This Class 10 English quiz contains twenty original questions covering grammar, vocabulary, reading and writing choices. It is general revision material, not an official board examination or a claim to cover every Class 10 syllabus. Check your school’s prescribed texts and assessment format alongside this practice.
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How to work through the questions
Write your answers before opening the answer section. For sentence transformations, preserve the original meaning as well as the grammar. Give one point for each correct response, allowing equivalent wording for open answers.
The suggested practice time is twenty to thirty minutes, depending on how fully you explain your choices. This timing is not an examination rule. The total out of twenty describes performance on this set only.
Questions 1–6: grammar and sentence structure
- By the time the bus arrived, we ______ for twenty minutes. (had been waiting / are waiting)
- If I had more time, I ______ another language. (would study / will studied)
- Change to the passive: “The students organised the exhibition.”
- Complete: Neither of the two answers ______ correct. (is / are), using formal singular agreement.
- Combine using although: “The route was longer. It was safer.”
- Correct: “She asked where did I live.”
Questions 7–10: vocabulary and collocations
- The evidence was insufficient. Does that mean enough, not enough or irrelevant?
- Complete: We must ______ responsibility for the mistake. (take / make)
- Choose: The new rule will affect / effect the timetable.
- Replace “put off” with a formal verb: “They put off the meeting.”
Reading passage: testing a new arrangement
A school survey showed that many students wanted more quiet study space after lessons. The student committee first proposed keeping the library open late every day. However, the librarian explained that there was not enough staff time to supervise daily evening sessions.
The committee revised its proposal. For four weeks, the library would remain open until six on Tuesdays and Thursdays. Students could work independently, but the sessions would not include extra teaching. The librarian would record attendance, and students would leave brief comments about whether the arrangement helped them.
At the end of the trial, the committee would review the records and comments before recommending a permanent change. It also agreed to ask students who had not attended why the sessions were unsuitable for them. The aim was to understand both demand and practical limitations.
Questions 11–16: reading and inference
- What problem did the first survey identify?
- Why did the committee reject keeping the library open late every day?
- What compromise was introduced?
- What evidence would support continuing the arrangement?
- Does “trial” mean a court case in this passage?
- Which conclusion is supported: A. The plan is permanent; B. Every student will attend; C. The committee is testing a limited solution?
Questions 17–20: writing choices
- Choose the more suitable formal opening: “Hey, fix this!” or “I am writing to ask about the new study sessions.”
- Rewrite without repetition: “The room was quiet. The room was comfortable.”
- Add punctuation: “however the timetable may change”
- Give one sentence recommending a change, with a reason.
Answer key and explanations
| Question | Answer and explanation |
|---|---|
| 1 | Had been waiting. The waiting continued up to a point in the past. |
| 2 | Would study. This describes a hypothetical present situation. |
| 3 | The exhibition was organised by the students. Preserve the past tense. |
| 4 | Is. Formal standard agreement treats neither as singular here. |
| 5 | Although the route was longer, it was safer. The connector introduces a contrast. |
| 6 | She asked where I lived. An indirect question uses statement order; this version also applies normal past reporting. |
| 7 | Not enough. Insufficient concerns quantity or adequacy, not necessarily relevance. |
| 8 | Take. Take responsibility is the usual collocation. |
| 9 | Affect. Here the required verb means influence. |
| 10 | They postponed the meeting. The meaning is delay until later. |
| 11 | Students wanted more quiet study space. That was the reported need. |
| 12 | There was not enough staff time. The passage gives a practical limitation. |
| 13 | Late opening on Tuesdays and Thursdays for a four-week trial. Include both the schedule and temporary nature. |
| 14 | Attendance records and student comments showing that the sessions are useful. The committee will review both kinds of information. |
| 15 | No. It means a temporary test of an arrangement. |
| 16 | C. The text does not establish permanent adoption or universal attendance. |
| 17 | The second opening. It states the purpose clearly and suits an unfamiliar official reader. |
| 18 | The room was quiet and comfortable. Join the two descriptions of the same subject. |
| 19 | However, the timetable may change. Capitalise the opening and add a comma after the introductory connector. |
| 20 | I suggest opening one larger room because the current room becomes crowded. Other coherent recommendation-and-reason sentences are acceptable. |
Turn a short answer into a paragraph
Write 100–120 words responding to the study-space proposal. State whether you support the trial, use one detail from the passage and suggest one improvement. You may support or question the proposal, provided that you explain your position clearly.
Begin with your position, develop a reason and connect the suggested change to the problem. Avoid claiming that the trial has already succeeded: the passage describes a plan to collect evidence. That distinction between a proposal and a proven result matters in both reading and writing.
Check the pattern of errors
If sentence transformations caused difficulty, compare the subject, tense and word order before and after the change. If reading answers were weak, separate stated facts from reasonable inferences and unsupported guesses. If vocabulary was the problem, record complete combinations such as “take responsibility” rather than isolated verbs.
Ask a teacher to review your paragraph for task completion, organisation, grammar and vocabulary. A correct multiple-choice answer does not necessarily show that you can use the same structure independently. Follow the quiz with a fresh sentence or paragraph that uses what you learned.
