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Quizzes > English & Grammar

Sentence Error Quiz: Find the Mistake in Each Sentence

20-question spot the error quiz with instant results and explanations

Editorial: Review CompletedCreated By: Brent StoutUpdated Aug 28, 2025
Difficulty: Moderate
Grade: Grade 8
Study OutcomesCheat Sheet
Colorful paper art promoting a Spot the Error English grammar quiz for high school students.

This sentence error quiz helps you spot and fix grammar, punctuation, and word choice mistakes. Get instant results and quick tips to strengthen sentence skills for class or test prep. For more practice, try the error correction quiz, sentence correction practice, or identify the correct sentence.

Identify the error in the sentence: 'She go to school every day.'
She goes to school every day.
She going to school every day.
She is going to school every day.
She go to school every day.
The verb should be correctly conjugated in the third-person singular. 'Goes' is the correct form when the subject is 'she'.
Spot the error in the sentence: 'They was happy to see the movie.'
They were happy to see the movie.
They are happy to see the movie.
They be happy to see the movie.
They is happy to see the movie.
The error is in the verb form; for a plural subject like 'they', the past form should be 'were' instead of 'was'.
Identify the error in: 'I have a apple for lunch.'
I have a apple for lunch.
I have the apple for lunch.
I have apple for lunch.
I have an apple for lunch.
The error lies in the use of the wrong article. 'Apple' begins with a vowel sound so the article 'an' is required instead of 'a'.
Find the mistake in the sentence: 'My brother don't like ice cream.'
My brother did not likes ice cream.
My brother doesn't like ice cream.
My brother don't like ice cream.
My brother not likes ice cream.
The mistake is with subject-verb agreement. For the singular subject 'brother', the correct contraction is 'doesn't' instead of 'don't'.
Spot the error in: 'He run fast at the competition.'
He running fast at the competition.
He run fast at the competition.
He runs fast at the competition.
He ran fast at the competition.
The error is in the verb form. In the present tense for a singular subject, 'run' must be changed to 'runs'.
Identify the error in the sentence: 'Neither the teacher nor the students was present at the meeting.'
Neither the teacher nor the students is present at the meeting.
Neither the teacher nor the students were present at the meeting.
Neither the teacher nor the student were present at the meeting.
Neither the teacher nor the students was present at the meeting.
When subjects are joined by 'neither/nor', the verb should agree with the subject closest to it. Since 'students' is plural, 'were' is the appropriate choice.
Spot the mistake in: 'The team have won their game last night.'
The team has won its game last night.
The team have won their game last night.
The team have won its game last night.
The team has won their game last night.
Collective nouns like 'team' are usually treated as singular in American English. Therefore, the correct verb is 'has' and the matching possessive pronoun is 'its'.
Find the error in: 'Each of the students have finished their homework.'
Each of the students have finished their homework.
Each of the students has finished his or her homework.
Each of the students has finished his or their homework.
Each of the students have finished his or her homework.
The subject 'each' is singular, so the verb should be 'has'. Additionally, the pronoun must match in number, making 'his or her' the correct choice for formal writing.
Identify the error: 'Its important to proofread your work before submitting.'
It important to proofread your work before submitting.
It is important to proofread your work before submitting.
Its important to proofread your work before submitting.
Their important to proofread your work before submitting.
The error stems from the misuse of 'its'. In this context, the contraction for 'it is' should be used ('it's') or written out as 'it is'.
Spot the error in: 'He is taller then his brother.'
He is taller than his brother.
He is tall than his brother.
He is taller then his brother.
He is more tall than his brother.
The mistake lies in the misuse of 'then' instead of 'than'. 'Than' is used for making comparisons, which is the intended meaning here.
Identify the error in: 'After finishing the exam, the room felt relieved.'
After finishing the exam, the teacher felt relieved.
After finishing the exam, I felt relieved.
After finishing the exam, the room felt relieved.
After finishing the exam, the students felt relieved.
The introductory phrase 'After finishing the exam' improperly modifies 'the room', creating a dangling modifier. Changing the subject to 'the students' clarifies who completed the exam.
Identify the error in: 'The reason why he left is because he was tired.'
The reason why he left is because he was tired.
The reason he left is that he was tired.
He left because he was tired.
The reason he left is because he was tired.
The sentence is redundant by using both 'why' and 'because'. The correction removes the unnecessary words to provide a clearer and more concise statement.
Spot the error: 'She has visited London, Paris, and Rome last summer.'
She visited London, Paris, and Rome last summer.
She has visited London, Paris, and Rome this summer.
She has visited London, Paris, and Rome last summer.
She visited London, Paris, and Rome this summer.
The error is a tense inconsistency. The time adverb 'last summer' requires the simple past tense 'visited' rather than 'has visited'.
Find the error in the sentence: 'John and me went to the store.'
John and I went to the store.
Me and John went to the store.
John and me went to the store.
John and myself went to the store.
The error is the incorrect use of the object pronoun 'me' instead of the subject pronoun 'I'. The correction properly uses 'I' as part of the compound subject.
Identify the error in: 'Neither of the answers seem correct.'
Neither of the answers seem correct.
Neither of the answers seems correct.
Neither of the answers were correct.
Neither of the answers are correct.
The word 'neither' is singular, so it requires a singular verb. Changing 'seem' to 'seems' corrects the subject-verb agreement error.
Identify the error in: 'Running daily, the exhaustion grew on the team.'
Running daily, the team became exhausted.
Running daily, the exhaustion grew on the team.
Running daily, exhaustion grew on the team.
The team, running daily, grew exhaustion.
The introductory modifier 'Running daily' should describe the team, not 'the exhaustion'. The correction clarifies that the team's daily running led them to become exhausted.
Identify the error in: 'She enjoys reading, to write, and jogging every day.'
She enjoys reading, to write, and jogging every day.
She enjoys reading, writing, and to jog every day.
She enjoys reading, to writing, and jogging every day.
She enjoys reading, writing, and jogging every day.
The error is a lack of parallelism in the list of activities. Converting 'to write' to 'writing' ensures all items follow the same -ing form for consistency.
Spot the mistake in: 'The committee, which had been meeting for hours, have reached a consensus.'
The committee, which had been meeting for hours, reached a consensus.
The committee, which had been meeting for hours, are reached a consensus.
The committee, which had been meeting for hours, have reached a consensus.
The committee, which had been meeting for hours, has reached a consensus.
The subject 'committee' is a collective noun that is treated as singular in this context, so the verb should be 'has' instead of 'have'.
Identify the error in: 'Despite of the rainy weather, the match continued without interruption.'
In spite rainy weather, the match continued without interruption.
Despite the rainy weathers, the match continued without interruption.
Despite of the rainy weather, the match continued without interruption.
Despite the rainy weather, the match continued without interruption.
The error arises from the incorrect use of 'of' after 'despite'. 'Despite' should be directly followed by a noun phrase without an extra preposition.
Spot the error in the sentence: 'No sooner had the student finished his homework, he left for the library.'
No sooner had the student finished his homework he left for the library.
No sooner had the student finished his homework, he left for the library.
No sooner had the student finished his homework than he left for the library.
No sooner had the student finished his homework; he left for the library.
The standard construction 'no sooner... than' requires that 'than' be used to join the two clauses. The comma in the original sentence incorrectly replaces this necessary conjunction.
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Study Outcomes

  1. Identify grammatical errors in sentence structures.
  2. Analyze common mistakes within written text.
  3. Correct errors to reflect proper language usage.
  4. Apply language rules accurately in revised sentences.

Find Mistakes Quiz: 50 Sentence Corrections Cheat Sheet

  1. Subject-Verb Agreement - Keep your sentences in sync by making sure your subject and verb agree in number. It's like a dance: if the subject is singular, the verb should be too ("The cat runs quickly"); if plural, the verb steps up ("The cats run quickly"). Catch those trickier subjects that come between the star of the sentence and its verb!
  2. Proper Use of Apostrophes - Apostrophes are your best friends when showing possession ("the dog's bone") or making contractions ("it's" for "it is"), but they're not for plurals. Misplacing them can turn "its" into "it's" and vice versa, and that's a classic rookie move. Remember: if you can swap in "it is," you need the apostrophe!
  3. Distinguishing Between Homophones - Words that sound the same but mean different things can trip you up faster than a banana peel. Nail "there/their/they're" by associating each with its role: location, possession, or contraction. A quick mnemonic or silly story goes a long way to keep these pesky pals straight!
  4. Correct Use of Commas - Commas separate list items, set off introductory words, and give readers a breather - but don't overdo it. Too many commas can make your writing feel jittery, while too few leaves your reader gasping for air. Think of commas as traffic signals: stop, yield, or go without creating chaos!
  5. Avoiding Double Negatives - Double negatives can twist your meaning into a pretzel ("I don't need no help" actually cancels out to needing help!). Stick to one negative per clause to stay clear and confident. Your readers (and teachers) will thank you when your message comes through loud and clear.
  6. Maintaining Tense Consistency - Jumping between past, present, and future without warning is like teleporting without a map. Choose a tense and stick to it unless a flashback or time jump is part of your plan. Your story (or essay) will flow smoother than a time‑travel movie when you keep those verbs in line!
  7. Using Adverbs Correctly - Adverbs love to hang out close to the words they modify, so don't let them wander off. "I almost ate the whole cake" versus "I ate almost the whole cake" shows how placement packs a punch. Keep them near their buddies to avoid unintentional comedy!
  8. Understanding Count vs. Mass Nouns - Some nouns you can count ("three poems"), others you can't ("poetry"). Mixing them up can lead to awkward phrasing or missing articles. Treat count nouns like individual items in a basket and mass nouns like uncountable ingredients in a soup!
  9. Active vs. Passive Voice - Active voice (The student wrote the essay) puts the doer front and center, while passive voice (The essay was written by the student) hides the hero of the action. Lean on active voice for punchy, engaging prose that grabs attention and never lets go. It's like switching from slow-mo to fast-forward!
  10. Correct Use of Hyphens and Dashes - Hyphens join words in compound adjectives ("well-read student") and dashes add dramatic pauses or parenthetical flair. Mix them up and you'll end up with a well - read student instead of a well‑read one! Master these tiny lines to add polish and personality to your writing.
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