Grammar mistakes (also known as errors) are a natural part of learning a new language, especially for ESL/EFL students. Understanding the types of errors they make is key to helping them grow. Also, when you spot these mistakes, it’s an opportunity to guide your students toward clearer and more confident communication.
In linguistics, we often group errors into two main types: global and local. Global errors can confuse the overall meaning of a sentence, while local errors are smaller slip-ups that don’t change the main idea. Both deserve attention, but addressing global errors tends to be more urgent for clear communication.
Correcting errors is an essential part of teaching. It helps students learn from their mistakes and avoid repeating them. Knowing when and how to correct errors creates more effective and meaningful learning experiences for your students.
In this post, we’ll explore common mistakes in grammar and provide practical examples and solutions. Read on to find helpful tips and resources along with 180 grammar mistakes that will make correcting the mistakes easier and more effective in your classroom.
👉 Please note that 1-7 are global mistakes while 8-18 are local.
Table of Contents
1. Common Mistakes in Verb Tenses
Verb tenses show the time of an action: past, present, or future. The verb form must match the time you want to talk about. Many students use the wrong verb tense because they think it works the same as in their first language.
Past Simple for Completed Actions
Incorrect: She walk to work yesterday.
👉 “Walk” is the base form of the verb, but since the action happened in the past, the verb should use the past tense form.
Correct: She walked to work yesterday.
👉 “Walked” is the correct past tense form of the verb “walk,” which matches the time of the action (yesterday).
Tips for teachers: Teach students to recognize time markers like “yesterday” to help them select the correct verb tense. Use timeline visuals to explain past, present, and future actions in a clear way.
Present Continuous for Ongoing Actions
Incorrect: I am watch TV right now.
👉 “Am watch” mixes the auxiliary verb “am” with the base verb “watch” instead of using the present continuous tense.
Correct: I am watching TV right now.
👉 “Am watching” uses the present continuous tense, which is correct for actions happening now.
Tips for teachers: Encourage students to use time markers such as “right now” to identify when to use the present continuous tense. Practice by mimicking daily routines and current activities.
Have/Has for Present Perfect
Incorrect: They has finished their homework.
👉 The auxiliary verb “has” is wrong because “they” is plural, so “have” is needed.
Correct: They have finished their homework.
👉 “Have” matches the plural subject “they,” making the sentence correct.
Tips for teachers: Explain the present perfect tense by connecting it to past actions with results that are still relevant now. Practice using common verbs like “finish” or “eat” in present perfect sentences.
Will + Base Verb for Future Simple
Incorrect: I will bought a new car tomorrow.
👉 “Will bought” is incorrect because “bought” is past tense, and “will” needs the base verb “buy.”
Correct: I will buy a new car tomorrow.
👉 “Buy” is the base verb, correctly used with “will” for the future tense.
Tips for teachers: Emphasize the difference between present simple and future simple by practicing with everyday actions and future plans. Ask students to share their future goals or actions in simple sentences.
Did + Base Verb for Past Negative
Incorrect: She didn’t went to the party.
👉 “Went” is wrong because after “did,” the verb must be in the base form.
Correct: She didn’t go to the party.
👉 “Go” is the base form, correctly used after “did.”
Tips for teachers: Make sure students understand that “did” requires the base verb, even in negative sentences. Use role-play scenarios like invitations to help practice negatives in past actions.
Was/Were + -ing for Past Continuous
Incorrect: We were work on the project yesterday.
👉 “Were work” is wrong because “were” must be followed by a verb in the -ing form for past continuous.
Correct: We were working on the project yesterday.
👉 “Working” is the correct -ing form, used for the past continuous tense with “were.”
Tips for teachers: Demonstrate the past continuous tense with ongoing actions in the past. Use examples from students’ personal experiences, like describing what they were doing yesterday.
Past Continuous for Interrupted Actions
Incorrect: He eats lunch when I called him.
👉 “Eats” is in the present tense, which doesn’t match the past time “called.”
Correct: He was eating lunch when I called him.
👉 “Was eating” uses the past continuous tense, which matches the past event “called.”
Tips for teachers: Explain how the past continuous describes actions that were happening when another action interrupted. Have students act out common interruptions in a sentence form.
Had + Past Participle for Past Perfect
Incorrect: They had already leave when we arrived.
👉 “Leave” is the base form, but the past participle “left” is needed after “had.”
Correct: They had already left when we arrived.
👉 “Left” is the correct past participle form for the past perfect tense.
Tips for teachers: Teach the past perfect by explaining the concept of “earlier than another past event.” Use time markers like “before” and “after” in sentences.
Present Simple for Habits
Incorrect: He is plays soccer every Sunday.
👉 “Is” should not be used with “plays” because “plays” is in the present simple tense.
Correct: He plays soccer every Sunday.
👉 “Plays” is correct for the present simple tense to describe habitual actions.
Tips for teachers: Reinforce the use of the present simple tense with action verbs for regular activities. Ask students about their routines to provide a lot of practice with this tense.
Will Have + Past Participle for Future Perfect
Incorrect: By the time she arrives, we ate already.
👉 “Ate” is the past tense, but “will have eaten” is needed to show future perfect tense.
Correct: By the time she arrives, we will have eaten already.
👉 “Will have eaten” is the correct future perfect tense for an action completed before a future moment.
Tips for teachers: Use specific future events and explain how the future perfect tense shows completion before another future event. Encourage students to talk about their future plans using “will have.”
2. Common Mistakes in Subject-Verb Agreement
Subject-verb agreement means the verb must match the subject in number (singular or plural). A singular subject needs a singular verb, and a plural subject needs a plural verb. Many students make mistakes because they do not recognize whether the subject is singular or plural.
Singular Subject with Singular Verb
Incorrect: He go to school every day.
👉 “Go” is the base verb, but with the singular subject “he,” the verb needs an -s ending to agree in the present tense.
Correct: He goes to school every day.
👉 “Goes” agrees with the singular subject “he” in the present tense.
Tips for teachers: Encourage students to pay attention to subjects and verbs when writing or speaking. Practice with short sentences and highlight the subject and verb in different colors to visually connect them.
Plural Subject with Plural Verb
Incorrect: They was late for the meeting.
👉 “Was” is singular, but “they” is a plural subject, so the verb must also be plural.
Correct: They were late for the meeting.
👉 “Were” agrees with the plural subject “they,” making the sentence correct.
Tips for teachers: Focus on the distinction between singular and plural subjects and verbs. Use matching games or sentence correction exercises to reinforce the concept.
Indefinite Pronoun as Subject
Incorrect: Everyone have their own opinion.
👉 “Have” is plural, but the indefinite pronoun “everyone” is singular and needs a singular verb.
Correct: Everyone has their own opinion.
👉 “Has” is singular, matching the singular subject “everyone.”
Tips for teachers: Explain that indefinite pronouns like “everyone,” “everyone,” and “someone” are singular. Use fill-in-the-blank exercises to help students practice these forms.
Compound Subjects Joined by “And”
Incorrect: My brother and sister is coming to the party.
👉 “Is” is singular, but the compound subject “my brother and sister” is plural, so the verb must match.
Correct: My brother and sister are coming to the party.
👉 “Are” is plural and correctly agrees with the plural compound subject.
Tips for teachers: Teach students to break down compound subjects and focus on identifying plural forms. Reinforce the rule by practicing with different compound subjects and ensuring students correctly use plural verbs.
Either/Or Subjects
Incorrect: Either the teacher or the students is wrong.
👉 The verb should agree with the subject closest to it, which is “students,” a plural noun.
Correct: Either the teacher or the students are wrong.
👉 “Are” agrees with the plural subject “students,” which is closest to the verb.
Tips for teachers: Focus on the position of subjects in “either/or” constructions. Use exercises where students have to decide the correct verb based on proximity.
Neither/Nor Subjects
Incorrect: Neither she nor her friends was ready for the trip.
👉 “Was” is singular, but the plural subject “friends” is closest to the verb, so the verb must be plural.
Correct: Neither she nor her friends were ready for the trip.
👉 “Were” agrees with the plural subject “friends,” which is closest to the verb.
Tips for teachers: Practice with both “either/or” and “neither/nor” structures. Use worksheets where students correct sentences or write their own examples.
Titles or Singular Noun Phrases
Incorrect: The book, along with its notes, are on the table.
👉 “Are” is plural, but the main subject “the book” is singular, so the verb must also be singular.
Correct: The book, along with its notes, is on the table.
👉 “Is” agrees with the singular subject “the book,” which is the focus of the sentence.
Tips for teachers: Highlight that the main subject determines the verb, not phrases that follow. Practice by identifying the main subject in complex noun phrases.
Collective Nouns as Subject
Incorrect: The team are winning the game.
👉 “Are” is plural, but “team” is a singular collective noun that needs a singular verb.
Correct: The team is winning the game.
👉 “Is” matches the singular collective noun “team.”
Tips for teachers: Clarify that collective nouns are treated as singular. Provide examples like “family,” “team,” and “company,” and practice making correct verb choices in sentences.
Quantifiers with Uncountable Nouns
Incorrect: There is many reasons for the delay.
👉 “Is” is singular, but “many reasons” is plural and requires a plural verb.
Correct: There are many reasons for the delay.
👉 “Are” is plural and agrees with the plural subject “many reasons.”
Tips for teachers: Reinforce the distinction between uncountable and countable nouns. Use visuals or real-life examples to help students understand the difference.
Quantifiers with Singular Nouns
Incorrect: Each of the students are prepared for the test.
👉 “Are” is plural, but “each” is singular and needs a singular verb.
Correct: Each of the students is prepared for the test.
👉 “Is” is singular and correctly agrees with the singular quantifier “each.”
Tips for teachers: Focus on quantifiers like “each,” “every,” and “one” as singular. Use exercises where students match quantifiers to correct verbs.
3. Common Mistakes in Word Order
Word order refers to the arrangement of words in a sentence. The correct word order is crucial to making sentences clear and understandable. In English, the typical word order for a basic sentence is Subject + Verb + Object, but students often struggle with word placement due to different word order rules in their native languages.
Basic Sentence Structure
Incorrect: He to the park goes every day.
👉 The words are in the wrong order. In English, the verb should come after the subject in a basic sentence.
Correct: He goes to the park every day.
👉 The verb “goes” comes after the subject “he,” following the correct word order.
Tips for teachers: Emphasize the importance of Subject + Verb + Object (SVO) structure. Have students practice forming simple sentences by filling in missing words or rearranging jumbled sentences.
Adjective Placement
Incorrect: She has a beautiful dress red.
👉 In English, adjectives come before the noun they modify, not after.
Correct: She has a beautiful red dress.
👉 “Beautiful” and “red” are adjectives, and in English, both adjectives come before the noun “dress.”
Tips for teachers: Practice with visual aids showing different objects and their corresponding adjectives. Use sentence-matching exercises to reinforce the correct adjective placement.
Time Expressions at the End of the Sentence
Incorrect: I go to the gym every day. always
👉 Time expressions like “always” or “every day” should be placed at the end of the sentence, after the verb.
Correct: I always go to the gym.
👉 “Always” is placed before the verb to correctly modify the verb phrase “go to the gym.”
Tips for teachers: Encourage students to experiment with time expressions and how they affect the meaning of the sentence. Use practice exercises where students have to reorder sentences with time expressions.
Questions with Auxiliary Verbs
Incorrect: She is going to the store?
👉 In questions, the auxiliary verb “is” should come before the subject.
Correct: Is she going to the store?
👉 The auxiliary verb “is” comes before the subject “she” to form a question.
Tips for teachers: Emphasize the inversion of subject and auxiliary verb in questions. Use question word exercises and role-play activities to reinforce this rule.
Negative Sentences with “Not”
Incorrect: She not likes coffee.
👉 “Not” should come after the auxiliary verb “does” in negative sentences.
Correct: She does not like coffee.
👉 “Not” follows the auxiliary verb “does,” and “like” remains in its base form.
Tips for teachers: Teach students the use of auxiliary verbs like “do” and “does” in negative sentences. Have students practice turning positive sentences into negative ones.
Adverb Placement
Incorrect: He never eats vegetables. green.
👉 The adverb “never” is placed in the wrong position. In English, adverbs usually come before the main verb.
Correct: He never eats green vegetables.
👉 “Never” is placed before the verb “eats” to show when the action happens.
Tips for teachers: Teach the rules for placing adverbs in sentences. Use flashcards and sentence building activities to practice different adverb placements.
Object Pronoun Placement
Incorrect: I gave to her the book.
👉 Object pronouns should come immediately after the verb.
Correct: I gave her the book.
👉 “Her” is placed directly after the verb “gave” to follow the correct word order.
Tips for teachers: Use games that involve swapping direct and indirect objects in sentences to help students practice. Provide plenty of examples and practice with object pronouns in both spoken and written exercises.
Modifiers Placement
Incorrect: She only eats healthy food.
👉 “Only” should be placed before the verb to modify the action.
Correct: She eats only healthy food.
👉 “Only” comes directly before “healthy food,” the noun phrase being modified.
Tips for teachers: Reinforce the correct placement of adverbs like “only,” “always,” and “never” in the sentence. Use interactive activities like sentence correction to practice this.
Prepositional Phrases Placement
Incorrect: I have a meeting at 3 PM in the afternoon.
👉 Prepositional phrases should be placed in a way that makes the sentence clear and concise.
Correct: I have a meeting in the afternoon at 3 PM.
👉 The prepositional phrase “in the afternoon” is placed before the specific time “at 3 PM” for clarity and natural flow.
Tips for teachers: Teach students how to use prepositional phrases in a logical order. Practice by giving students sentences with multiple prepositional phrases and have them reorder them correctly.
Question Words in Wh-Questions
Incorrect: Where you are going?
👉 In questions, the question word should come first, followed by the auxiliary verb and subject.
Correct: Where are you going?
👉 “Where” comes first, followed by the auxiliary verb “are” and the subject “you.”
Tips for teachers: Use question word cards and practice forming questions with different question words. Encourage students to notice patterns in wh-questions.
4. Common Mistakes in Questions and Negatives
In English, questions and negative sentences have specific structures that differ from positive sentences. The auxiliary verbs “do,” “does,” “is,” “are,” and others are often used to form questions and negatives, but students may confuse their placement or use them incorrectly.
Questions with “Do/Does”
Incorrect: She not like pizza?
👉 In questions with “do” or “does,” the auxiliary verb should come before the subject, and “not” should come after “do/does” to form a negative.
Correct: Does she like pizza?
👉 “Does” comes before the subject “she” to form the question, with no “not” because it is a positive question.
Tips for teachers: Teach students the inversion rule for forming questions with “do” and “does.” Use simple yes/no question drills to practice.
Questions with “Is/Are”
Incorrect: He is going to the party?
👉 In questions, the auxiliary verb “is” should come before the subject “he.”
Correct: Is he going to the party?
👉 “Is” comes before the subject “he” to form the question.
Tips for teachers: Emphasize subject-verb inversion for “is” and “are” questions. Practice by having students ask each other yes/no questions.
Negative Sentences with “Do/Does”
Incorrect: She don’t like movies.
👉 In negative sentences with “do/does,” “don’t” should be used instead of “don’t,” and the verb should be in its base form.
Correct: She doesn’t like movies.
👉 “Doesn’t” is the correct form of “do not” for third-person singular subjects like “she,” and “like” stays in its base form.
Tips for teachers: Focus on the correct use of “do” and “does” in negative sentences. Have students turn positive sentences into negative ones for practice.
Negative Sentences with “Is/Are”
Incorrect: He aren’t going to the gym.
👉 “Aren’t” is not correct for singular subjects like “he.” Instead, “isn’t” should be used.
Correct: He isn’t going to the gym.
👉 “Isn’t” is the correct contraction for “is not” when referring to singular subjects.
Tips for teachers: Teach the difference between “isn’t” and “aren’t” based on subject-verb agreement. Use role-plays to practice forming negative sentences.
Wh-Questions with “Do/Does”
Incorrect: What he does like to do?
👉 The question word “what” should be placed at the beginning, followed by “does” before the subject.
Correct: What does he like to do?
👉 “Does” comes before the subject “he,” and the verb “like” stays in the base form.
Tips for teachers: Practice forming wh-questions by starting with the question word. Use flashcards to help students form meaningful questions.
Wh-Questions with “Is/Are”
Incorrect: Where she is going?
👉 In wh-questions with “is/are,” the auxiliary verb should come before the subject.
Correct: Where is she going?
👉 “Is” comes before the subject “she” in the question.
Tips for teachers: Reinforce the word order in questions with “is” and “are.” Create interactive exercises where students have to form questions based on different scenarios.
Negative Questions with “Do/Does”
Incorrect: Doesn’t she like tea?
👉 The placement of “doesn’t” is incorrect for forming a negative question. It should come after the subject.
Correct: Doesn’t she like tea?
👉 “Doesn’t” is placed before the subject “she” to create a correct negative question.
Tips for teachers: Practice negative questions by using real-life examples and encourage students to ask negative questions about their daily routines.
Negative Questions with “Is/Are”
Incorrect: Isn’t they coming to the meeting?
👉 “Isn’t” should be used with singular subjects like “they” instead of “isn’t.”
Correct: Aren’t they coming to the meeting?
👉 “Aren’t” is the correct contraction for “are not” when referring to plural subjects like “they.”
Tips for teachers: Have students practice creating negative questions with different subjects to strengthen their understanding of “is/are” usage.
Tag Questions
Incorrect: She is coming to the party, isn’t she?
👉 Tag questions require the auxiliary verb to agree with the main clause.
Correct: She is coming to the party, isn’t she?
👉 “Is” agrees with the auxiliary in the main clause, and the tag question follows the same form.
Tips for teachers: Explain the matching rule for tag questions and use paired exercises to let students practice forming them correctly.
Double Negatives
Incorrect: I don’t need no help.
👉 Double negatives make the sentence confusing and grammatically incorrect in English.
Correct: I don’t need any help.
👉 In English, double negatives are not used. “Any” replaces “no” to form the correct negative.
Tips for teachers: Focus on teaching the use of “any” in negative sentences. Practice correcting double negative sentences and provide examples for better understanding.
5. Common Mistakes in Conditionals
Conditionals express situations that depend on certain conditions. They use “if” and various verb forms to talk about real or unreal situations in the present, past, or future. Many students make mistakes by confusing the forms or using the wrong verb tense for different conditional types.
Zero Conditional (Real Situations)
Incorrect: If you heat water to 100°C, it boils.
👉 In zero conditionals, both the “if” clause and the result clause should use the present simple tense.
Correct: If you heat water to 100°C, it boils.
👉 Both clauses use the present simple to describe facts or general truths.
Tips for teachers: Explain that the zero conditional is used for general truths. Have students practice by describing scientific facts or routines using this structure.
First Conditional (Real Future Situations)
Incorrect: If it rains tomorrow, we will going to the park.
👉 In first conditionals, the main verb in the result clause should be in the base form after “will,” not in the “going to” form.
Correct: If it rains tomorrow, we will go to the park.
👉 “Will go” is the correct structure for the future result of a real condition.
Tips for teachers: Teach students to form first conditionals using “if” + present simple, followed by “will” + base verb. Have students practice by talking about possible future situations.
Second Conditional (Unreal Present or Future Situations)
Incorrect: If I was rich, I would buy a house.
👉 In second conditionals, the past simple is used in the “if” clause, but the verb “was” should be “were” for unreal or hypothetical situations.
Correct: If I were rich, I would buy a house.
👉 “Were” is used with all subjects in the “if” clause to talk about unreal or hypothetical situations.
Tips for teachers: Emphasize the use of “were” for all subjects in second conditionals. Use role-play activities to help students talk about hypothetical situations.
Third Conditional (Unreal Past Situations)
Incorrect: If I had studied harder, I would have been passing the exam.
👉 In third conditionals, the result clause should use the past perfect form, not the present perfect.
Correct: If I had studied harder, I would have passed the exam.
👉 “Had passed” is the correct form for the result clause in the third conditional, talking about an unreal past situation.
Tips for teachers: Focus on the structure of third conditionals: “if” + past perfect, followed by “would have” + past participle. Have students practice with regrets or hypothetical past situations.
Mixed Conditionals (Combination of Unreal Past and Present/Future)
Incorrect: If I had known about the party, I would go.
👉 In mixed conditionals, the “if” clause uses past perfect (for an unreal past situation), while the result clause uses the present conditional (“would”).
Correct: If I had known about the party, I would have gone.
👉 The “if” clause uses the past perfect, and the result clause uses “would have” + past participle to describe an unreal past situation with present consequences.
Tips for teachers: Explain the combination of past and present in mixed conditionals. Practice by discussing situations where students could have acted differently in the past, affecting their present situation.
First Conditional with Modals
Incorrect: If it rains tomorrow, I might to stay home.
👉 In first conditional sentences with modals, “might” is followed by the base verb, not the infinitive form “to stay.”
Correct: If it rains tomorrow, I might stay home.
👉 “Might” is followed directly by the base verb “stay” in the first conditional for possible future actions.
Tips for teachers: Teach students the structure for modals in first conditionals (e.g., might, could, should). Practice using different modals to express varying degrees of certainty.
Second Conditional with Modals
Incorrect: If I were a doctor, I can help people.
👉 In second conditionals, the result clause should use “could” or “would,” not “can,” when talking about hypothetical situations.
Correct: If I were a doctor, I could help people.
👉 “Could” expresses the ability to help in a hypothetical situation where the speaker is not a doctor.
Tips for teachers: Focus on teaching the use of “could” and “would” in second conditionals. Use examples about unreal situations to show how to use these modals for hypothetical outcomes.
If + Imperative (Commands or Suggestions)
Incorrect: If you study, you can to pass the test.
👉 In “if + imperative” sentences, “can” should be followed by the base verb, not “to pass.”
Correct: If you study, you can pass the test.
👉 “Can” is followed directly by the base verb “pass” to give a suggestion or possibility.
Tips for teachers: Emphasize the use of “if” followed by an imperative in sentences that suggest advice or action. Have students practice by giving recommendations to each other.
Negative Conditionals
Incorrect: If he doesn’t like it, he will not come to the party.
👉 Negative conditionals need to use the correct negative auxiliary (won’t or doesn’t) in both clauses.
Correct: If he doesn’t like it, he won’t come to the party.
👉 “Won’t” (short for “will not”) is used correctly for the future negative outcome.
Tips for teachers: Teach students how to form negative conditionals and how to express future outcomes with “won’t” or “doesn’t.” Use real-life scenarios for practice.
Conditionals with “Unless”
Incorrect: Unless you don’t study, you will fail the exam.
👉 “Unless” already means “if not,” so the “don’t” is redundant and incorrect.
Correct: Unless you study, you will fail the exam.
👉 “Unless” introduces the condition with a simple verb form, meaning “if you don’t study.”
Tips for teachers: Teach the meaning of “unless” and how it replaces the “if not” structure. Practice by creating conditional sentences with “unless” in different contexts.
6. Run-On Sentences or Sentence Fragments
Run-on sentences occur when two independent clauses are joined without proper punctuation or conjunctions. Sentence fragments are incomplete sentences that are missing a subject, verb, or both. Many students make these mistakes because they do not clearly distinguish between complete thoughts and those that need further connection or revision.
Run-On Sentence with Incorrect Punctuation
Incorrect: I went to the store I bought some milk.
👉 Two independent clauses are joined with just a space, which creates confusion about where one thought ends and the next begins.
Correct: I went to the store, and I bought some milk.
👉 A conjunction (“and”) is used, or the clauses are separated by a period or semicolon to correct the run-on sentence.
Tips for teachers: Teach students how to use conjunctions (e.g., “and,” “but,” “because”) or punctuation (periods, semicolons) to properly connect clauses. Practice by having students break down run-on sentences and fix them.
Sentence Fragment Missing a Subject
Incorrect: Went to the store to buy groceries.
👉 This is a sentence fragment because it’s missing the subject (who went to the store?).
Correct: I went to the store to buy groceries.
👉 “I” is the subject, making it a complete sentence with a subject and verb.
Tips for teachers: Emphasize the importance of a subject and verb in every sentence. Have students practice forming complete sentences by adding missing subjects.
Sentence Fragment Missing a Verb
Incorrect: The dog in the park.
👉 This is a sentence fragment because it’s missing a verb to show what the dog is doing.
Correct: The dog is in the park.
👉 “Is” is the verb, making it a complete sentence with both a subject and a verb.
Tips for teachers: Encourage students to check that their sentences have both a subject and a verb. Use sentence-building exercises where students add missing verbs.
Run-On Sentence with Comma Splice
Incorrect: She likes coffee, she doesn’t like tea.
👉 A comma alone cannot separate two independent clauses; this is a comma splice.
Correct: She likes coffee, but she doesn’t like tea.
👉 A conjunction (“but”) or a semicolon can be used to connect the two clauses correctly.
Tips for teachers: Teach students the difference between a comma splice and proper punctuation. Have students practice separating clauses with conjunctions or semicolons.
Sentence Fragment with Dependent Clause
Incorrect: Although she was tired.
👉 This is a fragment because the dependent clause is not attached to an independent clause, leaving the thought incomplete.
Correct: Although she was tired, she went to the gym.
👉 The dependent clause is now correctly connected to an independent clause, forming a complete sentence.
Tips for teachers: Teach students to recognize dependent clauses and how to combine them with independent clauses to form complete thoughts. Use practice sentences where they connect dependent and independent clauses.
Run-On Sentence with Too Many Ideas
Incorrect: I love reading books I also enjoy watching movies they are both relaxing activities.
👉 This is a run-on because there are too many ideas in one sentence, making it unclear.
Correct: I love reading books, and I also enjoy watching movies. They are both relaxing activities.
👉 The ideas are separated into two sentences, making it clearer and easier to read.
Tips for teachers: Teach students to break down complex sentences with too many ideas into simpler ones. Have them practice dividing long sentences into shorter, clearer thoughts.
Run-On Sentence with Missing Punctuation
Incorrect: He likes to cook he always makes dinner on Sundays.
👉 This is a run-on because there’s no punctuation separating the two independent clauses.
Correct: He likes to cook. He always makes dinner on Sundays.
👉 A period is used to separate the two independent clauses into two sentences.
Tips for teachers: Show students how to use punctuation correctly to separate independent clauses. Practice with different types of punctuation: periods, commas, semicolons.
Sentence Fragment with Missing Complete Thought
Incorrect: While waiting for the bus.
👉 This is a fragment because it’s an incomplete thought that doesn’t express a full idea.
Correct: While waiting for the bus, I read a book.
👉 The fragment is now connected to an independent clause to form a complete sentence.
Tips for teachers: Teach students to identify incomplete thoughts and guide them to complete the sentence with additional information. Practice with exercises that turn fragments into full sentences.
Run-On Sentence with Two Complete Ideas
Incorrect: She went to the store she bought a new phone.
👉 This is a run-on because two complete ideas are improperly joined without punctuation or conjunctions.
Correct: She went to the store, and she bought a new phone.
👉 The two ideas are connected with a conjunction (“and”) or punctuation, forming two clear, complete sentences.
Tips for teachers: Emphasize the need for punctuation or conjunctions to separate complete ideas. Use sentence-joining exercises to reinforce this concept.
Sentence Fragment with Prepositional Phrase
Incorrect: After the party.
👉 This is a fragment because it’s just a prepositional phrase without a subject or verb.
Correct: After the party, we went for a walk.
👉 The prepositional phrase is now part of a complete sentence with both a subject and a verb.
Tips for teachers: Teach students that prepositional phrases can’t stand alone as sentences. Have them practice adding subjects and verbs to complete fragments.
7. Common Mistakes in Homophones and Similar Words
Homophones are words that sound the same but have different meanings and spellings. Using the wrong homophone can change the meaning of a sentence. Many students confuse homophones because their first language may not distinguish similar sounds in the same way.
Using “There,” “Their,” and “They’re” Incorrectly
Incorrect: There going to the park later.
👉 “There” is used incorrectly here; it should indicate a location or existence, but it doesn’t fit the sentence structure.
Correct: They’re going to the park later.
👉 “They’re” is the correct contraction of “they are,” which matches the intended meaning.
Tips for teachers: Help students practice homophones by using sentences with multiple examples of commonly confused words. Give students exercises to identify the correct form in context.
Mixing Up “Your” and “You’re”
Incorrect: Your going to love this movie.
👉 “Your” shows possession, but it should be “you’re” (the contraction of “you are”) in this sentence.
Correct: You’re going to love this movie.
👉 “You’re” is the correct contraction of “you are,” showing the intended meaning.
Tips for teachers: Focus on the difference between possessive and contraction forms. Provide students with simple sentences to practice and identify the correct homophone.
Confusing “Its” and “It’s”
Incorrect: The cat is playing with it’s toy.
👉 “It’s” is a contraction for “it is” or “it has,” but the correct form here should indicate possession, so it should be “its.”
Correct: The cat is playing with its toy.
👉 “Its” shows possession, meaning the toy belongs to the cat.
Tips for teachers: Explain the difference between possessive “its” and the contraction “it’s.” Have students practice using the correct form in sentences.
Using “To,” “Too,” and “Two” Incorrectly
Incorrect: I’m going to the store too buy some bread.
👉 “Too” means “also” or “very,” but it is used incorrectly here. “To” should indicate direction.
Correct: I’m going to the store to buy some bread.
👉 “To” indicates direction or purpose in this sentence, which is the correct choice.
Tips for teachers: Practice the three “T” homophones with real-life examples. Have students fill in the blanks with “to,” “too,” and “two” in a variety of sentences.
Confusing “By” and “Buy”
Incorrect: I want to buy a new book by tomorrow.
👉 “Buy” means to purchase, but here it is used incorrectly when “by” (meaning “before”) is needed.
Correct: I want to buy a new book by tomorrow.
👉 “By” indicates the deadline or time by which the action should happen.
Tips for teachers: Clarify the difference between “by” (time or location) and “buy” (to purchase). Use sentence-building exercises where students practice choosing the correct word.
Mixing “Then” and “Than”
Incorrect: She is taller then her brother.
👉 “Then” refers to time or sequence, but “than” is the correct word for comparisons.
Correct: She is taller than her brother.
👉 “Than” is used for making comparisons, which is the correct choice here.
Tips for teachers: Use comparison exercises to help students practice the difference between “then” (time) and “than” (comparison). Have students create their own comparison sentences.
Using “Loose” Instead of “Lose”
Incorrect: I always loose my keys.
👉 “Loose” means not tight, but “lose” means to misplace something, so the wrong word is used here.
Correct: I always lose my keys.
👉 “Lose” means to misplace or fail to keep something, which is the correct word here.
Tips for teachers: Focus on the meaning of each word and its correct use in context. Have students practice sentences using “lose” and “loose” to reinforce the difference.
Mixing “Fewer” and “Less”
Incorrect: There are less people in the room today.
👉 “Less” is used for uncountable nouns, but “fewer” is the correct choice for countable nouns like “people.”
Correct: There are fewer people in the room today.
👉 “Fewer” is used with countable nouns (e.g., people, books), which is the correct word in this case.
Tips for teachers: Teach students to identify countable and uncountable nouns and use “fewer” for countable and “less” for uncountable. Practice with a mix of examples.
Confusing “Affect” and “Effect”
Incorrect: The weather had a big affect on her mood.
👉 “Affect” is a verb, meaning to influence something, but “effect” is the noun, meaning the result or outcome.
Correct: The weather had a big effect on her mood.
👉 “Effect” is the noun, which is used here to describe the result of the weather on her mood.
Tips for teachers: Emphasize the difference between the verb “affect” and the noun “effect.” Provide exercises where students choose the correct word based on context.
Using “Accept” Instead of “Except”
Incorrect: Everyone except Tom was invited to the party.
👉 “Accept” means to agree or receive, but “except” means to exclude, which is the correct word here.
Correct: Everyone except Tom was invited to the party.
👉 “Except” means “excluding” and is used to indicate that Tom is not included in the invitation.
Tips for teachers: Teach students the meanings of “accept” and “except” with simple definitions and examples. Have them create their own sentences to practice these words.
8. Common Mistakes in Articles (a, an, the, or no article)
Articles are words used to define nouns as specific or unspecific. “A” and “an” are indefinite articles used for non-specific things, while “the” is a definite article used for specific things. Many students struggle with articles because their first language may not use them or use them differently.
Using “A” and “An” Incorrectly
Incorrect: I saw a elephant at the zoo.
👉 “A” is used before words that begin with a consonant sound, but “elephant” starts with a vowel sound, so “an” should be used.
Correct: I saw an elephant at the zoo.
👉 “An” is the correct article to use before words that begin with a vowel sound, such as “elephant.”
Tips for teachers: Teach the difference between vowel and consonant sounds rather than just letters. Practice with flashcards that show nouns starting with both consonant and vowel sounds.
Omitting “A” or “An”
Incorrect: She is doctor.
👉 The sentence is missing the article “a” before “doctor,” which makes it grammatically incomplete.
Correct: She is a doctor.
👉 “A” is the correct indefinite article used before singular, countable nouns that are mentioned for the first time or are not specified.
Tips for teachers: Explain that articles are necessary when introducing new, non-specific things. Give students a list of professions or common nouns to practice using the correct article.
Using “The” for General Concepts
Incorrect: The love is important in life.
👉 “The” should not be used before general concepts like “love.” It is used for specific or previously mentioned things.
Correct: Love is important in life.
👉 “Love” is used without “the” because it refers to a general concept, not something specific.
Tips for teachers: Teach students the difference between specific things (where “the” is used) and general concepts (where no article is needed). Have students identify when “the” is unnecessary.
Using “The” for Non-Specific Things
Incorrect: I need the pencil.
👉 “The” is used to refer to a specific item, but if the pencil has not been mentioned before, “a” should be used.
Correct: I need a pencil.
👉 “A” is used to refer to something non-specific when it is mentioned for the first time.
Tips for teachers: Encourage students to consider whether they are talking about something specific (use “the”) or non-specific (use “a” or “an”). Practice by describing both specific and general items.
Omitting Articles with Uncountable Nouns
Incorrect: She has knowledge about the topic.
👉 “Knowledge” is an uncountable noun and does not require an article in this context.
Correct: She has knowledge about the topic.
👉 Uncountable nouns like “knowledge” do not need “a” or “the” unless they are made specific in some way.
Tips for teachers: Remind students that uncountable nouns generally do not take articles. Give students examples of uncountable nouns and have them practice using them without articles.
Using “The” Incorrectly with Plural Nouns
Incorrect: I like the dogs.
👉 “The” is used for specific things, but if we’re talking about dogs in general, no article should be used.
Correct: I like dogs.
👉 When talking about a general group of things, such as animals or objects, no article is needed before the plural noun.
Tips for teachers: Teach students to identify when they are talking about a general concept (no article) versus a specific one (use “the”). Use examples like “dogs,” “books,” and “cars” for practice.
Using “The” Before Unspecified Places
Incorrect: We’re going to the school tomorrow.
👉 “The” is used to refer to a specific thing, but in this context, it’s better to say “school” without “the” when referring to the general concept of the school.
Correct: We’re going to school tomorrow.
👉 “School” is used without “the” because it refers to the activity or the general place, not a specific school building.
Tips for teachers: Teach students to omit articles when referring to general places such as school, work, or home. Provide exercises where they must decide whether to use an article based on context.
Omitting Articles with Proper Nouns
Incorrect: I went to the Paris last year.
👉 Proper nouns (e.g., cities, countries, names) generally do not need “the” unless they are part of the name of a specific place or entity (e.g., “The United States”).
Correct: I went to Paris last year.
👉 “Paris” is a proper noun and does not require “the” when referring to the city.
Tips for teachers: Explain that proper nouns (names of specific people, places, etc.) do not take articles unless it’s part of the official name. Practice with various proper nouns and have students use them correctly.
Using Articles with Unspecified Categories
Incorrect: I bought a red car. The red car is expensive.
👉 If the red car is not a specific one, the article should not be used in the second sentence.
Correct: I bought a red car. Red cars are expensive.
👉 When talking about something in general, no article is used in the second sentence, as we are not referring to a specific red car.
Tips for teachers: Teach students to recognize the difference between referring to a specific item (where articles are necessary) and speaking about something in general (where articles are often omitted).
Using “The” for Unique Things
Incorrect: The sun rises in the east.
👉 “The sun” is correct in this case, as the sun is unique and specific, but in other contexts, we must avoid using “the” for general or non-unique things.
Correct: The sun rises in the east.
👉 “The” is correctly used before unique, one-of-a-kind things, like the sun, the moon, or the earth.
Tips for teachers: Reinforce that “the” is used for things that are unique or well-known (like the sun, the moon, the earth). Give students examples of unique items for further practice.
9. Common Mistakes in Prepositions
Prepositions are words that show relationships between other words in a sentence, often indicating time, place, direction, or manner. Many students make mistakes with prepositions because their first language may use them differently or not at all.
Using “In” and “On” Incorrectly
Incorrect: She is in the bus.
👉 “In” is used for enclosed spaces, but we generally use “on” when referring to being on a vehicle.
Correct: She is on the bus.
👉 “On” is the correct preposition when talking about being inside a vehicle or mode of transport.
Tips for teachers: Explain the difference between “in” for enclosed spaces (rooms, buildings) and “on” for surfaces or vehicles. Use visual aids like pictures of buses or cars to reinforce the idea.
Using “At” Instead of “In” for Locations
Incorrect: I live at New York.
👉 “At” is used for specific points, while “in” is used for cities, countries, or larger areas.
Correct: I live in New York.
👉 “In” is the correct preposition to use with cities and countries.
Tips for teachers: Provide practice sentences where students must choose between “in” and “at” based on location. Emphasize that “at” is used for specific points (like a building) while “in” refers to larger areas.
Omitting Prepositions
Incorrect: She is interested learning English.
👉 Prepositions are necessary in many phrases, such as “interested in.”
Correct: She is interested in learning English.
👉 “In” is the correct preposition used with “interested” to show what the person is interested in.
Tips for teachers: Teach common verb-preposition combinations and provide practice with phrases like “interested in,” “good at,” and “afraid of.” Use flashcards to help students memorize these common pairings.
Using “For” Instead of “Since”
Incorrect: I have lived here for 1995.
👉 “For” is used with a duration of time, while “since” is used to indicate the starting point in time.
Correct: I have lived here since 1995.
👉 “Since” is used to refer to a specific starting point in the past, like a year or a date.
Tips for teachers: Use timelines to show the difference between “for” (duration) and “since” (starting point). Practice with students using both prepositions in sentences.
Using “To” Instead of “At” for Time
Incorrect: The meeting is to 3 PM.
👉 “To” is used for movement or direction, but “at” is the correct preposition for specific times.
Correct: The meeting is at 3 PM.
👉 “At” is the correct preposition to use when referring to a specific time.
Tips for teachers: Practice using prepositions for time with sentences like “at 5 o’clock,” “in the morning,” and “on Monday.” Have students create their own sentences for better understanding.
Using “On” Instead of “At” for Places
Incorrect: I will meet you on the restaurant.
👉 “On” is used for surfaces, but “at” is used for places like restaurants or buildings.
Correct: I will meet you at the restaurant.
👉 “At” is used for specific locations or points, like a restaurant, a park, or a bus stop.
Tips for teachers: Explain the difference between “on” for surfaces (like a table or the floor) and “at” for locations. Use maps and pictures of places to make the concept clearer.
Using “In” Instead of “On” for Days
Incorrect: We will meet in Monday.
👉 “In” is used for longer periods of time, but “on” is used with days of the week.
Correct: We will meet on Monday.
👉 “On” is the correct preposition to use with days of the week (e.g., “on Monday,” “on Tuesday”).
Tips for teachers: Teach students to associate “on” with days and dates. Provide practice by asking students to schedule events or activities using correct prepositions.
Using “By” Instead of “With”
Incorrect: She cut the paper by scissors.
👉 “By” refers to a means of transportation or action, while “with” is used to indicate the tool or instrument used.
Correct: She cut the paper with scissors.
👉 “With” is the correct preposition to indicate the instrument or tool used to perform an action.
Tips for teachers: Clarify the difference between “by” (e.g., “by bus,” “by car”) and “with” (e.g., “with a pen,” “with scissors”). Have students practice using both prepositions in context.
Using “To” Instead of “Into”
Incorrect: She went to the room.
👉 “To” indicates direction, but “into” is used to show movement inside a space.
Correct: She went into the room.
👉 “Into” is used when something or someone moves from the outside to the inside of a place or area.
Tips for teachers: Teach the difference between “to” (indicating direction) and “into” (showing movement inside). Use visual examples of moving into a building or room to reinforce the idea.
Using “Between” for More Than Two Things
Incorrect: The book is between the table, the chair, and the lamp.
👉 “Between” is used when referring to two items, and “among” should be used for three or more.
Correct: The book is among the table, the chair, and the lamp.
👉 “Among” is used for three or more items, while “between” is used for two.
Tips for teachers: Emphasize the difference between “between” (for two items) and “among” (for three or more). Provide exercises where students must choose the correct preposition based on the number of objects.
10. Common Mistakes in Pronouns
Pronouns are words that replace nouns in a sentence, making speech and writing less repetitive. Incorrect pronoun usage often happens when students don’t match the pronoun with its antecedent (the noun it’s replacing) or use the wrong form of the pronoun.
Using “He” Instead of “She”
Incorrect: He is my sister.
👉 “He” is a pronoun for males, but since we’re talking about a female, “she” should be used.
Correct: She is my sister.
👉 “She” is the correct pronoun for females. The pronoun must match the gender of the noun it replaces.
Tips for teachers: Remind students that pronouns need to agree with the gender of the noun they replace. Have students practice with various gendered nouns and their corresponding pronouns.
Using “I” Instead of “Me”
Incorrect: He gave the book to I.
👉 “I” is a subject pronoun, but when it’s the object of the sentence, “me” should be used.
Correct: He gave the book to me.
👉 “Me” is the correct object form of the pronoun. It shows that the action of giving is directed towards the speaker.
Tips for teachers: Teach students the difference between subject and object pronouns by providing simple examples. Encourage practice with common object pronouns like “me,” “him,” “her,” “us,” and “them.”
Using “They” for Singular Indefinite Pronouns
Incorrect: Everyone should bring their pencil.
👉 “Everyone” is singular, so it should take a singular pronoun, not “their,” which is plural.
Correct: Everyone should bring his or her pencil.
👉 “Everyone” is singular, so the pronoun should be “his or her” to maintain agreement in number.
Tips for teachers: Clarify the difference between singular and plural pronouns, and help students use the appropriate singular pronouns when referring to indefinite subjects like “everyone” or “someone.”
Using “It” for People
Incorrect: It is my friend.
👉 “It” is a pronoun used for things or animals, but people should be referred to with “he,” “she,” or “they” (for gender-neutral or unknown gender).
Correct: He is my friend.
👉 “He” is the correct pronoun for a male, and “she” would be used for a female. “They” is used for gender-neutral individuals.
Tips for teachers: Teach students the appropriate pronouns for referring to people, stressing that “it” should not be used for people unless referring to animals whose gender is unknown.
Using “Me” Instead of “I” as Subject
Incorrect: Me and my friend went to the park.
👉 “Me” is an object pronoun, but “I” should be used as the subject of the sentence.
Correct: My friend and I went to the park.
👉 “I” is the correct subject form of the pronoun, as it is the one performing the action.
Tips for teachers: Reinforce the correct word order when listing multiple people as subjects of a sentence (“I” should come last). Have students practice by creating their own sentences with “I” and “me” in the appropriate contexts.
Using “This” Instead of “These” for Plural Nouns
Incorrect: This books are interesting.
👉 “This” is singular, but since we are talking about more than one book, “these” should be used.
Correct: These books are interesting.
👉 “These” is the correct plural form of the demonstrative pronoun, used when talking about more than one item.
Tips for teachers: Teach students to match “this” with singular nouns and “these” with plural nouns. Use visual aids to reinforce the difference between singular and plural items.
Using “Who” Instead of “Whom”
Incorrect: The person who I spoke to is my teacher.
👉 “Who” is used for subjects, while “whom” should be used as the object of a verb or preposition.
Correct: The person whom I spoke to is my teacher.
👉 “Whom” is the correct pronoun to use when referring to the object of the verb “spoke.”
Tips for teachers: While “whom” is formal, teach students when to use “whom” in sentences and the distinction between subject (“who”) and object (“whom”) pronouns. Practice with examples in formal and informal contexts.
Confusing “They” with “It” for Non-Gendered Singular
Incorrect: Each student should bring their book.
👉 “Each student” is singular, so it should take a singular pronoun, not “their.”
Correct: Each student should bring his or her book.
👉 “His or her” is the correct singular pronoun to use with indefinite singular nouns like “each student.”
Tips for teachers: Explain that “they” is plural, and “his or her” is used for singular indefinite subjects. Practice with other singular nouns such as “someone” or “anyone.”
Using “There” Instead of “Their”
Incorrect: There house is big.
👉 “There” is used for location or existence, but “their” is the correct possessive form for ownership.
Correct: Their house is big.
👉 “Their” shows possession, indicating that the house belongs to them.
Tips for teachers: Teach the difference between “there” (location or existence), “their” (possessive), and “they’re” (they are). Have students create sentences using all three to reinforce the difference.
Using “Its” Instead of “It’s”
Incorrect: The dog chased it’s tail.
👉 “It’s” is a contraction for “it is,” while “its” is the possessive form of the pronoun.
Correct: The dog chased its tail.
👉 “Its” shows possession, meaning the tail belongs to the dog.
Tips for teachers: Clarify the difference between “its” (possessive) and “it’s” (contraction for “it is” or “it has”). Practice by providing sentences where students have to choose between the two.
Confusing “Your” and “You’re”
Incorrect: Your going to the store.
👉 “Your” is a possessive pronoun, but “you’re” is the contraction for “you are.”
Correct: You’re going to the store.
👉 “You’re” is the correct contraction for “you are,” showing an action the person is doing.
Tips for teachers: Emphasize the difference between “your” (possessive) and “you’re” (contraction for “you are”). Use fun exercises or quizzes where students fill in the blanks with the correct form.
11. Common Mistakes in Plural Forms
Plural forms are used to indicate more than one person, thing, or concept. In English, most nouns form the plural by adding an “s” or “es” at the end, but irregular nouns have unique plural forms. Many ESL students struggle with plural forms because their native languages have different rules or no plural system at all.
Adding “s” to Regular Nouns
Incorrect: I have two cat.
👉 “Cat” is singular, but since we’re talking about more than one, it needs to become plural by adding “s.”
Correct: I have two cats.
👉 “Cats” is the correct plural form of “cat,” created by adding “s” to the singular noun.
Tips for teachers: Help students identify regular plural nouns and practice adding “s” to create plural forms. Use visuals like pictures of one object and several objects to reinforce the concept.
Adding “es” to Nouns Ending in “s,” “x,” “ch,” “sh,” or “z”
Incorrect: She has three box.
👉 “Box” ends in “x,” so we need to add “es” to make it plural.
Correct: She has three boxes.
👉 “Boxes” is the correct plural form of “box,” formed by adding “es” to nouns that end in “x,” “s,” “ch,” “sh,” or “z.”
Tips for teachers: Teach students the specific rule for adding “es” to nouns ending in “s,” “x,” “ch,” “sh,” or “z.” Provide practice sentences where students can add “es” to pluralize the words.
Irregular Plural Forms (e.g., “Man” to “Men”)
Incorrect: The children are playing with their toy.
👉 “Child” is an irregular noun, and its plural form is not created by simply adding “s.”
Correct: The children are playing with their toys.
👉 “Children” is the correct plural form of “child,” which does not follow the regular plural rule.
Tips for teachers: Focus on irregular plural forms like “man” to “men,” “woman” to “women,” “child” to “children,” and others. Provide word lists of common irregular nouns and have students practice them.
Changing Vowel Sounds for Some Nouns (e.g., “Foot” to “Feet”)
Incorrect: She wears two shoe.
👉 “Shoe” follows the regular plural rule, but “foot” is an irregular noun with a different plural form.
Correct: She wears two shoes.
👉 “Shoes” is the correct plural form of “shoe,” following the regular rule. But remember that “foot” changes to “feet,” not just by adding “s.”
Tips for teachers: Teach students about irregular plural forms that change vowels (e.g., “foot” to “feet,” “tooth” to “teeth”). Use flashcards or matching exercises to reinforce these changes.
Nouns Ending in “y” with a Consonant Before It
Incorrect: I have many candy.
👉 “Candy” ends in “y,” but there’s a consonant before the “y,” so the plural form needs “ies.”
Correct: I have many candies.
👉 “Candies” is the correct plural form of “candy,” formed by changing the “y” to “ies.”
Tips for teachers: Explain the rule for nouns ending in “y” with a consonant before it (add “ies” to form the plural). Provide practice with nouns like “baby” (babies), “party” (parties), etc.
Nouns Ending in “f” or “fe”
Incorrect: She bought three scarf.
👉 Some nouns that end in “f” or “fe” change to “ves” in the plural form.
Correct: She bought three scarves.
👉 “Scarves” is the correct plural form of “scarf,” formed by changing “f” to “ves.”
Tips for teachers: Teach students the rule for changing “f” or “fe” to “ves” in the plural (e.g., “wife” to “wives,” “leaf” to “leaves”). Have them practice with a list of such nouns.
Nouns with No Plural Form (Uncountable Nouns)
Incorrect: I have many furnitures in my house.
👉 “Furniture” is an uncountable noun, so it doesn’t have a plural form.
Correct: I have much furniture in my house.
👉 “Furniture” is uncountable and does not change in the plural. Use “much” for uncountable nouns instead of “many.”
Tips for teachers: Teach the difference between countable and uncountable nouns. Provide practice with uncountable nouns like “water,” “bread,” and “furniture.”
Plural Forms of Compound Nouns
Incorrect: I need three toothbrushs.
👉 “Toothbrush” is a compound noun, and the plural is usually formed by adding “s” to the last part of the compound.
Correct: I need three toothbrushes.
👉 “Toothbrushes” is the correct plural form, formed by adding “es” to the end of “toothbrush.”
Tips for teachers: Teach students how to form the plural of compound nouns by adding “s” or “es” to the last word in the compound (e.g., “postman” to “postmen,” “cupcake” to “cupcakes”).
Some Nouns That Look Plural But Are Singular (e.g., “News”)
Incorrect: The news are on at 9 PM.
👉 “News” may look plural, but it is considered singular and needs a singular verb form.
Correct: The news is on at 9 PM.
👉 “News” is a singular noun, so we use “is” instead of “are.”
Tips for teachers: Remind students that some nouns like “news” and “mathematics” are singular, even though they appear plural. Provide examples for students to practice using singular verbs with these nouns.
Foreign Words with Regular Plurals
Incorrect: I studied three criterions for my report.
👉 “Criterion” is a Latin word that becomes plural as “criteria,” not “criterions.”
Correct: I studied three criteria for my report.
👉 “Criteria” is the correct plural form of “criterion,” following the rule for Latin-derived nouns.
Tips for teachers: Teach students about foreign words that have irregular plural forms, like “criterion” to “criteria,” “medium” to “media.” Practice with other borrowed words and their correct plural forms.
12. Common Mistakes in Adjectives and Adverbs
Adjectives describe nouns, while adverbs modify verbs, adjectives, or other adverbs. Students often confuse adjectives with adverbs, especially when the adverb form ends in “-ly,” or when both words seem similar in meaning. Understanding the difference between the two is essential to forming grammatically correct sentences.
Using Adjectives with Nouns
Incorrect: She sings beautiful.
👉 “Beautiful” is an adjective, but we need an adverb to describe how she sings.
Correct: She sings beautifully.
👉 “Beautifully” is the correct adverb form of “beautiful,” describing the action of singing.
Tips for teachers: Teach students that adjectives describe nouns, while adverbs modify verbs or adjectives. Provide practice with common adjectives and their corresponding adverbs, like “quick” (quickly), “slow” (slowly).
Using Adverbs to Modify Verbs
Incorrect: She runs quick.
👉 “Quick” is an adjective, and we need an adverb to describe the action of running.
Correct: She runs quickly.
👉 “Quickly” is the correct adverb form of “quick,” describing how she runs.
Tips for teachers: Remind students that adverbs often end in “-ly” and modify verbs. Practice with verbs like “speak” (fluently), “eat” (hungrily), and “play” (carefully).
Adjective vs. Adverb with “Good” and “Well”
Incorrect: She sings good.
👉 “Good” is an adjective, but we need the adverb form to describe the verb “sings.”
Correct: She sings well.
👉 “Well” is the correct adverb form of “good,” modifying the action of singing.
Tips for teachers: Emphasize that “good” is an adjective and should not modify verbs. “Well” is the adverbial form and should be used to describe actions. Use comparisons like “She is a good singer” and “She sings well” for clarity.
Using Adjectives with Linking Verbs
Incorrect: The cake looks deliciously.
👉 “Deliciously” is an adverb, but after a linking verb (like “looks”), we need an adjective to describe the subject.
Correct: The cake looks delicious.
👉 “Delicious” is the correct adjective form to describe the cake after the linking verb “looks.”
Tips for teachers: Teach that adjectives follow linking verbs (e.g., “be,” “look,” “seem”) and modify the subject. Practice with common adjectives like “tired,” “happy,” and “beautiful.”
Double Adjectives vs. Adverbs
Incorrect: She sings so beautiful.
👉 “Beautiful” is an adjective, but after “so,” we need an adverb to describe the verb “sings.”
Correct: She sings so beautifully.
👉 “Beautifully” is the correct adverb form of “beautiful,” modifying the verb “sings.”
Tips for teachers: Explain that when using intensifiers like “so,” “really,” or “very,” the following word should be an adverb if it modifies a verb. Use this to highlight the difference between adjectives and adverbs.
Confusing Adjective and Adverb Forms Ending in “-ly”
Incorrect: He talks slow.
👉 “Slow” is an adjective, but we need an adverb to modify the verb “talks.”
Correct: He talks slowly.
👉 “Slowly” is the correct adverb form of “slow,” modifying the verb “talks.”
Tips for teachers: Provide practice with commonly confused words like “quick” (quickly), “hard” (hardly), and “late” (lately). Emphasize the difference between adjectives and adverbs ending in “-ly.”
Using Adjectives to Compare Things
Incorrect: She is the more taller student in class.
👉 “Taller” already shows comparison, so “more” is unnecessary.
Correct: She is the tallest student in class.
👉 “Tallest” is the superlative form of “tall,” indicating the most extreme comparison.
Tips for teachers: Teach students the rules for comparative and superlative forms of adjectives. Show that comparative forms (e.g., “taller”) are used with “more,” and superlative forms (e.g., “tallest”) do not require “more.”
Adverbs for Frequency
Incorrect: She go to the gym always.
👉 “Always” is an adverb, but its position in the sentence needs to be corrected.
Correct: She always goes to the gym.
👉 “Always” is the correct adverb of frequency, placed before the verb “goes.”
Tips for teachers: Teach the correct placement of frequency adverbs like “always,” “never,” and “often.” They usually come before the main verb but after the verb “to be.”
Using Adjectives for Feelings vs. Adverbs for Actions
Incorrect: She feels happily.
👉 “Happily” is an adverb, but “feels” is a linking verb that needs an adjective.
Correct: She feels happy.
👉 “Happy” is the correct adjective form to describe how she feels.
Tips for teachers: Teach that linking verbs are followed by adjectives (e.g., “feels happy,” “seems tired”). Adverbs should only be used with action verbs.
Using Adverbs to Modify Adjectives
Incorrect: She is very quickler than him.
👉 “Quickler” is incorrect; we should use the comparative form of “quick,” and “very” modifies adjectives, not comparative adverbs.
Correct: She is much quicker than him.
👉 “Much” is the adverb modifying the comparative adjective “quicker.”
Tips for teachers: Emphasize that adverbs like “much,” “a lot,” and “very” modify adjectives and adverbs. Avoid using “quickler” as there is no comparative form like this in English.
Using Adjectives for Quantity vs. Adverbs for Degree
Incorrect: I have very many friends.
👉 “Many” is an adjective, and we need an adverb to modify the degree of “friends.”
Correct: I have so many friends.
👉 “So” is the correct adverb to modify the quantity expressed by “many.”
Tips for teachers: Explain how to correctly use adverbs like “so,” “too,” and “quite” to modify adjectives that express quantity. Help students practice forming sentences with “many” and “much” modified by adverbs.
13. Common Mistakes in Modal Verbs
Modal verbs are auxiliary verbs that express necessity, possibility, permission, or ability. Common modal verbs include “can,” “could,” “may,” “might,” “should,” “would,” and “must.” These verbs do not change form for different subjects, but students often misuse them, especially when choosing between modals with similar meanings.
Using “Can” for Ability
Incorrect: She can sings very well.
👉 “Sings” is the wrong form of the verb; after “can,” we use the base form of the verb.
Correct: She can sing very well.
👉 “Sing” is the correct base form of the verb after “can,” indicating ability.
Tips for teachers: Emphasize that after “can,” the verb must be in its base form. Use simple exercises to practice with verbs like “run,” “speak,” and “play.”
Using “Could” for Past Ability
Incorrect: I can run faster when I was young.
👉 “Can” should be replaced with “could” to indicate past ability.
Correct: I could run faster when I was young.
👉 “Could” is the correct modal verb for expressing past ability.
Tips for teachers: Teach the difference between “can” (present ability) and “could” (past ability). Use real-life examples to show how they change with time.
Using “May” for Permission
Incorrect: May I to go out?
👉 “To go” is incorrect after “may”; we should use the base form of the verb.
Correct: May I go out?
👉 “Go” is the correct base form after “may,” indicating permission.
Tips for teachers: Focus on the correct structure for asking permission with “may.” Show students the difference between “may” (formal) and “can” (informal) for permission.
Using “Must” for Necessity
Incorrect: You must to study hard for the test.
👉 “To study” is incorrect after “must”; we use the base form of the verb.
Correct: You must study hard for the test.
👉 “Study” is the correct base form after “must,” expressing necessity.
Tips for teachers: Clarify that “must” is used to express strong necessity or obligation, and it is always followed by the base form of the verb.
Using “Might” for Possibility
Incorrect: She might comes to the party tonight.
👉 “Comes” is the wrong form of the verb; after “might,” we use the base form.
Correct: She might come to the party tonight.
👉 “Come” is the correct base form after “might,” expressing possibility.
Tips for teachers: Practice with modals like “might,” “may,” and “could” to express possibility. Teach students that these modals are followed by the base verb.
Using “Should” for Advice
Incorrect: You should to see the doctor.
👉 “To see” is incorrect after “should”; we use the base form of the verb.
Correct: You should see the doctor.
👉 “See” is the correct base form after “should,” giving advice.
Tips for teachers: Teach that “should” is used to give advice or suggest actions. Reinforce that “should” is followed by the base verb.
Using “Would” for Polite Requests
Incorrect: Would you like to coming with us?
👉 “Coming” is the wrong form of the verb; after “would,” we use the base form.
Correct: Would you like to come with us?
👉 “Come” is the correct base form after “would,” forming a polite request.
Tips for teachers: Focus on the structure for making polite requests with “would” and “like.” Use role-playing to help students practice in everyday situations.
Using “Could” for Polite Requests
Incorrect: Could you to help me with this?
👉 “To help” is incorrect after “could”; we use the base form of the verb.
Correct: Could you help me with this?
👉 “Help” is the correct base form after “could,” making a polite request.
Tips for teachers: Explain that “could” is a more polite version of “can” for requests. Practice with students by modeling polite questions and responses.
Using “Must” for Prohibition
Incorrect: You mustn’t to talk during the test.
👉 “To talk” is incorrect after “mustn’t”; we use the base form of the verb.
Correct: You mustn’t talk during the test.
👉 “Talk” is the correct base form after “mustn’t,” expressing prohibition.
Tips for teachers: Clarify the meaning of “must” for strong necessity and “mustn’t” for prohibition. Use classroom rules to practice these structures.
Using “Can” for Possibility
Incorrect: You can arrive late if you want.
👉 “Can” is used for ability but should be replaced with “may” or “might” to express permission or possibility in this context.
Correct: You may arrive late if you want.
👉 “May” is used for permission, and in this case, it is more appropriate than “can.”
Tips for teachers: Teach the difference between “can” (ability) and “may” (permission). Use examples of rules and options to clarify usage.
14. Common Mistakes in Conjunctions
Conjunctions are words that connect words, phrases, or clauses. They help create more complex sentences and show relationships between ideas, such as cause and effect, contrast, or time. Students often misuse conjunctions or omit them, affecting the clarity and flow of their sentences.
Using “And” to Connect Ideas
Incorrect: I like apples, I like oranges.
👉 “And” is needed to connect the two ideas properly.
Correct: I like apples and I like oranges.
👉 “And” is the conjunction that connects the two ideas, showing that both actions are true.
Tips for teachers: Teach the simple conjunction “and” to link ideas or items in a list. Practice with sentences that combine two similar actions or ideas.
Using “But” for Contrast
Incorrect: I wanted to go swimming, but it rained.
👉 This is correct, but students sometimes forget to use “but” when showing contrast between ideas.
Correct: I wanted to go swimming, but it rained.
👉 “But” connects two contrasting ideas, showing a shift between what was wanted and what happened.
Tips for teachers: Emphasize “but” for contrast. Use examples where two opposing ideas are presented, like preferences versus reality.
Using “Or” for Alternatives
Incorrect: Do you want tea, coffee?
👉 “Or” is missing between the two options.
Correct: Do you want tea or coffee?
👉 “Or” is used to connect two alternatives, indicating a choice between them.
Tips for teachers: Focus on the use of “or” when offering choices. Practice with questions and sentences that present alternatives.
Using “Because” to Show Cause and Effect
Incorrect: She didn’t come because she was sick.
👉 This sentence is correct, but sometimes students forget “because” or use the wrong conjunction to show cause and effect.
Correct: She didn’t come because she was sick.
👉 “Because” is used to explain the reason for the action, showing the cause and effect.
Tips for teachers: Highlight “because” for cause and effect. Provide examples with clear reasons to help students understand how to show why something happens.
Using “Although” for Contrast in Clauses
Incorrect: I went to the party, although I was tired.
👉 “Although” is used correctly here, but students may confuse it with “but.”
Correct: Although I was tired, I went to the party.
👉 “Although” introduces a contrast and connects two ideas, often at the beginning of the sentence.
Tips for teachers: Teach the difference between “although” and “but.” Use sentences that show a contrast between two actions or situations.
Using “If” for Condition
Incorrect: I will go if I have money.
👉 This is correct, but students may misuse conditional structures.
Correct: I will go if I have money.
👉 “If” is used to show a condition that must be met for something to happen.
Tips for teachers: Teach the structure of conditional sentences using “if” and practice with real-life situations where conditions are important.
Using “So” for Cause and Effect
Incorrect: I was tired so I went to bed early.
👉 “So” connects the cause and effect, but students may forget to use it or use it in the wrong place.
Correct: I was tired, so I went to bed early.
👉 “So” explains the result of the first action, connecting cause and effect.
Tips for teachers: Emphasize the use of “so” to explain outcomes. Use examples that show a clear reason and result.
Using “Yet” for Contrast in Complex Sentences
Incorrect: He is very tall, yet he can’t play basketball.
👉 “Yet” shows contrast, but students may confuse it with “but.”
Correct: He is very tall, yet he can’t play basketball.
👉 “Yet” is used for contrast, often to show a surprising or unexpected result.
Tips for teachers: Teach the subtle difference between “but” and “yet” for expressing contrast. Provide complex sentences that show unexpected outcomes.
Using “Unless” for Conditional Negative Statements
Incorrect: I won’t go unless I will finish my work.
👉 “Will” is not needed in the conditional clause; “unless” already sets the condition.
Correct: I won’t go unless I finish my work.
👉 “Unless” is used to show the condition under which something will not happen.
Tips for teachers: Teach the correct structure for conditional sentences using “unless.” Help students practice forming negative conditions.
Using “Neither…nor” for Negative Alternatives
Incorrect: I neither like tea nor I like coffee.
👉 “Nor” should follow “neither,” and there should be no “I” after “nor.”
Correct: I neither like tea nor coffee.
👉 “Neither…nor” is used to connect two negative alternatives.
Tips for teachers: Clarify the structure of “neither…nor” and practice with negative statements that offer two alternatives.
15. Common Mistakes in Word Forms
Word forms refer to the different variations of a word depending on its function in a sentence. Using the correct word form is crucial for proper grammar and sentence structure. ESL students may struggle with word forms, especially when changing verbs into nouns, adjectives, or adverbs.
Using the Correct Verb Form
Incorrect: She enjoy playing tennis.
👉 The verb “enjoy” should be in the correct form for third-person singular subjects.
Correct: She enjoys playing tennis.
👉 “Enjoys” is the correct verb form for the third-person singular subject “she.”
Tips for teachers: Help students remember to add “s” to verbs for third-person singular subjects in the present tense. Practice with various subject-verb pairs.
Changing Nouns to Adjectives
Incorrect: He is an intelligence man.
👉 The word “intelligence” is a noun, but an adjective form is needed here.
Correct: He is an intelligent man.
👉 “Intelligent” is the correct adjective form of the noun “intelligence.”
Tips for teachers: Teach students common adjective suffixes like “-ant,” “-ent,” and “-ic.” Use simple examples to practice converting nouns to adjectives.
Using Adverbs Correctly
Incorrect: She sings beautiful.
👉 “Beautiful” is an adjective, but an adverb is needed to describe how she sings.
Correct: She sings beautifully.
👉 “Beautifully” is the correct adverb form to modify the verb “sings.”
Tips for teachers: Explain the difference between adjectives and adverbs. Focus on adverbs that end in “-ly” and practice with verbs to describe actions.
Using the Correct Plural Form
Incorrect: I have two child.
👉 “Child” should be in its plural form “children” when referring to more than one.
Correct: I have two children.
👉 “Children” is the correct plural form of “child.”
Tips for teachers: Emphasize irregular plural forms like “children” and “men.” Practice with flashcards to reinforce plural rules.
Changing Verbs to Nouns
Incorrect: He is a good decision maker.
👉 “Decision” is a noun, but the verb form “decide” should be used here for clarity.
Correct: He is a good decision maker.
👉 “Decision” is a noun form, and “maker” functions as a noun to describe a person who makes decisions.
Tips for teachers: Teach the process of turning verbs into nouns with suffixes like “-tion,” “-ment,” or “-er.” Provide lots of examples where verbs are converted into nouns.
Using Adjectives with Comparatives and Superlatives
Incorrect: She is the more smarter of the two.
👉 “More smarter” is incorrect because “smarter” already has the comparative form.
Correct: She is the smarter of the two.
👉 “Smarter” is the correct comparative form of “smart.”
Tips for teachers: Practice with comparative and superlative forms of adjectives. Remind students that only one form (either “more” or “-er”) is needed for comparatives.
Changing Adjectives to Adverbs
Incorrect: She speaks fluent English.
👉 “Fluent” is an adjective, but an adverb form is needed here to describe how she speaks.
Correct: She speaks fluently in English.
👉 “Fluently” is the correct adverb form to describe the manner in which she speaks.
Tips for teachers: Focus on converting adjectives ending in “-ent” or “-ant” into adverbs by adding “ly.” Use common adverbs in conversation practice.
Using Noun Forms Correctly
Incorrect: The informations are clear.
👉 “Informations” is incorrect as “information” is an uncountable noun and does not have a plural form.
Correct: The information is clear.
👉 “Information” is an uncountable noun, so it should not have a plural form.
Tips for teachers: Teach the distinction between countable and uncountable nouns. Use specific examples to show the difference in form.
Using the Correct Verb Tense Form
Incorrect: I have visited the museum yesterday.
👉 “Have visited” is present perfect, but “yesterday” requires the simple past tense.
Correct: I visited the museum yesterday.
👉 “Visited” is the correct past tense form for an action that happened in the past at a specific time.
Tips for teachers: Practice with time expressions like “yesterday,” “last week,” or “in 1999” to guide students to use the correct verb tense.
Changing Adjectives to Nouns
Incorrect: She has a great beauty.
👉 “Beauty” is a noun, but the adjective “beautiful” should be used to describe her.
Correct: She has great beauty.
👉 “Beauty” is a noun that describes a quality, and “great” is the adjective describing it.
Tips for teachers: Teach how adjectives are used to modify nouns. Focus on nouns like “strength,” “honesty,” and “beauty” that describe qualities.
16. Common Mistakes in Possessives
Possessives show ownership or association. In English, possessive forms are used to indicate that something belongs to someone or something. ESL students often confuse possessives with plurals or use incorrect apostrophe placement.
Using Apostrophes for Singular Possessives
Incorrect: The dog bone is big.
👉 “Dog” is singular, but it needs an apostrophe to show ownership of the bone.
Correct: The dog’s bone is big.
👉 “Dog’s” is the correct possessive form, showing that the bone belongs to the dog.
Tips for teachers: Emphasize the apostrophe use for singular possessives. Use examples with clear ownership (e.g., “the teacher’s book”) to demonstrate the rule.
Using Apostrophes for Plural Possessives
Incorrect: The childrens’ toys are new.
👉 “Children” is an irregular plural noun, so the apostrophe should be placed after the “s.”
Correct: The children’s toys are new.
👉 “Children’s” is the correct possessive form for the plural noun “children,” showing that the toys belong to them.
Tips for teachers: Teach irregular plural forms like “children,” “men,” and “women.” Practice with possessives using plural nouns to reinforce the rule.
Using Possessive ‘s for Family Members
Incorrect: My sisters husband is coming.
👉 “Sisters” is plural, and it requires an apostrophe for possessive form, but we are referring to one sister’s husband.
Correct: My sister’s husband is coming.
👉 “Sister’s” correctly shows that the husband belongs to one sister.
Tips for teachers: Focus on family member possessives (e.g., “father’s,” “brother’s”) to clarify the use of possessives for close relationships.
Using Possessives with Compound Nouns
Incorrect: My brother in laws car is new.
👉 The compound noun “brother-in-law” needs an apostrophe at the end of the whole compound.
Correct: My brother-in-law’s car is new.
👉 “Brother-in-law’s” correctly shows possession of the car.
Tips for teachers: Teach students to treat compound nouns as one unit when forming possessives. Use examples like “mother-in-law’s,” “son-in-law’s,” and “best friend’s.”
Using Possessives with Multiple Owners
Incorrect: John and Mary’s house is big.
👉 “John and Mary” are two people, so the possessive needs to indicate shared ownership.
Correct: John and Mary’s house is big.
👉 “John and Mary’s” correctly shows that both share the house.
Tips for teachers: Emphasize the use of possessive forms for shared ownership. Use examples of couples or groups of people to demonstrate the rule.
Using Possessives with Inanimate Objects
Incorrect: The book of the teacher is on the table.
👉 The phrase “the book of the teacher” can be simplified using the possessive form.
Correct: The teacher’s book is on the table.
👉 “Teacher’s” correctly shows ownership of the book.
Tips for teachers: Teach possessives with both animate and inanimate nouns. Use classroom items (e.g., “teacher’s desk,” “student’s chair”) for practice.
Using Possessive Pronouns
Incorrect: That bag is mine’s.
👉 “Mine’s” is incorrect because “mine” is already a possessive pronoun and does not require an apostrophe.
Correct: That bag is mine.
👉 “Mine” correctly shows ownership without needing an apostrophe.
Tips for teachers: Explain the difference between possessive pronouns (“mine,” “yours,” “his,” “hers”) and possessive nouns. Practice by asking students to identify the correct possessive pronoun.
Using Possessives with Names Ending in “s”
Incorrect: James car is parked outside.
👉 “James” ends in “s,” but it still needs an apostrophe to show possession.
Correct: James’s car is parked outside.
👉 “James’s” correctly shows possession for a name ending in “s.”
Tips for teachers: Teach that names ending in “s” take an apostrophe plus “s” (e.g., “Chris’s,” “James’s”). Provide practice with common names to reinforce the rule.
Using Possessives with Non-Living Things (No Apostrophe)
Incorrect: The table’s legs are broken.
👉 “Table” is a non-living thing, so it should not have an apostrophe when referring to the legs.
Correct: The table legs are broken.
👉 “Table” is used directly as an adjective to describe the legs without needing an apostrophe.
Tips for teachers: Reinforce that possessives are typically for people or animate beings. Practice using possessive forms for non-living things only when appropriate.
Using Possessive Forms in Indirect Ownership
Incorrect: The book of my teacher is on the table.
👉 The phrase “book of my teacher” should use a possessive form to simplify the expression.
Correct: My teacher’s book is on the table.
👉 “My teacher’s” correctly shows possession of the book.
Tips for teachers: Encourage students to use possessives when describing ownership. Simplify complex sentences by replacing “of” with possessive forms (e.g., “John’s book” instead of “the book of John”).
17. Common Mistakes in Uncountable Nouns
Uncountable nouns refer to things that cannot be counted individually, often representing a mass, substance, or abstract concept. ESL students may mistakenly treat uncountable nouns as countable ones or use incorrect quantifiers.
Using “Some” for Uncountable Nouns
Incorrect: I have many informations.
👉 “Information” is uncountable, so it doesn’t take the plural form “informations.”
Correct: I have some information.
👉 “Information” is uncountable, and “some” is used to refer to an unspecified quantity.
Tips for teachers: Remind students that uncountable nouns like “information,” “advice,” and “water” are always singular. Use quantifiers like “some,” “much,” and “a little” for these nouns.
Using “Much” for Uncountable Nouns
Incorrect: There isn’t much books on the table.
👉 “Books” is countable, so the use of “much” is incorrect here.
Correct: There isn’t much water on the table.
👉 “Water” is uncountable, so “much” is used to indicate a large amount.
Tips for teachers: Focus on the difference between countable and uncountable nouns. Practice with phrases like “much time,” “much work,” and “many books” to show the correct usage.
Using “A Few” for Uncountable Nouns
Incorrect: I have a few money in my wallet.
👉 “Money” is uncountable, so it should not be used with “a few,” which is for countable nouns.
Correct: I have a little money in my wallet.
👉 “Money” is uncountable, so “a little” is used to show a small amount.
Tips for teachers: Teach the difference between “a few” (countable) and “a little” (uncountable). Use common uncountable nouns like “money,” “water,” and “furniture” in practice.
Using “Many” for Uncountable Nouns
Incorrect: I don’t have many furniture in my house.
👉 “Furniture” is uncountable, so “many” is not the correct quantifier.
Correct: I don’t have much furniture in my house.
👉 “Furniture” is uncountable, and “much” is the appropriate word to indicate a large quantity.
Tips for teachers: Emphasize the use of “much” with uncountable nouns and “many” with countable nouns. Use examples with both types of nouns to demonstrate the difference.
Using “A Lot of” for Uncountable Nouns
Incorrect: There is a lot of furnitures in the store.
👉 “Furniture” is uncountable, so the plural form “furnitures” is incorrect.
Correct: There is a lot of furniture in the store.
👉 “Furniture” is uncountable, and “a lot of” works with both countable and uncountable nouns.
Tips for teachers: Practice “a lot of” with both countable and uncountable nouns. Provide examples like “a lot of furniture,” “a lot of books,” and “a lot of water.”
Using “Few” for Uncountable Nouns
Incorrect: I have few money to spend today.
👉 “Money” is uncountable, so it should be used with “a little” instead of “few.”
Correct: I have a little money to spend today.
👉 “Money” is uncountable, so “a little” correctly shows a small amount.
Tips for teachers: Stress the use of “few” for countable nouns and “a little” for uncountable nouns. Reinforce with plenty of practice on both types of nouns.
Using “The” with Uncountable Nouns
Incorrect: She gave me the advice about the job.
👉 “Advice” is uncountable, and using “the” with it can sound awkward unless referring to specific advice.
Correct: She gave me advice about the job.
👉 “Advice” does not require “the” unless it refers to a specific piece of advice.
Tips for teachers: Teach students that uncountable nouns typically don’t need the article “the,” unless they are specific or known in the context. Practice with examples of uncountable nouns used in context.
Using “Less” for Uncountable Nouns
Incorrect: I have less books than you.
👉 “Books” is countable, so “less” is not appropriate.
Correct: I have less time than you.
👉 “Time” is uncountable, and “less” is used to show a smaller amount of uncountable things.
Tips for teachers: Teach the difference between “less” (uncountable) and “fewer” (countable). Provide practice sentences with uncountable nouns to reinforce the rule.
Using “A” or “An” with Uncountable Nouns
Incorrect: I have a little advice for you.
👉 “Advice” is uncountable, so it should not be used with “a” or “an.”
Correct: I have little advice for you.
👉 “Advice” is uncountable, so it is used without “a” or “an.”
Tips for teachers: Clarify that uncountable nouns do not use “a” or “an.” Reinforce this by showing examples like “some milk,” “much furniture,” and “little knowledge.”
Using “Some” with Uncountable Nouns in Negative Sentences
Incorrect: I don’t have some information for you.
👉 “Some” is not typically used in negative sentences.
Correct: I don’t have any information for you.
👉 “Any” is used in negative sentences instead of “some” for uncountable nouns.
Tips for teachers: Emphasize the use of “any” in negative sentences and “some” in positive sentences with uncountable nouns. Provide plenty of negative sentence practice.
18. Common Mistakes in Punctuation Errors
Punctuation marks help clarify the meaning of sentences by separating ideas, showing pauses, and indicating the tone of the message. Many ESL students struggle with punctuation because it differs from their first language or they simply overlook its importance.
Misplacing Commas
Incorrect: She likes to read, write and swim.
👉 A comma is needed before “and” to separate the last item in a list.
Correct: She likes to read, write, and swim.
👉 The comma before “and” clarifies that these are three separate activities.
Tips for teachers: Teach students to use commas in lists of three or more items. Practice with simple sentences and gradually increase complexity.
Missing Period at the End of a Sentence
Incorrect: She is going to the store
👉 A period is needed to show the end of the sentence.
Correct: She is going to the store.
👉 A period marks the completion of the sentence.
Tips for teachers: Emphasize the importance of always placing a period at the end of a statement. Practice by having students check their writing for missing punctuation.
Incorrect Use of Apostrophes
Incorrect: The dogs tail is wagging.
👉 The apostrophe should show possession, so it needs to be after the dog’s.
Correct: The dog’s tail is wagging.
👉 The apostrophe shows that the tail belongs to the dog.
Tips for teachers: Teach the difference between contractions (e.g., “don’t”) and possession (e.g., “dog’s”). Use plenty of examples to practice both.
Using Commas Instead of Periods
Incorrect: I like coffee, I like tea.
👉 This is a comma splice, and it incorrectly joins two independent clauses.
Correct: I like coffee. I like tea.
👉 The sentences should be separated by a period to show two complete ideas.
Tips for teachers: Show students that two independent clauses (complete sentences) should not be joined by just a comma. Teach how to use periods, semicolons, or conjunctions.
Misplacing Quotation Marks
Incorrect: She said I am going to the store.
👉 The quotation marks should enclose what is directly spoken.
Correct: She said, “I am going to the store.”
👉 The quotation marks enclose the exact words spoken, and a comma is needed before the quote.
Tips for teachers: Teach students that quotation marks should surround exact speech and dialogue. Practice with dialogue examples to reinforce this rule.
Missing Comma After Introductory Phrases
Incorrect: After dinner we went to the park.
👉 A comma is needed after the introductory phrase “After dinner.”
Correct: After dinner, we went to the park.
👉 The comma separates the introductory phrase from the main part of the sentence.
Tips for teachers: Encourage students to use commas after introductory phrases or clauses to improve readability. Practice with various introductory phrases like “In the morning,” “Later that day,” etc.
Using Too Many Commas
Incorrect: My friend, who lives in New York, and I are going on vacation.
👉 The comma between “friend” and “who” is unnecessary.
Correct: My friend who lives in New York and I are going on vacation.
👉 The commas around “who lives in New York” are not needed because the clause is essential to the meaning of the sentence.
Tips for teachers: Explain that commas should only be used for non-essential clauses. Help students identify when extra commas are unnecessary by simplifying sentences.
Using Incorrect Capitalization After Colons
Incorrect: She has one goal: to travel the world.
👉 The “to” after the colon should not be capitalized.
Correct: She has one goal: to travel the world.
👉 “To” should be in lowercase because it is part of the sentence that continues after the colon.
Tips for teachers: Teach students that after a colon, the first word is only capitalized if it is a proper noun or the start of a complete sentence.
Overusing Exclamation Marks
Incorrect: This is amazing!!!
👉 Too many exclamation marks can make the sentence sound exaggerated.
Correct: This is amazing!
👉 One exclamation mark is enough to show strong emotion or excitement.
Tips for teachers: Advise students to use exclamation marks sparingly. Focus on using them to express clear excitement or emphasis rather than for every strong statement.
Confusing the Use of Semicolons and Colons
Incorrect: She was tired: she went to bed early.
👉 A colon is not appropriate here because it does not introduce a list or explanation.
Correct: She was tired; she went to bed early.
👉 A semicolon is used to link two related independent clauses.
Tips for teachers: Explain the difference between semicolons (used to link related independent clauses) and colons (used to introduce lists, quotes, or explanations). Practice with examples to clarify their proper use.
Conclusion
Correcting grammar mistakes is an essential part of helping ESL students improve their language skills. By understanding the difference between global and local errors, teachers can focus on the most important mistakes and guide their students more effectively.
It’s important to address errors in a way that supports learning, using clear examples and explanations. With practice, students will become more confident and accurate in their language use.
By applying the tips and strategies shared in this post, you can create a more productive learning environment. Keep reinforcing correct grammar use, and your students will see improvement over time.
FAQs on Common Grammar Mistakes of ESL Students
1. What are global grammar errors?
Global errors affect the overall meaning or structure of a sentence and can confuse the listener or reader.
2. What are local grammar errors?
Local errors are smaller mistakes in a sentence, like incorrect word usage, but they don’t prevent understanding.
3. How can I correct grammar mistakes in my ESL classroom?
Identify the type of error (global or local), explain the mistake clearly, and provide examples to help students understand the correct form.
4. How do I know when to correct a student’s error?
Focus on global errors that hinder understanding first. Local errors can be corrected later or in a more supportive, less interruptive way.
5. Why do ESL students make grammar mistakes?
Many students carry over rules and structures from their first language, which can lead to errors in English grammar.
6. What is the best way to teach verb tenses to ESL students?
Use clear examples with time markers (e.g., “yesterday” for past tense) and practice matching them with the correct verb forms.
7. How do I address common preposition errors in my students?
Explain the common prepositions used in different contexts and provide examples for students to practice in sentences.
8. Should I correct every error my ESL students make?
It’s not necessary to correct every error. Focus on errors that interfere with communication and provide positive reinforcement for improvement.
9. How can I help students avoid redundancy in their sentences?
Teach students to simplify their sentences by removing unnecessary words and focusing on conveying the core message clearly.
10. How can I improve my students’ understanding of articles (a, an, the)?
Give students clear rules for when to use definite and indefinite articles, and provide exercises to practice their application in sentences.
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