Grammar Editing Exercises | Subject–Verb Agreement, Tense, Word Form and Prepositions

Grammar editing becomes reliable when a learner stops treating mistakes as isolated bad words and starts seeing the relationships that make a sentence work.

This longform manual develops four of the highest-value relationships in Secondary English editing: subject–verb agreement, tense and aspect, word form, and prepositions. It belongs to the Secondary English Editing Examination Performance lane and follows the detection system established in English Error Correction Exercises With Answers | Train Detection Before Repair.

The purpose here is narrower and deeper. This page does not try to teach every possible grammar error. It trains four families until the learner can move through the complete examination chain:

DETECT THE RELATIONSHIP → IDENTIFY THE CONTROLLER → TEST THE FORM → MAKE THE SMALLEST REPAIR → REREAD IN CONTEXT → RETEST ON AN UNSEEN PASSAGE.

Maren will take the structural lens: what controls what? Iona will take the verification lens: what evidence proves the sentence is wrong? Leonie will take the execution lens: how can the correct decision survive time pressure? Their roles overlap, but the three perspectives help us separate grammar knowledge from detection and performance.

The four families were chosen because they generate a large number of realistic examination errors and because they interact. Subject–verb agreement depends on finding the true subject. Tense depends on building a timeline. Word form depends on recognizing the grammatical slot. Prepositions depend on understanding both meaning and lexical pattern. None is solved well by looking at one word in isolation.

How to use this manual

There are four levels of work in each module:

1. Relationship. Understand what the grammar family actually encodes.
2. Detection. Learn which structures deserve attention.
3. Repair. Make the smallest change that restores the relationship.
4. Transfer. Find the same relationship inside unfamiliar sentences and passages without being told what to look for.

For every exercise, do not merely write the answer. Record a short proof. Good proofs are compact:

• “Head noun is singular.”
• “Earlier past event before another past event.”
• “Adverb slot modifies the verb.”
• “Responsible selects for.”

These proofs are temporary training devices. In the examination room, they compress into fast internal cues.

Module 1 — Subject–Verb Agreement

Subject–verb agreement looks simple in examples such as She runs and They run. Examination difficulty appears when the subject is long, interrupted, coordinated, embedded inside another clause, or separated from the verb by nouns with different number.

1. Agreement is controlled by the grammatical subject, not the nearest noun

Consider:

The quality of the photographs has improved.

The noun nearest the verb is photographs, plural. The grammatical head of the subject phrase is quality, singular. Therefore has is correct.

Maren’s structural move is to bracket the modifier:

The quality [of the photographs] has improved.

Then remove it mentally:

The quality has improved.

This stripping technique is one of the most reliable agreement tools in editing.

2. The head noun

The head noun carries the core grammatical number of many noun phrases. In the following, the bolded head controls the verb:

• The list of names is complete.
• The names on the list are correct.
• The effect of the changes is visible.
• The changes in policy are significant.
• The series of workshops begins tomorrow.

The visible plural inside an of-phrase is a frequent attraction trap.

3. Agreement Exercise A — head noun under attraction

1. The list of recommended books are on the desk.
2. The books on the desk belongs to Iona.
3. The quality of the samples have improved.
4. The samples from the second trial look stable.
5. The effect of the new rules remain uncertain.
6. The reasons for the delay remains unclear.
7. The collection of maps was moved yesterday.
8. The photographs in the old album has faded.
9. The level of noise increases after lunch.
10. The students in the final group is waiting outside.

Answers

1 are → is; head list. 2 belongs → belong; head books. 3 have → has; head quality. 4 correct. 5 remain → remains; head effect. 6 remains → remain; head reasons. 7 correct. 8 has → have; head photographs. 9 correct. 10 is → are; head students.

Training point: do not allow the noun immediately before the verb to decide the agreement automatically.

4. Each, every, either and neither

In formal edited English, each, every, either and neither commonly trigger singular agreement when they function as the controlling head.

• Each of the students has a copy.
• Every one of the machines needs maintenance.
• Neither of the explanations seems convincing.
• Either option works.

The plural noun inside of the students does not take control away from Each.

5. Agreement Exercise B — distributive heads

1. Each of the answers are worth one mark.
2. Every one of the pages contains a heading.
3. Neither of the routes lead directly to the station.
4. Either of the methods is acceptable.
5. Each of the reports include a summary.
6. Every student in the two classes have a workbook.
7. Neither explanation appears complete.
8. Either answer seem possible at first.
9. Each of the students who were absent has received the notes.
10. Every one of the machines that were tested passed.

Answers

1 are → is. 2 correct. 3 lead → leads. 4 correct. 5 include → includes. 6 have → has. 7 correct. 8 seem → seems. 9 correct: main head Each takes has, while relative who were absent refers to plural students. 10 correct: main past verb passed is number-neutral, while relative were tested agrees with plural machines.

This set introduces an important advanced idea: one sentence can contain more than one subject–verb relationship. Do not force all verbs to agree with the same noun.

6. Relative clauses create local agreement systems

In One of the researchers who work in the laboratory has published the paper, two agreement systems operate:

• who work — who refers to plural researchers;
• One … has published — the main head is singular One.

Leonie’s timing cue is simple: when a sentence contains who, that or which, quickly identify whether the verb belongs to the relative clause or the main clause before editing it.

7. Agreement Exercise C — embedded clauses

1. The student who sits near the window have finished.
2. The students who sit near the window have finished.
3. One of the books that were missing has been found.
4. One of the books that was missing have been found.
5. The people who attends the workshop are volunteers.
6. The person who attends the workshop is a volunteer.
7. The number of people who use the service have increased.
8. The reasons that were given seems incomplete.
9. Each of the machines that were repaired works properly now.
10. The machine that were repaired works properly now.

Answers

1 main have → has; relative sits is correct. 2 correct. 3 correct. 4 relative was → were and main have → has in open editing. 5 attends → attend. 6 correct. 7 main have → has; relative use correctly agrees with plural people. 8 main seems → seem; relative were given is correct. 9 correct. 10 were → was.

8. A number of versus the number of

These two forms are valuable because they look almost identical but behave differently in standard formal English.

• A number of students are absent. Here the phrase means several students.
• The number of students is increasing. Here the subject refers to one quantity.

Do not memorize the verbs only. Notice the meaning.

9. Agreement Exercise D — quantities and number expressions

1. A number of students is waiting outside.
2. The number of students are rising.
3. A number of errors were found in the draft.
4. The number of errors have fallen this week.
5. A large number of visitors attend the exhibition each year.
6. The total number of visitors remain uncertain.
7. Ten kilometres is a long distance to walk in this heat.
8. Fifty dollars are enough for the repair.
9. Two hours is enough time for the workshop.
10. Twenty students is waiting in the hall.

Answers

1 is → are. 2 are → is. 3 correct. 4 have → has. 5 correct. 6 remain → remains. 7 correct when the distance is conceptualized as one measure. 8 usually are → is when the amount of money is one sum. 9 correct when the duration is treated as one amount. 10 is → are; here students are individual people, not one measurement.

10. Collective nouns and global English

Collective nouns such as team, committee, government and family may take singular or plural agreement depending on English variety and meaning. British English more readily permits plural agreement when emphasizing members; American English more often uses singular agreement for the unit.

For a world-facing learner, the correct principle is:

Learn the target examination convention, but do not mislabel recognized variation as universal error.

If the task expects singular collective treatment, use it consistently. If a passage clearly treats a collective as plural members, inspect pronouns and verb choices together.

11. There is / there are

In existential constructions, there does not carry the notional number. The noun phrase after the verb guides formal agreement:

• There is a problem.
• There are several problems.

Informal speech often uses there’s before plurals, but many editing assessments expect number agreement in formal writing.

12. Agreement Exercise E — existential and collective patterns

1. There is several reasons to reconsider.
2. There are several reasons to reconsider.
3. There appears to be a problem with the data.
4. There appear to be several problems with the data.
5. The committee is meeting today.
6. The team are arguing among themselves.
7. The family lives in one apartment.
8. The audience was silent.
9. The news are encouraging.
10. Mathematics are difficult for some learners.

Answers

1 is → are in formal agreement with plural reasons. 2 correct. 3 correct. 4 correct. 5 correct under singular-unit convention. 6 can be correct in varieties that use plural agreement for collective members; follow target standard. 7 correct. 8 correct. 9 are → is; news is normally singular despite the final -s. 10 usually are → is when referring to the academic subject.

13. Subject–verb agreement diagnostic passage

A network of community laboratories have expanded across the region. Each of the laboratories provide local schools with access to equipment. The collection of instruments are managed by trained volunteers. One of the volunteers who work at the central site has created a booking system. The number of schools using the service have increased steadily, and a number of teachers has requested weekend access. There is also several mobile kits that can be borrowed. The programme’s success, together with strong community support, have encouraged other districts to copy the model.

Passage key

network…have → has. Each…provide → provides. collection…are → is. who work is correct because who refers to plural volunteers; main has created is correct because head One is singular. number…have → has. a number of teachers has → have. There is several → There are several. success…have → has; together with… does not create a compound subject.

14. Agreement false-positive set

All of the following are correct in the intended standard contexts. Do not change them.

1. The quality of the submissions has improved.
2. Each of the students has a copy.
3. A number of students are absent.
4. The number of students is increasing.
5. One of the researchers who work here has published the results.
6. The series of workshops begins next month.
7. There are several possible explanations.
8. The news was unexpected.
9. Two hours is enough time for this task.
10. The committee is meeting this afternoon.

If any sentence felt wrong, write the rule you almost overapplied. False-positive control is part of grammar editing.

Module 2 — Tense and Aspect

Tense editing is often taught as a list of forms. Examination performance is better served by a timeline model. The question is not “Which tense name do I remember?” but “Where does this event sit relative to the reference time, and how does the writer want us to view it?”

15. Tense is about time relationships

Consider:

By the time Leonie arrived, the others had left.

Two past events exist. The leaving happened before the arrival. The past perfect had left marks that earlier past relationship.

Now consider:

Leonie arrived and the others left.

The simple past can present a sequence without requiring past perfect.

Iona’s verification question is: What temporal information would be lost or changed if I replaced the form?

16. Simple present

Common functions include habits, routines, general truths, states and scheduled events:

• Water boils at a predictable temperature under specified conditions.
• Maren checks her answers before submission.
• The train leaves at six tomorrow.

Do not edit present tense merely because another sentence in the passage is past. A general truth can remain present inside a past narrative.

17. Present progressive

The present progressive often describes an action in progress around now, a temporary situation or an arranged future event:

• The team is testing a new system.
• Iona is staying with relatives this month.
• We are meeting the examiner tomorrow.

State verbs such as know, believe and own are less commonly used progressively in their stative meanings, although real usage can vary.

18. Present perfect

The present perfect links past activity to the present in several ways:

• unfinished period: She has studied here for three years.
• experience: He has visited the museum twice.
• present result: The team has completed the first phase.
• recent development: Prices have increased.

It normally does not pair with a definite finished past-time expression such as yesterday in standard usage:

She has submitted the form yesterday → She submitted the form yesterday.

19. Tense Exercise A — present and present perfect

1. She has submitted the report yesterday.
2. Iona has studied English for six years.
3. We live here since 2022.
4. The team has completed three trials this month.
5. Maren checks her notes every evening.
6. The museum has opened in 1998.
7. Scientists have studied this effect for decades.
8. The school introduces the programme last year.
9. The temperature is rising at the moment.
10. Water freezes at zero degrees Celsius under standard pressure.

Answers

1 has submitted → submitted. 2 correct if the period continues to the present. 3 live → have lived / have been living if the state began in 2022 and continues now. 4 correct if the month is unfinished. 5 correct. 6 has opened → opened with finished past year 1998. 7 correct if the research extends to the present. 8 introduces → introduced. 9 correct. 10 correct.

20. Past simple

The simple past places an event in a completed past time frame:

• Last year the school opened a new library.
• Maren finished the passage at 10:15.
• The researchers collected the samples in June.

Within narratives, the simple past often carries the main sequence of completed events.

21. Past progressive

The past progressive frames an action as ongoing at a past time:

• When the alarm rang, Leonie was checking the last page.
• At eight o’clock, the team was still working.

It can provide background while another event occurs.

22. Past perfect

The past perfect marks an event as earlier than another past reference point:

• By the time the bus arrived, we had waited for an hour.
• By the time the bus arrived, we had been waiting for an hour.

The second version emphasizes duration and continuity. The first emphasizes completed amount. Both can be grammatical depending on intended aspect.

Do not use past perfect simply because one action occurred earlier in real life. Use it when the earlier-past relationship matters to the narrative or prevents ambiguity.

23. Tense Exercise B — past relationships

1. By the time the meeting began, we waited for an hour.
2. When the phone rang, Iona wrote the conclusion.
3. When the phone rang, Iona was writing the conclusion.
4. After Maren had finished the first draft, she took a break.
5. The team had completed the experiment yesterday.
6. The team completed the experiment yesterday.
7. Before the technician arrived, the machine stopped working.
8. Before the technician arrived, the machine had stopped working.
9. At nine last night, Leonie revised the final section.
10. At nine last night, Leonie was revising the final section.

Answers and nuance

1 likely waited → had been waiting if the waiting extended up to the meeting start. 2 can be grammatical if the phone call and writing are sequential, but if the intended meaning is interruption, use was writing. 3 correct for an ongoing background action. 4 correct. 5 can be grammatical in a larger earlier-past narrative, but with isolated yesterday and no later past reference, simple past is normally more natural. 6 correct. 7 can be correct because before already marks sequence. 8 also correct and emphasizes the prior completion. 9 can mean she performed a completed act at nine; 10 emphasizes the activity in progress at nine. Context decides.

Training point: some tense items are not binary without context. Good editing exercises should provide enough temporal evidence.

24. Since and for

Since normally introduces a starting point; for introduces a duration.

• since Monday;
• since 2024;
• for three days;
• for six months.

When the period continues to the present, present perfect or present perfect progressive is common:

• She has lived here since 2024.
• She has been working for three hours.

25. Tense Exercise C — since, for and unfinished periods

1. He works here since January.
2. He has worked here since January.
3. They have been waiting since two hours.
4. They have been waiting for two hours.
5. She lived here for five years and still lives here now.
6. She has lived here for five years.
7. The programme began in March and has grown steadily since then.
8. The programme has begun in March.
9. Iona has completed four exercises today.
10. Iona completed four exercises yesterday.

Answers

1 works → has worked / has been working. 2 correct. 3 since → for. 4 correct. 5 if the state continues now, lived → has lived / has been living. 6 correct. 7 correct. 8 has begun → began with finished starting point in March. 9 correct if today is still the current day and the action is relevant now. 10 correct.

26. Future time clauses

English commonly uses present tense rather than will inside subordinate clauses introduced by time words such as when, after, before, as soon as and until when referring to the future:

• When the meeting starts, we will review the plan.
• After I finish, I will send the report.
• Before she leaves, she will check the room.

This pattern is a common editing target because learners transfer the future marker into both clauses.

27. Tense Exercise D — future relationships

1. When the bell will ring, the students will leave.
2. When the bell rings, the students will leave.
3. After I will finish the report, I will send it.
4. After I finish the report, I will send it.
5. By next June, the team will have completed the trial.
6. By next June, the team completes the trial.
7. The train leaves at six tomorrow.
8. We are meeting the tutor tomorrow afternoon.
9. Before she will submit the paper, she will check the references.
10. As soon as the results arrive, we will begin the analysis.

Answers

1 will ring → rings. 2 correct. 3 will finish → finish. 4 correct. 5 correct. 6 often completes → will have completed if the meaning is completion before a future deadline. 7 correct as scheduled future. 8 correct as arranged future. 9 will submit → submits. 10 correct.

28. Tense consistency is not tense sameness

A paragraph can legitimately contain several tenses:

The museum opened in 1998. It has expanded several times since then. Today it houses more than a million objects. Next year it will open a new research wing.

Every tense is consistent because each sentence occupies a different time relationship.

Editing becomes dangerous when learners “make all the verbs the same” without reconstructing the timeline.

29. Reported speech and backshift

Reported speech can involve backshift:

• Direct: “I am tired.”
• Reported: She said that she was tired.

But backshift is not always obligatory when the reported fact remains true or the reporting context supports present relevance:

The teacher explained that water boils when heated sufficiently.

A grammar editing task needs enough context before demanding one form.

30. Tense Exercise E — passage timeline

Last September, Maren joined a research club at school. She has attended her first meeting on a Friday afternoon and immediately became interested in the group’s environmental project. The club collected water samples from a nearby stream every month. By December, members complete three rounds of testing. When the teacher reviewed the data, she noticed that one measurement was unusually high. The group returned to the site the following week and discovered that heavy rain has disturbed sediment upstream. Since then, the students kept more detailed weather notes. They are now preparing a report that they will present next month.

Passage key

has attended → attended because the event belongs to the finished past narrative. By December, members complete → had completed or completed, with past perfect giving clearer completion-before-reference meaning. rain has disturbed → rain had disturbed because the disturbance occurred before the discovery in the past. Since then, the students kept → have kept / have been keeping if the note-taking continues to the present. Final are now preparing and will present correctly shift to the present/future.

31. Tense false-positive set

All are correct in the intended contexts:

1. Iona has lived here for five years.
2. Maren finished the report yesterday.
3. When the phone rang, Leonie was revising.
4. Before the teacher arrived, the students had already begun.
5. Before the teacher arrived, the students began the warm-up.
6. The train leaves at six tomorrow.
7. We are meeting the tutor tomorrow.
8. When the meeting starts, we will review the plan.
9. The museum opened in 1998 and has expanded several times since then.
10. Water expands when it freezes.

If you felt compelled to change an item, ask whether you were following a real timeline or a simplified classroom slogan.

Module 3 — Word Form

Word-form errors occur when the learner recognizes the root meaning but selects the wrong grammatical category. The solution is not to memorize suffixes first. It is to identify the slot.

32. The four major slots

In many editing items, the target slot calls for one of four broad categories:

• noun — names a person, thing, idea, process or quality;
• verb — expresses action, process or state;
• adjective — modifies a noun or functions as a complement after many linking verbs;
• adverb — modifies a verb, adjective, another adverb or sometimes a whole clause.

Maren’s structural question is: What job is the slot doing?

33. Adjective versus adverb

Compare:

• She gave a careful answer.
• She answered carefully.

The first modifies a noun. The second modifies a verb.

But do not reduce the rule to “verbs need -ly.” Linking verbs often take adjective complements:

• The soup tastes good.
• The result looks promising.
• The room became quiet.

The adjective describes the subject rather than the manner of the verb.

34. Word Form Exercise A — adjective/adverb

1. The machine operates automatic.
2. The machine is automatic.
3. Maren responded calm to the question.
4. Maren gave a calm response.
5. The explanation was remarkably clear.
6. The explanation was remarkable clear.
7. The students worked careful.
8. The students were careful.
9. The soup smells wonderfully.
10. The speaker explained the process clearly.

Answers

1 automatic → automatically. 2 correct. 3 calm → calmly. 4 correct. 5 correct. 6 remarkable → remarkably. 7 careful → carefully. 8 correct. 9 usually wonderfully → wonderful if describing the soup’s quality through the linking verb smells. 10 correct.

35. Noun slots

Determiners and adjective modifiers often signal a noun slot:

• the development of the system;
• a significant improvement;
• their final decision.

Prepositions also commonly introduce noun phrases:

because of the failure, during the discussion.

When the root appears in the wrong category, the surrounding structure gives the clue.

36. Word Form Exercise B — noun formation

1. The rapid of the change surprised everyone.
2. The rapidity of the change surprised everyone.
3. The decision caused widespread confuse.
4. The decision caused widespread confusion.
5. The team celebrated their succeed.
6. The team celebrated their success.
7. There was a significant improve in accuracy.
8. There was a significant improvement in accuracy.
9. The investigation produced an important discover.
10. The investigation produced an important discovery.

Answers

Odd-numbered sentences contain word-form errors: 1 rapid → rapidity/speed; 3 confuse → confusion; 5 succeed → success; 7 improve → improvement; 9 discover → discovery. Even-numbered sentences are correct.

37. Adjective slots after linking verbs

After linking verbs such as be, become, seem, appear, look, feel, sound, taste, an adjective often describes the subject:

• The result seems reliable.
• The room became quiet.
• The explanation sounds reasonable.

However, some of these verbs can also function as action verbs, changing the required form. She looked carefully at the graph uses looked as an action, so adverb carefully is appropriate.

38. Word Form Exercise C — linking versus action verbs

1. The plan seems sensibly.
2. The plan seems sensible.
3. Iona looked careful at the figures.
4. Iona looked carefully at the figures.
5. The fabric feels softly.
6. The fabric feels soft.
7. Leonie felt carefully along the edge.
8. The proposal appears reasonable.
9. The proposal appears reasonably.
10. The bell sounded loudly across the hall.

Answers

1 sensibly → sensible. 2 correct. 3 careful → carefully. 4 correct. 5 softly → soft if feels is linking and describes the fabric. 6 correct. 7 correct if felt is an action meaning touched/examined by touch. 8 correct. 9 usually reasonably → reasonable when appears is linking. 10 correct if loudly describes how the bell sounded as an action/event.

39. Participial adjectives: -ed and -ing

Pairs such as bored/boring, interested/interesting, confused/confusing, excited/exciting often encode experiencer versus cause:

• The students were bored by the lecture.
• The lecture was boring.
• Iona was interested in the result.
• The result was interesting.

Meaning, not suffix memorization alone, chooses the form.

40. Word Form Exercise D — participial adjectives

1. The students were boring by the long presentation.
2. The presentation was boring.
3. Maren felt confusing after reading the explanation.
4. The explanation was confusing.
5. Leonie was excited by the result.
6. The result was excited.
7. The audience looked interested.
8. The documentary was interested.
9. Iona felt exhausted after the test.
10. The final section was exhausting.

Answers

1 boring → bored. 2 correct. 3 confusing → confused. 4 correct. 5 correct. 6 excited → exciting if the result causes excitement. 7 correct. 8 interested → interesting. 9 correct. 10 correct.

41. Verb slots after auxiliaries

Word form also appears inside verb chains. After a modal, use a base verb. After perfect have, use a past participle. After progressive be, use an -ing participle. After passive be, use a past participle.

Although this overlaps with tense, the editing decision is often a word-form decision:

• may indicate;
• has chosen;
• is working;
• was completed.

42. Word Form Exercise E — verb forms

1. The result may indicates a problem.
2. The result may indicate a problem.
3. The committee has chose a new chair.
4. The committee has chosen a new chair.
5. The students are revise for the examination.
6. The students are revising for the examination.
7. The samples were store at low temperature.
8. The samples were stored at low temperature.
9. The team should completed the check today.
10. The team should complete the check today.

Answers

Odd-numbered items are incorrect: 1 indicates → indicate; 3 chose → chosen; 5 revise → revising; 7 store → stored; 9 completed → complete. Even-numbered items are correct.

43. Prefixes and meaning

Not every word-form problem is purely grammatical. Prefixes can reverse or alter meaning:

• possible / impossible;
• regular / irregular;
• legal / illegal;
• accurate / inaccurate.

An editor must preserve the intended meaning. A grammatically well-formed adjective can still be semantically wrong.

44. Word family mapping

Build families rather than isolated words:

Verb	Noun	Adjective	Adverb
analyse	analysis	analytical	analytically
decide	decision	decisive	decisively
respond	response	responsive	responsively
succeed	success	successful	successfully
vary	variation	variable/varied	variably
rely	reliability	reliable	reliably
apply	application	applicable	applicably
clarify	clarity	clear	clearly

Do not assume every theoretical family member is equally common in real English. Check dictionaries and authentic usage during training.

45. Word Form Exercise F — mixed family selection

1. The explanation was surprisingly clarity.
2. The explanation was surprisingly clear.
3. The machine performed reliable throughout the test.
4. The machine performed reliably throughout the test.
5. The team reached a decide after two hours.
6. The team reached a decision after two hours.
7. The method is highly effectiveness.
8. The method is highly effective.
9. The researchers analysed the data systematic.
10. The researchers analysed the data systematically.
11. The conclusion was based on careful analyse.
12. The conclusion was based on careful analysis.
13. The speaker responded confidence.
14. The speaker responded confidently.
15. The improvement was significant.
16. The improve was significant.

Answers

Incorrect items: 1 clarity → clear; 3 reliable → reliably; 5 decide → decision; 7 effectiveness → effective; 9 systematic → systematically; 11 analyse → analysis; 13 confidence → confidently; 16 improve → improvement. The alternating correct controls test discrimination.

46. Word form inside noun phrases

Long noun phrases contain several slots:

a highly effective training system

highly modifies adjective effective; effective modifies noun phrase training system. If the learner changes effective to effectively, the grammatical structure collapses.

Parse from the noun outward:

• system — noun head;
• training — noun used attributively;
• effective — adjective modifying the noun phrase;
• highly — adverb modifying the adjective.

47. Word Form Exercise G — layered modifiers

1. The school introduced a highly effectiveness programme.
2. The school introduced a highly effective programme.
3. The device produced a surprisingly accuracy reading.
4. The device produced a surprisingly accurate reading.
5. The team completed the task remarkably quick.
6. The team completed the task remarkably quickly.
7. The experiment produced an unexpectedly strong result.
8. The experiment produced an unexpected strongly result.
9. The report was carefully structured.
10. The report was careful structured.

Answers

1 effectiveness → effective. 2 correct. 3 accuracy → accurate. 4 correct. 5 quick → quickly. 6 correct. 7 correct. 8 strongly → strong. 9 correct. 10 careful → carefully.

48. Word-form passage

The research team developed a new method for measuring air quality. The device was design to be portable and simple to operate. During early trials, it produced surprisingly accuracy readings. Researchers then tested the system in several environments to see whether it performed reliable under changing conditions. The final version was significant lighter than the first prototype and could be carried easy by one person. Its successful depended not only on the sensor but also on careful calibration. The project demonstrated how systematic testing can turn an interesting idea into a practical solution.

Passage key

was design → was designed. accuracy readings → accurate readings. performed reliable → reliably. significant lighter → significantly lighter. carried easy → easily. Its successful → Its success. Final systematic testing is correct because adjective systematic modifies noun testing.

49. Word-form false-positive set

All are correct:

1. The result looks promising.
2. She looked carefully at the result.
3. The explanation was surprisingly clear.
4. The machine performed reliably.
5. The team reached a decision.
6. The report contains a detailed analysis.
7. The response was appropriate.
8. The students responded appropriately.
9. The task was completed successfully.
10. The final outcome was successful.

If one felt wrong, identify whether you confused linking verbs with action verbs, adjectives with adverbs, or nouns with verbs.

Module 4 — Prepositions

Prepositions are difficult because they sit at the boundary between grammar, meaning and vocabulary. Some choices are governed by broad spatial or temporal relationships. Others are selected by a particular verb, adjective or noun. That means a purely rule-based system is insufficient; lexical learning matters.

50. Two kinds of preposition knowledge

It is useful to separate:

1. semantic prepositions — chosen because of relationships such as time, location, direction, instrument or cause;
2. lexically selected prepositions — chosen because a word normally appears in a conventional frame.

For example:

• at six o’clock — semantic time relation;
• interested in science — adjective + selected preposition;
• depend on evidence — verb + selected preposition.

51. Prepositions of time: at, on, in

A useful general pattern is:

• at for clock times and points: at six, at noon;
• on for days and dates: on Monday, on 12 June;
• in for longer periods: in March, in 2026, in winter.

Idioms and regional usage create exceptions, so treat the pattern as a high-value default rather than the whole language.

52. Preposition Exercise A — time

1. The meeting begins in six o’clock.
2. The meeting begins at six o’clock.
3. We will meet in Monday.
4. We will meet on Monday.
5. The school opened at 2012.
6. The school opened in 2012.
7. The report is due on 15 September.
8. The report is due at September.
9. They arrived at noon.
10. The experiment continued for three hours.

Answers

Odd/even alternation reveals the patterns: 1 in → at; 2 correct; 3 in → on; 4 correct; 5 at → in; 6 correct; 7 correct; 8 at → in; 9 correct; 10 correct.

53. Since, for and during

Since gives a starting point; for gives duration; during locates an event within a period or event:

• since January;
• for three months;
• during the lesson;
• during the summer.

These choices interact with tense.

54. Preposition Exercise B — duration and period

1. She has studied here since three years.
2. She has studied here for three years.
3. The alarm rang during the lesson.
4. The alarm rang for the lesson.
5. They have been waiting for noon.
6. They have been waiting since noon.
7. The museum closes during two weeks each year.
8. The museum closes for two weeks each year.
9. We discussed the issue during the meeting.
10. We discussed the issue since the meeting.

Answers

1 since → for. 2 correct. 3 correct. 4 incorrect in the intended meaning; use during. 5 for → since. 6 correct. 7 during → for. 8 correct. 9 correct. 10 incorrect unless the intended meaning is “from the meeting until now,” in which case the verb tense would also need reconsideration.

55. Place: at, in, on

Broadly:

• at can mark a point or institution/event location: at the station, at school;
• in can mark enclosure or larger area: in the room, in the city;
• on can mark a surface or line: on the table, on the coast.

Real usage is richer than this summary. Learn recurring frames in context.

56. Preposition Exercise C — place

1. The keys are in the table.
2. The keys are on the table.
3. Maren is waiting in the station entrance.
4. Maren is waiting at the station entrance.
5. The students are in the classroom.
6. The notice is on the wall.
7. The village lies on the coast.
8. The files are stored at the folder.
9. The files are stored in the folder.
10. The bus stopped at the corner.

Answers

1 in → on. 2 correct. 3 may be possible if physically inside the entrance area, but at the station entrance is the normal point-location reading. 4 correct. 5 correct. 6 correct. 7 correct. 8 at → in. 9 correct. 10 correct.

57. Direction: to, into, onto, from

Movement toward a destination commonly uses to; movement from outside to inside often uses into; movement to a surface can use onto; origin uses from.

But verbs can select their own patterns. Enter usually takes a direct object in standard formal English: enter the room, not enter into the room when simple physical entry is meant.

58. Verb + preposition frames

Many high-value editing errors come from conventional verb frames. Learn the unit:

• depend on;
• belong to;
• listen to;
• apply for a job;
• apply to an institution;
• contribute to;
• result in;
• result from;
• suffer from;
• participate in;
• focus on;
• respond to.

Some verbs take a direct object with no preposition:

• discuss the issue;
• enter the room;
• approach the teacher;
• request information.

59. Preposition Exercise D — verbs

1. The result depends of several variables.
2. The result depends on several variables.
3. The students listened the recording twice.
4. The students listened to the recording twice.
5. The team discussed about the proposal.
6. The team discussed the proposal.
7. She applied for a scholarship.
8. She applied to the university.
9. The delay resulted from a technical fault.
10. The fault resulted in a delay.
11. Maren entered into the room quietly.
12. Maren entered the room quietly.
13. The students participated on the workshop.
14. The students participated in the workshop.
15. The report focuses in three main issues.
16. The report focuses on three main issues.

Answers

1 of → on. 2 correct. 3 add to. 4 correct. 5 remove about. 6 correct. 7 correct. 8 correct. 9 correct. 10 correct. 11 typically remove into for ordinary physical entry: entered the room. 12 correct. 13 on → in. 14 correct. 15 in → on. 16 correct.

60. Adjective + preposition frames

Common frames include:

• interested in;
• responsible for;
• capable of;
• aware of;
• similar to;
• different from in many formal contexts, though different to and different than occur in recognized varieties;
• dependent on;
• familiar with;
• good at;
• afraid of.

61. Preposition Exercise E — adjectives

1. Iona is interested on grammar.
2. Iona is interested in grammar.
3. Leonie is responsible of checking the clock.
4. Leonie is responsible for checking the clock.
5. Maren is capable to explain the structure.
6. Maren is capable of explaining the structure.
7. The students are familiar to the procedure.
8. The students are familiar with the procedure.
9. The second method is similar with the first.
10. The second method is similar to the first.
11. The outcome is dependent from several factors.
12. The outcome is dependent on several factors.

Answers

Odd-numbered items are incorrect in the target formal patterns: 1 on → in; 3 of → for; 5 to explain → of explaining; 7 to → with; 9 with → to; 11 from → on. Even-numbered items are correct.

62. Noun + preposition frames

Nouns can also select common prepositions:

• reason for;
• solution to;
• increase in;
• effect on;
• impact on;
• demand for;
• access to;
• relationship between;
• difference between;
• response to.

These frames are valuable in formal expository passages.

63. Preposition Exercise F — nouns

1. The reason of the delay is unclear.
2. The reason for the delay is unclear.
3. We need a solution for this problem.
4. We need a solution to this problem.
5. There was a sharp increase of demand.
6. There was a sharp increase in demand.
7. The policy had little effect to attendance.
8. The policy had little effect on attendance.
9. Students need access for reliable information.
10. Students need access to reliable information.
11. The relationship among the two variables is complex.
12. The relationship between the two variables is complex.

Answers

1 of → for. 2 correct. 3 for → to in the standard frame solution to. 4 correct. 5 often of → in for the change itself: increase in demand. 6 correct. 7 to → on. 8 correct. 9 for → to. 10 correct. 11 among → between for two entities. 12 correct.

64. Prepositions after passive verbs

Passive constructions can preserve prepositions from the active frame:

• People refer to the document → The document is referred to.
• Scientists base the model on evidence → The model is based on evidence.
• People associate the symbol with the city → The symbol is associated with the city.

These multi-word units are useful editing targets.

65. Preposition Exercise G — passive frames

1. The decision was based in incomplete data.
2. The decision was based on incomplete data.
3. The symbol is associated to the city.
4. The symbol is associated with the city.
5. The problem was caused from a damaged cable.
6. The problem was caused by a damaged cable.
7. The topic is related with several earlier studies.
8. The topic is related to several earlier studies.
9. The students were provided with additional notes.
10. The report was divided into three sections.

Answers

1 in → on. 2 correct. 3 to → with in the intended association frame. 4 correct. 5 from → by in the intended passive-cause construction. 6 correct. 7 with → to. 8 correct. 9 correct. 10 correct.

66. Preposition meaning shifts

Sometimes changing the preposition changes meaning rather than grammar:

• angry with a person versus angry about a situation;
• agree with a person/idea versus agree on a plan versus agree to a proposal;
• arrive at a station versus arrive in a city;
• compare with versus compare to, depending on rhetorical purpose and variety.

This is why a preposition key should include meaning, not only memorized pairs.

67. Preposition passage

Students taking part on a field study arrived to the reserve shortly after sunrise. Before beginning, the instructor reminded them to listen the safety briefing carefully and to remain aware about changing weather conditions. Each group was responsible of recording observations from one section of the trail. The final report would depend of accurate notes, so students were asked to focus in details that could be verified later. At the end of the day, the groups returned at the visitor centre and compared their findings. Several students commented that the experience had given them greater respect to the difficulty of collecting reliable field data.

Passage key

taking part on → taking part in. arrived to the reserve → arrived at the reserve. listen the briefing → listen to the briefing. aware about → aware of. responsible of → responsible for. depend of → depend on. focus in → focus on. returned at → returned to in the movement sense. respect to the difficulty → respect for the difficulty.

68. Preposition false-positive set

All are correct:

1. The result depends on several factors.
2. The students listened to the recording.
3. The team discussed the proposal.
4. Maren applied for a scholarship.
5. Iona applied to the university.
6. Leonie is responsible for checking the answers.
7. The students are familiar with the procedure.
8. The decision was based on evidence.
9. The report is divided into four sections.
10. The project resulted in several useful findings.

If you inserted or replaced a preposition, identify the lexical frame you misremembered.

Module 5 — Integrated Editing Across the Four Families

Once each family is reasonably stable in isolation, the real examination problem begins: no label tells you whether the error is agreement, tense, word form or preposition. You must classify first.

69. The four-family scan

A compact mixed scan can be:

1. Agreement: what is the subject head?
2. Tense: what is the timeline or reference time?
3. Word form: what grammatical slot is open?
4. Preposition: what relationship or lexical frame controls this phrase?

Do not mechanically check all four for every word. Use them as high-value questions when the sentence contains relevant structures.

70. Integrated Exercise A — 20 mixed sentences

1. The list of recommended sources are on the final page.
2. The team has completed the first phase.
3. Yesterday, Iona has submitted her report.
4. The machine operates reliable under normal conditions.
5. Maren is interested on how the system works.
6. Each of the students has a copy.
7. The researchers have been collecting data since March.
8. The explanation was surprisingly clarity.
9. The outcome depends on several variables.
10. A number of students is waiting outside.
11. By the time Leonie arrived, the others left.
12. The students completed the task successful.
13. The class discussed about the passage.
14. The number of errors has fallen.
15. The museum opened in 1998 and has expanded several times since then.
16. The decision caused widespread confuse.
17. The report is based on three sources.
18. The photographs in the archive has faded.
19. When the meeting starts, we will review the plan.
20. The students are capable to complete the task.

Answers

1 agreement: are → is. 2 correct. 3 tense: has submitted → submitted. 4 word form: reliable → reliably. 5 preposition: on → in. 6 correct. 7 correct. 8 word form: clarity → clear. 9 correct. 10 agreement: is → are. 11 tense: likely left → had left if the leaving preceded the arrival. 12 word form: successful → successfully. 13 preposition: remove about. 14 correct. 15 correct. 16 word form: confuse → confusion. 17 correct. 18 agreement: has → have. 19 correct. 20 preposition/complement: to complete → of completing.

71. Integrated Exercise B — false-positive pressure

Exactly half of these sentences are correct. Decide before repairing.

1. The quality of the results has improved.
2. The quality of the results have improved.
3. She has studied here for four years.
4. She has studied here yesterday.
5. The explanation was remarkably clear.
6. The explanation was remarkable clear.
7. The result depends on several factors.
8. The result depends of several factors.
9. One of the researchers who work here has published the paper.
10. One of the researchers who works here have published the paper.
11. When the bell rings, we will begin.
12. When the bell will ring, we will begin.
13. The students responded confidently.
14. The students responded confident.
15. Iona is responsible for checking the figures.
16. Iona is responsible of checking the figures.
17. A number of students are absent.
18. A number of students is absent.
19. The train leaves at six tomorrow.
20. The train will leaves at six tomorrow.

Answers

Correct items: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19. Incorrect items: 2 agreement; 4 tense; 6 word form; 8 preposition; 10 relative-clause and main agreement; 12 future time clause; 14 adjective/adverb; 16 adjective-preposition frame; 18 agreement; 20 modal/future verb form.

72. Integrated Exercise C — identify the family first

For each error, label A = agreement, T = tense/aspect, W = word form, P = preposition.

1. The purpose of the new rules are to reduce confusion.
2. Since January, the team collected data every week.
3. The device produced an accuracy reading.
4. The report focuses in three main questions.
5. Every one of the students have completed the task.
6. The museum has opened in 2004.
7. The researchers worked systematic.
8. The students listened the recording.
9. The number of complaints have decreased.
10. By next month, the team completes the trial.
11. The result was a complete successful.
12. The policy had an effect to attendance.

Answers

1 A: are → is. 2 T: collected → has collected/has been collecting if continuing now. 3 W: accuracy → accurate. 4 P: in → on. 5 A: have → has. 6 T: has opened → opened. 7 W: systematic → systematically. 8 P: add to. 9 A: have → has. 10 T: often completes → will have completed for completion before a future deadline. 11 W: successful → success. 12 P: to → on.

73. Integrated Passage 1 — environmental monitoring

A network of sensors have been installed along the river to monitor water quality. Each sensor record temperature, acidity and dissolved oxygen at regular intervals. The equipment is design to operate for long periods with limited maintenance. Since the project began last year, researchers collected millions of readings. The data is then compared with samples taken manually by field teams. If a sensor produces an unusual value, technicians do not assume immediate that pollution has occurred. Instead, they check whether the device is functioning properly and compare the reading to nearby stations. The reliability of the system depend on both good equipment and careful interpretation. The project has also increased access for information about the river because summary data are published online.

Passage key

Agreement: A network…have → has; Each sensor record → records; reliability…depend → depends. Word form: is design → is designed; assume immediate → immediately. Tense: Since the project began…researchers collected → have collected/have been collecting if the work continues. Preposition: compare the reading to nearby stations is semantically awkward because a reading should be compared with readings from nearby stations; rewrite minimally according to task scope. access for information → access to information. The data is may be accepted in singular mass-data usage or changed to data are in plural scientific convention; follow target standard.

74. Integrated Passage 2 — school archive

The school archive contain photographs, letters and publications from more than a century of local history. A large collection of early photographs were recently digitised so that students could use them without handling the originals. Before the project began, many images had been stored in boxes that was difficult to search. The new catalogue allows users to look for material by date, place and subject. Since the database went online, teachers used it in history and language lessons. Students have also produced several creative projects based in the old photographs. One class created a digital exhibition that was remarkable popular with former students. The success of these projects have encouraged the school to digitise more material next year.

Passage key

Agreement: archive contain → contains; collection…were → was; boxes that was → boxes that were; success…have → has. Tense: Since the database went online, teachers used → have used if usage continues. Preposition: based in the old photographs → based on. Word form: remarkable popular → remarkably popular.

75. Integrated Passage 3 — urban trees

Urban trees provides shade, reduce surface temperatures and create habitats for wildlife. The effect of a single tree are limited, but thousands of trees can influence conditions across a neighbourhood. For this reason, many cities have invested on long-term planting programmes. A successful programme require more than placing young trees in the ground. Species must be chosen careful, and planners need to consider soil, water, space and future maintenance. Trees that are poorly matched to a site may fail even if they was healthy when planted. Since one city changed its planting strategy five years ago, survival rates improved steadily. Officials now use mapping software to identify areas that are especially need of shade.

Passage key

Agreement: trees provides → provide; coordinated verbs reduce/create already agree with plural trees. effect…are → is. programme require → requires. they was → they were. Preposition: invested on → invested in; need of shade needs restructuring, commonly in need of shade. Word form: chosen careful → carefully. Tense: Since…changed…survival rates improved → have improved if improvement continues to the present.

76. Integrated Passage 4 — language learning app

A language-learning app use short daily exercises to help users build vocabulary and grammar. The lessons are design to become gradually more difficult as the learner improves. Each unit contain review questions from earlier topics so that older material is not forgotten. The company has launched the first version in 2022 and added several new features since then. Users can now listen audio, record their own speech and compare pronunciation with model examples. The app also gives feedback immediate after each exercise. Researchers interested on digital learning have studied whether this kind of frequent practice improves retention. Results vary, but many studies suggests that spaced review can be useful when it is combined with meaningful use of the language.

Passage key

Agreement: app use → uses; Each unit contain → contains; studies suggests → studies suggest. Word form: are design → designed; feedback immediate → immediately. Tense: has launched…in 2022 → launched; added…since then may be has added if linked to the present. Preposition: listen audio → listen to audio; interested on → interested in.

77. Integrated Passage 5 — food preservation

Food preservation methods has developed over thousands of years. Drying, salting and fermentation were used long before modern refrigeration exists. Each method work by changing the conditions that microorganisms need in order to grow. Refrigeration slow many biological processes, while freezing reduces activity even further. Modern food science has also produced packaging that is design to limit exposure to oxygen or moisture. Since consumers became more interested on reducing waste, researchers developed new materials that can extend shelf life without adding excessive packaging. The effectiveness of any method depend on the food, storage temperature and handling. For this reason, preservation instructions should be followed careful.

Passage key

Agreement: methods has → methods have; Each method work → works; Refrigeration slow → slows; effectiveness…depend → depends. Tense: long before modern refrigeration exists → existed; Since consumers became…researchers developed → have developed if development continues. Preposition: interested on → interested in. Word form: is design → designed; followed careful → carefully.

Module 6 — Deep Diagnosis by Failure Type

78. Missed detection versus wrong repair

Imagine the sentence:

The list of options are on the screen.

If Leonie does not notice anything wrong, the problem is detection. If she notices the verb but changes options to option, the problem is repair. If she correctly changes are to is but later changes a correct sentence because it also contains an of-phrase, the problem is overgeneralization.

Record these differently. A single mark lost can arise from different causes.

79. Agreement diagnosis table

Observed failure	Likely cause	Training response
Verb matches nearest noun	Head noun not identified	Bracket and strip modifiers
Relative-clause verb changed incorrectly	Clause controller confused	Mark main vs relative subjects
Each/every followed by plural verb	Distributive head not retrieved	Minimal-pair retrieval
A number/the number confused	Phrase meaning not distinguished	Contrast quantity vs plural quantifier
Correct collective changed	Variation treated as error	Target-standard calibration

80. Tense diagnosis table

Observed failure	Likely cause	Training response
Present perfect with yesterday	Finished-time constraint weak	Time-anchor sorting
All past events changed to past perfect	Past perfect overgeneralized	Timeline sequencing tasks
Will inside future time clause	Subordinate future pattern weak	When/after/before contrasts
Since + simple past in ongoing context	Unfinished-period concept weak	Since/for + present perfect drills
Correct tense changed for sameness	Consistency misunderstood	Mixed-time coherent passages

81. Word-form diagnosis table

Observed failure	Likely cause	Training response
Adjective used after action verb	Modifier slot not identified	Verb vs noun modification contrasts
Adverb used after linking verb	Linking/action function confused	Look/feel/sound minimal pairs
Noun/verb confused	Word family not organized	Family tables and slot labelling
-ed/-ing adjective reversed	Experiencer/cause meaning weak	Meaning-based pairs
Correct form changed due suffix expectation	Suffix rule overgeneralized	Correct-control sets

82. Preposition diagnosis table

Observed failure	Likely cause	Training response
Discuss about	Direct-object frame not stored	Verb + complement frame learning
Responsible of	Adjective-preposition frame weak	Chunk retrieval
Since/for confused	Temporal meaning weak	Starting-point vs duration contrasts
Arrive to	Movement frame transfer	Arrive at/in examples
Correct preposition changed	Single-rule overuse	Meaning-shift comparisons

Module 7 — Building Automaticity

83. Slow correctness before fast correctness

Speed training should begin only after the relationship can be explained accurately. If a learner is guessing at agreement, a timer makes guessing faster. If the learner can consistently identify the head noun, then timed scanning can compress the process.

Leonie uses three stages:

1. untimed explanation;
2. moderately timed mixed practice;
3. target-time unseen passage.

84. Five-second proofs

Eventually, long explanations compress:

• Agreement: “Head singular.”
• Tense: “Earlier past before later past.”
• Word form: “Adverb modifies verb.”
• Preposition: “Depend on.”

The learner does not need to verbalize these aloud in the exam. They are compact internal checks.

85. Timed Set A — 16 decisions

Give yourself four minutes. Mark C or E first. Repair later.

1. The list of names is complete.
2. Each of the machines need repair.
3. She has lived here since 2023.
4. She has arrived yesterday.
5. The device worked reliable.
6. The device was reliable.
7. The result depends on several variables.
8. The result depends of several variables.
9. A number of students are absent.
10. The number of students are increasing.
11. When the bell rings, we will begin.
12. When the bell will ring, we will begin.
13. The response was appropriate.
14. She responded appropriate.
15. The report focuses on three issues.
16. The report focuses in three issues.

Decision key

1 C. 2 E. 3 C. 4 E. 5 E. 6 C. 7 C. 8 E. 9 C. 10 E. 11 C. 12 E. 13 C. 14 E. 15 C. 16 E.

86. Timed Set B — 20 decisions with embedded clauses

1. One of the students who work here has finished.
2. One of the students who works here have finished.
3. The report that was submitted yesterday is complete.
4. The reports that was submitted yesterday are complete.
5. Since the project began, the team has collected weekly data.
6. Since the project began, the team collected weekly data and still does so now.
7. The explanation was unexpectedly clear.
8. The explanation was unexpected clearly.
9. The researcher is responsible for checking the data.
10. The researcher is responsible of checking the data.
11. The number of applicants who qualify has increased.
12. The number of applicants who qualifies have increased.
13. By the time Maren arrived, Iona had finished.
14. By the time Maren arrived, Iona has finished.
15. The students analysed the results systematically.
16. The students analysed the results systematic.
17. The project resulted in several improvements.
18. The project resulted to several improvements.
19. Every one of the answers appears plausible.
20. Every one of the answers appear plausible.

Decision key

1 C. 2 E: relative works → work, main have → has. 3 C. 4 E: was → were. 5 C. 6 E if the activity continues to the present; use present perfect/perfect progressive. 7 C. 8 E. 9 C. 10 E. 11 C. 12 E: relative qualifies → qualify, main have → has. 13 C. 14 E: has finished → had finished. 15 C. 16 E. 17 C. 18 E: to → in. 19 C. 20 E.

Module 8 — Original Practice Bank

87. Agreement Bank 1 — 25 items

1. The colour of the walls has changed.
2. The walls in the corridor needs repainting.
3. Each of the folders contains a label.
4. Every one of the lights were switched off.
5. A series of lectures begins next week.
6. The reasons for the change remains unclear.
7. One of the students who sit near the front has volunteered.
8. The number of visitors have increased.
9. A number of visitors have complained.
10. There are several possible causes.
11. There is several possible causes.
12. The news was encouraging.
13. Mathematics is taught every day.
14. The team is preparing its report.
15. The equipment in the storage rooms were damaged.
16. The effects of heat are visible.
17. The collection of samples was labelled carefully.
18. Neither of the answers seem correct.
19. Either method works.
20. Every student and teacher was asked to attend.
21. Maren and Iona are ready.
22. The report, together with its appendices, was submitted.
23. The reports, together with the appendix, was submitted.
24. Two hours is enough time.
25. Twenty students is waiting outside.

Agreement Bank 1 key

1 C. 2 needs → need. 3 C. 4 were → was. 5 C. 6 remains → remain. 7 C: relative sit agrees with students; main has agrees with One. 8 have → has. 9 C. 10 C. 11 is → are. 12 C. 13 C. 14 C under singular collective convention. 15 were → was because equipment is uncountable singular. 16 C. 17 C. 18 seem → seems. 19 C. 20 generally C when the compound is conceptualized distributively after Every; target conventions may vary, so use assessment guidance. 21 C. 22 C. 23 was → were. 24 C. 25 is → are.

88. Tense Bank 1 — 25 items

1. She finished the report yesterday.
2. She has finished the report yesterday.
3. She has worked here for five years.
4. She works here since 2021.
5. The museum opened in 2005.
6. The museum has opened in 2005.
7. When the alarm rang, Iona was reading.
8. When the alarm rang, Iona reads.
9. By the time we arrived, the train had left.
10. By the time we arrived, the train has left.
11. Since March, the team has collected weekly data.
12. Since March, the team collected weekly data and still does so.
13. When the meeting starts, we will begin.
14. When the meeting will start, we will begin.
15. After I finish, I will call you.
16. After I will finish, I will call you.
17. The train leaves at six tomorrow.
18. We are meeting tomorrow afternoon.
19. By next year, the project will have finished its first phase.
20. By next year, the project finished its first phase.
21. The school opened last year and has expanded since then.
22. The school has opened last year and expanded since then.
23. Water boils when heated sufficiently.
24. The teacher explained that water boils when heated sufficiently.
25. The teacher explained that water boiled when heated sufficiently.

Tense Bank 1 key

1 C. 2 E: simple past. 3 C if ongoing. 4 E: present perfect/perfect progressive. 5 C. 6 E. 7 C. 8 E. 9 C. 10 E: past perfect needed in intended earlier-past relation. 11 C. 12 E if activity continues. 13 C. 14 E. 15 C. 16 E. 17 C. 18 C. 19 C. 20 E in intended future-completion meaning. 21 C. 22 E. 23 C. 24 C: general truth can remain present. 25 can be grammatically acceptable under backshift in some contexts, but the present form better preserves a timeless general truth; do not mark without assessment context.

89. Word Form Bank 1 — 25 items

1. The explanation was clear.
2. The explanation was clearly.
3. She explained the process clearly.
4. She explained the process clear.
5. The result was a complete success.
6. The result was a complete successful.
7. The team worked systematically.
8. The team worked systematic.
9. The device is reliable.
10. The device operates reliable.
11. The device operates reliably.
12. The decision caused confusion.
13. The decision caused confuse.
14. The students were interested.
15. The lesson was interesting.
16. The students were interesting by the lesson.
17. The report contains a detailed analysis.
18. The report contains a detailed analyse.
19. The machine performed efficiently.
20. The machine was efficient.
21. The machine was efficiently.
22. The response was appropriate.
23. She responded appropriately.
24. She responded appropriate.
25. The improvement was significant.

Word Form Bank 1 key

1 C. 2 E: clear. 3 C. 4 E: clearly. 5 C. 6 E: success. 7 C. 8 E: systematically. 9 C. 10 E: reliably. 11 C. 12 C. 13 E: confusion. 14 C. 15 C. 16 E: interested. 17 C. 18 E: analysis. 19 C. 20 C. 21 E: efficient. 22 C. 23 C. 24 E: appropriately. 25 C.

90. Preposition Bank 1 — 25 items

1. The result depends on several factors.
2. The result depends of several factors.
3. The students listened to the recording.
4. The students listened the recording.
5. The team discussed the proposal.
6. The team discussed about the proposal.
7. Maren is interested in science.
8. Maren is interested on science.
9. Iona is responsible for checking the figures.
10. Iona is responsible of checking the figures.
11. Leonie is capable of completing the task.
12. Leonie is capable to complete the task.
13. The report focuses on three issues.
14. The report focuses in three issues.
15. The decision was based on evidence.
16. The decision was based in evidence.
17. The project resulted in several changes.
18. The delay resulted from a damaged cable.
19. The delay resulted of a damaged cable.
20. The students participated in the workshop.
21. The students participated on the workshop.
22. The museum opened in 2010.
23. The meeting begins at six.
24. The meeting begins on six.
25. The report is due on Monday.

Preposition Bank 1 key

1 C. 2 E: on. 3 C. 4 E: add to. 5 C. 6 E: remove about. 7 C. 8 E: in. 9 C. 10 E: for. 11 C. 12 E: of completing. 13 C. 14 E: on. 15 C. 16 E: on. 17 C. 18 C. 19 E: from. 20 C. 21 E: in. 22 C. 23 C. 24 E: at. 25 C.

Module 9 — Passage Practice Bank

91. Passage A — coastal research

A team of marine researchers are studying how coastal habitats respond to rising temperatures. Each of the study sites include sensors that measure water temperature and oxygen. The equipment is check every month to make sure readings remain reliable. Since the project began three years ago, the team collected thousands of measurements. Researchers are also interested on how fish behaviour changes during unusually warm periods. The quality of the data depend on consistent maintenance, so every visit is recorded careful. By the end of next year, the team expects to completed its first long-term comparison.

Key

Agreement: A team…are → is in singular-unit convention; Each…include → includes; quality…depend → depends. Word form: is check → checked; recorded careful → carefully; to completed → complete. Tense: Since…collected → has collected/has been collecting. Preposition: interested on → interested in.

92. Passage B — digital maps

Digital maps has changed how many people navigate unfamiliar places. A modern mapping service combine satellite data, road information and user reports. The system updates routes when it receive new information about traffic. Since smartphones became common, millions of users relied on live directions every day. The software is designed to respond rapid to changing conditions, but no map is perfect. Drivers should remain aware about signs, road closures and local rules. The accuracy of a route also depend on the quality of the underlying data. If a road is recently closed, the map may continue to recommend it until the database is updated.

Key

Agreement: maps has → maps have; service combine → combines; it receive → receives; accuracy…depend → depends. Tense: Since…users relied → have relied if continuing to present. Word form: respond rapid → rapidly. Preposition: aware about → aware of. Final conditional sentence is acceptable if recently closed is adjectival; if intended as a completed passive event, has recently been closed may be clearer.

93. Passage C — school garden

A school garden provide students with opportunities to observe plants over time. The effect of regular observation are especially useful in science lessons because students can connect diagrams with real growth. Each class are responsible for one section of the garden. Teachers ask students to record changes systematic and to compare their notes from week to week. Since the garden opened last year, several classes used it for projects on insects, soil and weather. Students are often surprised on how quickly conditions can change after heavy rain. The success of the garden depend on simple routines for watering, tool storage and maintenance.

Key

Agreement: garden provide → provides; effect…are → is; Each class are → is; success…depend → depends. Word form: record changes systematic → systematically. Tense: Since…classes used → have used. Preposition: surprised on → surprised at/by depending on intended frame.

94. Passage D — bridge monitoring

Engineers responsible of maintaining large bridges use many kinds of inspection. A network of sensors measure movement, vibration and temperature. The readings is combined with visual checks carried out by trained staff. If a sensor detect an unusual pattern, engineers investigate before deciding whether action is required. The system has became more sophisticated over the past decade, but human judgement remains essential. Inspectors need to look careful at changes that may appear small but become important over time. The final decision often depend on evidence from several sources rather than on one reading.

Key

Preposition: responsible of → for. Agreement: network…measure → measures; readings is → are; sensor detect → detects; decision…depend → depends. Word form: became → become is technically a verb-form error inside present perfect; look careful → carefully. Tense/aspect: has became → has become.

95. Passage E — library lending

Public libraries often lend more than books. Some branches provides musical instruments, tools or educational kits. Each of these collections require clear rules because the items may be expensive or difficult to replace. Before a borrower receives an item, staff checks that it is complete and records its condition. Since one library introduced a tool-lending programme two years ago, demand increased steadily. Librarians are pleased on the response but also aware that popular items need frequent maintenance. The programme has been especially successful because instructions are written clear and users can ask staff for advice.

Key

Agreement: branches provides → provide; Each…require → requires; staff checks may be singular or plural depending on target collective convention; if plural staff is intended, check/record. Tense: Since…demand increased → has increased. Preposition: pleased on → pleased with/by. Word form: written clear → clearly.

96. Passage F — exercise science

Sports scientists studies how training affects performance and recovery. A single workout create many temporary changes in the body, but long-term improvement depend on repeated training over time. Researchers are interested on how intensity, rest and nutrition interact. During a study, participants may be ask to complete the same exercise under different conditions. Their responses are measured careful so that small changes can be detected. Since wearable devices became more accurate, scientists collected larger amounts of data outside the laboratory. However, more data does not automatically produce better conclusions; the quality of the research still depend on good design.

Key

Agreement: scientists studies → study; workout create → creates; improvement depend → depends; final quality…depend → depends. Preposition: interested on → in. Word form: may be ask → asked; measured careful → carefully. Tense: Since…scientists collected → have collected if continuing.

97. Passage G — restoration workshop

A conservation workshop teach students how fragile objects are cleaned and repaired. The work requires patience because each object have its own history and material. Before any treatment begins, conservators examine the object and record its condition detail. They may also take photographs that will be compared to later images. Since digital photography became inexpensive, documentation improved significantly. Students quickly learn that a successful treatment does not mean making an old object look new. Instead, the goal is often to stabilize it and preserve evidence of its history. This approach is based in careful observation rather than aggressive cleaning.

Key

Agreement: workshop teach → teaches; each object have → has. Word form: record…detail → in detail is a prepositional phrase solution rather than word form; alternatively record its condition in detail. Tense: Since…documentation improved → has improved if improvement reaches present. Preposition: based in → based on. Other forms are correct.

98. Passage H — weather forecasts

Weather forecasting depend on observations from satellites, stations, aircraft and ocean buoys. Each source provide information about a different part of the atmosphere. Computer models use these observations to estimate how conditions may change. The models are not perfectly because the atmosphere is extremely complex and measurements are never complete. Since computing power increased, forecasts became more detailed and can now represent smaller-scale features. Meteorologists remain responsible of interpreting model output and communicating uncertainty. A forecast that is technically accuracy but poorly explained may still be unhelpful to the public.

Key

Agreement: forecasting depend → depends; Each source provide → provides. Word form: not perfectly → perfect; technically accuracy → accurate. Tense: Since computing power increased, forecasts became → has increased / forecasts have become if describing change up to present. Preposition: responsible of → responsible for.

99. Passage I — theatre rehearsal

A theatre rehearsal allow performers and technicians to test how many parts of a production fit together. The lighting team check cues, actors practise movement and sound engineers balance microphones. If one part changes, several other parts may needs adjustment. For example, a new stage position can affect where a light should be aimed. Since the cast began full rehearsals last week, the production changed significantly. The director is pleased on the progress but still wants the final scenes to move more smooth. The success of opening night will depend from how well the team responds to unexpected problems.

Key

Agreement: rehearsal allow → allows; lighting team check depends on collective convention; singular-unit target gives checks; parts may needs → may need is modal verb form; main success later singular. Tense: Since…production changed → has changed. Preposition: pleased on → pleased with; depend from → depend on. Word form: more smooth → more smoothly.

100. Passage J — robotics club

The robotics club meet twice a week to design small machines. Each project begin with a problem that students want to solve. One group is currently building a robot that can carry lightweight objects across the room. The design has changed several times since the students start testing it. Early versions moved too slow and sometimes failed to stop at the correct position. The students are now focused in improving the sensors and reducing unnecessary weight. Their latest prototype appears more reliable, but the team are still collecting data before making a final decision.

Key

Agreement: club meet → meets under singular collective convention; Each project begin → begins; final team are depends on collective convention. Tense: since the students start → started because the starting event is past while present perfect has changed links to now. Word form: too slow → too slowly when modifying moved. Preposition: focused in → focused on.

Module 10 — Examination Performance

101. Build a personal four-family risk map

After several sets, calculate how often each family causes:

• missed detection;
• wrong repair;
• false positive;
• slow decision.

Your highest-frequency family is not automatically your highest priority. An error that occurs slightly less often but causes repeated high-confidence wrong answers may deserve more attention.

102. Example learner profiles

Maren: strong agreement and tense, but word-form errors appear when sentences contain layered modifiers. Her scan emphasizes slot identification.

Iona: grammar knowledge is strong, but she sometimes changes acceptable tense variants or prepositions because she wants one absolute answer. Her priority is evidence threshold and variation.

Leonie: untimed accuracy is high, but subject–verb agreement drops late in timed passages. Her priority is a compressed head-noun scan under fatigue.

103. A four-week repair cycle

Week 1: agreement. Diagnose attraction errors, distributive heads, relative clauses and quantities. End with mixed passages.

Week 2: tense. Build timelines, distinguish finished and unfinished periods, practise future time clauses, then move to narrative passages.

Week 3: word form. Train slot recognition, linking/action contrasts, word families and participial adjectives.

Week 4: prepositions. Build lexical frames, semantic time/place patterns and mixed passage transfer.

At the end of each week, include items from previous weeks so the learner cannot rely on family labels.

104. A six-week integrated cycle

Week 1: baseline and agreement. Week 2: tense and timeline. Week 3: word form. Week 4: prepositions. Week 5: mixed passages and correct-line preservation. Week 6: timed unseen work, score stability and retest.

105. A twelve-week mastery cycle

Weeks 1–2 build agreement through increasingly complex noun phrases. Weeks 3–4 build tense and aspect from timelines rather than labels. Weeks 5–6 develop word-form slot recognition and word families. Weeks 7–8 develop preposition frames and semantic relationships. Weeks 9–10 integrate the four families in unfamiliar passages. Week 11 uses full timed simulation. Week 12 reduces the learner’s routine to a small personal risk scan and retests every family on unseen material.

106. Timed strategy

A practical timed editing sequence is:

1. Read the passage once for topic and broad time frame.
2. Work sentence by sentence.
3. Take high-confidence repairs immediately.
4. Mark medium-confidence items and move.
5. Complete the first pass.
6. Return to marked items.
7. Reread every repaired sentence.
8. Check answer transfer.

This is not a universal number of minutes. The time allocation must fit the target examination.

107. The stop rule

Stop investigating a sentence when:

• the meaning is coherent;
• the subject–verb relationship is sound;
• the tense fits the timeline;
• the suspicious word occupies the correct grammatical slot;
• the relevant lexical frame is valid;
• you cannot state a specific rule that fails.

At that point, further change is likely to be style preference or anxiety rather than grammar editing.

108. Mock paper metrics

After a mock, record:

• agreement errors present / detected / repaired;
• tense errors present / detected / repaired;
• word-form errors present / detected / repaired;
• preposition errors present / detected / repaired;
• correct lines preserved;
• false positives;
• items left blank;
• time used;
• accuracy in the final third of the task.

These data show where performance breaks.

Module 11 — Final Mastery Audit

109. Final 60-item mixed audit

Mark each item C or E. Repair only E items. Then label the family.

1. The list of topics is on the board.
2. The list of topics are on the board.
3. Each of the answers seems plausible.
4. Each of the answers seem plausible.
5. A number of students are absent.
6. The number of students are rising.
7. One of the researchers who work here has published a paper.
8. One of the researchers who works here have published a paper.
9. There are several possible causes.
10. There is several possible causes.
11. She submitted the form yesterday.
12. She has submitted the form yesterday.
13. She has lived here for six years.
14. She lives here since 2020.
15. By the time we arrived, the train had left.
16. By the time we arrived, the train has left.
17. When the bell rings, we will begin.
18. When the bell will ring, we will begin.
19. The museum opened in 1998 and has expanded since then.
20. The museum has opened in 1998 and expanded since then.
21. The machine operates reliably.
22. The machine operates reliable.
23. The machine is reliable.
24. The machine is reliably.
25. The result was a complete success.
26. The result was a complete successful.
27. The students worked systematically.
28. The students worked systematic.
29. The explanation was surprisingly clear.
30. The explanation was surprising clearly.
31. The students were interested in the topic.
32. The topic was interesting.
33. The students were interesting in the topic.
34. The report contains a detailed analysis.
35. The report contains a detailed analyse.
36. The result depends on several factors.
37. The result depends of several factors.
38. The students listened to the recording.
39. The students listened the recording.
40. The team discussed the proposal.
41. The team discussed about the proposal.
42. Maren is interested in grammar.
43. Maren is interested on grammar.
44. Iona is responsible for checking the figures.
45. Iona is responsible of checking the figures.
46. Leonie is capable of completing the task.
47. Leonie is capable to complete the task.
48. The report focuses on three issues.
49. The report focuses in three issues.
50. The decision was based on evidence.
51. The decision was based in evidence.
52. The project resulted in several changes.
53. The project resulted to several changes.
54. The delay resulted from a damaged cable.
55. The delay resulted of a damaged cable.
56. The school opened in 2010.
57. The meeting begins at six.
58. The report is due on Monday.
59. The report is due at Monday.
60. The students have been waiting for two hours.

Final 60-item key

1 C. 2 E agreement: are → is. 3 C. 4 E agreement: seem → seems. 5 C. 6 E agreement: are → is. 7 C. 8 E agreement: relative works → work and main have → has. 9 C. 10 E agreement: is → are. 11 C. 12 E tense: simple past. 13 C. 14 E tense: present perfect/perfect progressive. 15 C. 16 E tense: has left → had left. 17 C. 18 E tense: will ring → rings. 19 C. 20 E tense. 21 C. 22 E word form: reliably. 23 C. 24 E word form: reliable. 25 C. 26 E word form: success. 27 C. 28 E word form: systematically. 29 C. 30 E word form: surprisingly clear or another grammatical equivalent. 31 C. 32 C. 33 E word form/lexical form: interested. 34 C. 35 E word form: analysis. 36 C. 37 E preposition: on. 38 C. 39 E preposition: add to. 40 C. 41 E preposition: remove about. 42 C. 43 E preposition: in. 44 C. 45 E preposition: for. 46 C. 47 E complement/preposition: of completing. 48 C. 49 E preposition: on. 50 C. 51 E preposition: on. 52 C. 53 E preposition: in. 54 C. 55 E preposition: from. 56 C. 57 C. 58 C. 59 E: at → on. 60 C.

110. Final mastery passage — research vessel

A small research vessel carry scientists to coastal sites that are difficult to reach from land. The crew includes technicians who is responsible for navigation, equipment and safety. Before each trip, every instrument are checked and the route is reviewed. The vessel has completed hundreds of surveys since it enters service ten years ago. During a survey, researchers may collect water samples, record wildlife and measure currents. The work often continues for several hours, so equipment must operate reliable in changing conditions. Scientists are especially interested on how temperature and salinity vary across different locations. The quality of the final analysis depend on accurate field notes as well as laboratory results. Because weather at sea can change quickly, the team plans careful and remains ready to alter the schedule.

Key

Agreement: vessel carry → carries; technicians who is → who are; every instrument are → is; quality…depend → depends. Tense: since it enters service → entered service with present perfect main clause. Word form: operate reliable → reliably; plans careful → carefully. Preposition: interested on → interested in. Other sentences are correct.

111. Final mastery passage — city archives

City archives preserves records that help researchers understand how neighbourhoods have changed. A large collection of planning documents are stored in one climate-controlled room. Each file contain maps, letters or reports produced at different stages of a project. Since the archive moved to a new building five years ago, staff improved the catalogue and added thousands of digital images. The new system allows users to search material more efficient and to request files before visiting. Researchers are responsible of handling documents carefully because some papers are fragile. The archive also provides guidance about how sources should be cited. The number of online users have increased sharply, but many researchers still value seeing original material in person.

Key

Agreement: archives preserves → archives preserve if plural institution name is used as common plural; if City Archives were a singular proper institutional title, context could differ. collection…are → is; Each file contain → contains; number…have → has. Tense: Since…staff improved → staff have improved if continuing result to present. Word form: more efficient → more efficiently. Preposition: responsible of → responsible for.

112. Final mastery passage — emergency drills

Emergency drills gives students and staff a chance to practise what to do during unusual situations. The purpose of a drill are not to create fear but to make procedures familiar. Before a drill begins, organizers check that routes is clear and that communication systems are working. After the exercise, the team reviews what happened and records any problem systematic. Since the school introduced regular drills, response times improved and staff have become more confident. Organizers are careful of not treating every drill as identical because different scenarios require different decisions. The effectiveness of the programme depend on realistic practice, clear instructions and honest review.

Key

Agreement: drills gives → give; purpose…are → is; routes is → routes are; effectiveness…depend → depends. Word form: problem systematic → problems systematically or minimally repair according to intended grammar; the clean sentence is records any problems systematically. Tense: Since…response times improved → have improved. Preposition/complement: careful of not treating → careful not to treat is a more natural standard frame.

113. Final mastery passage — manufacturing quality

A factory quality system rely on repeated checks at different stages of production. Each batch of material are labelled so that its origin can be traced. Workers records measurements during processing, and automated sensors monitor temperature, pressure and speed. If a reading falls outside the expected range, the line may stops while the cause is investigated. Since the company upgraded its sensors last year, engineers detected smaller variations more quickly. The new equipment also produces data that can be analysed automatic. Managers are interested on patterns that might reveal problems before defective products are made. The value of the system depend on accurate measurements and consistent follow-up.

Key

Agreement: system rely → relies; Each batch…are → is; Workers records → record; value…depend → depends. Verb form: may stops → may stop. Tense: Since…engineers detected → have detected if continuing to present. Word form: analysed automatic → automatically. Preposition: interested on → interested in.

114. Final mastery passage — biodiversity survey

A biodiversity survey records which species are found in a particular area. The list of species provide a starting point, but researchers also note abundance, habitat and season. Each observation are more useful when its location and time are recorded accurately. Since one park began annual surveys, staff built a detailed picture of how bird populations change through the year. Volunteers take part on much of the fieldwork and are trained to identify common species. The programme has become increasingly success because participants receive regular feedback and opportunities to practise. Researchers remain cautious about comparing years directly when weather or survey effort differs. The reliability of long-term conclusions depend on consistent methods.

Key

Agreement: list…provide → provides; Each observation are → is; reliability…depend → depends. Tense: Since…staff built → staff have built if the record continues. Preposition: take part on → take part in. Word form: increasingly success → increasingly successful.

115. Retest protocol

Do not repeat the same items immediately and call the higher score mastery. Memory of the answer can disguise weak transfer.

For every recurring error:

1. identify the family;
2. state the controlling relationship;
3. write one new correct example;
4. write one plausible incorrect example;
5. wait at least a short interval;
6. test the same relationship inside a new sentence or passage.

If the learner can solve the new item without a family label, transfer is improving.

116. Error-log format

Original	Repair	Family	Controller	Why missed	Transfer cue
The list of names are…	are → is	Agreement	head = list	attracted by names	strip of-phrase
has finished yesterday	finished	Tense	finished past time	overused present perfect	yesterday → simple past
worked careful	carefully	Word form	modify verb	adjective/adverb confused	verb manner → adverb
responsible of	for	Preposition	lexical frame	frame not stored	responsible for

117. What improvement looks like

Agreement improves when the learner sees head nouns instead of nearby nouns. Tense improves when the learner sees timelines instead of isolated verb labels. Word form improves when the learner sees grammatical slots instead of suffix guesses. Prepositions improve when the learner sees relationships and lexical frames instead of one-word translations.

Performance improves further when:

• correct sentences are preserved;
• high-confidence errors become faster;
• low-confidence guesses decrease;
• passage accuracy approaches sentence accuracy;
• scores vary less across unfamiliar topics;
• the learner can explain a mistake after the fact without needing the teacher to identify the relationship first.

118. Final operating model

AGREEMENT: FIND THE HEAD. TENSE: BUILD THE TIMELINE. WORD FORM: IDENTIFY THE SLOT. PREPOSITIONS: RECOVER THE RELATIONSHIP OR FRAME. THEN REPAIR MINIMALLY, VERIFY, AND MOVE.

Return to the Secondary English Editing Examination Performance hub for the full lane. The next spoke moves from sentence-level grammar families into the harder transfer environment: Passage Editing Practice | Find Grammar Errors in Context Without Changing Meaning.