{"id":2002,"date":"2016-04-21T17:05:31","date_gmt":"2016-04-21T21:05:31","guid":{"rendered":"http:\/\/www.oxfordseminars.com\/blog\/?p=2002"},"modified":"2017-10-26T14:20:30","modified_gmt":"2017-10-26T18:20:30","slug":"20-common-english-mistakes-not-to-pass-on-to-your-students-part-2","status":"publish","type":"post","link":"https:\/\/www.oxfordseminars.com\/blog\/20-common-english-mistakes-not-to-pass-on-to-your-students-part-2\/","title":{"rendered":"20 Common English Grammar Mistakes Not to Pass on to Your Students (Part 2)"},"content":{"rendered":"

In July 2015\u00a0we published a blog post about 20 Common English Grammar Mistakes Not to Pass on to Your Students<\/a>. The post provoked substantial discussion about the correct usage of many of the terms that it highlighted. Here are 20 more common errors to avoid passing on to your students:<\/p>\n

1. Yet\/already<\/strong><\/h2>\n

In colloquial American English using yet<\/strong> and already<\/strong> with the past simple tense is common and widely accepted. It should, however, be combined with the present perfect tense.<\/p>\n

Incorrect usage: I already<\/strong> went or <\/em>you didn\u2019t eat yet<\/strong><\/p>\n

Correct usage: \u00a0I have already<\/strong> gone or<\/em> you haven\u2019t eaten yet<\/strong><\/p>\n

This may appear like nit-picking, but the textbook that you will use in the classroom is likely to say the same thing, and you do not want the students to catch you making this error.<\/p>\n

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2. Like<\/strong><\/h2>\n

Excessive use of the word like<\/strong> adds nothing to our speech, and can sometimes obscure meaning.<\/p>\n

Used in a sentence: this is, like<\/strong>, a great movie<\/p>\n

Adding like<\/strong> to the above sentence changes its meaning. Instead of saying that it is<\/em> a good movie, you are saying that it is similar <\/em>to a good movie.<\/p>\n

\n

3. Could care less<\/strong><\/h2>\n

You should not confuse the expressions could care less<\/strong> and couldn\u2019t care less<\/strong><\/p>\n

Incorrect usage: I could care less <\/strong>about it. It is of no importance to me<\/p>\n

Correct usage: I couldn\u2019t care less<\/strong> about it. It is of no importance to me<\/p>\n

In this context it makes no sense to say that you could care less<\/strong> because you want to say that you do not care at all. Of course, in certain circumstances you can use could care less<\/strong>, but only if it is possible that you care less than you do now.<\/p>\n

\n

4. Less instead of fewer<\/strong><\/h2>\n

Often native speakers use less <\/strong>when they should use fewer<\/strong>.<\/p>\n

Incorrect usage: there are less<\/strong> people here than yesterday<\/p>\n

Correct usage: there are fewer<\/strong> people here than yesterday<\/p>\n

We should use fewer<\/strong> when we talk about countable nouns; these are nouns that we can count. As we can count people, we should use fewer <\/strong>in the above sentence and not less<\/strong>. We can use less<\/strong> with non-countable nouns, such as air, water and politics.<\/p>\n

\n

5. Principal\/principle<\/strong><\/h2>\n

A principle<\/strong> is one of a set of core values.<\/p>\n

Used in a sentence: kindness is one of my guiding principles<\/strong><\/p>\n

Principal<\/strong>, on the other hand, has two meanings. The first is that of a head or a leader. This is a noun.<\/p>\n

Used in a sentence: the principal <\/strong>at my high school was very strict<\/p>\n

To confuse things further, principal<\/strong> is also an adjective. It means the first or the most important.<\/p>\n

Used in a sentence: his principal <\/strong>concern was about the noise<\/p>\n

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6. Apostrophes<\/strong><\/h2>\n

Apostrophes can change the meaning of a sentence significantly.<\/p>\n

Incorrect usage: there are 250 girls here. The girl\u2019s<\/strong> bedrooms are on the right<\/p>\n

Correct usage: there are 250 girls here. The girls\u2019<\/strong> bedrooms are on the right<\/p>\n

We use \u2019s to indicate that a single person or object possesses one or more other objects. In the first example above, all of the bedrooms belong to one girl. In the second example the s\u2019 <\/strong>indicates that the bedrooms belong to the group of girls.<\/p>\n

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7. \u2013ise or\u00a0-ice<\/strong><\/h2>\n

Some nouns and verbs are spelt and pronounced differently to distinguish between the verb and the noun form. In these cases, the words ending in \u2018-ise\u2019 are verbs and the words ending in \u2018-ice\u2019 are nouns. Here are two common examples to watch out for:<\/p>\n

Advise<\/strong> (v.) vs. advice<\/strong> (n.)<\/p>\n

Used in a sentence: she advised<\/strong> me, but her advice<\/strong> was bad<\/p>\n

Devise <\/strong>(v.) vs. device<\/strong> (n.)<\/p>\n

Used in a sentence: it took them years to devise<\/strong> a suitable device<\/strong><\/p>\n

\n

8. Which or\u00a0that<\/strong><\/h2>\n

We use that <\/strong>with identifying adjective clauses.<\/p>\n

Incorrect usage: I like the car which has blue stripes<\/p>\n

Correct usage: I like the car that has blue stripes<\/p>\n

Here the relative clause \u2013 \u2018has blue stripes\u2019 \u2013 helps us to identify the object of the main clause (car). Which car? The car with blue stripes. The relative clause, therefore, is identifying and we must use that<\/strong>. Note that we do not use a comma before that.<\/p>\n

We use which <\/strong>with non-identifying adjective clauses.<\/p>\n

Incorrect usage: we visited New York, that<\/strong> is a big city<\/p>\n

Correct usage: we visited New York, which<\/strong> is a big city<\/p>\n

Here the relative clause \u2013 \u2018is a big city\u2019 \u2013 does not help to identify the object of the main clause (New York). In this case, the clause merely adds extra information. The relative clause, therefore, is non-identifying and we must use which<\/strong>. With which<\/strong> it is necessary to use a comma.<\/p>\n

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9. Negatives<\/strong><\/h2>\n

We cannot use double negatives in English.<\/p>\n

Incorrect usage: I don\u2019t<\/strong> know nobody<\/strong><\/p>\n

Correct usage: I don\u2019t <\/strong>know anybody<\/p>\n

\n

10. I.e. or\u00a0e.g.<\/strong><\/h2>\n

I.e. <\/strong>and e.g. <\/strong>are two common Latin abbreviations in English. E.g. <\/strong>equates to \u2018for example\u2019.<\/p>\n

Used in a sentence: there are many types of fruit, e.g. apples<\/p>\n

I.e<\/strong> has an entirely different meaning. It means \u2018in other words\u2019.<\/p>\n

Used in a sentence: I visited the Big Apple, i.e. New York<\/p>\n

\n

11. When to use a Semi-colon<\/strong><\/h2>\n

Semi-colons are used to show a link between two standalone clauses.<\/p>\n

Used in a sentence: I felt sick;<\/strong> I had just woken up<\/p>\n

Here the semi-colon is used to indicate a connection between the two clauses. Without a semi-colon they are two facts that may or may not be linked. Semi-colons can also be used to break up more complicated lists.<\/p>\n

\n

12. Uninterested or disinterested<\/strong><\/h2>\n

Uninterested <\/strong>is similar in meaning to bored.<\/p>\n

Used in a sentence: I was uninterested<\/strong> in the drab painting<\/p>\n

Disinterested <\/strong>is similar in meaning to impartial.<\/p>\n

Used in a sentence: a referee should be disinterested<\/strong> in the game<\/p>\n

\n

13. Inflammable<\/strong><\/h2>\n

Inflammable <\/strong>has the same meaning as highly flammable, and does not mean that something will not<\/em> burn easily.<\/p>\n

Incorrect usage: it is ok by the fire, the label says its is inflammable<\/strong><\/p>\n

Correct usage: don\u2019t put it near the fire, the label says it is inflammable<\/strong><\/p>\n

\n

14. Conjunctions at the start of a sentence<\/strong><\/h2>\n

Conjunctions connect ideas. We should not, therefore, use conjunctions such as and<\/strong>, but<\/strong> and or<\/strong> to start a sentence.<\/p>\n

Incorrect usage: we met up with him. And<\/strong> then we drank a beer<\/p>\n

Correct usage: we met up with him, and<\/strong> then we drank a beer<\/p>\n

\n

15. Its or\u00a0it\u2019s<\/strong><\/h2>\n

Its <\/strong>is a possessive pronoun much like his or her.<\/p>\n

Incorrect usage: it\u2019s<\/strong> interior is clean<\/p>\n

Correct usage: its<\/strong> interior is clean<\/p>\n

It\u2019s <\/strong>is a contraction of \u2018it is\u2019 or \u2018it has\u2019. It\u2019s <\/strong>is never possessive.<\/p>\n

Incorrect usage: its <\/strong>a really nice day<\/p>\n

Correct usage: it\u2019s <\/strong>a really nice day<\/p>\n

\n

16. Yourself instead of you<\/strong><\/h2>\n

Yourself <\/strong>is not a more formal version of you<\/strong>. You <\/strong>is a subject or object pronoun. Yourself <\/strong>is a reflexive pronoun.<\/p>\n

Incorrect usage: I have not spoken to yourself<\/strong> before<\/p>\n

Correct usage: you are looking at yourself<\/strong> in the mirror<\/p>\n

You can use yourself<\/strong> if the subject and the object of the sentence are the same person, as in the second example. If the subject and the object are different people then it is not possible to use yourself<\/strong>.<\/p>\n

\n

17. Your or you\u2019re<\/strong><\/h2>\n

Your <\/strong>and you\u2019re <\/strong>are pronounced in the same way, which is why they sometimes cause confusion.<\/p>\n

Incorrect usage: your<\/strong> a little rascal, and so is you\u2019re<\/strong> brother<\/p>\n

Correct usage: you\u2019re<\/strong> a little rascal, and so is your<\/strong> brother<\/p>\n

Your <\/strong>is a possessive pronoun and is always combined with a noun. In the above example it is combined with the noun \u2018rascal\u2019. You\u2019re <\/strong>is a contraction of \u2018you are\u2019.<\/p>\n

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18. Was or were<\/strong><\/h2>\n

When we use the second conditional in English we should use were <\/strong>instead of was <\/strong>in all cases.<\/p>\n

Incorrect usage: if I was<\/strong> older, I could drink alcohol<\/p>\n

Correct usage: if I were<\/strong> older, I could drink alcohol<\/p>\n

This is also true of the structure \u2018I wish + past simple\u2019<\/p>\n

Incorrect usage: I wish I was<\/strong> a superstar<\/p>\n

Correct usage: I wish I were<\/strong> a superstar<\/p>\n

\n

19. Dangling participle<\/strong><\/h2>\n

Dangling participles can confuse the meaning of a sentence.<\/p>\n

Used in a sentence: visiting relatives<\/strong> can be tedious<\/p>\n

It is not clear what the subject of the sentence is. It could be \u2018relatives\u2019 or \u2018visiting relatives\u2019.<\/p>\n

\n

20. Comparatives<\/strong><\/h2>\n

Be careful when using the comparatives.<\/p>\n

Incorrect usage: the red one is more easy<\/strong> than the green one<\/p>\n

Correct usage: the red one is easier<\/strong> than the green one<\/p>\n

There are a number of rules that govern the use of comparatives. In general, if the adjective is one syllable, add \u2018-er\u2019 to the end of the adjective (e.g., taller). If it is two or more syllables, add more or less before the adjective (e.g., more difficult). If the adjective is two syllables and ends in \u2018y\u2019, add \u2018-ier\u2019 (e.g., fluffier).<\/p>\n

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Many new and prospective teachers worry about understanding and using the correct grammar rules. Fortunately, a TESOL\/TESL\/TEFL Certification<\/a> combined with proper practice will\u00a0help you learn grammar rules and catch mistakes before passing them on to your students.<\/p>\n

In case you missed it, check out 20 Common English Grammar Mistakes Not to Pass on to Your Students\u00a0(Part 1)<\/a>.<\/p>\n

Ready to start your adventure teaching English abroad?<\/h2>\n

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Download our free course guide<\/a><\/h3>\n

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Sign up for a free information session<\/a><\/h3>\n

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Find a course near you<\/a><\/h3>\n

 
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Written by: Robin Garnham<\/p>\n

\"Robin<\/a><\/p>\n

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Robin Garnham originally planned to spend a year teaching in Spain<\/a> to improve his Spanish, but has now been teaching for five years. He currently teaches ESL in Oakland, California and is an Oxford Seminars instructor in San Jose, California.<\/p>\n","protected":false},"excerpt":{"rendered":"

In July 2015\u00a0we published a blog post about 20 Common English Grammar Mistakes Not to Pass on to Your Students. The post provoked substantial discussion about the correct usage of many of the terms that it highlighted. Here are 20 more common errors to avoid passing on to your students: 1. Yet\/already In colloquial American […]<\/p>\n","protected":false},"author":18,"featured_media":2006,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[344],"tags":[126,153,90,6],"class_list":["post-2002","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teaching-esl","tag-grammar","tag-language","tag-teaching-english-abroad","tag-tesol"],"_links":{"self":[{"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/posts\/2002","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/comments?post=2002"}],"version-history":[{"count":9,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/posts\/2002\/revisions"}],"predecessor-version":[{"id":4354,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/posts\/2002\/revisions\/4354"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/media\/2006"}],"wp:attachment":[{"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/media?parent=2002"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/categories?post=2002"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.oxfordseminars.com\/blog\/wp-json\/wp\/v2\/tags?post=2002"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}