English Grammar – Choose the Correct Sentence MCQs with Answers
Introduction
There probably have been some instances where you’ve had to wonder whether a sentence is written correctly or not. English grammar can be very tricky, with some word or punctuation changing the entire meaning of the sentence. Imagine the difference between “Let’s eat, Grandma!” and “Let’s eat Grandma!”- punctuation literally changes the entire meaning of the sentence.
In this article, we will be honing your grammar skills by identifying the correct sentences from a set of options. Through examples, clear explanations, and practice questions, you will in no time become a master at understanding proper sentence structure.
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To give you a clear idea of correct sentence structure, we will first begin with understanding a few examples,
Example 1: Subject-Verb Agreement
(A) The boys runs fast in the race.
(B) The boys run fast in the race.
(C) The boy run fast in the race.
(D) The boy running fast in the race.
Answer: (B) The boys run fast in the race.
Explanation: The subject “boys” is plural, so the verb must match in number. “Run” is the correct plural verb form, while “runs” is singular, making option (A) incorrect. Options (C) and (D) are also incorrect due to subject-verb mismatch and incomplete structure, respectively.
Example 2: Punctuation
(A) Let’s eat, Grandma!
(B) Let’s eat Grandma!
(C) Lets eat Grandma!
(D) Let’s eats Grandma!
Answer: (A) Let’s eat, Grandma!
Explanation: The comma after “eat” shows that you are addressing Grandma, not suggesting eating her! Option (B) lacks the comma and changes the meaning entirely. Option (C) is missing the apostrophe, and option (D) has an incorrect verb form.
Example 3: Verb Tense
(A) She has completed her homework before dinner yesterday.
(B) She had completed her homework before dinner yesterday.
(C) She completes her homework before dinner yesterday.
(D) She was completed her homework before dinner yesterday.
Answer: (B) She had completed her homework before dinner yesterday.
Explanation: The phrase “before dinner yesterday” requires the past perfect tense (“had completed”). Option (A) incorrectly mixes tenses, option (C) is in the present tense while ‘yesterday’ denotes the past, and option (D) uses the wrong verb form (“was completed”) with she.
Example 4: Adjective and Adverb
(A) She sings beautiful.
(B) She sings beautifully.
(C) She sings beautifullier.
(D) She sings beauty.
Answer: (B) She sings beautifully.
Explanation: The adverb “beautifully” describes how she sings. Option (A) uses the adjective “beautiful” instead of an adverb, while options (C) and (D) are grammatically incorrect or nonsensical (beautifuller is no word while beauty is an abstract noun while the word required here should be an adverb).
Example 5: Parallelism
(A) She likes hiking, swimming, and to run.
(B) She likes to hike, swim, and run.
(C) She likes hiking, swimming, and running.
(D) She likes hiking, to swim, and running.
Answer: (C) She likes hiking, swimming, and running.
Explanation: Parallelism requires that items in a list follow the same grammatical structure. Options (A) and (D) mix gerunds and infinitives, and option (B) uses infinitives but doesn’t match the phrasing of the question.
The above examples show how you can identify the correct sentence and the sentence structure.
Now let’s practice some questions to help you understand the various concepts of identifying the correct sentence.
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Practice Exercise (MCQs)
Each question contains four options labeled (A), (B), (C), and (D). Choose the correct sentence from the options provided. Explanations are given after each question.
1. Subject-Verb Agreement
- (A) The dog and the cat is playing.
(B) The dog and the cat are playing.
(C) The dog and the cat was playing.
(D) The dog and the cat has been playing.
Answer: (B) The dog and the cat are playing.
Explanation: Two subjects, each preceded by an article, connected by “and” are considered two separate entities which require a plural verb.
- (A) The dog bark loudly at the strangers.
(B) The dog barks loudly at the strangers.
(C) The dog barking loudly at the strangers.
(D) The dog have barked loudly at the strangers.
Answer: (B) The dog barks loudly at the strangers.
Explanation: The singular subject “dog” takes the singular verb “barks”. The other 3 options have incorrect use of verbs.
- (A) The bouquet of flowers were beautiful.
(B) The bouquet of flowers was beautiful.
(C) The bouquet of flowers are beautiful.
(D) The bouquet of flowers is beautifuller.
Answer: (B) The bouquet of flowers was beautiful.
Explanation: “Bouquet” is a collective noun for a bunch of flowers, treated as singular subject, so it takes the singular verb “was.”
- (A) Each of the students has submitted their assignment.
(B) Each of the students have submitted their assignment.
(C) Each of the students are been submitting their assignment.
(D) Each of the students have been submit their assignment.
Answer: (A) Each of the students has submitted their assignment.
Explanation: “Each” is singular, so it requires the singular verb “has.”
- (A) Neither the teacher nor the students is in the classroom.
(B) Neither the teacher nor the students are in the classroom.
(C) Neither the teacher nor the students was in the classroom.
(D) Neither the teacher nor the students has been in the classroom.
Answer: (B) Neither the teacher nor the students are in the classroom.
Explanation: The verb agrees with the nearest subject, “students” (plural).
- (A) The team play well together.
(B) The team plays well together.
(C) The team are playing well together.
(D) The team have playing well together.
Answer: (B) The team plays well together.
Explanation: “Team” is singular third person subject and takes the verb “plays.”
- (A) The children was excited for the trip.
(B) The children were being excited for the trip.
(C) The children is excited for the trip.
(D) The children are excited for the trip.
Answer:(D) The children are excited for the trip.
Explanation: “Are” is the plural present-tense verb that matches the plural subject “children.”
- (A) There is many reasons for his success.
(B) There are many reasons for his success.
(C) There was many reasons for his success.
(D) There has many reasons for his success.
Answer: (B) There are many reasons for his success.
Explanation: “Reasons” is plural, so the verb “are” is correct.
- (A) The furniture in the room are old.
(B) The furniture in the room is old.
(C) The furniture in the room were old.
(D) The furniture in the room have been old.
Answer: (B) The furniture in the room is old.
Explanation: “Furniture” is a collective noun and treated as a singular subject.
- (A) When I woke up, he has already eaten breakfast.
(B) When I woke up, he had already eaten breakfast.
(C) When I had woken up, he had already ate breakfast.
(D) When I had woken up, he has already ate breakfast.
Answer: (B) When I woke up, he had already eaten breakfast.
Explanation: “Had eaten” is past perfect, which is used to describe an action that was completed before another past action (“woke up”).
- (A) One of the boys have been chosen.
(B) One of the boys has been chosen.
(C) One of the boys are being chosen.
(D) One of the boys were chosen.
Answer: (B) One of the boys has been chosen.
Explanation: “One” is singular, so it takes the singular verb “has.”
- (A) The data was incorrect.
(B) The data were incorrect.
(C) The data is been incorrect.
(D) The data are going to be incorrect.
Answer: (B) The data were incorrect.
Explanation: “Data” here is plural as it denotes several batches of information and takes the plural verb “were.”
- (A) The family has gone on vacation.
(B) The family have gone on vacation.
(C) The family is having going on vacation.
(D) The family are gone on vacation.
Answer: (A) The family has gone on vacation.
Explanation: “Family” is treated as singular in American English.
- (A) Everybody are happy about the results.
(B) Everybody is happy about the results.
(C) Everybody was been happy about the results.
(D) Everybody were happy about the results.
Answer: (B) Everybody is happy about the results.
Explanation: “Everybody” is singular and takes the singular verb “is.”
- (A) Either John or his friends is coming to the party.
(B) Either John or his friends are coming to the party.
(C) Either John or his friends has coming to the party.
(D) Either John or his friends are comes to the party.
Answer: (B) Either John or his friends are coming to the party.
Explanation: The verb agrees with the subject closer to it (“friends,” plural).
- (A) The list of items are been on the table.
(B) The list of items is on the table.
(C) The list of items have been on the table.
(D) The list of items is going to been on the table.
Answer: (B) The list of items is on the table.
Explanation: “List” is singular, so it takes the singular verb “is.”
- (A) The news were shocking.
(B) The news was shocking.
(C) The news is shock.
(D) The news are shocking.
Answer: (B) The news was shocking.
Explanation: “News” is treated as singular and takes the singular verb “was.”
18.(A) The committee is divided in its opinion.
(B) The committee are divided in its opinion.
(C) The committee is dividing in their opinion.
(D) The committee has divided in its opinion.
Answer: (A) The committee is divided in its opinion.
Explanation: “Committee” is singular when acting as a single entity.
- (A) My trousers is in the closet.
(B) My trousers are in the closet.
(C) My trousers was in the closet.
(D) My trousers has been in the closet.
Answer: (B) My trousers are in the closet.
Explanation: “Trousers” is plural and takes the plural verb “are.”
- (A) Mathematics are a difficult subject.
(B) Mathematics is a difficult subject.
(C) Mathematics have been a difficult subject.
(D) Mathematics were a difficult subject.
Answer: (B) Mathematics is a difficult subject.
Explanation: “Mathematics” is treated as singular.
2. Punctuation
- (A) She said, “I love reading books.
(B) She said “I love reading books.”
(C) She said, “I love reading books.”
(D) She said “I love reading books”.
Answer: (C) She said, “I love reading books.”
Explanation: A comma follows the introductory phrase, and the quotation marks enclose the full sentence, ending with a period inside.
- (A) It’s time to go, said John.
(B) “It is time to go,” said John.
(C) “It’s time to go”, said John.
(D) Its time to go, said John.
Answer: (B) “It is time to go,” said John.
Explanation: The correct punctuation is a comma inside the quotation marks after the quoted sentence. It is will be correct instead of it’s which denotes possession.
- (A) My favorite colors are blue, red and green.
(B) My favorite colors are, blue, red, and green.
(C) My favorite colors are blue red and green.
(D) My favorite colors are blue, red, and green.
Answer: (D) My favorite colors are blue, red, and green.
Explanation: The Oxford comma is used before “and” in a list to ensure clarity.
- (A) The teacher asked, “Who is absent today?
(B) The teacher asked “Who is absent today?”
(C) The teacher asked, “Who is absent today?”
(D) The teacher asked Who is absent today?
Answer: (C) The teacher asked, “Who is absent today?”
Explanation: The quotation is properly punctuated with a comma before and a question mark inside the quotes.
- (A) Wow! This is amazing!
(B) Wow this is amazing!
(C) Wow, this is amazing!
(D) Wow! this is amazing.
Answer: (A) Wow! This is amazing!
Explanation: Exclamation points emphasize the expression “Wow!” and end the sentence emphatically.
- (A) My brother who lives in new york, is visiting us.
(B) My brother, who lives in New York, is visiting us.
(C) My brother who lives in New York is visiting us.
(D) My brother, who lives in New York is visiting us.
Answer: (B) My brother, who lives in New York, is visiting us.
Explanation: The phrase “who lives in New York” is non-essential and must be set off by commas.
- (A) It’s a beautiful day isnt it?
(B) Its a beautiful day, isn’t it?
(C) It’s a beautiful day, isn’t it?
(D) Its a beautiful day isnt it.
Answer: (C) It’s a beautiful day, isn’t it?
Explanation: The contraction “It’s” and the question tag “isn’t it?” require apostrophes and proper punctuation.
- (A) He asked, “Can I borrow your book”.
(B) He asked “Can I borrow your book?”
(C) He asked, “Can I borrow your book?”
(D) He asked, Can I borrow your book?
Answer: (C) He asked, “Can I borrow your book?”
Explanation: A comma separates the dialogue tag from the quote, and the question mark is inside the quotation marks.
- (A) Please bring these items apples oranges and bananas.
(B) Please bring these items: apples, oranges, and bananas.
(C) Please bring these items apples, oranges, and bananas.
(D) Please bring these items – apples, oranges, and bananas.
Answer: (B) Please bring these items: apples, oranges, and bananas.
Explanation: A colon introduces the list, followed by properly punctuated items.
- (A) I have lived in Paris, France Tokyo, Japan and Sydney, Australia.
(B) I have lived in Paris France, Tokyo Japan, and Sydney Australia.
(C) I have lived in Paris, France, Tokyo, Japan, and Sydney, Australia.
(D) I have lived in Paris, France Tokyo Japan and Sydney Australia.
Answer: (C) I have lived in Paris, France, Tokyo, Japan, and Sydney, Australia.
Explanation: Commas are used to separate city and country names, and to separate the list items.
- (A) He enjoys reading, writing and playing chess.
(B) He enjoys reading writing, and playing chess.
(C) He enjoys reading, writing, and playing chess.
(D) He enjoys reading writing and playing chess.
Answer: (C) He enjoys reading, writing, and playing chess.
Explanation: Commas separate items in a list, and the Oxford comma is used for clarity.
- (A) The doctor said, “You need more rest.
(B) The doctor said “You need more rest.”
(C) The doctor said, “You need more rest.”
(D) The doctor said you need more rest.”
Answer: (C) The doctor said, “You need more rest.”
Explanation: The sentence is properly punctuated with a comma, quotation marks, and a period inside.
- (A) He is a smart, hardworking and dedicated student.
(B) He is a smart hardworking and dedicated student.
(C) He is a smart, hardworking, and dedicated student.
(D) He is a smart, hardworking, and dedicated student
Answer: (C) He is a smart, hardworking, and dedicated student.
Explanation: Commas separate adjectives in a series, with the Oxford comma before “and.”
- (A) The cake was delicious; everyone loved it.
(B) The cake was delicious, everyone loved it.
(C) The cake was delicious everyone loved it.
(D) The cake was delicious: everyone loved it.
Answer: (A) The cake was delicious; everyone loved it.
Explanation: A semicolon joins two closely related independent clauses.
- (A) She brought her coat, scarf, gloves; and boots.
(B) She brought her coat, scarf, gloves, and boots.
(C) She brought her coat scarf gloves and boots.
(D) She brought her coat; scarf; gloves; and boots.
Answer: (B) She brought her coat, scarf, gloves, and boots.
Explanation: Commas separate items in a list with an Oxford comma for clarity.
- (A) John said “I will meet you at 5 o’clock”.
(B) John said, I will meet you at 5 o’clock.”
(C) John said, “I will meet you at 5 o’clock.”
(D) John said I will meet you at 5 o’clock.
Answer: (C) John said, “I will meet you at 5 o’clock.”
Explanation: A comma separates the tag, and the quotation is properly enclosed.
- (A) Are you going to the park today? she asked.
(B) “Are you going to the park today”? she asked.
(C) “Are you going to the park today?” she asked.
(D) “Are you going to the park today?” She asked.
Answer: (C) “Are you going to the park today?” she asked.
Explanation: The quotation is properly punctuated, and “she” is lowercase.
- (A) Wait; what did you just say?
(B) Wait what did you just say.
(C) Wait. What did you just say.
(D) Wait, what did you just say.
Answer: (A) Wait; what did you just say?
Explanation: A semicolon separates the pause from the question for emphasis.
- (A) Her answer, was not what we expected.
(B) Her answer was not what we expected.
(C) Her answer was not, what we expected.
(D) Her answer, was not, what we expected.
Answer: (B) Her answer was not what we expected.
Explanation: No comma is needed in this sentence.
- (A) The boy’s books are on the desk.
(B) The boys book’s are on the desk.
(C) The boys’ books are on the desk.
(D) The boys books are on the desk.
Answer: (C) The boys’ books are on the desk.
Explanation: The apostrophe after “boys” indicates possession for a plural noun.
3. Verb Tense
- (A) I go to the park every morning.
(B) I have going to the park every morning.
(C) I have gone to the park every morning.
(D) I will be go to the park every morning.
Answer: (A) I go to the park every morning.
Explanation: The simple present tense is used for habitual actions.
- (A) She was eating her lunch when I arrived.
(B) She had ate her lunch when I arrived.
(C) She eats her lunch when I arrived.
(D) She has eaten her lunch when I arrived.
Answer: (A) She was eating her lunch when I arrived.
Explanation: The past continuous is used for an action in progress in the past when another action occurred.
- (A) They will have completed the project by next week.
(B) They have been completed the project by next week.
(C) They will be completed the project by next week.
(D) They are complete the project by next week.
Answer: (A) They will have completed the project by next week.
Explanation: The future perfect tense indicates an action that will be finished before a specific future time.
- (A) He has lived here since 2010.
(B) He lived here since 2010.
(C) He lives here since 2010.
(D) He is living here since 2010.
Answer: (A) He has lived here since 2010.
Explanation: The present perfect tense is used with “since” to describe an action that began in the past and continues to the present.
- (A) We were been going to the concert yesterday.
(B) We went to the concert yesterday.
(C) We have gone to the concert yesterday.
(D) We is going to the concert yesterday.
Answer: (B) We went to the concert yesterday.
Explanation: The simple past tense is used for actions completed in the past.
- (A) By the time we arrived, the show had started.
(B) By the time we arrived, the show has started.
(C) By the time we arrived, the show is started.
(D) By the time we arrived, the show was been starting.
Answer: (A) By the time we arrived, the show had started.
Explanation: The past perfect tense is used to show that one past action occurred before another.
- (A) She studies for her exams now.
(B) She is studying for her exams now.
(C) She was studying for her exams now.
(D) She is studied for her exams now.
Answer: (B) She is studying for her exams now.
Explanation: The present continuous tense is used for an action happening at the moment of speaking.
- (A) I will call you after I finished my homework.
(B) I will call you after I finish my homework.
(C) I will call you after I had finished my homework.
(D) I will call you after I was finishing my homework.
Answer: (B) I will call you after I finish my homework.
Explanation: The simple present tense is used in the subordinate clause to indicate a future action following another future action.
- (A) He has been working here for five years.
(B) He was been working here for five years.
(C) He have been working here for five years.
(D) He is working here for five years.
Answer: (A) He has been working here for five years.
Explanation: The present perfect continuous tense indicates an action that started in the past and continues to the present.
- (A) They build a new school in the village last year.
(B) They is building a new school in the village last year.
(C) They built a new school in the village last year.
(D) They have built a new school in the village last year.
Answer: (C) They built a new school in the village last year.
Explanation: The simple past tense is used for actions completed at a specific time in the past.
- (A) I will finishing the book by tomorrow.
(B) I will finish the book by tomorrow.
(C) I finish the book by tomorrow.
(D) I have finished the book by tomorrow.
Answer: (B) I will finish the book by tomorrow.
Explanation: The simple future tense is used to indicate an action that will be completed in the future.
- (A) He is working here when we arrived.
(B) He was working here when we arrived.
(C) He have worked here when we arrived.
(D) He has worked here when we arrived.
Answer: (B) He was working here when we arrived.
Explanation: The past continuous tense is used for an action in progress when another action occurred.
- (A) I read this book many times before.
(B) I have read this book many times before.
(C) I am reading this book many times before.
(D) I will have read this book many times before.
Answer: (B) I have read this book many times before.
Explanation: The present perfect tense is used for repeated actions that happened at unspecified times.
- (A) By next year, she had completed her degree.
(B) By next year, she will complete her degree.
(C) By next year, she will have completed her degree.
(D) By next year, she completes her degree.
Answer: (C) By next year, she will have completed her degree.
Explanation: The future perfect tense shows an action that will be completed before a specific time in the future.
- (A) The sun rises in the east.
(B) The sun are rising in the east.
(C) The sun has been risen in the east.
(D) The sun have rising in the east.
Answer: (A) The sun rises in the east.
Explanation: The simple present tense is used for universal truths.
- (A) They play football when I called them.
(B) They were playing football when I called them.
(C) They have played football when I called them.
(D) They had play football when I called them.
Answer: (B) They were playing football when I called them.
Explanation: The past continuous tense describes an action in progress at a specific moment in the past.
- (A) She has cooked dinner before they arrived.
(B) She is cooked dinner before they arrived.
(C) She had cooked dinner before they arrived.
(D) She cooks dinner before they arrived.
Answer: (C) She had cooked dinner before they arrived.
Explanation: The past perfect tense is used for an action completed before another past action.
- (A) I have been to Paris last summer.
(B) I was in Paris last summer.
(C) I have gone to Paris last summer.
(D) I will be in Paris last summer.
Answer: (B) I was in Paris last summer.
Explanation: The simple past tense is used for actions tied to a specific time in the past.
- (A) She has going to visit her grandparents tomorrow.
(B) She has visited her grandparents tomorrow.
(C) She will visit her grandparents tomorrow.
(D) She visited her grandparents tomorrow.
Answer: (C) She will visit her grandparents tomorrow.
Explanation: The simple future tense describes an action planned for the future.
- (A) I am knowing the answer to this question.
(B) I was knowing the answer to this question.
(C) I know the answer to this question.
(D) I will be knowing the answer to this question.
Answer: (C) I know the answer to this question.
Explanation: The verb “know” is a stative verb, so it is used in the simple present tense.
4. Adjective and Adverb
- (A) She sings beautiful.
(B) She sings beautifully.
(C) She sings beauty.
(D) She sings beautify.
Answer: (B) She sings beautifully.
Explanation: An adverb (“beautifully”) is used to describe the verb “sings.”
- (A) He runs quick.
(B) He runs quickly.
(C) He is runs quicker.
(D) He runs quickness.
Answer: (B) He runs quickly.
Explanation: The adverb “quickly” modifies the verb “runs.”
- (A) This is a real good idea.
(B) This is a really good idea.
(C) This is a real well idea.
(D) This is a really well idea.
Answer: (B) This is a really good idea.
Explanation: The adverb “really” modifies the adjective “good.”
- (A) She spoke soft to the children.
(B) She spoke softly to the children.
(C) She spoke softness to the children.
(D) She spoke softest to the children.
Answer: (B) She spoke softly to the children.
Explanation: The adverb “softly” describes how she spoke.
- (A) The movie was amazing wonderful.
(B) The movie was wonderfully amazing.
(C) The movie was wonderful amazing.
(D) The movie was wonderfully amazingly.
Answer: (B) The movie was wonderfully amazing.
Explanation: The adverb “wonderfully” modifies the adjective “amazing.”
- (A) He is a happily man.
(B) He is a happy man.
(C) He is a happy happily man.
(D) He is happy manly.
Answer: (B) He is a happy man.
Explanation: The adjective “happy” describes the noun “man.”
- (A) The student answered the question correct.
(B) The student answered the question correctly.
(C) The student answered the question correctness.
(D) The student answered the question corrective.
Answer: (B) The student answered the question correctly.
Explanation: The adverb “correctly” modifies the verb “answered.”
- (A) She dances graceful.
(B) She dances gracefully.
(C) She dances gracefulness.
(D) She dances graceless.
Answer: (B) She dances gracefully.
Explanation: The adverb “gracefully” modifies the verb “dances.”
- (A) The soup tastes deliciously.
(B) The soup tastes delicious.
(C) The soup tastes deliciousness.
(D) The soup tastes deliciousful.
Answer: (B) The soup tastes delicious.
Explanation: Verbs related to senses (“tastes”) are modified by adjectives, not adverbs.
- (A) She speaks fluent English.
(B) She speaks fluently English.
(C) She speaks fluent English fluently.
(D) She speaks fluently fluent English.
Answer: (A) She speaks fluent English.
Explanation: The adjective “fluent” modifies the noun “English.”
- (A) He looked angrily at the dog.
(B) He looked angry at the dog.
(C) He looked angrily angry at the dog.
(D) He looked angrily at angry the dog.
Answer: (B) He looked angry at the dog.
Explanation: “Looked” here refers to appearance and takes an adjective.
- (A) She drives careful.
(B) She drives carefully.
(C) She drives care.
(D) She is drives carefully.
Answer: (B) She drives carefully.
Explanation: The adverb “carefully” modifies the verb “drives.”
- (A) The flowers smell nice.
(B) The flowers are smell nicely.
(C) The flowers smell niceness.
(D) The flowers smell nicelyness.
Answer: (A) The flowers smell nice.
Explanation: Sensory verbs like “smell” take adjectives (“nice”).
- (A) She worked hard to finish the project.
(B) She worked hardly to finish the project.
(C) She worked hardiness to finish the project.
(D) She worked hardful to finish the project.
Answer: (A) She worked hard to finish the project.
Explanation: “Hard” is an adverb that describes “worked.”
- (A) The test was easy.
(B) The test was easily.
(C) The test was easiness.
(D) The test was easyful.
Answer: (A) The test was easy.
Explanation: “Easy” is an adjective modifying “test.”
- (A) She smiled happy.
(B) She smiled happily.
(C) She smiled happiness.
(D) She smiled happiest.
Answer: (B) She smiled happily.
Explanation: The adverb “happily” modifies the verb “smiled.”
- (A) He acted braverly in the emergency.
(B) He acted bravely in the emergency.
(C) He acted bravery in the emergency.
(D) He acted bravelike in the emergency.
Answer: (B) He acted bravely in the emergency.
Explanation: The adverb “bravely” modifies the verb “acted.”
- (A) The team performed wonderful.
(B) The team performed wonderfully.
(C) The team performed wonder.
(D) The team performed wondrously.
Answer: (B) The team performed wonderfully.
Explanation: The adverb “wonderfully” modifies the verb “performed.”
- (A) He walked slow.
(B) He walked slowly.
(C) He walked slowness.
(D) He walked slowlessly.
Answer: (B) He walked slowly.
Explanation: The adverb “slowly” modifies the verb “walked.”
- (A) The book was highly interesting.
(B) The book was high interesting.
(C) The book was high interest.
(D) The book was highfully interesting.
Answer: (A) The book was highly interesting.
Explanation: The adverb “highly” modifies the adjective “interesting.”
5. Parallelism
- (A) She enjoys reading, to swim, and playing chess.
(B) She enjoys reading, swimming, and playing chess.
(C) She enjoys to read, swimming, and to play chess.
(D) She enjoys reading, swimming, and to play chess.
Answer: (B) She enjoys reading, swimming, and playing chess.
Explanation: All items in the list should follow the same grammatical structure (gerunds in this case).
- (A) He is not only a great teacher but also an inspiring mentor.
(B) He is not only a great teacher but also inspiring as a mentor.
(C) He is not only a great teacher but also an inspiring mentorship.
(D) He is not only great in teaching but also an inspiring mentor.
Answer: (A) He is not only a great teacher but also an inspiring mentor.
Explanation: Both parts of the sentence use parallel structure with adjectives and nouns.
- (A) The project requires careful planning, execution, and to evaluate results.
(B) The project requires careful planning, execution, and evaluating results.
(C) The project requires planning carefully, execution, and results evaluation.
(D) The project requires planning, execution, and evaluate results.
Answer: (B) The project requires careful planning, execution, and evaluating results.
Explanation: Parallelism ensures all items in the list are in the same form.
- (A) She likes hiking, biking, and to run.
(B) She likes to hike, bike, and running.
(C) She likes hiking, biking, and running.
(D) She likes hiking, biking, and to running.
Answer: (C) She likes hiking, biking, and running.
Explanation: Gerunds (“-ing” forms) create a consistent structure.
- (A) The coach is patient, encouraging, and is motivating.
(B) The coach is patient, encouraging, and motivated.
(C) The coach is patient, encouraging, and motivating.
(D) The coach is patience, encouraging, and motivates.
Answer: (C) The coach is patient, encouraging, and motivating.
Explanation: Parallel adjectives maintain consistency.
- (A) We want not only successes but also to grow.
(B) We want not only success but also growth.
(C) We want not only success but also growing.
(D) We want not only to succeed but also growth.
Answer: (B) We want not only success but also growth.
Explanation: Both items in the comparison should be nouns.
- (A) He wanted to study law, join a firm, and being a successful lawyer.
(B) He wanted to study law, join a firm, and to be a success lawyer.
(C) He wanted to study law, join a firm, and be a successful lawyer.
(D) He wanted to studying law, joining a firm, and being a successful lawyer.
Answer: (C) He wanted to study law, join a firm, and be a successful lawyer.
Explanation: The verbs are in the same infinitive form for consistency.
- (A) The house is spacious, elegant, and is comfort.
(B) The house is spacious, elegant, and comfortable.
(C) The house is spacious, elegance, and comfort.
(D) The house is spacious, elegance, and comfortable.
Answer: (B) The house is spacious, elegant, and comfortable.
Explanation: Parallel structure uses adjectives in this list.
- (A) To bake, frying, and grilling is my favorite cooking methods.
(B) Baking, frying, and grilling are my favorite cooking methods.
(C) To bake, frying, and grilling are my favorite cooking methods.
(D) Baking, frying, and grill are my favorite cooking methods.
Answer: (B) Baking, frying, and grilling are my favorite cooking methods.
Explanation: Gerunds (“-ing” forms) ensure parallelism.
- (A) She decided to learn French, Spanish, and how to write in German.
(B) She decided to learn French, Spanish, and German.
(C) She decided to learn French, how to speak Spanish, and German.
(D) She decided to learning French, Spanish, and German.
Answer: (B) She decided to learn French, Spanish, and German.
Explanation: Consistent phrasing eliminates redundancy.
- (A) The responsibilities include drafting emails, to answer calls, and scheduling meetings.
(B) The responsibilities include drafting emails, answering calls, and scheduling meetings.
(C) The responsibilities include to draft emails, answering calls, and to schedule meetings.
(D) The responsibilities include draft emails, answer calls, and schedule meetings.
Answer: (B) The responsibilities include drafting emails, answering calls, and scheduling meetings.
Explanation: Gerunds maintain parallel structure.
- (A) The speaker was engaging, informative, and inspired.
(B) The speaker was engaging, informative, and inspiring.
(C) The speaker was engage, inform, and inspire.
(D) The speaker was engagement, information, and inspiration.
Answer: (B) The speaker was engaging, informative, and inspiring.
Explanation: Adjectives and verb forms are consistent.
- (A) The event was well-organized, engage, and inspired the audience.
(B) The event was well-organized, engaging, and inspiring.
(C) The event was organized, engaging, and inspired.
(D) The event was organized, engage, and inspiring.
Answer: (B) The event was well-organized, engaging, and inspiring.
Explanation: Adjectives and verb forms match in style.
- (A) He enjoys painting, drawing, and to sculpt.
(B) He enjoys painting, drawing, and sculpting.
(C) He enjoys painting, drawing, and sculpture.
(D) He enjoys paint, drawing, and sculpting.
Answer: (B) He enjoys painting, drawing, and sculpting.
Explanation: Gerunds ensure uniformity.
- (A) She is interested in music, dancing, and to read books.
(B) She is interested in music, dancing, and reading books.
(C) She is interested in music, dancing, and read books.
(D) She is interested in music, dance, and reading books.
Answer: (B) She is interested in music, dancing, and reading books.
Explanation: Gerunds and nouns are used consistently.
- (A) They spent the day hiking, swimming, and explored caves.
(B) They spent the day hiking, swimming, and exploring caves.
(C) They spent the day hiking, swimming, and explore.
(D) They spent the day hiking, swim, and exploring caves.
Answer: (B) They spent the day hiking, swimming, and exploring caves.
Explanation: Gerunds ensure all items in the list match.
- (A) The teacher expects us to arrive on time, submit assignments, and to participate in class discussion.
(B) The teacher expects us to arrive on time, submitting assignments, and participate in class discussions.
(C) The teacher expects us to arrive on time, submit assignments, and participate in class discussions.
(D) The teacher expects us arriving on time, submitting assignments, and to participate in class discussions.
Answer: (C) The teacher expects us to arrive on time, submit assignments, and participate in class discussions.
Explanation: Infinitives are used uniformly.
- (A) The artist’s work is vibrant, innovative, and conveys a message.
(B) The artist’s work is vibrant, innovative, and will have been conveying a message.
(C) The artist’s work is vibrant, innovative, and full of conveying messages.
(D) The artist’s work is vibrant, innovative, and message conveying.
Answer: (A) The artist’s work is vibrant, innovative, and conveys a message.
Explanation: Adjectives are followed by a verb phrase, maintaining parallel structure.
- (A) The athlete trained by running, swimming, and lifted weights.
(B) The athlete trained by running, swimming, and lifting weights.
(C) The athlete trained by running, swimming, and weights.
(D) The athlete trained by running, swimming, and to lift weights.
Answer: (B) The athlete trained by running, swimming, and lifting weights.
Explanation: Gerunds match for parallelism.
- (A) The manager values efficiency, punctuality, and to being adaptable.
(B) The manager values efficiency, punctuality, and adaptability.
(C) The manager values efficient, punctuality, and adaptability.
(D) The manager values efficiency, punctual, and adaptability.
Answer: (B) The manager values efficiency, punctuality, and adaptability.
Explanation: Nouns are used for consistency.
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Conclusion
Choosing the correct sentence is not just about knowing the rules but also developing clear and efficient communication and writing skills. Understanding choosing the correct sentences, particularly in concepts like subject-verb agreement, punctuation, verb tense, adjective versus adverb usage, and parallelism equips students with the tools to identify and make grammatically sound sentences.These exercises will challenge you to think critically and refine your language skills, which are important for academic success and everyday interactions.
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