English Grammar: 95 MCQs with Answers

English Grammar
English Grammar

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English Grammar Quiz Questions

English Grammar is one of the most important sections in competitive examinations conducted by various state and central government recruiting agencies across India. A strong command of English Grammar helps candidates improve their performance in subjects such as English Language, Communication Skills, Reading Comprehension, Error Detection, Sentence Improvement, Vocabulary, and Writing Ability.

This English Grammar Quiz contains carefully selected multiple-choice questions (MCQs) covering all major grammar topics including Parts of Speech, Nouns, Pronouns, Verbs, Tenses, Articles, Adjectives, Adverbs, Prepositions, Conjunctions, Active and Passive Voice, Direct and Indirect Speech, Subject-Verb Agreement, Error Detection, Sentence Correction, Vocabulary, Synonyms, Antonyms, One Word Substitution, Idioms and Phrases, Cloze Test, Para Jumbles, and Reading Comprehension.

These English Grammar MCQs are highly useful for candidates preparing for various state-level and national-level examinations. Regular practice of these questions helps improve accuracy, speed, grammatical understanding, and overall exam performance.

Important English Grammar Topics

  • Parts of Speech
  • Noun
  • Pronoun
  • Verb
  • Tenses
  • Articles
  • Adjectives
  • Adverbs
  • Prepositions
  • Conjunctions
  • Interjections
  • Active and Passive Voice
  • Direct and Indirect Speech
  • Subject-Verb Agreement
  • Error Detection
  • Sentence Improvement
  • Sentence Rearrangement
  • Synonyms
  • Antonyms
  • Idioms and Phrases
  • One Word Substitution
  • Spellings
  • Cloze Test
  • Reading Comprehension
  • Vocabulary Building
  • Fill in the Blanks

Haryana Exams Where English Grammar Questions Are Asked

  • HCS (Haryana Civil Services)
  • HTET
  • HPSC Assistant Professor
  • Haryana Police Constable
  • Haryana Police SI
  • CET Group C
  • CET Group D
  • Haryana Patwari
  • Canal Patwari
  • Gram Sachiv
  • Clerk
  • Stenographer
  • Junior Engineer (JE)
  • Naib Tehsildar
  • Tehsildar
  • Excise Inspector
  • Haryana Judiciary
  • TGT Recruitment
  • PGT Recruitment
  • Primary Teacher Recruitment
  • Assistant Lineman (ALM)
  • Various HSSC and HPSC Examinations

Rajasthan Exams

  • RAS
  • REET
  • Rajasthan Police Constable
  • Rajasthan Police SI
  • Patwari
  • Gram Vikas Adhikari (VDO)
  • Junior Accountant
  • LDC
  • CET Graduation Level
  • CET Senior Secondary Level
  • School Lecturer
  • Senior Teacher
  • Junior Instructor
  • Forest Guard
  • Forester
  • Rajasthan High Court Examinations

Punjab Exams

  • PPSC Civil Services
  • Punjab Police Constable
  • Punjab Police SI
  • PSTET
  • Punjab Clerk Recruitment
  • Excise Inspector
  • Cooperative Inspector
  • Jail Warder
  • School Lecturer
  • Master Cadre Teacher
  • Punjab Judiciary
  • Various PSSSB Examinations

Delhi Exams

  • DSSSB TGT
  • DSSSB PGT
  • DSSSB Assistant Teacher
  • DSSSB Junior Assistant
  • DSSSB Clerk
  • DSSSB Stenographer
  • Delhi Police Constable
  • Delhi Police Head Constable
  • Delhi Police MTS
  • Delhi Subordinate Services Examinations

Uttar Pradesh Exams

  • UPPCS
  • UPPSC Assistant Professor
  • UPPSC RO/ARO
  • UP Police Constable
  • UP Police SI
  • UPTET
  • UP Lekhpal
  • Junior Assistant
  • Stenographer
  • Review Officer
  • BEO
  • LT Grade Teacher
  • TGT
  • PGT
  • UP Judiciary
  • Various UPSSSC Examinations

Uttarakhand Exams

  • UKPSC PCS
  • UKPSC Lower PCS
  • UKPSC Lecturer
  • UKTET
  • Uttarakhand Police Constable
  • Uttarakhand Police SI
  • Patwari
  • Lekhpal
  • Junior Assistant
  • Forest Guard
  • Cooperative Inspector
  • Various UKSSSC Examinations

Bihar Exams

  • BPSC
  • BPSC Teacher Recruitment
  • Bihar Police SI
  • Bihar Police Constable
  • Bihar SSC
  • Bihar Clerk Recruitment
  • Revenue Employee
  • Panchayat Secretary
  • Bihar Judiciary
  • Assistant Professor Recruitment
  • Various BSSC Examinations

Jharkhand Exams

  • JPSC
  • JTET
  • Jharkhand Police SI
  • Jharkhand Police Constable
  • Jharkhand Excise Constable
  • Panchayat Secretary
  • Junior Assistant
  • Stenographer
  • Forest Guard
  • Various JSSC Examinations

Himachal Pradesh Exams

  • HP Administrative Services (HAS)
  • HP TET
  • HP Police Constable
  • HP Police SI
  • Junior Office Assistant
  • Clerk
  • Patwari
  • Tehsildar Allied Services
  • Lecturer Recruitment
  • TGT Recruitment
  • HPSSC Examinations
  • HPPSC Examinations

West Bengal Exams

  • WBCS
  • WBPSC Clerkship
  • WBPSC Miscellaneous Services
  • WB Police Constable
  • WB Police SI
  • Primary Teacher Recruitment
  • Upper Primary Teacher Recruitment
  • School Service Commission (SSC) Exams
  • Group C Recruitment
  • Group D Recruitment
  • Various WBPSC and WBSSC Examinations

Central Government Exams

  • SSC CGL
  • SSC CHSL
  • SSC MTS
  • SSC CPO
  • SSC GD
  • SSC Selection Post
  • RRB NTPC
  • RRB Group D
  • RRB ALP
  • RRB JE
  • IBPS PO
  • IBPS Clerk
  • SBI PO
  • SBI Clerk
  • LIC AAO
  • LIC Assistant
  • EPFO
  • FCI
  • AFCAT
  • CDS
  • NDA
  • CAPF
  • Various Banking and Insurance Examinations

Practice these English Grammar Quiz Questions regularly to strengthen your grammar concepts, improve your vocabulary, and achieve higher scores in competitive examinations.

Q51. Which one of the following is not an advantage of multi-media materials ?

Right Answer: cost and technical issues

Multi-media materials combine text, audio, video, animation and graphics, and their recognised advantages include improved learning and retention through dual coding, better learning outcomes, and increased interactivity that keeps learners engaged. Preparing and running such materials, however, demands projectors, computers, software, electricity and trained teachers, all of which involve considerable expenditure and frequent technical breakdowns. Cost and technical issues are therefore limitations of multi-media use, not advantages, and they weigh especially heavily on resource-poor schools. Hence option (2) is the correct answer.
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Q52. Which one of the following is not a result of multilingualistic resource ?

Right Answer: the emphasis is on language structure rather than on the message

A multilingual classroom treats the languages children bring with them as a resource rather than a problem. Used well, it increases learner participation because children can express themselves in a familiar tongue, it shifts the teacher from an authority to a facilitator, and it lets learners observe, deduce and formulate rules by comparing languages. Communicative teaching places meaning and message at the centre. An emphasis on language structure rather than on the message reflects the older structural approach and is not an outcome of multilingual resources. Hence option (4) is correct.
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Q53. Which one of the following is not true of the role of grammar in language learning ?

Right Answer: Grammar should be taught deductively followed by inductive application

Modern language pedagogy prefers the inductive route: learners first meet the language in meaningful context through examples, then arrive at the rule themselves, and any formal statement of the rule follows afterwards. Option (1) reverses this order by placing deductive teaching first, so it is not true of the role of grammar in language learning. The remaining statements are sound — grammar is a means of communication rather than an end in itself, heavy grammatical terminology should be avoided with young learners, and rule-supporting examples should precede exceptions. Hence option (1) is correct.
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Q54. Which one of the following is not a principle of teaching English ?

Right Answer: Substitution table method

Principles of teaching English are broad guiding truths that shape every classroom decision. The principle of linking life connects language to the learner's own experience, habit formation stresses repeated meaningful practice until correct usage becomes automatic, and gradation requires that material be arranged from simple to complex and from known to unknown. The substitution table, by contrast, is a classroom device used for drilling sentence patterns; it is a technique or method of teaching rather than a principle. A method answers how to teach, whereas a principle states why. Hence option (2) is correct.
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Q55. Match the following correctly : A. Behaviourist (i) Piaget B. Innateness (ii) Bruner C. Cognitive (iii) Skinner D. Interaction (iv) Chomsky

Right Answer: A-iii, B-iv, C-i, D-ii

The four positions on language acquisition pair with their chief proponents as follows. The Behaviourist view, which explains language as habit formation through stimulus, response and reinforcement, belongs to B. F. Skinner. The Innateness or nativist view, which proposes a Language Acquisition Device and universal grammar, belongs to Noam Chomsky. The Cognitive view, which ties language growth to stages of mental development, belongs to Jean Piaget. The Interactionist view, which stresses scaffolding and social support, belongs to Jerome Bruner. Thus A-iii, B-iv, C-i, D-ii, and option (3) is correct.
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Q56. Fill in the blank with the correct option : The third defect of our civilization is that it is at a loss to understand what to do with ……… .

Direction (Q. No. 51 to 60) : Read the following passage and answer the questions that follow — The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man's servants; yet he has grown so dependent on them that they are in a fair way to become his masters. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all round them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, "What do we do with all the time and energy that the machines have saved for us?" The answer, I think, is that we should try to become more civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and liking beautiful things, thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against.

Right Answer: its knowledge

The passage opens with the author's central thesis: the third great defect of our civilization is that it does not know what to do with its knowledge. Everything that follows illustrates this single idea — science has handed us godlike powers, yet we handle them like small children, and machines built to serve us are fast becoming our masters. Machines and science are only examples of the knowledge in question, not the answer itself. The blank therefore has to be completed with the phrase used by the author himself. Hence option (4) is correct.
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Q57. Fill in the blank with the correct option : According to the author, our dependence on machines will make us ……… .

Direction (Q. No. 51 to 60) : Read the following passage and answer the questions that follow — The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man's servants; yet he has grown so dependent on them that they are in a fair way to become his masters. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all round them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, "What do we do with all the time and energy that the machines have saved for us?" The answer, I think, is that we should try to become more civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and liking beautiful things, thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against.

Right Answer: the slaves of machines

The author states that machines were made to be man's servants, yet man has grown so dependent on them that they are in a fair way to become his masters. He adds that most men now spend most of their lives looking after and waiting upon machines, feeding them coal, giving them petrol and keeping them in a good temper. This reversal of roles means that man, once the master, is reduced to the position of a servant or slave of his own creations. Hence option (2) is the correct answer.
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Q58. What have machines saved for us ?

Direction (Q. No. 51 to 60) : Read the following passage and answer the questions that follow — The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man's servants; yet he has grown so dependent on them that they are in a fair way to become his masters. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all round them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, "What do we do with all the time and energy that the machines have saved for us?" The answer, I think, is that we should try to become more civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and liking beautiful things, thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against.

Right Answer: time and energy

Towards the close of the passage the author poses his own question: what do we do with all the time and energy that the machines have saved for us? Machines perform work far more quickly than human hands, so the labour and hours they replace are returned to man as leisure. Petrol and coal are consumed by machines rather than saved, while science and knowledge are the source of machines, not their product. The whole argument of the passage rests on the proper use of this saved leisure. Hence option (1) is correct.
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Q59. What is the author's advice for the use of leisure ?

Direction (Q. No. 51 to 60) : Read the following passage and answer the questions that follow — The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man's servants; yet he has grown so dependent on them that they are in a fair way to become his masters. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all round them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, "What do we do with all the time and energy that the machines have saved for us?" The answer, I think, is that we should try to become more civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and liking beautiful things, thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against.

Right Answer: to become more civilized

The author answers his own question directly: the time and energy saved by machines should be used to try to become more civilized. He warns that machines and the power they give are not civilization itself but only aids to civilization, and that making better and better machines merely returns still more time and energy without solving anything. Instead man should use his leisure to create beautiful things, understand the universe, remove the causes of quarrels between nations and prevent poverty. Hence option (3) is the correct answer.
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Q60. According to the passage, what does being civilized mean ?

Direction (Q. No. 51 to 60) : Read the following passage and answer the questions that follow — The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man's servants; yet he has grown so dependent on them that they are in a fair way to become his masters. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all round them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, "What do we do with all the time and energy that the machines have saved for us?" The answer, I think, is that we should try to become more civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and liking beautiful things, thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against.

Right Answer: love of beautiful things, freedom in thinking, righteous living, maintaining justice

The author reminds the reader of the definition agreed upon earlier: being civilized means making and liking beautiful things, thinking freely, and living rightly and maintaining justice equally between man and man. Civilization is thus defined in aesthetic, intellectual, moral and social terms rather than in mechanical ones. The passage explicitly denies that machines constitute civilization, calling them merely aids to it, so any option built around making more machines or being machine based contradicts the text. Hence option (2) reproduces the author's definition and is correct.
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