4 mastery test

Core idea
Possession in English can be shown with possessive adjectives, possessive pronouns, apostrophe forms or of-phrases. Start by deciding whether the noun must be written after the possessive expression. If yes, use a possessive adjective or apostrophe structure; if no, a possessive pronoun may be appropriate.

Examples

Examplemy book / the book is mine

Examplethe boy's bicycle

Examplethe boys' bicycles

Examplethe cover of the book

Remember

First decide what is possessed.
Then identify the possessor.
Finally choose the structure that fits the grammar and sounds natural.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Complete: This is ___ book. (I)

2. Complete: The book is ___. (I)

3. Rewrite with an apostrophe: the bicycle of Rina.

4. Rewrite: the bags belonging to the students.

5. Choose its or it's: ___ raining.

Check the answers

1. my 2. mine 3. Rina's bicycle 4. the students' bags 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 87 / 200

UNIT 05 · Gerund & Participle

Unit opener: The -ing form has different jobs

Core idea
The -ing form can behave like a noun or like an adjective. The key is not the spelling but the job the form performs in the sentence. This distinction is the centre of the gerund and participle unit.

🔄 Verb-ing Diagnostic Matrix: Gerund vs Participle Quick Test

🏷️ GERUND = Verbal Noun

Answers "WHAT?" · Acts as Subject or Object.

• Swimming is good exercise. (Subject)

• She loves dancing. (Object)

✨ PARTICIPLE = Verbal Adjective

Describes a noun or shows continuous action.

• The crying baby woke up. (Adjective)

• He was swimming in the pool. (Continuous)

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 88 / 200

UNIT 05 · Gerund & Participle

Gerund as a subject

Core idea
A gerund is an -ing form functioning as a noun. It can be a subject, an object, or part of a noun-like phrase. The important test is function: if the -ing form is acting like a thing, activity or idea, it is working as a gerund.

Examples

ExampleReading is useful.

ExampleI enjoy reading.

ExampleSwimming is good exercise.

ExampleShe likes drawing.

Remember

Ask what job the -ing form performs.
After many verbs such as enjoy, avoid, finish and mind, an -ing form is common.
After a preposition, use an -ing form when a verb follows: interested in learning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 89 / 200

UNIT 05 · Gerund & Participle

Gerund as an object

Core idea
A gerund is an -ing form functioning as a noun. It can be a subject, an object, or part of a noun-like phrase. The important test is function: if the -ing form is acting like a thing, activity or idea, it is working as a gerund.

Examples

ExampleReading is useful.

ExampleI enjoy reading.

ExampleSwimming is good exercise.

ExampleShe likes drawing.

Remember

Ask what job the -ing form performs.
After many verbs such as enjoy, avoid, finish and mind, an -ing form is common.
After a preposition, use an -ing form when a verb follows: interested in learning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 90 / 200

UNIT 05 · Gerund & Participle

Verbs followed by gerunds

Core idea
A gerund is an -ing form functioning as a noun. It can be a subject, an object, or part of a noun-like phrase. The important test is function: if the -ing form is acting like a thing, activity or idea, it is working as a gerund.

Examples

ExampleReading is useful.

ExampleI enjoy reading.

ExampleSwimming is good exercise.

ExampleShe likes drawing.

Remember

Ask what job the -ing form performs.
After many verbs such as enjoy, avoid, finish and mind, an -ing form is common.
After a preposition, use an -ing form when a verb follows: interested in learning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 91 / 200

UNIT 05 · Gerund & Participle

Prepositions followed by gerunds

Core idea
A gerund is an -ing form functioning as a noun. It can be a subject, an object, or part of a noun-like phrase. The important test is function: if the -ing form is acting like a thing, activity or idea, it is working as a gerund.

Examples

ExampleReading is useful.

ExampleI enjoy reading.

ExampleSwimming is good exercise.

ExampleShe likes drawing.

Remember

Ask what job the -ing form performs.
After many verbs such as enjoy, avoid, finish and mind, an -ing form is common.
After a preposition, use an -ing form when a verb follows: interested in learning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 92 / 200

UNIT 05 · Gerund & Participle

Would you mind + -ing

Core idea
The -ing ending does not automatically tell you the grammatical category. Analyse the word's position and job. This prevents a common mistake: calling every -ing form a gerund.

Examples

ExampleReading helps me relax. → noun-like

ExampleI enjoy reading. → noun-like

ExampleThe reading student was quiet. → adjective-like

ExampleShe is reading. → verb phrase

Remember

Look at what comes before and after the -ing form.
Ask whether it names an activity, modifies a noun, or forms a tense.
Check the whole sentence rather than the word in isolation.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 93 / 200

UNIT 05 · Gerund & Participle

Present participle as an adjective

Core idea
A present participle is an -ing form functioning adjectivally. It describes a noun or pronoun rather than naming an activity as a thing. In 'a smiling child', smiling modifies child, so it is participial.

Examples

Examplea singing bird

Examplea smiling child

Examplea melting ice cream

Examplea crying baby

Remember

If the -ing form answers which one? or what kind of noun?, it may be an adjective-like participle.
Gerund: Swimming is fun. Participle: the swimming child.
The same spelling can have different functions in different sentences.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 94 / 200

UNIT 05 · Gerund & Participle

Participles describing people and things

Core idea
A present participle is an -ing form functioning adjectivally. It describes a noun or pronoun rather than naming an activity as a thing. In 'a smiling child', smiling modifies child, so it is participial.

Examples

Examplea singing bird

Examplea smiling child

Examplea melting ice cream

Examplea crying baby

Remember

If the -ing form answers which one? or what kind of noun?, it may be an adjective-like participle.
Gerund: Swimming is fun. Participle: the swimming child.
The same spelling can have different functions in different sentences.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 95 / 200

UNIT 05 · Gerund & Participle

Gerund vs participle: a decision test

Core idea
A gerund is an -ing form functioning as a noun. It can be a subject, an object, or part of a noun-like phrase. The important test is function: if the -ing form is acting like a thing, activity or idea, it is working as a gerund.

Examples

ExampleReading is useful.

ExampleI enjoy reading.

ExampleSwimming is good exercise.

ExampleShe likes drawing.

Remember

Ask what job the -ing form performs.
After many verbs such as enjoy, avoid, finish and mind, an -ing form is common.
After a preposition, use an -ing form when a verb follows: interested in learning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 96 / 200

UNIT 05 · Gerund & Participle

-ing spelling patterns

Core idea
The -ing ending does not automatically tell you the grammatical category. Analyse the word's position and job. This prevents a common mistake: calling every -ing form a gerund.

Examples

ExampleReading helps me relax. → noun-like

ExampleI enjoy reading. → noun-like

ExampleThe reading student was quiet. → adjective-like

ExampleShe is reading. → verb phrase

Remember

Look at what comes before and after the -ing form.
Ask whether it names an activity, modifies a noun, or forms a tense.
Check the whole sentence rather than the word in isolation.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 97 / 200

UNIT 05 · Gerund & Participle

Mixed gerund-participle practice

Core idea
A gerund is an -ing form functioning as a noun. It can be a subject, an object, or part of a noun-like phrase. The important test is function: if the -ing form is acting like a thing, activity or idea, it is working as a gerund.

Examples

ExampleReading is useful.

ExampleI enjoy reading.

ExampleSwimming is good exercise.

ExampleShe likes drawing.

Remember

Ask what job the -ing form performs.
After many verbs such as enjoy, avoid, finish and mind, an -ing form is common.
After a preposition, use an -ing form when a verb follows: interested in learning.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 05 Page 98 / 200

UNIT 05 · Gerund & Participle

Unit 5 mastery test

Core idea
The -ing ending does not automatically tell you the grammatical category. Analyse the word's position and job. This prevents a common mistake: calling every -ing form a gerund.

Examples

ExampleReading helps me relax. → noun-like

ExampleI enjoy reading. → noun-like

ExampleThe reading student was quiet. → adjective-like

ExampleShe is reading. → verb phrase

Remember

Look at what comes before and after the -ing form.
Ask whether it names an activity, modifies a noun, or forms a tense.
Check the whole sentence rather than the word in isolation.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Identify the function of -ing: 'Swimming is healthy.'

2. Identify the function: 'a smiling child'.

3. Complete: She is interested in ___ (learn).

4. Write one sentence with enjoy + -ing.

5. Explain in one line why gerund and participle are not identical.

Check the answers

1. gerund 2. participle/adjective-like modifier 3. learning 4. Answers will vary. 5. A gerund functions like a noun; a participle functions adjectivally or as part of a verb phrase.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 99 / 200

UNIT 06 · Sentences

Unit opener: What makes a sentence complete?

Core idea
A sentence is an organised group of words that communicates a complete thought. This unit moves from basic sentence types to affirmative, negative, interrogative, imperative and exclamatory forms, then to sentence transformation and correction.

💬 The 4 Functional Sentence Architectures

Type	Purpose	End Mark	Model Example
1. Declarative (Assertive)	States a fact or opinion	Full Stop (.)	The sun rises in the east.
2. Interrogative	Asks a question	Question Mark (?)	Where are you going?
3. Imperative	Command, request, or advice	Full Stop (.)	Please close the door.
4. Exclamatory	Expresses strong emotion	Exclamation (!)	How beautiful the rainbow is!

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 100 / 200

UNIT 06 · Sentences

Sentence vs fragment

Core idea
A complete sentence communicates a complete thought and normally contains a subject plus a predicate, although an imperative can have an understood subject. A fragment may look grammatical but fail to make a complete statement.

Examples

ExampleFragment: Because it was raining.

ExampleComplete: Because it was raining, we stayed home.

ExampleFragment: After the long journey.

ExampleComplete: We rested after the long journey.

Remember

Look for the main clause.
A dependent clause beginning with because, when, although or if cannot usually stand alone.
Do not confuse a short sentence with a fragment.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 101 / 200

UNIT 06 · Sentences

Affirmative sentences

Core idea
An affirmative sentence states that something is true, happens or exists. It may use be, an action verb, a modal or another verb structure. The basic task is to build a clear subject-predicate relationship.

Examples

ExampleRina is a student.

ExampleThey play cricket.

ExampleShe has finished the work.

ExampleWe can help you.

Remember

Keep the subject and verb clear.
Check subject-verb agreement in the present simple.
An affirmative sentence can be long, but it should still have a clear main idea.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 102 / 200

UNIT 06 · Sentences

Negative sentences

Core idea
Negative sentences state that something does not happen, is not true or is unavailable. With many action verbs, do/does/did carries the tense and not follows it. With be and modals, not is placed after the auxiliary or modal.

Examples

ExampleShe does not like tea.

ExampleThey did not go yesterday.

ExampleHe is not ready.

ExampleWe cannot stay.

Remember

After does not/did not, use the base verb.
Do not use double negatives in standard school-level writing.
Can not is normally written cannot as one word in ordinary use.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 103 / 200

UNIT 06 · Sentences

Interrogative sentences: yes/no questions

Core idea
Interrogative sentences ask questions. Yes/no questions commonly begin with be, an auxiliary or a modal. Wh-questions begin with a question word and then use the appropriate verb structure.

Examples

ExampleAre you ready?

ExampleDo you play chess?

ExampleCan she swim?

ExampleWhere do they live?

Remember

Move the auxiliary before the subject.
If there is no auxiliary in a simple-tense action sentence, use do/does/did.
Do not add do to a sentence that already has an appropriate auxiliary.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 104 / 200

UNIT 06 · Sentences

Wh-questions

Core idea
Wh-questions ask for information rather than a simple yes/no answer. Common question words include who, what, when, where, why, which, whose and how. The auxiliary normally comes before the subject when an auxiliary is needed.

Examples

ExampleWhere do you live?

ExampleWhy did she leave?

ExampleWhat are they doing?

ExampleWho called you?

Remember

Identify what information is missing.
If who/what is the subject, the structure can be different: Who called you?
Keep the question mark at the end.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 105 / 200

UNIT 06 · Sentences

Imperative sentences

Core idea
Imperative sentences tell someone to do or not do something. They normally begin with the base form of the verb. The subject you is usually understood. Imperatives can express commands, instructions, advice, invitations or polite requests depending on wording and context.

Examples

ExampleOpen the book.

ExampleTurn left.

ExampleDon't enter the room.

ExamplePlease wait here.

Remember

Use the base verb.
Use don't + base verb for a negative imperative.
Add please or another polite phrase when the context requires a request rather than a command.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 106 / 200

UNIT 06 · Sentences

Exclamatory sentences

Core idea
Exclamatory sentences express strong feeling such as surprise, joy, admiration or shock. They often use how or what at the beginning and end with an exclamation mark.

Examples

ExampleWhat a beautiful day!

ExampleHow wonderful this is!

ExampleWhat a surprise!

ExampleHow fast he runs!

Remember

What is commonly followed by a noun phrase.
How is commonly followed by an adjective/adverb structure.
Do not use multiple exclamation marks in formal school writing.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 107 / 200

UNIT 06 · Sentences

Assertive sentences and their meaning

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 108 / 200

UNIT 06 · Sentences

Subject, verb and complement

Core idea
The subject tells who or what the clause is about. A linking verb connects the subject to a complement. An intransitive verb does not need a direct object, while a transitive verb normally takes one. Recognising these patterns helps you build and correct sentences.

Examples

ExampleRina is happy. → subject + linking verb + complement

ExampleBirds fly. → subject + intransitive verb

ExampleRina opened the door. → subject + transitive verb + object

Remember

Ask who or what performs or experiences the verb.
Ask what after a transitive verb to find a direct object.
Do not force an object after an intransitive verb.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 109 / 200

UNIT 06 · Sentences

Subject + intransitive verb

Core idea
The subject tells who or what the clause is about. A linking verb connects the subject to a complement. An intransitive verb does not need a direct object, while a transitive verb normally takes one. Recognising these patterns helps you build and correct sentences.

Examples

ExampleRina is happy. → subject + linking verb + complement

ExampleBirds fly. → subject + intransitive verb

ExampleRina opened the door. → subject + transitive verb + object

Remember

Ask who or what performs or experiences the verb.
Ask what after a transitive verb to find a direct object.
Do not force an object after an intransitive verb.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 110 / 200

UNIT 06 · Sentences

Subject + transitive verb + object

Core idea
The subject tells who or what the clause is about. A linking verb connects the subject to a complement. An intransitive verb does not need a direct object, while a transitive verb normally takes one. Recognising these patterns helps you build and correct sentences.

Examples

ExampleRina is happy. → subject + linking verb + complement

ExampleBirds fly. → subject + intransitive verb

ExampleRina opened the door. → subject + transitive verb + object

Remember

Ask who or what performs or experiences the verb.
Ask what after a transitive verb to find a direct object.
Do not force an object after an intransitive verb.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 111 / 200

UNIT 06 · Sentences

Changing affirmative to negative

Core idea
An affirmative sentence states that something is true, happens or exists. It may use be, an action verb, a modal or another verb structure. The basic task is to build a clear subject-predicate relationship.

Examples

ExampleRina is a student.

ExampleThey play cricket.

ExampleShe has finished the work.

ExampleWe can help you.

Remember

Keep the subject and verb clear.
Check subject-verb agreement in the present simple.
An affirmative sentence can be long, but it should still have a clear main idea.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 112 / 200

UNIT 06 · Sentences

Changing statements to questions

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 113 / 200

UNIT 06 · Sentences

Changing questions to statements

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 114 / 200

UNIT 06 · Sentences

Commands, requests, advice and instructions

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 115 / 200

UNIT 06 · Sentences

Exclamations with how and what

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 116 / 200

UNIT 06 · Sentences

Sentence transformation workshop

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 117 / 200

UNIT 06 · Sentences

Mixed sentence identification

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 118 / 200

UNIT 06 · Sentences

Sentence correction clinic

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 119 / 200

UNIT 06 · Sentences

Unit 6 writing activity

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 06 Page 120 / 200

UNIT 06 · Sentences

Unit 6 mastery test

Core idea
Sentence transformation means changing form while preserving the core meaning. Work from structure, not guesswork: identify the subject, auxiliary or main verb, tense and object/complement before changing the sentence.

Examples

ExampleAffirmative: She likes tea. → Negative: She does not like tea.

ExampleStatement: He is ready. → Question: Is he ready?

ExampleCommand: Open the door. → Negative command: Don't open the door.

Remember

Preserve the tense.
When do/does/did is introduced, return the main verb to its base form.
Check that the transformed sentence still means what the original meant.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Name the sentence type: 'Please close the door.'

2. Turn 'She likes tea.' into a negative.

3. Turn 'They are ready.' into a question.

4. Write one wh-question beginning with why.

5. Write one exclamatory sentence with what.

Check the answers

1. imperative 2. She does not like tea. 3. Are they ready? 4–5. Answers will vary; check structure and punctuation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 121 / 200

UNIT 07 · Introductory There & It

Unit opener: Introducing existence and situation

Core idea
Introductory there presents existence or occurrence, while introductory it commonly presents time, weather, distance and general situations. The choice depends on what the sentence is trying to introduce or describe.

🧭 Introductory 'THERE' vs 'IT' (Dummy Subjects) Decision Table

1. Use 'THERE' for:

Existence / Presence: There is a book on the table.
Quantity / Number: There are forty students in class.
Something happening: There was an accident.

2. Use 'IT' for:

Time / Date: It is 6 o'clock. It is Sunday.
Weather / Temperature: It is raining. It is very cold.
Distance: It is five kilometres to the station.

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 122 / 200

UNIT 07 · Introductory There & It

There is / There are

Core idea
Introductory there presents existence, occurrence or presence. The noun phrase that follows be tells what exists. In the present, use there is with a singular noun or uncountable noun and there are with a plural noun.

Examples

ExampleThere is a library near our school.

ExampleThere are three students outside.

ExampleThere was an accident yesterday.

ExampleThere will be a meeting tomorrow.

Remember

Match the be verb to the noun that follows.
Use there was/were for past existence.
Use there will be for a future existence statement.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 123 / 200

UNIT 07 · Introductory There & It

There was / There were

Core idea
Introductory there presents existence, occurrence or presence. The noun phrase that follows be tells what exists. In the present, use there is with a singular noun or uncountable noun and there are with a plural noun.

Examples

ExampleThere is a library near our school.

ExampleThere are three students outside.

ExampleThere was an accident yesterday.

ExampleThere will be a meeting tomorrow.

Remember

Match the be verb to the noun that follows.
Use there was/were for past existence.
Use there will be for a future existence statement.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 124 / 200

UNIT 07 · Introductory There & It

There will be / There may be

Core idea
Introductory there presents existence, occurrence or presence. The noun phrase that follows be tells what exists. In the present, use there is with a singular noun or uncountable noun and there are with a plural noun.

Examples

ExampleThere is a library near our school.

ExampleThere are three students outside.

ExampleThere was an accident yesterday.

ExampleThere will be a meeting tomorrow.

Remember

Match the be verb to the noun that follows.
Use there was/were for past existence.
Use there will be for a future existence statement.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 125 / 200

UNIT 07 · Introductory There & It

There as an introductory structure

Core idea
Introductory there presents existence, occurrence or presence. The noun phrase that follows be tells what exists. In the present, use there is with a singular noun or uncountable noun and there are with a plural noun.

Examples

ExampleThere is a library near our school.

ExampleThere are three students outside.

ExampleThere was an accident yesterday.

ExampleThere will be a meeting tomorrow.

Remember

Match the be verb to the noun that follows.
Use there was/were for past existence.
Use there will be for a future existence statement.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 126 / 200

UNIT 07 · Introductory There & It

It for time and date

Core idea
Introductory it is used when the real topic is time, weather, distance, date or a general situation. In these uses, it does not refer to a specific noun already mentioned.

Examples

ExampleIt is Monday.

ExampleIt is raining.

ExampleIt is ten kilometres to the town.

ExampleIt is difficult to finish on time.

Remember

If you can replace it with a clear noun, it may be referring to something specific instead of being introductory.
Time and weather are strong clues.
Use the structure that matches the meaning, not just the word order.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 127 / 200

UNIT 07 · Introductory There & It

It for weather

Core idea
Introductory it is used when the real topic is time, weather, distance, date or a general situation. In these uses, it does not refer to a specific noun already mentioned.

Examples

ExampleIt is Monday.

ExampleIt is raining.

ExampleIt is ten kilometres to the town.

ExampleIt is difficult to finish on time.

Remember

If you can replace it with a clear noun, it may be referring to something specific instead of being introductory.
Time and weather are strong clues.
Use the structure that matches the meaning, not just the word order.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 128 / 200

UNIT 07 · Introductory There & It

It for distance and general situation

Core idea
Introductory it is used when the real topic is time, weather, distance, date or a general situation. In these uses, it does not refer to a specific noun already mentioned.

Examples

ExampleIt is Monday.

ExampleIt is raining.

ExampleIt is ten kilometres to the town.

ExampleIt is difficult to finish on time.

Remember

If you can replace it with a clear noun, it may be referring to something specific instead of being introductory.
Time and weather are strong clues.
Use the structure that matches the meaning, not just the word order.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 129 / 200

UNIT 07 · Introductory There & It

There or it? A decision guide

Core idea
Use there when the sentence introduces or locates something that exists. Use introductory it when the sentence gives time, weather, distance or a general situation. The quickest test is to ask whether the sentence is introducing a noun as existing or describing a situation.

Examples

ExampleThere are two books on the desk.

ExampleIt is raining.

ExampleIt is five o'clock.

ExampleThere was an accident.

Remember

There + be agrees with the following noun: There is a book; There are two books.
It is is common for weather and time.
Do not replace every there with it or every it with there.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 07 Page 130 / 200

UNIT 07 · Introductory There & It

Unit 7 mastery test

Core idea
There and it are both common introductory subjects, but they do different jobs. There introduces something that exists or occurs; it commonly presents a condition, time, weather, distance or evaluation.

Examples

ExampleThere is a problem with the bus.

ExampleIt is difficult to solve the problem.

ExampleThere are many students here.

ExampleIt is very noisy.

Remember

Find the noun being introduced: there.
Find the situation being described: it.
Check subject-verb agreement with there + be.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Choose there or it: ___ is a book on the table.

2. Choose there or it: ___ is raining.

3. Complete: ___ are five students outside.

4. Complete: ___ is seven o'clock.

5. Explain the difference between introductory there and it in one sentence.

Check the answers

1. There 2. It 3. There 4. It 5. There introduces existence/occurrence; introductory it presents time, weather, distance or a general situation.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 131 / 200

UNIT 08 · Punctuation & Capitalisation

Unit opener: Punctuation as meaning

Core idea
Punctuation is not decoration. It helps the reader see boundaries, relationships, pauses, quotations and emphasis. Capitalisation works with punctuation to make writing readable and accurate.

🔣 Master Punctuation Marks Hierarchy Chart

Mark & Symbol	Grammatical Function	Standard Example
Full Stop .	Ends declarative & imperative sentences	I love reading books.
Comma ,	Short pause, list separator, introductory clause	Apples, mangoes, and bananas.
Semicolon ;	Links 2 closely related independent clauses	She loves tea; he prefers coffee.
Colon :	Introduces an explanation, quotation, or list	You need: a pen, ruler and paper.
Apostrophe '	Shows possession or omitted letters	Rohit's book; don't (do not).
Quotation Marks “ ”	Encloses exact direct speech words	He said, “I am ready.”

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 132 / 200

UNIT 08 · Punctuation & Capitalisation

Capital letters: sentence beginnings and names

Core idea
Capital letters signal the beginning of a sentence and the identity of specific names. At Class 6 level, check sentence openings, the pronoun I, proper names, days, months, countries, cities and named institutions.

Examples

ExampleMonday is our holiday.

ExampleWe visited India last year.

ExampleI finished my work.

ExampleMr Karim teaches English.

Remember

Capitalise names, not ordinary categories.
Check every new sentence after a full stop.
Do not use capitals randomly for emphasis.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 133 / 200

UNIT 08 · Punctuation & Capitalisation

Comma: separating items

Core idea
A comma helps a reader separate elements that belong together but need a visible boundary. Common Class 6 uses include items in a list, introductory words or phrases, additional information, and parts of some addresses or dates.

Examples

ExampleWe bought apples, bananas, and oranges.

ExampleHowever, I decided to stay.

ExampleRina, my cousin, lives nearby.

ExampleDhaka, Bangladesh, is a large city.

Remember

Do not use a comma simply because you pause while speaking.
Use paired commas around non-essential extra information.
Avoid joining two complete sentences with only a comma.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 134 / 200

UNIT 08 · Punctuation & Capitalisation

Comma after introductory words and phrases

Core idea
A comma helps a reader separate elements that belong together but need a visible boundary. Common Class 6 uses include items in a list, introductory words or phrases, additional information, and parts of some addresses or dates.

Examples

ExampleWe bought apples, bananas, and oranges.

ExampleHowever, I decided to stay.

ExampleRina, my cousin, lives nearby.

ExampleDhaka, Bangladesh, is a large city.

Remember

Do not use a comma simply because you pause while speaking.
Use paired commas around non-essential extra information.
Avoid joining two complete sentences with only a comma.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 135 / 200

UNIT 08 · Punctuation & Capitalisation

Comma for extra information

Core idea
A comma helps a reader separate elements that belong together but need a visible boundary. Common Class 6 uses include items in a list, introductory words or phrases, additional information, and parts of some addresses or dates.

Examples

ExampleWe bought apples, bananas, and oranges.

ExampleHowever, I decided to stay.

ExampleRina, my cousin, lives nearby.

ExampleDhaka, Bangladesh, is a large city.

Remember

Do not use a comma simply because you pause while speaking.
Use paired commas around non-essential extra information.
Avoid joining two complete sentences with only a comma.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 136 / 200

UNIT 08 · Punctuation & Capitalisation

Comma with dates, places and addresses

Core idea
A comma helps a reader separate elements that belong together but need a visible boundary. Common Class 6 uses include items in a list, introductory words or phrases, additional information, and parts of some addresses or dates.

Examples

ExampleWe bought apples, bananas, and oranges.

ExampleHowever, I decided to stay.

ExampleRina, my cousin, lives nearby.

ExampleDhaka, Bangladesh, is a large city.

Remember

Do not use a comma simply because you pause while speaking.
Use paired commas around non-essential extra information.
Avoid joining two complete sentences with only a comma.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 137 / 200

UNIT 08 · Punctuation & Capitalisation

Full stop and abbreviations

Core idea
A full stop marks the end of a statement and many abbreviations. In modern writing, not every shortened form uses a period, so follow the convention being taught in the task and remain consistent.

Examples

ExampleThe class begins at 8:00. Stop.

ExampleMr. Rahman is our teacher.

ExampleShe lives in Dhaka.

Remember

A full stop ends a complete statement.
Do not use a question mark after a statement just because the sentence contains an indirect question.
Keep abbreviation style consistent within a piece of writing.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 138 / 200

UNIT 08 · Punctuation & Capitalisation

Question mark

Core idea
A question mark ends a direct question. It should not be added to a statement merely because the writer expects an answer.

Examples

ExampleWhere are you going?

ExampleDid you finish the work?

ExampleI wonder where he went.

Remember

Direct question → question mark.
Indirect question inside a statement → usually full stop.
Use one question mark, not several.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 139 / 200

UNIT 08 · Punctuation & Capitalisation

Exclamation mark

Core idea
An exclamation mark can show strong feeling or force, including surprise, admiration, warning or a forceful command. Formal writing should use it selectively.

Examples

ExampleWhat a beautiful view!

ExampleStop!

ExampleHurray!

Remember

One exclamation mark is normally enough.
Do not combine ? and ! in ordinary school writing.
Match punctuation to the sentence's purpose.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 140 / 200

UNIT 08 · Punctuation & Capitalisation

Quotation marks

Core idea
Editing punctuation is a three-stage task: mark sentence boundaries, check capitals, then inspect internal punctuation such as commas, apostrophes and quotation marks. Reading aloud can reveal some problems, but grammar and structure must make the final decision.

Examples

Examplebefore: rina said i am ready

Exampleafter: Rina said, "I am ready."

Examplebefore: the boys bags are here

Exampleafter: The boys' bags are here.

Remember

First find where each sentence begins and ends.
Then identify names and other words that require capitals.
Finally check the relationship between clauses and noun phrases.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 141 / 200

UNIT 08 · Punctuation & Capitalisation

Colon

Core idea
A colon can introduce a list, explanation, example or elaboration after a complete statement. The material after the colon should logically explain or expand what comes before it.

Examples

ExampleBring three things: a pen, a ruler and a notebook.

ExampleI have one request: please listen carefully.

Remember

Make sure the words before the colon form a complete thought.
Do not use a colon simply because a list follows every time.
Keep the introduced material closely connected to the preceding statement.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 142 / 200

UNIT 08 · Punctuation & Capitalisation

Semicolon

Core idea
A colon can introduce a list, explanation, example or elaboration after a complete statement. The material after the colon should logically explain or expand what comes before it.

Examples

ExampleBring three things: a pen, a ruler and a notebook.

ExampleI have one request: please listen carefully.

Remember

Make sure the words before the colon form a complete thought.
Do not use a colon simply because a list follows every time.
Keep the introduced material closely connected to the preceding statement.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 143 / 200

UNIT 08 · Punctuation & Capitalisation

Apostrophe: possession

Core idea
The apostrophe has three major school-level jobs: showing possession, showing omitted letters in contractions, and marking plurals of individual lowercase letters in some contexts. Context decides which job is intended.

Examples

ExampleRina's book

Examplethe students' bags

ExampleI'm ready

ExampleMind your p's and q's.

Remember

it's = it is/it has; its = possessive.
Plural nouns do not normally need apostrophes.
For plural possessives ending in s, place the apostrophe after s.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 144 / 200

UNIT 08 · Punctuation & Capitalisation

Apostrophe: contractions and omissions

Core idea
The apostrophe has three major school-level jobs: showing possession, showing omitted letters in contractions, and marking plurals of individual lowercase letters in some contexts. Context decides which job is intended.

Examples

ExampleRina's book

Examplethe students' bags

ExampleI'm ready

ExampleMind your p's and q's.

Remember

it's = it is/it has; its = possessive.
Plural nouns do not normally need apostrophes.
For plural possessives ending in s, place the apostrophe after s.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 145 / 200

UNIT 08 · Punctuation & Capitalisation

Apostrophe in plural letters

Core idea
The apostrophe has three major school-level jobs: showing possession, showing omitted letters in contractions, and marking plurals of individual lowercase letters in some contexts. Context decides which job is intended.

Examples

ExampleRina's book

Examplethe students' bags

ExampleI'm ready

ExampleMind your p's and q's.

Remember

it's = it is/it has; its = possessive.
Plural nouns do not normally need apostrophes.
For plural possessives ending in s, place the apostrophe after s.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 08 Page 146 / 200

UNIT 08 · Punctuation & Capitalisation

Editing a paragraph for punctuation and capitals

Core idea
Capital letters signal the beginning of a sentence and the identity of specific names. At Class 6 level, check sentence openings, the pronoun I, proper names, days, months, countries, cities and named institutions.

Examples

ExampleMonday is our holiday.

ExampleWe visited India last year.

ExampleI finished my work.

ExampleMr Karim teaches English.

Remember

Capitalise names, not ordinary categories.
Check every new sentence after a full stop.
Do not use capitals randomly for emphasis.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Add capitals: 'monday is a school day.'

2. Add commas: 'We bought apples bananas and oranges.'

3. Choose the mark: 'Where are you going___'

4. Add an apostrophe: 'the girls bags'.

5. Add quotation marks to show direct speech.

Check the answers

1. Monday is a school day. 2. We bought apples, bananas, and oranges. 3. ? 4. the girls' bags. 5. Answers will vary; quotation marks should enclose the exact spoken words.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 147 / 200

UNIT 09 · Letters & E-mails

Unit opener: Letters and e-mails

Core idea
A formal letter or e-mail needs both content and presentation. The source emphasises sender details, date, recipient, subject, salutation, body, closing and signature, along with consistent layout and polite language.

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 148 / 200

UNIT 09 · Letters & E-mails

Anatomy of a formal letter

Core idea
A formal letter is easiest to write when you treat it as a fixed information system. The reader should be able to identify who wrote it, when it was written, who should receive it, why it was written, what action is requested, and how to contact or identify the writer.

✉️ Formal Letter Anatomy & Structural Blueprint (Full Block Format) Standard CBSE / PMS

[1. SENDER'S ADDRESS] → 25, Civil Lines, Raebareli

[2. DATE] → 20th September 2026

[3. RECEIVER'S DESIGNATION & ADDRESS] → The Principal, Police Modern School, 25th Bn PAC, Raebareli

[4. SUBJECT] → Subject: Application for Two Days Sick Leave

[5. SALUTATION] → Respected Madam / Sir,

[6. BODY OF THE LETTER - 3 Paragraphs]:
• Introduction: State the exact reason / purpose of writing.
• Main Details: Provide dates, facts, and medical or administrative details.
• Action / Conclusion: Polite request for grant of leave / action and gratitude.

[7. COMPLIMENTARY CLOSE] → Yours obediently / Yours faithfully,

[8. SIGNATURE & DETAILS] → Student Name, Class 6-A, Roll No. 15

Examples

ExampleSender details → date → recipient → subject → salutation → body → closing → signature

ExampleSubject: Request for a school transfer certificate

ExampleDear Sir/Madam, ... With regards, ...

Remember

Keep one clear purpose in the subject line.
Use polite but direct language.
Keep paragraphs short and logically ordered.
Do not mix layouts within the same letter.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 149 / 200

UNIT 09 · Letters & E-mails

Full block format

Core idea
In full-block format, the letter is generally aligned to the left, with the body paragraphs arranged consistently. Modified and semi-block layouts change indentation or alignment, but the important rule is consistency.

Examples

ExampleFull block: left-aligned throughout.

ExampleModified block: selected address/date/closing positions change.

ExampleSemi-block: paragraphs are indented.

Remember

Choose one format before writing.
Do not mix full-block and semi-block conventions accidentally.
Content quality matters more than decorative formatting.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 150 / 200

UNIT 09 · Letters & E-mails

Modified block format

Core idea
In full-block format, the letter is generally aligned to the left, with the body paragraphs arranged consistently. Modified and semi-block layouts change indentation or alignment, but the important rule is consistency.

Examples

ExampleFull block: left-aligned throughout.

ExampleModified block: selected address/date/closing positions change.

ExampleSemi-block: paragraphs are indented.

Remember

Choose one format before writing.
Do not mix full-block and semi-block conventions accidentally.
Content quality matters more than decorative formatting.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 151 / 200

UNIT 09 · Letters & E-mails

Semi-block format

Core idea
In full-block format, the letter is generally aligned to the left, with the body paragraphs arranged consistently. Modified and semi-block layouts change indentation or alignment, but the important rule is consistency.

Examples

ExampleFull block: left-aligned throughout.

ExampleModified block: selected address/date/closing positions change.

ExampleSemi-block: paragraphs are indented.

Remember

Choose one format before writing.
Do not mix full-block and semi-block conventions accidentally.
Content quality matters more than decorative formatting.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 152 / 200

UNIT 09 · Letters & E-mails

Sender, date, recipient and subject

Core idea
A formal letter is easiest to write when you treat it as a fixed information system. The reader should be able to identify who wrote it, when it was written, who should receive it, why it was written, what action is requested, and how to contact or identify the writer.

Examples

ExampleSender details → date → recipient → subject → salutation → body → closing → signature

ExampleSubject: Request for a school transfer certificate

ExampleDear Sir/Madam, ... With regards, ...

Remember

Keep one clear purpose in the subject line.
Use polite but direct language.
Keep paragraphs short and logically ordered.
Do not mix layouts within the same letter.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 153 / 200

UNIT 09 · Letters & E-mails

Salutation, body and closing

Core idea
A formal letter is easiest to write when you treat it as a fixed information system. The reader should be able to identify who wrote it, when it was written, who should receive it, why it was written, what action is requested, and how to contact or identify the writer.

Examples

ExampleSender details → date → recipient → subject → salutation → body → closing → signature

ExampleSubject: Request for a school transfer certificate

ExampleDear Sir/Madam, ... With regards, ...

Remember

Keep one clear purpose in the subject line.
Use polite but direct language.
Keep paragraphs short and logically ordered.
Do not mix layouts within the same letter.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 154 / 200

UNIT 09 · Letters & E-mails

Formal tone and polite requests

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 155 / 200

UNIT 09 · Letters & E-mails

Application letter: school purpose

Core idea
An application letter asks an authority for a specific action. State the purpose immediately, provide only the facts that support the request, explain why the request is reasonable, and close with a polite request for action.

Examples

ExampleSubject: Application for a transfer certificate

ExampleSubject: Application for a scholarship

ExampleSubject: Request for admission on transfer

Remember

Name the exact document, permission or opportunity requested.
Give relevant background in one focused paragraph.
Avoid emotional overstatement; factual reasons are clearer.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 156 / 200

UNIT 09 · Letters & E-mails

Application letter: scholarship

Core idea
An application letter asks an authority for a specific action. State the purpose immediately, provide only the facts that support the request, explain why the request is reasonable, and close with a polite request for action.

Examples

ExampleSubject: Application for a transfer certificate

ExampleSubject: Application for a scholarship

ExampleSubject: Request for admission on transfer

Remember

Name the exact document, permission or opportunity requested.
Give relevant background in one focused paragraph.
Avoid emotional overstatement; factual reasons are clearer.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 157 / 200

UNIT 09 · Letters & E-mails

Request letter: certificate or document

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 158 / 200

UNIT 09 · Letters & E-mails

Invitation letter

Core idea
A formal invitation letter should tell the recipient what the event is, why they are being invited, when and where it will happen, and what response or participation is requested.

Examples

ExampleSubject: Invitation to the school debate competition

ExampleThe event will be held on Saturday at 10 a.m. in the school auditorium.

ExampleWe would be grateful if your team could participate.

Remember

Include date, time, venue and purpose.
Use courteous language.
Make the requested action explicit.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 159 / 200

UNIT 09 · Letters & E-mails

Complaint and problem-reporting letter

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 160 / 200

UNIT 09 · Letters & E-mails

Letter requesting information

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 161 / 200

UNIT 09 · Letters & E-mails

Writing a formal e-mail

Core idea
A formal e-mail still needs a clear recipient, subject and well-organised message. The screen may be different from paper, but the reader still needs a logical opening, concise body, clear request and appropriate closing.

Examples

ExampleTo: manager@example.com

ExampleSubject: Request for information about the English course

ExampleDear Sir/Madam, I am writing to ask about...

Remember

Make the subject specific.
Do not write a vague subject such as 'Hello' for a formal request.
Keep paragraphs readable on screen.
Use a professional address when possible.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 162 / 200

UNIT 09 · Letters & E-mails

E-mail subject lines and clarity

Core idea
A formal e-mail still needs a clear recipient, subject and well-organised message. The screen may be different from paper, but the reader still needs a logical opening, concise body, clear request and appropriate closing.

Examples

ExampleTo: manager@example.com

ExampleSubject: Request for information about the English course

ExampleDear Sir/Madam, I am writing to ask about...

Remember

Make the subject specific.
Do not write a vague subject such as 'Hello' for a formal request.
Keep paragraphs readable on screen.
Use a professional address when possible.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 163 / 200

UNIT 09 · Letters & E-mails

Letter vs e-mail: similarities and differences

Core idea
A formal e-mail still needs a clear recipient, subject and well-organised message. The screen may be different from paper, but the reader still needs a logical opening, concise body, clear request and appropriate closing.

Examples

ExampleTo: manager@example.com

ExampleSubject: Request for information about the English course

ExampleDear Sir/Madam, I am writing to ask about...

Remember

Make the subject specific.
Do not write a vague subject such as 'Hello' for a formal request.
Keep paragraphs readable on screen.
Use a professional address when possible.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 164 / 200

UNIT 09 · Letters & E-mails

Unit 9 mastery test

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 165 / 200

UNIT 09 · Letters & E-mails

Practical writing portfolio

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 09 Page 166 / 200

UNIT 09 · Letters & E-mails

Unit 9 checklist and editing

Core idea
Formal writing is purpose-driven. Before writing, answer four questions: Who am I writing to? Why am I writing? What exact action do I want? What facts does the reader need to act?

Examples

ExamplePurpose: request information.

ExampleAction: send the course details and fee structure.

ExampleTone: respectful and concise.

Remember

Plan before drafting.
Put the main request near the beginning.
Edit for clarity, grammar, spelling and layout.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a suitable subject line for a request for a transfer certificate.

2. List four essential parts of a formal letter.

3. Write a polite opening sentence for a request.

4. Write a clear closing sentence.

5. Name two things that should appear in a formal e-mail.

Check the answers

Answers will vary. A strong response should include a specific subject, sender/date/recipient, salutation/body/closing/signature, a polite opening and closing, and at least recipient + subject for an e-mail.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 167 / 200

UNIT 10 · Writing Paragraphs

Unit opener: What is a paragraph?

Core idea
A paragraph develops one central idea. A strong paragraph normally has a topic sentence, supporting sentences and a conclusion, with the exact organisation changing for description, listing, examples or narration.

🍔 The 3-Tier Hamburger Paragraph Structure Model Writing Blueprint

1. TOP BUN → THE TOPIC SENTENCE

Introduces the central main idea clearly. Grabs the reader's attention.

2. THE DELICIOUS FILLINGS → SUPPORTING SENTENCES (3 to 5 Sentences)

Supplies proof, facts, reasons, vivid descriptive details, and concrete examples.

3. BOTTOM BUN → THE CONCLUDING SENTENCE

Restates the main idea in fresh words. Gives a memorable closing thought.

Examples

ExampleRead the rule, notice the examples, then create one sentence of your own.

ExampleAsk what changes when the subject, time or meaning changes.

ExampleUse the practice task before checking the answer.

Remember

Learn the rule before memorising examples.
Read examples aloud and notice the pattern.
Write your own examples instead of copying.
Use the practice section as a diagnostic, not as a memory test.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 168 / 200

UNIT 10 · Writing Paragraphs

Topic sentence

Core idea
The topic sentence states the central idea of the paragraph. It should be specific enough to guide the paragraph but broad enough to allow several supporting sentences.

Examples

ExampleWeak: My school.

ExampleStronger: My school is a lively place where students learn, play and work together.

Remember

Do not put unrelated ideas in one paragraph.
Use the topic sentence as a test: every supporting sentence should connect to it.
A topic sentence can appear at the beginning, although other structures are possible.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 169 / 200

UNIT 10 · Writing Paragraphs

Supporting sentences

Core idea
Supporting sentences develop the topic with facts, examples, descriptions, reasons or events. A concluding sentence closes the paragraph by summarising the main point or giving a final observation.

Examples

ExampleTopic: My hobby is reading.

ExampleSupport: I read adventure stories after school.

ExampleSupport: Reading also improves my vocabulary.

ExampleConclusion: For me, reading is both enjoyable and useful.

Remember

Each sentence should earn its place.
Use linking words when they clarify the relationship between ideas.
Do not introduce a new major idea in the conclusion.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 170 / 200

UNIT 10 · Writing Paragraphs

Concluding sentence

Core idea
A good paragraph is not simply a collection of correct sentences. It is a small piece of organised writing in which every sentence contributes to one central idea.

Examples

ExampleTopic sentence → support → support → support → conclusion

ExampleDescription, listing, example and narrative paragraphs can use different internal patterns.

Remember

Plan first.
Write one clear idea per sentence.
Use linkers when they improve flow.
Edit before submitting.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 171 / 200

UNIT 10 · Writing Paragraphs

Paragraph unity and relevance

Core idea
Supporting sentences develop the topic with facts, examples, descriptions, reasons or events. A concluding sentence closes the paragraph by summarising the main point or giving a final observation.

Examples

ExampleTopic: My hobby is reading.

ExampleSupport: I read adventure stories after school.

ExampleSupport: Reading also improves my vocabulary.

ExampleConclusion: For me, reading is both enjoyable and useful.

Remember

Each sentence should earn its place.
Use linking words when they clarify the relationship between ideas.
Do not introduce a new major idea in the conclusion.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 172 / 200

UNIT 10 · Writing Paragraphs

Descriptive paragraphs

Core idea
Descriptive writing helps the reader picture a person, place, object or activity. Organise details in a sensible order, use precise adjectives and verbs, and avoid turning the paragraph into a random list.

Examples

ExampleSchool description: location → building → classrooms → playground → people → feeling.

ExamplePerson description: identity → appearance → qualities → relationship → memorable detail.

ExamplePlace description: location → surroundings → activities → special feature.

Remember

Choose details that support the main impression.
Use sensory details carefully: what can be seen, heard or felt?
Prefer precise words over a long list of weak adjectives.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 173 / 200

UNIT 10 · Writing Paragraphs

Description of a school

Core idea
Descriptive writing helps the reader picture a person, place, object or activity. Organise details in a sensible order, use precise adjectives and verbs, and avoid turning the paragraph into a random list.

Examples

ExampleSchool description: location → building → classrooms → playground → people → feeling.

ExamplePerson description: identity → appearance → qualities → relationship → memorable detail.

ExamplePlace description: location → surroundings → activities → special feature.

Remember

Choose details that support the main impression.
Use sensory details carefully: what can be seen, heard or felt?
Prefer precise words over a long list of weak adjectives.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 174 / 200

UNIT 10 · Writing Paragraphs

Description of a favourite hobby

Core idea
Descriptive writing helps the reader picture a person, place, object or activity. Organise details in a sensible order, use precise adjectives and verbs, and avoid turning the paragraph into a random list.

Examples

ExampleSchool description: location → building → classrooms → playground → people → feeling.

ExamplePerson description: identity → appearance → qualities → relationship → memorable detail.

ExamplePlace description: location → surroundings → activities → special feature.

Remember

Choose details that support the main impression.
Use sensory details carefully: what can be seen, heard or felt?
Prefer precise words over a long list of weak adjectives.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 175 / 200

UNIT 10 · Writing Paragraphs

Description of a person

Core idea
Descriptive writing helps the reader picture a person, place, object or activity. Organise details in a sensible order, use precise adjectives and verbs, and avoid turning the paragraph into a random list.

Examples

ExampleSchool description: location → building → classrooms → playground → people → feeling.

ExamplePerson description: identity → appearance → qualities → relationship → memorable detail.

ExamplePlace description: location → surroundings → activities → special feature.

Remember

Choose details that support the main impression.
Use sensory details carefully: what can be seen, heard or felt?
Prefer precise words over a long list of weak adjectives.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 176 / 200

UNIT 10 · Writing Paragraphs

Description of a place

Core idea
Descriptive writing helps the reader picture a person, place, object or activity. Organise details in a sensible order, use precise adjectives and verbs, and avoid turning the paragraph into a random list.

Examples

ExampleSchool description: location → building → classrooms → playground → people → feeling.

ExamplePerson description: identity → appearance → qualities → relationship → memorable detail.

ExamplePlace description: location → surroundings → activities → special feature.

Remember

Choose details that support the main impression.
Use sensory details carefully: what can be seen, heard or felt?
Prefer precise words over a long list of weak adjectives.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 177 / 200

UNIT 10 · Writing Paragraphs

Listing paragraphs

Core idea
A listing paragraph develops one topic through several organised points. A mind map is a planning tool: place the topic in the centre, then branch out into the categories that can become supporting sentences.

Examples

ExampleMy village → location, roads, education, market, playground, people, special places.

ExampleMy favourite teacher → name, subject, teaching style, relationship, lessons learned.

Remember

Group related details before writing.
Turn each major branch into one or two connected sentences.
Delete points that do not support the topic.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 178 / 200

UNIT 10 · Writing Paragraphs

Using a mind map before writing

Core idea
A listing paragraph develops one topic through several organised points. A mind map is a planning tool: place the topic in the centre, then branch out into the categories that can become supporting sentences.

Examples

ExampleMy village → location, roads, education, market, playground, people, special places.

ExampleMy favourite teacher → name, subject, teaching style, relationship, lessons learned.

Remember

Group related details before writing.
Turn each major branch into one or two connected sentences.
Delete points that do not support the topic.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 179 / 200

UNIT 10 · Writing Paragraphs

Example-based development

Core idea
Example-based development explains a general statement by giving concrete examples. The examples should prove or clarify the topic rather than simply add length.

Examples

ExampleGeneral: Exercise is useful.

ExampleExample: Walking improves fitness; cycling builds stamina; outdoor games develop coordination.

Remember

Introduce examples with clear linkers: for example, for instance, such as.
Choose examples that are easy to understand.
Explain why the examples matter.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 180 / 200

UNIT 10 · Writing Paragraphs

Developing an idea with examples

Core idea
Example-based development explains a general statement by giving concrete examples. The examples should prove or clarify the topic rather than simply add length.

Examples

ExampleGeneral: Exercise is useful.

ExampleExample: Walking improves fitness; cycling builds stamina; outdoor games develop coordination.

Remember

Introduce examples with clear linkers: for example, for instance, such as.
Choose examples that are easy to understand.
Explain why the examples matter.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 181 / 200

UNIT 10 · Writing Paragraphs

Narrative paragraphs

Core idea
A narrative paragraph tells what happened, usually in a time sequence. Past simple is common for completed events, while past continuous can provide background or an action in progress. Time linkers make the sequence easy to follow.

Examples

ExampleLast Sunday, we left home early. While we were travelling, it started to rain. Later, we reached the river.

Remember

Keep the event order clear.
Use past tense consistently unless there is a deliberate reason to shift.
Include a beginning, development and ending.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 182 / 200

UNIT 10 · Writing Paragraphs

Past tense in narrative writing

Core idea
A narrative paragraph tells what happened, usually in a time sequence. Past simple is common for completed events, while past continuous can provide background or an action in progress. Time linkers make the sequence easy to follow.

Examples

ExampleLast Sunday, we left home early. While we were travelling, it started to rain. Later, we reached the river.

Remember

Keep the event order clear.
Use past tense consistently unless there is a deliberate reason to shift.
Include a beginning, development and ending.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 183 / 200

UNIT 10 · Writing Paragraphs

Linking words and paragraph flow

Core idea
A good paragraph is not simply a collection of correct sentences. It is a small piece of organised writing in which every sentence contributes to one central idea.

Examples

ExampleTopic sentence → support → support → support → conclusion

ExampleDescription, listing, example and narrative paragraphs can use different internal patterns.

Remember

Plan first.
Write one clear idea per sentence.
Use linkers when they improve flow.
Edit before submitting.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Unit 10 Page 184 / 200

UNIT 10 · Writing Paragraphs

Paragraph editing and self-check

Core idea
Editing is a separate stage from drafting. First check meaning and organisation, then grammar and sentence structure, then spelling, punctuation and word choice. A short checklist catches more errors than rereading randomly.

Examples

ExampleTopic clear? ✓

ExampleEvery sentence supports it? ✓

ExampleTense consistent? ✓

ExampleCapitals and punctuation checked? ✓

Remember

Read once for content and once for language.
Circle repeated words and replace only when a clearer option exists.
Check the first and last sentence carefully.

Common mistake check

Do not judge a word or structure in isolation. Look at its function, position and meaning in the complete sentence. Many Class 6 grammar errors happen because a learner remembers a form but not the condition in which it is used.

Quick practice

1. Write a topic sentence about your school.

2. Give two supporting details for a paragraph about a hobby.

3. Write one linking word for sequence.

4. Write a one-sentence conclusion.

5. Name one difference between descriptive and narrative writing.

Check the answers

Answers will vary. Narrative writing tells events in sequence; descriptive writing builds a picture of a person, place, object or activity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 185 / 200

Revision map: grammar at a glance

Noun phrase

Articles, possessives, adjectives and nouns work together to make reference precise.

Verb phrase

Auxiliaries, tense, aspect, modals and main verbs work together to express time and meaning.

Sentence structure

Subject, verb, object/complement and sentence purpose determine the shape.

Composition

Letters, e-mails and paragraphs turn grammar into purposeful communication.

Best revision loop: Recall → apply → check → explain the error → retry after a gap.

🗺️ Complete Grammar Rapid Review Map (All 10 Modules) Exam Checklist

1. Parts of Speech 8 functional roles in sentences.

2. 12 Tenses Simple, Cont, Perf, Perf Cont.

3. Articles A/An (Sound) vs The vs Zero.

4. Possessives 's (Singular) vs s' (Plural).

5. Gerunds Verb-ing as Noun vs Adj.

6. Sentences Assertive, Interrogative, Imperative, Exclamatory.

7. There / It Existence vs Time/Weather.

8. Punctuation Full stop, comma, semicolon, colon, quotes.

9. Letters & E-mails Full block layout & formal tone.

10. Paragraphs Topic, Supporting & Concluding sentences.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 186 / 200

Parts of speech rapid review

ExampleNoun: school

ExamplePronoun: they

ExampleAdjective: bright

ExampleVerb: write

ExampleAdverb: carefully

ExamplePreposition: under

ExampleConjunction: but

ExampleInterjection: wow

Quick practice

1. Identify the part of speech of 'quickly'.

2. Identify the part of speech of 'between'.

3. Write a sentence containing a pronoun and adjective.

4. Write a sentence with a conjunction.

5. Name one common countable noun and one uncountable noun.

Check the answers

1. adverb 2. preposition 3–5. Answers will vary.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 187 / 200

Tense rapid review

Form	Pattern	Typical focus
Present simple	base / -s	habit, fact, state
Present continuous	am/is/are + -ing	ongoing/temporary
Present perfect	have/has + V3	past linked to present
Past simple	V2	completed past
Past continuous	was/were + -ing	action in progress in past
Future simple	will + V1	future decision/prediction

When uncertain, locate the time first, then ask what aspect the speaker needs.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 188 / 200

Articles and possessives review

Examplea pen → first/non-specific singular countable

Examplethe pen → identified/specific

Examplemy pen → possessive adjective + noun

Examplethe pen is mine → possessive pronoun

ExampleRina's pen → apostrophe possession

Quick practice

1. Choose a/an: ___ hour.

2. Choose the article: I saw a cat. ___ cat was sleeping.

3. Use a possessive adjective with 'book'.

4. Rewrite with an apostrophe: the bag of Rina.

5. Choose its/it's: ___ a useful book.

Check the answers

1. an 2. The 3. my/your/his/her/our/their, depending on meaning 4. Rina's bag 5. it's

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 189 / 200

Gerund and participle review

ExampleReading is fun. → gerund

ExampleI enjoy reading. → gerund

Examplea reading student → participle/adjective-like

ExampleShe is reading. → part of continuous verb phrase

Quick practice

1. Identify the function of 'Swimming' in 'Swimming is healthy.'

2. Identify 'smiling' in 'a smiling child'.

3. Complete: He is interested in ___ (learn).

4. Write one gerund sentence.

5. Write one participle phrase.

Check the answers

1. gerund 2. participle 3. learning 4–5. Answers will vary.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 190 / 200

Sentence types review

ExampleAffirmative: She is ready.

ExampleNegative: She is not ready.

ExampleInterrogative: Is she ready?

ExampleImperative: Be ready.

ExampleExclamatory: How ready she is!

Quick practice

1. Identify: 'Open the window.'

2. Make negative: They play football.

3. Make a question: He is late.

4. Write a wh-question.

5. Write an exclamation with what.

Check the answers

1. imperative 2. They do not play football. 3. Is he late? 4–5. Answers will vary.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 191 / 200

There and it review

ExampleThere is a book.

ExampleThere are two books.

ExampleIt is raining.

ExampleIt is five o'clock.

ExampleIt is difficult to decide.

Quick practice

1. ___ is a problem.

2. ___ are three chairs.

3. ___ is cold today.

4. ___ is noon.

5. Explain the difference.

Check the answers

1. There 2. There 3. It 4. It 5. There introduces existence; it presents a situation such as weather or time.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 192 / 200

Punctuation review

Full stop: ends a statement.
Question mark: ends a direct question.
Exclamation mark: strong feeling or force.
Comma: separates elements and certain clause structures.
Quotation marks: direct speech/quotation.
Colon: introduces explanation/list.
Semicolon: joins closely related independent clauses or separates complex list items.
Apostrophe: possession/contractions.

Quick practice

1. Punctuate: where are you going

2. Add a comma: Yes I can help.

3. Fix: the boys bag

4. Add capitals: monday is a holiday.

5. Write one direct quotation.

Check the answers

1. Where are you going? 2. Yes, I can help. 3. the boy's bag 4. Monday is a holiday. 5. Answers will vary.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 193 / 200

Formal letter writing review

Plan the purpose.
Write sender and date.
Add recipient details.
Use a precise subject.
Choose an appropriate salutation.
State the request clearly.
Give relevant supporting facts.
Close politely and sign.

Quick practice

1. Draft a subject for a transfer certificate request.

2. Write a polite opening.

3. Give two relevant facts.

4. Write a closing.

5. Name one layout rule.

Check the answers

Answers will vary. The response should be specific, polite and logically ordered.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 194 / 200

Paragraph writing review

ExampleTopic sentence → My school is a lively place.

ExampleSupport → It has bright classrooms.

ExampleSupport → Students also use the playground.

ExampleConclusion → I enjoy learning there.

Quick practice

1. Write a topic sentence about your hobby.

2. Add two supports.

3. Add a conclusion.

4. Name two paragraph styles.

5. Give one linker.

Check the answers

Answers will vary.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 195 / 200

Practice Test 1: Grammar

Choose a/an: ___ honest person.
Complete with the correct tense: She ___ (read) now.
Make negative: He likes tea.
Identify the -ing function: Swimming is fun.
Choose there/it: ___ is a school near my house.
Punctuate: where are you going
Choose the correct possessive: This bag is ___ (my/mine).
Identify the adverb: She spoke quietly.
Choose a preposition: The book is ___ the table.
Name the sentence type: Please sit down.

Check the answers

1. an 2. is reading 3. He does not like tea. 4. gerund 5. There 6. Where are you going? 7. mine 8. quietly 9. on 10. imperative.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 196 / 200

Practice Test 1: Composition

Write a formal e-mail requesting information about an English course. Then write a 120–150 word descriptive paragraph about your school.

Self-marking: purpose 2, organisation 2, grammar 2, vocabulary 1, punctuation 1, completeness 2.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 197 / 200

Practice Test 2: Grammar

Make a question: They visited the museum.
Use the present perfect: I ___ (finish) my work.
Choose article: ___ sun is bright.
Rewrite: the books of the students.
Identify: a smiling child.
Choose there/it: ___ is raining.
Add punctuation: Rina said I am ready.
Choose the correct modal: You ___ obey school rules.
Identify the conjunction: I stayed home because it rained.
Write a comparative sentence.

Check the answers

1. Did they visit the museum? 2. have finished 3. The 4. the students' books 5. participle 6. It 7. Rina said, 'I am ready.' 8. should/must depending on intended force 9. because 10. Answers will vary.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 198 / 200

Practice Test 2: Composition

Write a formal application requesting a transfer certificate. Then write a narrative paragraph describing a memorable school day. Keep the narrative mainly in the past tense and use clear sequence words.

Editing target: after drafting, check subject-verb agreement, tense consistency, articles, punctuation and paragraph unity.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 199 / 200

Answer key and explanation guide

For the practice pages, the answer boxes give the expected forms. For open-ended writing, there is no single sentence that must be copied. Mark for purpose, structure, grammar, punctuation, vocabulary and completeness.

How to analyse an error

1. Copy the incorrect sentence. 2. Write the corrected sentence. 3. Name the rule. 4. Write one new example. This turns correction into learning.

POLICE MODERN SCHOOL, RAEBARELI | 25th Bn PAC · Session 2026-27

Revision Page 200 / 200

Final checklist and 30-day practice plan

Days 1–10

Parts of speech, articles, possessives and basic sentence structure. 20 minutes daily.

Days 11–20

Tenses, gerunds/participles, auxiliaries and sentence transformation. 25 minutes daily.

Days 21–25

Punctuation, capitalisation, letters and e-mails.

Days 26–30

Paragraphs, mixed tests, error-log revision and one timed writing task.

Final check: Can you explain the rule, produce an example, correct an error and use the structure in your own writing?

The Deep-Dive Grammar Guide

How to use this guide

1. Understand

2. Notice

3. Apply

4. Correct

Contents

Learning map

Unit opener: What are parts of speech?

Examples

Remember

Common mistake check

Quick practice

Nouns: meaning and identification

Examples

Remember

Common mistake check

Quick practice

Nouns: people, places, things and ideas

Examples

Remember

Common mistake check

Quick practice

Common and proper nouns

Examples

Remember

Common mistake check

Quick practice

Singular and plural nouns

Examples

Remember

Common mistake check

Quick practice

Plural spelling patterns: s, es, ies

Examples

Remember

Common mistake check

Quick practice

Irregular plurals

Examples

Remember

Common mistake check

Quick practice

Countable and uncountable nouns

Examples

Remember

Common mistake check

Quick practice

Measure words for uncountable nouns

Examples

Remember

Common mistake check

Quick practice

Words that can be countable or uncountable

Examples

Remember

Common mistake check

Quick practice

Pronouns: why we use them

Examples

Remember

Common mistake check

Quick practice

Personal pronouns: subject forms

Examples

Remember

Common mistake check

Quick practice

Personal pronouns: object forms

Examples

Remember

Common mistake check

Quick practice

Possessive pronouns and reference

Examples

Remember

Common mistake check

Quick practice

Pronoun agreement and common errors

Examples