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English Grammar Exercises

Click on a title to take a multiple-choise exercise online, or use the search form at the top to find a specific topic.

You are also welcome to download and share these English grammar exercises with friends, colleagues, or use them in your classes with students.

To view an exercise, simply click on its title. To download, click on the red PDF icon next to it, and your browser will automatically start the download.

Essay Writing Practice

Instructions:  Read the passage in the essay writing practice correction exercise below. Choose the best version of the underlined parts of the sentences from the choices provided. You will see your score when you have finished the quiz.

1. [1] The study of the philosophy of human nature is often regarded as an investigation for the meaning of life . [2] This subject deals with four key problem areas:  human choice , human thought, human personality, and the unity of the human being. [3] A consideration of these four problem areas can include scientific also and artistic viewpoints on the nature of human lives.

The word “investigation” takes the preposition “into.”

2. [1] The study of the philosophy of human nature is often regarded as an investigation for the meaning of life . [2] This subject deals with four key problem areas:  human choice , human thought, human personality, and the unity of the human being. [3] A consideration of these four problem areas can include scientific also and artistic viewpoints on the nature of human lives.

The colon is needed before stating items in a list within a sentence like this one.

3. [1] The study of the philosophy of human nature is often regarded as an investigation for the meaning of life . [2] This subject deals with four key problem areas:  human choice , human thought, human personality, and the unity of the human being. [3] A consideration of these four problem areas can include scientific also and artistic viewpoints on the nature of human lives.

The word “nature” is singular, so the word “life” should also be singular.

4. [4] The first problem area human choice, asks us to confront many questions. [5] Among these is the important inquiry as to whether human beings can really make decisions that can change their futures. [6] However, it investigates to what extent the individual’s future is fixed and pre-determined by cosmic forces outside the control of human beings.

The phrase “human choice” defines the first problem area. It is extra information in the sentence (called an appositive phrase). These kinds of phrases need commas before the first word and after the last word of the phrase.

5. [4] The first problem area human choice, asks us to confront many questions. [5] Among these is the important inquiry as to whether human beings can really make decisions that can change their futures. [6] However, it investigates to what extent the individual’s future is fixed and pre-determined by cosmic forces outside the control of human beings.

The noun phrase “human beings” is plural, so the noun (futures) also need to be plural. The pronoun “their” is used in order to be gender-neutral.

6. [4] The first problem area human choice, asks us to confront many questions. [5] Among these is the important inquiry as to whether human beings can really make decisions that can change their futures. [6] However, it investigates to what extent the individual’s future is fixed and pre-determined by cosmic forces outside the control of human beings.

Be careful with questions on linking words like this one. We are changing the subject from decision making to a fixed destiny, so we need a linking word like “conversely.” Note that “in spite of” would not be grammatically correct in this sentence.

7. [7] In the second problem area, human thought, epistemology is considering. [8] Epistemology means the study of knowledge, it should not be confused with ontology, the study of being or existence

We are emphasizing the inquiry, not the people making the inquiry. So we need the passive voice in this sentence. The present simple passive (is considered) should be used here since we are describing a current inquiry.

8. [7] In the second problem area, human thought, epistemology is considering. [8] Epistemology means the study of knowledge, it should not be confused with ontology, the study of being or existence

Here we have two complete sentences that have incorrectly been joined with a comma. This type of error is called a comma splice. To correct it, you need to use a semicolon. Alternatively, you could put in a period and begin a new sentence with “It [. . .]”.

9. [9] The third key issue, human personality, emphasized aspects of human life that are beyond mental processes. [10] They take a look at emotional, spiritual, and communal elements. [11] Yet, the study of the communal aspect focuses on community and communication, instead of the philosophy of the state.

This is a question on using the correct verb tense. In this sentence, we continue to describe a current inquiry. Therefore, the simple present tense (emphasizes) is needed here.

10. [9] The third key issue, human personality, emphasized aspects of human life that are beyond mental processes. [10] They take a look at emotional, spiritual, and communal elements. [11] Yet, the study of the communal aspect focuses on community and communication, instead of the philosophy of the state.

In this sentence, we continue to describe “the third key issue” (which is mentioned in the previous sentence.) The phrase “the third key issue” is singular, so we need the singular pronoun (it) here.

11. [9] The third key issue, human personality, emphasized aspects of human life that are beyond mental processes. [10] They take a look at emotional, spiritual, and communal elements. [11] Yet, the study of the communal aspect focuses on community and communication, instead of the philosophy of the state.

We are continuing the idea of “communal elements” from the previous sentence. So we need a linking word that shows emphasis or the introduction of a new point. The word “importantly” gives emphasis to the idea, so it is the best answer.

12. [12] Finally, the fourth problem, the unity of the human being, explores the first three areas more full. [13] It asks if that there is any unifying basis for human choice, thought, and personality. [14] In other words, while the human is an inherently complex being, there must be a unity or wholeness which underlies these complications.

The sentence needs an adverbial phrase, so we need to use “more fully” rather than “more full.” Remember that adverbs often end in the -ly suffix. Placing the adverbial phrase (more fully) next to the verb (explores) provides the correct emphasis. This sentence structure is also correct grammatically.

13. [12] Finally, the fourth problem, the unity of the human being, explores the first three areas more full. [13] It asks if that there is any unifying basis for human choice, thought, and personality. [14] In other words, while the human is an inherently complex being, there must be a unity or wholeness which underlies these complications.

We need “whether there is” or “if there is” in this sentence since we are describing the conditions of the inquiry.

14. [12] Finally, the fourth problem, the unity of the human being, explores the first three areas more full. [13] It asks if that there is any unifying basis for human choice, thought, and personality. [14] In other words, while the human is an inherently complex being, there must be a unity or wholeness which underlies these complications.

When you see “or” in a sentence you need to use the singular form (underlies) of the verb. We need to continue to use the present simple tense here. So the sentence is correct as it is written.

[1] The study of the philosophy of human nature is often regarded as an investigation for the meaning of life . [2] This subject deals with four key problem areas:  human choice, human thought, human personality, and the unity of the human being. [3] A consideration of these four problem areas can include scientific also and artistic viewpoints on the nature of human lives.

[4] The first problem area human choice, asks us to confront many questions. [5] Among these is the important inquiry as to whether human beings can really make decisions that can change their futures. [6] However, it investigates to what extent the individual’s future is fixed and pre-determined by cosmic forces outside the control of human beings.

[7] In the second problem area, human thought, epistemology is considering. [8] Epistemology means the study of knowledge, it should not be confused with ontology, the study of being or existence

[9] The third key issue, human personality, emphasized aspects of human life that are beyond mental processes. [10] They take a look at emotional, spiritual, and communal elements. [11] Yet, the study of the communal aspect focuses on community and communication, instead of the philosophy of the state.

[12] Finally, the fourth problem, the unity of the human being, explores the first three areas more full. [13] It asks if that there is any unifying basis for human choice, thought, and personality. [14] In other words, while the human is an inherently complex being, there must be a unity or wholeness which underlies these complications.

The student wants to add a sentence to the second paragraph emphasizing the reasons for the importance of human choice. Which of the following sentences accomplishes this?

Paragraph two talks about whether or not human beings have control over their futures. Accordingly, we need a sentence that links the idea of control to the idea of the future. Sentence E is the only choice that accomplishes this.

More Essay Writing Practice

Instructions: Look at each of the numbered clauses and phrases sentences in the essay writing practice exercise below. If the part of the sentence has an error, identify and correct it. Then check your answers in the next section.

[1] Antarctica is a mysteriously and remote continent [2] one which is often forgotten by virtue of its geographical location. [3] Yet, the Antarctic could even be considered desolate and isolated. [4] Nevertheless, an understanding of the organisms that inhabit this continent was critical [5] to our comprehension of the world as a global community. [6] For this reason, the southernmost continent has the source of a great deal of scientific investigation.

[7] Many notable recent research has come from America and Great Britain. [8] The British Antarctic Survey, sponsored with the Natural Environment Research Council of the United Kingdom, [9] and the United States Antarctic Resource Center, a collaborate of the United States Geological Survey Mapping Division and the National Science Foundation, [10] are forerunners in the burgeoning currently field of research in this area.

[11] This corpus of research has resulted in an abundance of factual data on the Antarctic. [12] For example, one now know that more than ninety nine percent of the land is completely covered by snow and ice, [13] which making Antarctica the coldest continent on the planet. [14] This inhospitable climate, has not surprisingly, brought about the adaptation [15] of a plethora of plants and biological organisms on the continent present.

[16] An investigation for the sedimentary geological formations provides testimony to the process of adaptation. [17] Ancient sediment’s recovered from the bottom of Antarctic lakes, [18] bacteria as well as discovered in ice, [19] has reveal the history of climate change over the past 10,000 years. [20] Hopefully, this important research will continue into the future.

Essay Practice – Answers

• Change the adverb “mysteriously” to the adjective “mysterious”.

2. Remove the word “one” or put a comma after the word “continent”.

3. Remove the word “yet” at the head of the sentence and replace it with an emphatic phrase linker, like “Indeed” or “In fact”.

4. The sentence should be in the present tense since we are talking about the current relevance of the research. Therefore, “was” should be changed to “is”.

5. This phrase does not have an error.

6. Put the word “been” after the word “has”.

7. The word “many” should be changed to “much” since research is a non-countable noun.

8. Change the word “with” to the word ‘by”.

9. We are speaking about organizations (which are nouns), so the word “collaborate” should be changed to “collaboration” to use the noun form.

10. Move the word “currently” and put it after the word “are”.

11. There is no mistake in this sentence.

12. Subject-verb agreement is a problem in this part of the sentence. Change the word “one” to “we”. Alternatively, change “know” to “knows”.

13. Remember to use the present simple tense, so change “making” to “make”.

14. Remove the comma after “climate” and place it after “has” instead.

15. Place the word “present” before the word “on”.

16. There is a problem with the proposition “for”, which should be changed to “into”.

17. This is a question about unnecessary punctuation. Remove the apostrophe in the word “sentiment’s”.

18. Move the words “as well as” in front of the word “bacteria” in order to set up the comparison correctly.

19. Change the word “reveal” to “revealed” in order to correctly form the present perfect tense.

20. This sentence is correct as is is written.

Essay Writing – Practice Your Structure

You may be asked to write an essay as part of your standardized test. The essay may be human-read by an examiner, but many essays nowadays are written on a computer and graded by software.

The six following characteristics of your essay will be assessed:

Focus and purpose

This means that your essay should answer the question that has been posed. You will need to express your main idea in a clear way in the introduction of the essay.

The examiner or software assesses this aspect of your essay by searching for a thesis statement in the first paragraph of your essay, which should clearly indicate what you are going to speak about in the remainder of the essay.

Organization

Your essay should be divided into paragraphs, which have been set out in an organized manner. Each body paragraph should contain a point that supports your main idea. You should also include a conclusion that sums up the essay.

The examiner or software will look for logical paragraph divisions, as well as for linking words and phrases which indicate that a new paragraph is beginning.

Development and support

It is extremely important to elaborate on the main idea of your essay and maintain your point of view throughout your writing. Your essay should include examples and explanations that illustrate and support your viewpoint. Remember that if your essay topic presents a contentious issue, you need to take a stance on only one side, rather than stating both the pro’s and con’s.

Be sure to use linking words and phrases that signal that examples or reasons are being provided in the essay. These linking words and phrases include the following: such as, for example, for this reason, because of.

Sentence construction

You should write long and developed sentences that demonstrate a mastery of the English language.

Use advanced writing strategies like subordination and coordination to improve your writing style.

Avoid repeatedly beginning your sentences in the same way, such as “I think that.”

Remember to use a variety of sentence patterns, using other linking words and phrases like the following: therefore, in addition, furthermore, moreover, in conclusion.

Mechanics refers to the “rules” of English, particularly those of spelling, capitalization, and punctuation.

Your essay should be grammatically accurate and punctuated correctly.

Your spelling should also be correct.

Exercises to Improve your English

Try our free grammar exercises

Look at our essay writing topics

See “General Writing” at Purdue OWL (Online Writing Lab)

Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

Correct the Paragraph

About this worksheet:.

Many beginning writers struggle writing sentences and make punctuation and spelling errors routinely, as they try to piece together sentences into paragraphs. In this activity, students read a paragraph that is full of errors. There may be spelling, punctuation, capitalization, or grammar errors. The student will rewrite the paragraph correcting all the errors. The activity is ideal for 4th and 5th grade but can easily be used in middle school depending on the student.

We have several free ESL writing lessons on this page, including sample essays, sentence patterns, writing assignments, and more! If you like these lessons, consider buying our ESL writing textbooks to get even more content just like this!

Beginner ESL Writing Lessons

The four units below are all taken from our book Write Right: 9 Beginner ESL Writing Lessons , available for instant download!

Sample Essay: “My Hobby” – Introductory sample essay that students can reference later when writing their own essays

Sentence Pattern: Start/stop verb+ing – Practice adding “ing” to verbs after “start/stop/quit/begin”

Grammar: Past Tense – Simple introduction to past tense verbs

Error Correction Worksheet – Correct the errors in this sample “My Hobby” essay

Assignment: “My Hobby” – Use the grammar and sentence patterns from Unit 1 to write an essay titled “My Hobby”

Sample Essay: “A Funny Story” – Introductory sample essay that students can reference later when writing their own essays

Past Tense Error Correction Worksheet – Review of past tense; rewrite the paragraph and correct the past tense errors

Indention and Quotations – Teaches students to indent new paragraphs and use quotation marks correctly

Indentions and Quotations: Error Correction Worksheet – Identify and correct the mistakes in the paragraph

ESL Writing Assignment: “A Funny Story” – Students use the grammar and sentence patterns from Unit 2 to write an essay titled “A Funny Story”

Sample Essay: “My Favorite Place” – Introductory sample essay that students can reference later when writing their own essays

Sentence Pattern: Although / Even though – Introduction to “although” and “even though”, with sample sentences and practice exercises

Sentence Pattern: not…at all – Introduction to the sentence pattern “(not)…at all”, with sample sentences and practice exercises

Error Correction Worksheet – Identify and correct the mistakes in the paragraph

ESL Writing Assignment: “My Favorite Place” – Students use the grammar and sentence patterns from Unit 3 to write an essay titled “My Favorite Place”

UNIT 4: “Letter to a Relative”

Sample Essay: “Letter to a Relative” – Introductory sample letter that students can reference later when writing their own essays

Writing Lesson: The Elements of a Letter – Introduction to the elements of a letter (greeting, body, conclusion)

Writing Lesson: Conjunctions – Introduction to the conjunctions and/but/or/so, with an explanation of how to punctuate them correctly

Error Correction: Conjunctions – Identify and correct the mistakes in the letter

ESL Writing Assignment: “Letter to a Relative” – Students use the grammar and sentence patterns from Unit 4 to write an letter to one of their relatives

Intermediate/Advanced Writing Lessons

The writing lessons and worksheets below are taken from our book Write Right: Transitions , available for instant download!

Writing a Formal Paragraph

Topic Sentences (Introduction) – Introduction to topic sentences and their function in a formal paragraph

Introduction to Similes and Metaphors – Using similes and metaphors to write interesting topic sentences

Similes and Metaphors Review – Practice describing people and things using similes and metaphors

Topic Sentences (Review) – Practice writing topic sentences

The Body of a Paragraph (Introduction) – Introduction to the body of a paragraph and the information that should be contained therein

The Body of a Paragraph (Review) – Practice thinking of information to use in the body of a paragraph

Concluding Sentences (Introduction) – Introduction to concluding sentences and their function in a paragraph

Concluding Sentences (Review) – Practice writing concluding sentences

Punctuation and Conjunctions

Sentence Fragments and Complete Sentences – Introduction to sentence fragments and a review exercise to practice identifying them

Run-on Sentences – Worksheet to practice correcting run-on sentences

Comma Splices and Conjunctions – Worksheet to practice using conjunctions correctly to fix comma splices

Commas and Conjunctions (“and”) – Explanation of how to correctly use commas with the conjunction “and”

Semi-colons – Introduction to this often baffling piece of punctuation, with a review exercise

Transitions and Connectors

Listing Things in Order – Practice listing items or events in order using words like “First”, “Next”, “After that”, “Finally”, etc.

In addition / Additionally / Moreover / Furthermore / Plus / …as well – Introduction to these commonly used transitions, with several sample sentences

In addition / Additionally / Moreover / Furthermore / Plus / …as well – Review worksheet to practice writing sentences with these transitions

However / Nevertheless / Still / Despite that / Nonetheless / Even so – Introduction to these commonly used transitions, with several sample sentences

However / Nevertheless / Still / Despite that / Nonetheless / Even so – Review worksheet to practice writing sentences with these transitions

Therefore / Consequently / As a result / Thus / For this Reason – Introduction to these commonly used transitions, with several sample sentences

Therefore / Consequently / As a result / Thus / For this Reason – Review worksheet to practice writing sentences with these transitions

Review of these Transitions and Connectors – Review worksheet to practice using all of the transition words above

More Transitions and Connectors

Although / Even though – Introduction to these commonly used transitions, with several sample sentences and review exercises

Though – Introduction to “though” and it’s various uses in a sentence

Despite / In spite of – Introduction to these commonly used transitions, with sample sentences

Despite / In spite of – Review worksheet to practice writing sentences with these words

Despite vs. Although – Explanation of how to use these similar transition words, with several sample sentences

Despite vs. Although – Review worksheet to practice using “despite” and “although” correctly

Because vs. Because of – Explanation of how to use these similar transition words correctly, with several sample sentences

Because vs. Although – Explanation of the difference between these two words, with several examples and a review exercise

Because of vs. Despite – Worksheet to practice using these transitions, which have nearly opposite meanings

Regardless of – Introduction to this commonly used transition, with several sample sentences

Regardless of / No matter – Review worksheet to practice using these transitions correctly, including an explanation of “embedded questions”.

Review of Transitions and Connectors

Transitions and Punctuation – Explanation of how to correctly punctuate transitions using commas, periods, and semi-colons. Also includes a review worksheet.

Transitions and Punctuation (2) – Students rewrite a short essay, adding punctuation around transition words as needed.

Review of Above Transitions and Connectors – Fill in the blanks with an appropriate transition word to complete the essay

Additional Review of Transitions and Connectors – Review of several transition words/phrases (For this reason / Despite the fact that / No matter / Due to / Consequently / As a result / In spite of / Regardless of / Owing to)

Additional FREE ESL Writing Worksheets, Activities, and Ideas:

Useful phrases and sentence patterns.

Instead of / Rather than – Handout explaining how to use these phrases, with sample sentences

Instead of / Rather than – Review – Worksheet to practice using “instead of” and “rather than” correctly

Instead – Worksheet reviewing different ways to use the word “instead” in a sentence

Would rather – Handout explaining how to use “would rather”, with sample sentences

Would rather – Review – Worksheet to practice using “would rather” correctly

Prefer – Worksheet to practice using “prefer” correctly

Regardless / Regardless of / No matter – Examples and practice sentences

Gradually / Eventually / Sooner or later / At some point / In the end / …end up… – Examples and practice sentences

More sentence patterns and phrases (in no particular order):

vary / varies from __ to __

that which / those who

Just because [A] doesn’t mean that [B]

If it weren’t for [A], then I never would have [B]

If I hadn’t [A] then I wouldn’t have [B]

I wish I had / I should have

Found myself

(Currently) in the process of

ESL Writing Activities

Putting pen to paper doesn’t always have to be boring. Here are some activities and game-like things to make writing a bit more enjoyable.

Interactive Stories – Students collaborate to write each others’ stories.

The Lying Game – Guess which statements are true and which statements are lies!

Idiom Worksheets – Give advice using idioms. Less a “game” than an “assignment,” though the idioms tend to make things a little more interesting.

Explain the Idiom – Try to guess what the idioms mean, and use them in a dialogue.

Writing Scenarios

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• Active vs. Passive Voice
• Adverbial Clauses
• Adverbial Phrases
• Be Going To Statements
• Be Going To Wh Questions
• Be Going To Yes/No Questions
• Be Going To & Present Continuous
• Comparatives
• Superlatives
• Comparatives & Superlatives
• Zero Conditional
• First Conditional
• Second Conditional
• Third Conditional
• Mixed Conditionals
• Future Continuous
• Future Continuous vs. Future Perfect
• Future Perfect Continuous
• Future Perfect Simple
• Future Simple
• Future Tenses
• Future Time Clauses
• Gerunds & Infinitives
• Have Got & Has Got
• I wish & If only
• Imperatives
• Irregular Verbs
• Narrative Tenses
• Noun Clauses
• Noun Phrases
• Passive Voice
• Past Continuous
• Past Perfect
• Past Perfect Continuous
• Past Perfect Simple & Continuous
• Past Simple Affirmative & Negative
• Past Simple Passive
• Past Simple Regular Verbs
• Past Simple Was and Were
• Past Simple Wh Questions
• Past Simple Yes/No Questions
• Past Simple vs. Past Continuous
• Past Simple vs. Present Perfect
• Past Tense Review
• Present Continuous
• Present Perfect
• Present Perfect Continuous
• Present Perfect - Ever and Never
• Present Perfect - For and Since
• Present Perfect - Just, Yet & Already
• Present Simple Affirmative & Negative
• Present Simple Passive
• Present Simple vs. Present Continuous
• Present Simple vs. Present Perfect
• Present Simple Wh Questions
• Present Simple Yes/No Questions
• Present Tense Review
• Question Words
• Relative Clauses
• Reported Speech
• Subject-Verb Agreement
• Tag Questions
• There is & There are
• Wh Questions
• Abstract Nouns
• Adjective-Noun Collocations
• Adjectives of Feeling & Emotion
• Adjectives of Opinion
• Adjectives of Quantity
• Adjective Opposites
• Adjective Order
• Adjective-Preposition Collocations
• -ed and -ing Adjectives
• Adverb-Adjective Collocations
• Adverb Order
• Adverbs of Affirmation & Negation
• Adverbs of Degree
• Adverbs of Frequency
• Adverbs of Manner
• Adverbs of Place
• Adverbs of Time
• Articles - a, an, the
• Causative Verbs
• Collective Nouns
• Common & Proper Nouns
• Compound Adjectives
• Compound Nouns
• Concrete Nouns
• Conjunctions
• Countable & Uncountable Nouns
• Demonstrative Adjectives
• Demonstrative Pronouns
• Dependent Prepositions
• Indefinite Pronouns
• Intensifiers & Mitigators
• Interjections
• Modal Verbs of Ability
• Modals of Deduction & Speculation
• Modals of Necessity
• Modals of Obligation & Prohibition
• Modals of Possibility & Certainty
• Onomatopoeia
• Parts of Speech
• Phrasal Verbs
• Possessives
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Essay Writing EAP Worksheets and Games

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Eap body paragraphs worksheet -reading and writing exercises: writing sentences, creating a paragraph outline, writing paragraphs - intermediate (b1) - 60 minutes.

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Eap essay cohesion, coherence and unity worksheet - reading and writing exercises: categorising, gap-fill, identifying, rewriting a paragraph - intermediate (b1) - 60 minutes.

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Eap essay outlines worksheet - reading and writing exercises: identifying, brainstorming, creating an essay outline, writing an essay - intermediate (b1) - 90 minutes.

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Eap essay writing review worksheet - reading and writing exercises: writing paragraphs, identifying, error correction, matching, true or false questions - intermediate (b1) - 90 minutes.

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Eap fragments, run-ons, and comma splices worksheet - reading and writing exercises: identifying, categorising, error correction - intermediate (b1-b2) - 30 minutes.

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Eap introduction paragraphs worksheet - reading and writing exercises: ordering, writing a thesis statement, paragraph completion, writing introduction paragraphs - intermediate (b1) - 75 minutes.

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Eap paragraph and essay structure worksheet - reading and writing exercises: table completion, short answer questions - intermediate (b1-b2) - 45 minutes.

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Eap parts of an essay worksheet - reading and writing exercises: true or false, matching, labelling, brainstrorming, creating an essay outline, writing an essay - intermediate (b1-b2) - 90 minutes.

Hedging Language

Eap essay writing worksheet - reading and writing exercises: identifying, rewriting sentences, unscrambling, sentence combining, changing sentence structure - upper-intermediate (b2) - 25 minutes.

Essay Writing Dominoes

Eap essay writing game - vocabulary: matching - group work - upper-intermediate (b2) - 20 minutes.

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Printable proofreading worksheets for building grammar, spelling, and writing skills. Each file has a short paragraph on it. Students read carefully and look for errors in capitalization, spelling, and punctuation.

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Correct the errors in the sentences. This series can be used as a daily or weekly review, or use the individual worksheets for extra practice.

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Grammar Exercise: Find the Mistakes! (Intermediate ESL)

Note : This page is for students . Teachers, you can download this exercise as a worksheet here:  Fix the Mistakes (Speaking Activity)

This exercise is for intermediate -level students. Each of the below 20 sentences has a mistake. Rewrite the sentence without the mistake, and then click on ' Answer ' to check your answer.  Explanations have been added to the answers that are not obvious.

Let's begin!

1.     It is raining when I got home last night.

It was raining when I got home last night.

* Use past progressive for a longer action that was interrupted by a shorter action in the past.

2.     My sister is annoying today, but usually she is nice.

My sister is being annoying today, but usually she is nice.

* Use a progressive tense (present progressive is used here) for actions and (some) adjectives that are temporary. Your sister is not annoying; she is only being annoying today. For adjectives, this generally applies to adjectives that require an action (e.g. being silly, being rude) and not states (dead, tired).

3.     I have not ate anything today.

I have not eaten anything today.

4.     If I am a child, I would play outside.

If I were a child, I would play outside.

* Second conditional = If + past tense, subject + would/could/might . The second conditional is used for unreal situations. Fact: You are not a child. But, if you were a child, you would play outside. Review conditionals here .

5.     Everyone have seen that movie.

Everyone has seen that movie.

• This is a problem with subject-verb-agreement .

6.     If we will be late, they will be angry.

It we are  late, they will be angry.

* Being late is a real possibility, so you should use the first conditional. First conditional = If + subject + present simple, subject + will .  Review conditionals  here .

7.     My father is thinking that I should stop smoking.

My father thinks I should stop smoking.

* In this sentence, the verb think is a state verb. It is generally not used in the progressive (~ing) tense. See our lesson on state verbs.

8.     Look! It is snow.

Look! It is snowing .

* Use the present progressive tense if you want to describe what is happening now.

9.     I fell asleep while I watched TV.

I fell asleep while I was watching TV.

*After while  use past progressive. Again, this is a longer action (watching TV) that was interrupted by a shorter action (fell asleep).

10. I have lived in Canada since 10 months.

I have lived in Canada  for 10 months.

• For describes a duration. Since describes when an action began.

11.     There is a warm country.

It is a warm country. / That country is warm.

*In the above sentence, ' There ' is an adverb that indicates a place. An adverb should not be the subject of a sentence. Instead, use 'It' as the subject. It is a pronoun.

12.     I have not an iPhone.

I do not have an iPhone.

* People do not say "I have not (something)" anymore. This is old-fashioned English.

13.     I haven't ever been to Korea.

I haven't been to Korea. / I have never been to Korea.

* Ever  is only used with the present perfect in questions . It is not used in statements.

14.     The students have a good time in class today.

The students  are having a good time in class today.

* The verb have is a state verb, so it shouldn't be used in the progressive (~ing) tenses. However, to ' have a good time ' is an expression (just like  have a baby, have a party ). These expressions are actions, so they can be used in the progressive tense.

15.     John probably isn't going to come to school tomorrow.

John probably  won't come to school tomorrow.

* Use will  for predictions. Use  be + going to for plans that are already decided.

16.     If the world ended tomorrow, I will be very sad.

If the world ended tomorrow, I would be very sad.

* This is the second conditional . It is for a present unreal condition. There is a very low chance the world will end tomorrow. The speaker does not believe it will happen. Therefore, to show that it's not a real possibility, we use the second conditional.

17.     I still did my homework at 10:30 pm last night.

I was still doing my homework at 10:30 pm last night.

* Use past progressive for actions that were in progress at a specific time in the past.

18.     He can speak Japanese because he was born in Canada.

He can speak Japanese even though/although he was born in Canada.

* These ideas contrast each other, so we should use ' even though/though/although '.

19.     Lee afraid of snakes.

Lee  is afraid of snakes.

* afraid is an adjective. A verb is still needed.

20. The students were not interested in the lesson because it was bored.

The students were not interested in the lesson because it was boring .

* An explanation of this answer can be found here .

How many answers did you get correct? If you have any questions, leave them in the comments section below.

How can you improve your English ? The best way is to practice speaking and writing with a teacher who can give you feedback on your mistakes. If you don't have a teacher, there is also free software such as Grammarly  that can give you grammar feedback while you type.

If you'd like to see some more common mistakes, please visit these related pages:

• 34 Common English Mistakes   (Version 1)
• 23 Common English Mistakes   (Version 3)
• 20 Common Mistakes made by Czechs

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57 comments on “ Grammar Exercise: Find the Mistakes! (Intermediate ESL) ”

I LOVE THEM HUGS&KISSES

I love them, hugs and kisses.

its really goog to learn english.

Sir, please try to provide explanation of answer.. It will be really beneficiary for all…

Hello. I have added explanations as you requested.

Thanks but you must add scores.

It is agood way to learn english

OHHHHH!!!!!!!!!!!!!! REALLY

out of the total number of questions how many did i get right?

You CAN use “There” as a subject of a sentence. like in “There is no one on the line” or “There is an empty table” ..

It helps me with my home work

Thanks soooooooooo much my family and friends will love it thanks soooooooooo much again

My wife will love it thanks soooooooooo much ❤xxxxxxxxxx

Naughty boy!

Thank you soooo much !Answers with detail explanation are really helpful.

Thank you so much! It is useful!

These exersices are very useful for English learners

how can I know my grade??? I dont find it

Click on the red ‘Answer’ link. It will show you the answer. Then you can compare your answer to the correct answer.

About the question 19, 1- may we say ” lee does afraid of snakes?” 2- “is afraid ” should not have “ing” ? Why not? 3- if we say “does” don’t need to add ing, but with “is” , I think something is wrong if we don’t add.

1 – No. ‘Does’ is used as an auxiliary verb in making questions. ‘Lee is afraid of snakes.’ is the correct sentence. (Afraid is an adjective) 2 – Afraid is not a verb. It is an adjective. 3 – I’m not sure what you mean. We use ‘is’ with present progressive (I am typing). We use ‘Does/do’ when making questions in the present simple. For example, ‘Do you understand? / Does he have a dog?’

good i liked it

Not impress with my grammar.

Not impressed*

It was quite easy for my experience. But there were a few tricky ones like nr. 2

“Don’t blame me.Nothing can’t be done about it”

Nothing is used with an affirmative (positive) verb.

don not worry. I will give you some medicines and you will feel better soon

I don’t speak to him since last summer

Yes, that is a mistake. You should use the present perfect with ‘since’

Creative post – I was enlightened by the analysis . Does anyone know if my assistant would be able to obtain a fillable a form version to fill in ?

you should all make turns to discuss this problem (find the mistake)

Thx for the explanation

I want to put my sentences and you answer me! How i do that!

I don’t understand. Can you explain what you mean?

I AM NOT SATISFIED

English language is very easy

I love to do grammar correction.

Spot the errors are always quite confusing. But they are interesting!

“Two and two make four.”Is there any mistake in this sentence??????

No, it’s correct.

This exercise is very easy.

Kala is tallest girl in the class

Good. But put “the” before tallest. — She is the tallest girl in the class. (We put ‘the’ before superlatives).

the children were lying in bed for a long time. (Find the error

Just capitalize ‘The’ and it looks okay.

What is the right englis ? You has a company tonigh

“You have company tonight.”

Plzz….tell where is error in d sent.

The three first iinstallments of the rent taken in advance because it is the policy company.

I don’t know who gave this to me, but thank you for this!

My sentence is correct or not?

does your bus reach at 6.30a.m?

No. Does yours?

one of the boy is there (pls correct this)

One of the boys is there.

Comments are closed. Please join our community to ask a question.

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• How to Write a Formal Email of Request Level: Upper-Intermediate Learn both how to write and what vocabulary and phrases to use in a formal email/letter of request where you have had contact with the person before.
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• Can't Attend a Meeting Email Level: Intermediate Introduces vocabulary to politely say you can't attend an event (e.g. Meeting, Presentation etc...).
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• Formal Email of Response Level: Upper-Intermediate Learn both how to write and what vocabulary and phrases to use in a formal email/letter of response.
• How to Write a Business Update Email Level: Upper-Intermediate Learn how to write (with an example) and what to and what not to write in a good general business update email.
• How to Write an Email of Reassurance to a Customer Level: Upper-Intermediate Shows and explains what you need to do to write good emails of reassurance to a customer or business client.
• Linkers for Writing Business Emails: Part 1 Level: Intermediate The first of two exercises on learning advanced/professional linking vocabulary to improve your business emails in English.
• Linkers for Writing Business Emails: Part 2 Level: Intermediate The second of two exercises on learning advanced/professional linking vocabulary to improve your business emails in English.
• How to Write an Email to a Friend you Haven't Contacted in a Long Time Level: Intermediate Shows and explains what you need to do to write better emails to friends in English quicker and easier.
• Business & Formal English Vocabulary for Writing Level: All Levels Improve quickly and easily the vocabulary you use in all your pieces of writing with this list of formal and professional synonyms of commonly used English words and phrases.
• Business Email Examples Level: All Levels Not an exercise, but examples of 17 different types of business emails in English.
• Essential Email Vocabulary Level: Lower-Intermediate Shows and explains the vocabulary for the titles of people in a email/letter and how to say an email address.
• How to Start an Email Level: Intermediate Learn what to say and what vocabulary and phrases to use in the opening part of an email/letter.
• How to End/Close an Email Level: Intermediate Learn what to say and what vocabulary and phrases to use in the closing part of an email/letter.
• Informal Business Email of Request Level: Intermediate Learn both how to write and what vocabulary and phrases to use in a neutral or less formal email of request.
• Informal Business Email of Response Level: Intermediate Learn both how to write and what vocabulary and phrases to use in a less formal email of response.
• How to Write an Email of Complaint Level: Upper-Intermediate Learn both how to write and what vocabulary and phrases to use in a formal written complaint.
• Email of Apology Level: Upper-Intermediate Learn both how to write and what vocabulary and phrases to use in a formal written apology.
• How to Disagree in an Email Level: Upper-Intermediate Learn how to politely disagree with somebody by email/letter in English and what formal vocabulary/phrases you can use to do it.
• How to Give Bad News in a Business Email Level: Intermediate Learn the best way to give bad news in business emails or letters.
• How to Ask Somebody to Help You in an Email Level: Intermediate This exercise looks at how to ask somebody for help in an email.
• How to Write an Email to Thank Somebody Level: Intermediate This exercise looks at the structure, English vocabulary and phrases used for writing serveral types of business emails of thanks.
• How to Write an Email to Make Somebody Attend a Meeting Level: Upper-Intermediate This exercise explains how to persuade somebody by email to attend a meeting they said they couldn't go to.
• Sales Follow-Up Email Examples & Exercise Level: Upper-Intermediate This exercise looks at the vocabulary/phrases used in good sales follow-up emails to both business and non-business customers.
• Sales Follow-Up Emails: After a Customer Order Level: Upper-Intermediate This exercise explains how to write a good sales follow-up email to a customer after they have bought or ordered something from you.
• How to Write a Business Email of Proposal Level: Upper-Intermediate This exercise looks at both the structure and the vocabulary you should use to write a persuasive business proposal in an email.
• How to Write Business Reports Level: Advanced This exercise explains how to write, structure and what to include in a business report.
• Vocabulary to Use when Writing Business Reports in English Level: Upper-Intermediate This exercise shows you professional and formal English words and phrases to use in business reports.
• Writing an Email of Feedback: Giving Feedback Level: Upper-Intermediate This exercise looks at both the structure and the vocabulary you should use when you give feedback to somebody by email.
• How to Write a Business Email of Rejection Level: Upper-Intermediate This exercise looks at both the structure and the vocabulary you should use when writing a business email or letter of rejection to somebody.
• Writing an Essay: Choosing What to Write About Level: Intermediate This exercise on writing essays explains what to do to select the best reasons to use when writing an essay.
• Writing an Essay: How to Structure an Essay Level: Intermediate This exercise on writing essays explains what you need to do to structure a good essay and why it is important.
• Writing an Essay: Phrases to Use in your Essays Part 1 Level: Intermediate In this first of two exercises on writing essays, you'll learn professional words and phrases/expressions that you can use in your own essays.
• Writing an Essay: Phrases to Use in your Essays Part 2 Level: Intermediate In this second of two exercises on writing essays, you'll learn more professional words and phrases/expressions that you can use in your own essays.

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This is me, Chris Clayton, the owner and main writer for Blair English. I'm also a part-time English teacher in sunny Spain. I have a love of history and the web. I hope you find the website useful.