RECAP CAPSULE

Verbs change forms according to the time of action. Main verbs are usually words like eat,

drink, play, sing and other action words. Auxiliary verbs are helping verbs like forms of the

verbs be (is, am, are, was, were) and have (has, have, had, will have, shall have).

ST. XAVIER’S SCHOOLS CHANDIGARH, PANCHKULA, MOHALI, ZIRAKPUR

CLASS – VI ENGLISH WORKSHEET- 7

PRESENT TENSE (SIMPLE AND CONTINUOUS)

SIMPLE PRESENT TENSE

The simple present tense is used:

To express a habitual action, custom, routine or habit

Sneha wakes up early every morning.

To express general truths

The Earth revolves around the Sun.

To express a fact that is true at the time of speaking

There is bright sunshine all around.

To show a future event which is already arranged

The IPL matches begin tomorrow.

In exclamatory sentences that begin with ‘here’ or ‘there’ and express an action

currently happening

Here comes the queen!

In questions with the words ‘do’ or ‘does’ Do you swim in the sea very often?

Form of Simple Present Tense

When the subject of the sentence is singular (he, she, it) and with other singular subjects, we

add –s, -es or –ies to the verb. We write: root form of the verb +s/es

The girl plays with a ball.

When the subject is plural (we, they) or with other plural subjects, we do not add –s, -es or –

ies to the verb. We write the root form of the verb.

The girls play with a ball. When I is used, we do not add –s, -es or -ies to the verb.

I play with a ball.

EXERCISE : 1

Fill in the blanks with the correct forms of the verbs given in brackets.

1. My grandmother _ care of her health. (take) 2. Children to watch a magic show. (like)

3. We vegetarian food. (eat) 4. Books _ a storehouse of knowledge.(be) 5. I my parents. (respect)

I reading the newspaper. (am- auxiliary verb; reading- main verb)

A sentence may have multiple auxiliary verbs.

Shashi has been sleeping since morning. (has been- auxiliary verbs; sleeping- main

verb)

Forms of verbs (main and auxiliary) indicate the time of action and hence the tenses.

The negative sentence is formed with: subject + do/does + not + base form of the verb

The girl does not play with a ball. The metro does not connect all the remote areas.

For yes/no questions, the interrogative sentence is formed with: do/does + subject +

base form of the verb…?

Does the girl play with a ball? Do you plan to go out?

For questions beginning with a question word e.g., why, when, how, what, whose

We write: Question word + do/does + subject + root form of the verb + …..?

Where does she go for tuition classes?

When do you all plan to come here?

EXERCISE : 2

Write these sentences in the negative form.

1. The boy rides a bicycle to school. 2. The baby jumps on the bed in a playful mood.

3. The girl cleans her room in the morning. 4. They waste food at every buffet dinner.

EXERCISE 3

Rewrite these sentences in the interrogative form. 1. These musicians only perform at public functions.

2. He plays basketball every day. 3. The flights from Chennai always reach late.

PRESENT CONTINUOUS TENSE The present continuous tense is used to express an action that is taking place at the time of

speaking.

I am reading a novel.

It is also used to indicate an action taking place at the present time but not

necessarily taking place at the time of speaking.

They are constructing an office complex here.

It is also used to show an action that is expected to take place in the near future.

The children are going on an excursion this Sunday. Form of Present Continuous Tense

For a sentence in the present continuous tense, we write: am, are or is + -ing form of the

verb. Sometimes it is also called the present participle form of the verb. We add –ing to the

root form (e.g., play- playing, go- going) and get verbs in the present continuous tense.

Examples:

I am knitting a cardigan. The tailor is stitching clothes.

She is painting a picture.

The negative is formed by adding ‘not’ after the auxiliary verb (helping verbs

like is, am, are, was, were):

We write: is/are/am + not + -ing form of the verb.

She is not drinking tea. ( is- auxiliary verb + not + drinking- -ing form of the verb)

The interrogative is formed by interchanging the positions of the subject and the auxiliary verb. We write: is/are/am + subject + -ing form of the verb…?

Is she drinking tea? ( is- auxiliary verb; she- subject; drinking- -ing form of the verb)

EXERCISE 4

Rewrite the following sentences in negative and interrogative forms.

1. Meena is washing clothes. 2. The migratory birds are flying off. 3. Father is relaxing in the study.

4. The helper is cleaning the house. 5. She is talking to her friend.

Verbs not normally used in continuous tense forms –

See, hear, taste, smell Belong, contain Like, want, know, agree, believe, hate

Making ‘-ing’ verbs We usually add –ing to the root form of the verb to get the –ing words, e.g. read-

reading, stand-standing.

If the verb ends with an ‘e’, we drop the ‘e’, e.g. share- sharing, give- giving. If the verb ends with ‘ie’, we change the ‘ie’ to –y, e.g. tie- tying, die- dying.

With some verbs we double the last letter, e.g. begin- beginning, cut- cutting.

The answer key of worksheet 7 will be uploaded with worksheet 8

ANSWER KEY OF WORKSHEET 6

EXERCISE1 Rewrite these sentences in the negative and the interrogative forms.

1. The dress is not new. (negative)

Is the dress new? (interrogative) 2. The magic show will not be over in an hour. (negative)

Will the magic show over in an hour? (interrogative)

3. Rohini was not a simple girl. (negative) Was Rohini a simple girl? (interrogative)

4. The sun is not shining brightly. (negative)

Is the sun shining brightly? (interrogative)

5. The girl is not playing with a ball. (negative) Is the girl playing with a ball? (interrogative)

EXERCISE 2

Fill in the blanks with appropriate forms of be or have given in the brackets.

1. will be 2. will have 3. will be 4. will be 5. will have

EXERCISE 3

Rewrite the following sentences in negative and interrogative forms. Clues are given in

brackets to begin interrogative sentences.

1. Reena had not gone to her native town.

Had Reena gone to her native town?

2. They have not kept the gifts ready.

Have they kept the gifts ready?

3. She does not have a new car.

Does she have a new car?

4. The school does not have a big auditorium.

Does the school have a big auditorium?

5. These medicines are not very effective.

Are these medicines very effective?

EXERCISE 4

Rewrite the following sentences using tenses mentioned in the brackets.

1. I completed the work on time. (simple past)

I will complete the work on time. (simple future)

2. The fruitseller brings fresh fruits. (simple present)

The fruitseller brought fresh fruits. (simple past)

3. Ruchika had a new pair of jeans. (simple past)

Ruchika will have a new pair of jeans. (simple future)

4. The old woman lives alone. (simple present)

The old woman will live alone. (simple future)

5. The man was a musician. (simple past)

The man will be a musician. (simple future)

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HINDI WORKSHEET-7 CLASS-6

SANSKRIT WORKSHEET-5 CLASS-6

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S.ST WORKSHEET- 7(CIVICS) CLASS-6

CHAPTER-I How We Run Our Villages (PART –I)

Communities, both urban and rural, require public utilities such as water supply, electricity,

roads, educational institutions and health-care facilities. These are also called civic

amenities.

The responsibility of managing and controlling civic amenities lies with the government. The

people of every village, town and city elect representatives to govern their community. In

other words, people themselves govern their community through their representatives. This

system is therefore, called local self-government.

In India, the local self-government body for a rural area is called the panchayat.

Advantages of Local Self- Government –

In any village or town, it is the local people and their representatives who are in the

best position to understand their problems. So, they are able to solve them more

effectively.

The experience of solving their problems makes the local people self-reliant and

responsible. This enables them to act responsibly during emergencies.

Local self-government reduces the work of the central and state governments by

taking care of civic amenities at the local level.

Panchayati Raj

In ancient India, villagers managed their affairs through a body called panchayat. The

term ‘panchayat’ comes from the word panch, which was used for the five village

elders who settled disputes and took decisions.

Today, all local self- government bodies for rural areas are called panchayats. They

are formed as per fixed rules.

For ease of administration, the states in India are divided into districts. The districts

are further divided into blocks, each of which has a number of villages under it.

Panchayats exist at all of these three levels. This system of local self-government at

three levels is called Panchayati Raj.In this system, a village has Gram Panchayat,

a block has Block Samiti(also called Panchayat Samiti) and a district has Zila

Parishad.

The Structure of Panchayati Raj

How are the panchayats formed?

The panchayats at the three levels are formed by members who are elected by the

people.

For panchayat elections, the area under the panchayat is divided into smaller areas

called constituencies or wards. The members are elected for a term of five years.

Some seats are reserved for women, Scheduled Castes, Scheduled Tribes and other

backward classes.

Apart from elected members, local MLAs and MPs become members of the Block

Samitis and Zila Parishads. Also, all the heads of the Gram Panchayats of a block

become members of the Block Samiti. Similarly, all the heads of the Block Samitis of

a district become members of the Zila Parishad. These members are called ex-officio

members, as they become members because of the office (post) they hold.

The state government has a representative in all the panchayats.It appoints a

panchayat secretary to the Gram Panchayat. The block development officer

(BDO)is the government’s representative in the Block Samiti. And an officer of the

rank of a district magistrate (DM) is appointed to the Zila Parishad. These officers

ensure the proper functioning of the panchayats.

Functions and Sources of income of the panchayats

The panchayats mainly work in the areas of education, agriculture, animal welfare,

water supply, roads, cottage industries, etc.

To do their work, the panchayats need money. They get some from the state

government. They also raise money from taxes on property, fairs, etc and from

registration fees for the sale of property and cattle.

Answer the following in one or two sentences (Ex A)

1. What do you understand by civic amenities? Give a few examples. 2. What is the origin of the term ‘ panchayat’?

3. Name the three levels at which panchayats exist. 4. What are the main sources of income for panchayats?

Answer the following (Ex B)

1.a) What is local self-government? b) In India, what are local self-government bodies in rural areas called?

c) State any three advantages of having local self-government.

2. What do you understand by ‘ex officio members’? Who are the ex officio members of the panchayats?

Fill ups:

1. Panchayats exist at levels.

2. For panchayat elections an area is divided into _ .

ANSWER KEY OF S.ST WORKSHEET-6 (GEOGRAPHY)

Q 1:- What is hydrosphere?

Ans: - The part of the earth surface occupied by the water bodies is called hydrosphere.

Q 2:-Define Ocean.

Ans: - An ocean is a large body of water on the earth surface surrounding a large landmass.

Q 3:- Name the major oceans of the world.

Ans: - The major oceans of the world are:-

1. The Pacific Ocean

2. The Atlantic Ocean

3. The Indian Ocean

4. The Arctic Ocean

5. The Southern Ocean

Q 4:- Define phytoplankton.

Ans: - The most numerous ocean plants are called phytoplankton.

Q 5:- Name the largest ocean animal.

Ans: - The largest ocean animal is the blue whale.

(B) OCEANS OF THE WORLD

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WORKSHEET- 7 SUBJECT: PHYSICS CLASS: VI

CH-1: MEASUREMENT

TOPIC: MEASUREMENT DEVICES

Read the following content and answer the questions given below.

MEASUREMENT OF LENGTH BY SCALE:

Suppose we want to measure the length of a given rectangular block by a metre scale. The

following precautions have to be observed:

(i) Proper placement of the scale:

The scale should be placed along the length to be measured.

The scale should be placed very close to the object to be measured.

(ii) When the zero mark of the scale is damaged:

In order to measure the length of the object, do not start from zero mark of the

scale, when zero mark of the scale is damaged.

Use any other full mark of the scale.

Then that number should be subtracted from the final value.

(iii) Proper position of the eye while reading the scale:

Due to the thickness of metre scale or ruler, the eye must be placed vertically above

the mark being read in order to avoid error due to wrong position of the eye.

PARALLAX ERROR: The error introduced due to the wrong position of the eye is called parallax error.

While measuring the length of an object, keep your eye perpendicular to the ruler just above

the mark being read ,in order to avoid parallax error.

ACTIVITY-METHOD FOR MEASURING THE LENGTH OF CURVED

OBJECT.

We cannot measure the length of a curved line directly by using a metre scale. We

can use a thread to measure the length of a curved line.

Method to measure length using thread:

Use a thread to measure the length of the curved line AB. Put a knot on the thread near one of its ends. Place this knot on the point A.

Place a small portion of the thread along the line, using your fingers and thumb.

Go on repeating this process till the other end B of the curved line is reached.

Make a mark on the thread where it touches the end B.

Now stretch the thread along a metre scale.

Measure the length between the knot at A and the final mark at B on the

thread. This gives the length of the curved line AB.

ACTIVITY 2- TO MEASURE THE THICKNESS OF A COIN.

To measure the thickness of a 5-rupee coin by using a centimeter scale.

Take 10 five rupee coins placed one upon another .

Measure the thickness of 10 coins.

Divide the total thickness by 10.

It will give the accurate thickness of one coin. Thickness of 10 coins= 2.6 cm

Thickness of 1 coin = 2.6/ 10 =0.26 cm MEASUREMENT OF MASS:

MASS: Mass is defined as the quantity of matter contained in a body.

UNITS OF MASS:

The standard unit of mass is kilogram (kg).

The small quantities of substances are expressed in the units of gram(g) and milligram(mg).

1 kilogram (kg) = 1000 grams (g) 1 g = 1000 mg

The larger quantities of substances are expressed in quintal and tonnes. 1 quintal = 100 kg.

1 tonne = 10 quintal INSTRUMENTS USED TO MEASURE MASS:

1. BEAM BALANCE:

A beam balance is used to measure the mass.

It consists of a horizontal beam which can move freely about its support and a pointer

is attached to the centre of the beam.

Two similar pans are suspended at equal distances from the centre of the beam by

means of strings of equal lengths.

The object whose mass is to be measured is kept on one pan and the standard known masses are kept on the other pan till the beam is horizontal and the pointer is vertical.

The sum of the known masses gives the mass of the object.

CHECKING THE CORRECTNESS OF BEAM BALANCE:

1. The beam should be able to move freely on the center axis.

2. The length of the string on both sides of the beam should be equal.

3. The weight of both the pans should be same.

4. It should be approved and stamped by the department of weights and measures.

CHECKING THE CORRECTNESS OF WEIGHTS USED TO MEASURE MASS:

1. The weight is made of metal.

2. The measure of weight is written on the upper side of weight.

3. The weight has a hole at the bottom in which some lead (another metal) is filled.

4. The lead has the stamp of “Department of weights and Measures”.

2. GROCER’S BALANCE:

The Grocer’s balance is used by

grain, coal or fire wood merchants.

Such a balance is used mainly at

grocer’s shop and hence

is known as grocer’s balance.

3. PHYSICAL BALANCE:

A physical balance is used for measuring

mass of costly things like gold, silver etc

This balance is more sensitive and accurate.

4. SPRING BALANCE:

A spring balance is a simple device made-up of a spring and a hook to hold

articles which are to be weighed. The object whose

weight is to be measured is hanged with a hook and

the spring extends up to a particular position which

tells us about the weight of the concerned object.

5. ELECTRONIC WEIGHING MACHINE:

Electronic weighing machines are available with

shopkeepers.

These machines display the mass of an object in

digits.

These machines are very accurate and convenient to

use.

PRECAUTIONS TO BE USED WHILE HANDLING ELECTRONIC BALANCE:

i. Balance should always be placed on a stable surface.

ii. Make sure the range of the balance is appropriate for the mass being measured.

iii. Balance pan should be free of particles and any sticky substance.

iv. Always transfer the substance in small increments.

v. Discard any substance present on the scoop or spatula.

vi. Make sure the balance reads to the correct decimal place.

ANSWER THE FOLLOWING QUESTIONS:

Ques1. Fill in the blanks:

i. balance is made-up of a spring and a hook to hold articles which are to be

weighed.

ii. display the mass of an object in digits.

iii. balance is very sensitive and accurate.

iv. The standard unit of mass is .

v. The weight has a hole at the bottom in which another metal like is filled. Ques2. Match the following:

i. Gold, silver (a) spring balance

ii. Grains (b) physical balance.

iii. Weight (c) grocer’s balance.

Ques3. Give reason:

To measure mass in laboratories, we use physical balance.

Ques4. Differentiate between physical balance and beam balance.

Ques5. How will you ensure that a weight used to measure mass is correct?

Ques6. What do you understand by parallax error?

Ques7. How can you check the correctness of beam balance?

Answer Key Worksheet VI

Subject Biology

A 1. a) Prokaryotic cell

b) Paramecium c) RBC

A 2.

a) Cell

b) Bacteria c) Algae, Multicellular plants & animals

d) Guard Cells

A 3. Refer page number 167 A 4. Refer page number 173, summary .4

A 5. Refer page number 167

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CLASS-6 SUBJECT-MATHS WORK SHEET-7

TOPIC - INTEGERS

The numbers......,-4, -3, -2, -1, 0, 1, 2, 3, 4,. .......... are called integers.

The natural numbers 1, 2, 3, 4, ........... are called positive integers.

The numbers -1, -2, -3, -4, .............are called negative integers.

The number 0 is an integer. It is neither positive nor negative.

Representation of integers on a number line:-

From the number line, we observe that:

There is no largest integer and no smallest integer.

Of the two given different integers, the one which lies to the right on the number line

is greater than the other. Example: -1 > -3

Of the two given different integers, the one which lies to the left on the number line is

less than the other. Example: -3 < -2

The absolute value of an integer ‘a’ is its numerical value regardless of the sign of

‘a’. Example:- a) |-5| = 5 b) |5| = 5

ILLUSTRATIONS: Given examples illustrate the use of number line to solve the related

questions. To solve the questions:-

First we have to draw the required number line. Then solve accordingly.

Q1. Write the opposite of the following:

a) Decrease in weight = Increase in weight

b) Profit of Rs. 7500 = Loss of Rs. 7500

c) Loss of Rs. 5000

d) 30 km East of Delhi

e) 200 m above sea level

f) 325 BC

g) Spending Rs. 2700

h) 250C above freezing point.

Q2. Write each of the following using appropriate sign + or –

a) A withdrawal of Rs. 2000 = - Rs. 2000

b) 50C above 00C = + 50C

c) Gain of 3 kg weight

d) Earning of Rs. 1340

e) 200C below freezing point

f) Loss of Rs. 470

g) Depositing Rs. 2500

h) 240 m below sea level

i) A jet plane flying at a height of 9320m

j) 6 m down in the basement of a building.

Q3. In each of the following pairs, which number is to the right of other on the number line?

a) 2, 4 = 4 b) 0, -3 = 0 c) 3, 5 d) 0, -2 e) -3, -5 f) 2, -7

Q4. In each of the following pairs, which number is to the left of other on the number line?

a) -4, 5 = -4 b) -7, -8 = -8 c) -3, 0 d) 2, -5 e) -4, -7 f) -10, -16

Q5. Draw a number line and answer the following questions:

a) Which integers lie between -9 and -2?

b) Which is the largest among them?

c) Which is the smallest among them?

Q6. Draw a number line and answer the following questions:

a) Which number will we reach if we move 6 units to the right of -1?

b) Which number will we reach if we move 7 units to the left of 2?

c) In which direction should we move to reach 3 from -3?

d) In which direction should we move to reach -8 from -3?

Q7. a) Write four consecutive integers just greater than -12. = -8, -9, -10,-11

b) Write four consecutive integers just greater than -9.

Q8. a) Write four consecutive integers just before -2. = -3, -4, -5, -6

b) Write four consecutive integers just before -10.

Q9. Using the number line, write the integer which is:

a) 4 more than -2

b) 6 less than 1

c) 5 more than -1 d) 5 less than -1

e) 7 less than 2 f) 3 more than -7

Q 10 a) How many integers are there between -10 and -3?

= -9, -8, -7, -6, -5, -4.

Number of integers = 6

b) How many integers are there between -15 and -7?

c) How many integers are there between -6 and 3?

d) How many whole numbers are there between -6 and 6?

e) How many negative integers are there between -7 and 4?

Q11. Evaluate the following:

a) |20-7|=|13|=13 b) |-21|-|-14| =21-14=7

c) |13-5| d) |5-13| e) |-11|+|9|

f) |-8|+|-6| g) |7|-|-3| h) |-19|-|-13|.

Q12. Use the appropriate symbol < or >

a) -2 < 8 b) 0 > -5 c) -3.......7 d) 0.....-2

e) -10......-11 f) -6.....-2 g) -5.......-13 h) -30. .... ..-19

Q13. Arrange the following integers in descending order:

a) 189, 2056, -49, -6, -11, 678 = 2056>678>189>-6>-11>-49

b)-31, 25, -37, 43, 0, -5 c) -101, 95, -3, -8, 36, -7, -84

Q14. Arrange the following integers in ascending order:

a)-33, 37, 5, 615, -9 = -33<-9<5<37<615.

b)-5,3,0, -9, 2 c) -28, -33, 9, -4, -31, -2, 35

Q15. State whether the following statements are true (T) or false (F):

a) 0 is the smallest positive integer.

b) Every negative integer is less than every natural number.

c) -7 is to the right of -6 on the number line.

d) The absolute value of an integer is always greater than the integer.

ANSWER KEY OF MATHS WORKSHEET 6

Ans1 (a) Quotient = 445, Remainder = 15

(b) Quotient = 225, Remainder = 3

Ans2 (a) 987 (b) 9996

Ans3 (b) 4675 (c) 428

Ans4 (a) True (b) True (c) False

Ans5 Rs 3900

Ans6 (d) 107500 (e) 19824 (f) 15719 (g) 73816

(h) 2029797 (i) 914085

Ans7 (b) 11110, 111110

(c) 88888, 888888

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HIGH LEVEL LANGUAGE

Simple and user friendly.

Machine iMndaecphiennedent.

Easy to learn and use.

FOURTH GENERATION LANGUAGE (4GL)

Highly user friendly and independent of any operating system.

Machine independent

Very high speed of execution.

THIS WEEK WE SHALL LEARN ABOUT

LANGUAGE PROCESSORS

CLASS-6 COMPUTER APPLICATIONS (WORKSHEET- 6)

CHAPTER : CATEGORIES OF COMPUTER AND COMPUTER LANGUAGES

STATE TRUE or FALSE

(1) The software required to translate High Level Language program to Machine

Language is called a Language Processor or Language Translator.

(2) Translator program that is used to convert the Machine Language program into

Assembly Language program is known as Assembler.

(3) An interpreter translates the program line by line.

(4) The execution speed of a compiler is slower as compared to an interpreter.

(5) A complier translates the whole program at once.

ANSWER KEYS OF PREVIOUS WORKSHEET

FILL IN THE BLANKS :-

HINT BOX:

FILL IN THE BLANKS:-

(a) Fourth generation languages are Highly User Friendly and Independent of any

Operating System.

(b) Java and C++ are some of the popular examples of High Level Languages.

(c) High level languages are simple and User friendly.

(d) HLL stands for High Level Languages.

(e) Structured Query Language (SQL) is the most popular example of Fourth

Generation Language.

(f) Fourth generation language is also known as 4GL.

(g) High level languages are considered as Third Generation languages.

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High Level Languages; 4GL; Third Generation; High Level Languages;

User friendly; Operating System; Fourth Generation Language.

Class – 6 Punjabi worksheet – 5 (For Mohali & Zirakpur Branches only)

Note: Kindly clear your doubts/queries by mailing us on the school

email id’s mentioned below along with the name of the child, class,

worksheet number & subject.

CHANDIGARH: stxaviers44c@gmail.com

PANCHKULA: office.stxaviers.panchkula@gmail.com

MOHALI: stxaviersmhl71@gmail.com

ZIRAKPUR: stxaviersintzir@gmail.com

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Answer key of Punjabi worksheet – 4 (For Mohali & Zirakpur Branches only)

Students are instructed to make subject wise notebooks for all the

worksheets.

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