English learners often make

some common grammar

mistakes while speaking or
writing. Here are a few
examples:

1. Subject-Verb Agreement:
English learners sometimes
struggle with matching the
subject and verb correctly,
especially in complex sentences
or when the subject and verb are
separated by other words. For
example, saying "She go to the
store" instead of "She goes to
the store."

2. Verb Tenses: Incorrectly using

verb tenses is a common
mistake. Learners may mix up
past, present, and future tenses
or use the wrong tense in a
particular context. For instance,
saying "I will see the movie
yesterday" instead of "I saw the
movie yesterday."
3. Articles (a, an, the): English
articles can be challenging for
learners because their usage
varies depending on the context.
Mistakes often occur in
determining whether to use "a" or
"an" before a noun or when to
omit or include "the" in a
sentence.

4. Prepositions: Misusing
prepositions is another common
error. English has many
prepositions, and learners may
struggle with choosing the
correct one in a given context.
For example, saying "I'm going
on the cinema" instead of "I'm
going to the cinema."

5. Word Order: The word order in

English can be different from
other languages. Learners may
place words in incorrect positions
within a sentence, resulting in
confusion or grammatically
incorrect
sentences. For example, saying
"Yesterday I have seen a movie"
instead of "Yesterday I saw a
movie."

6. Plural and Singular Forms:

English learners may have
difficulty forming plurals or using
singular forms correctly. They
may omit or add an "s"
inappropriately, resulting in errors
like "I have two dog" instead of "I
have two dogs."

7. Singular/Plural Agreement:
English learners sometimes
struggle with matching nouns
and pronouns with the correct
singular or plural form. For
example, saying "The dogs wag
their tail" instead of "The dogs
wag their tails" or "The child
plays with their toy" instead of
"The child plays with his/her toy."
8. Irregular Verbs: English has
many irregular verbs that do not
follow the typical pattern of verb
conjugation. Learners may make
mistakes when using irregular
verbs in different tenses. For
example, saying "I goed to the
store" instead of "I went to the
store" or "I have buyed a new
book" instead of "I have bought a
new book."

9. Modal Verbs: Modal verbs,

such as "can," "could," "should,"
and "must," can be challenging
for English learners due to their
nuanced meanings and usage.
Learners may use them
incorrectly or struggle with
forming questions and negatives
with modals.

10. Confusion between Similar

Words: English has many words
that sound similar but have
different meanings and spellings.
Learners may mistakenly use
these words interchangeably. For
example, confusing "their,"
"there," and "they're," or using
"accept" instead of "except."

11. Articles with Singular and

Plural Nouns: Learners may
struggle with choosing the
correct article ("a" or "an") or
omitting the article altogether
when using singular or plural
nouns. For example, saying "I
have cat" instead of "I have a
cat" or "I like to eat an apple"
instead of "I like to eat apples."

12. Confusion between

Adjectives and Adverbs: English
learners may misuse adjectives
and adverbs, using them in the
wrong context or form. For
example, saying "He drives slow"
instead of "He drives slowly" or
"She looks beautiful" instead of
"She looks beautifully."
13. Confusing Adjective Order:
English has a specific order for
multiple adjectives that modify
the same noun. Learners may
place adjectives in the wrong
order, resulting in unnatural-
sounding sentences. For
instance, saying "a red big car"
instead of "a big red car."

14. Confusion between

Comparative and Superlative
Forms: English learners may
struggle with forming
comparative and superlative
forms of adjectives and adverbs.
They may make mistakes such
as saying "gooder" instead of
"better" or "most fastest" instead
of "fastest."

15. Incorrect Use of Prepositions:

Prepositions can be challenging
for English learners due to their
varied usage
and collocations. Learners may
use the wrong preposition in a
particular context or omit
prepositions when necessary.
For example, saying "I'm going to
the party with" instead of "I'm
going to the party with my
friends" or "I'm interested in"
instead of "I'm interested in
learning."

16. Confusion between "Do" and

"Make": English learners may
struggle with distinguishing
between the verbs "do" and
"make" since both can be used
to express actions or activities.
They may use these verbs
interchangeably, resulting in
errors like "I'm doing my
homework" instead of "I'm
making my homework."

17. Overusing or Misusing

Gerunds and Infinitives: English
learners may have difficulty
knowing when to use a gerund
(verb+ing) or an infinitive (to +
verb) in
different sentence structures.
They may use the wrong form or
omit the appropriate marker. For
example, saying "I enjoy to play
soccer" instead of "I enjoy
playing soccer."

18. Confusion between Indefinite

and Definite Articles: English
learners may struggle with when
to use "a" or "an" (indefinite
articles) and when to use "the"
(definite article). They may omit
or misuse articles, leading to
errors like "I saw elephant"
instead of "I saw an elephant" or
"I went to the park" instead of "I
went to a park."
19. Negation Errors: English
learners may make mistakes
when negating sentences,
especially with auxiliary verbs.
They may omit the negative
particle ("not") or place it
incorrectly in the sentence. For
instance,
saying "I don't can swim" instead
of "I can't swim" or "She doesn't
goes to school" instead of "She
doesn't go to school."

20. Confusion between

Homophones: English has many
words that sound the same but
have different spellings and
meanings (homophones).
Learners may use the wrong
homophone, such as confusing
"their" with "there" or "two" with
"to."

21. Confusion between "Who"

and "Whom": Learners may
struggle with knowing when to
use "who" (subject) and "whom"
(object) in questions or relative
clauses. They may use "who" in
all contexts, even when "whom"
is grammatically correct. For
example, saying "Whom did you
see at the
party?" instead of "Who did you
see at the party?"

22. Misuse of Modal Verbs for

Possibility: Modal verbs like
"can," "could," "may," and "might"
are often used to express
possibility. Learners may misuse
them, resulting in errors such as
saying "I can to come tomorrow"
instead of "I can come
tomorrow."

23. Confusion between "Few"

and "A Few," "Little" and "A
Little": Learners may mix up
these expressions, which have
different meanings. "Few" and
"little" indicate a small quantity or
number, while "a few" and "a
little" imply a small but sufficient
amount. For example, saying "I
have little friends" instead of "I
have a few friends."

24. Misuse of Reflexive

Pronouns:
Reflexive pronouns, like "myself,"
"yourself," or "themselves," are
used when the subject and
object of a sentence refer to the
same person or thing. Learners
may misuse them or omit them
when necessary. For instance,
saying "I bought the gift for John"
instead of "I bought the gift for
myself."

25. Incorrect Formation of

Comparative and Superlative
Adverbs: Learners may struggle
with forming comparative and
superlative adverbs. They may
incorrectly add "-er" or "-est"
endings instead of using "more"
or "most" with the base adverb.
For example, saying "She runs
fasterly" instead of "She runs
more quickly."

26. Confusion between "Its" and

"It's": "Its" is a possessive
pronoun, while "it's" is a
contraction of "it is" or "it has."
Learners may mix them up,
resulting in errors like
"The dog wagged it's tail" instead
of "The dog wagged its tail."

27. Overuse of Passive Voice:

English learners sometimes
overuse the passive voice
instead of active voice
constructions. This can lead to
less concise or less natural-
sounding sentences. For
example, saying "The book was
read by me" instead of "I read
the book."

28. Misuse of Irregular Plurals:

English has irregular plural
forms, and learners may struggle
with knowing the correct plural
form of certain words. For
instance, saying "childs" instead
of "children" or "oxes" instead of
"oxen."

29. Confusion between "Say"

and "Tell": Learners may have
difficulty distinguishing
between "say" (to express
words) and "tell" (to
communicate information to
someone). They may use these
verbs interchangeably, resulting
in errors like "He told me that
'hello'" instead of "He said 'hello'
to me."

30. Confusion between "Do" and

"Did" in Questions: English
learners may mistakenly use "do"
instead of "did" when forming
questions in the past tense. For
example, saying "Do you went to
the store?" instead of "Did you
go to the store?"
31. Misuse of Possessive
Pronouns: Possessive pronouns,
such as "mine," "yours," or
"theirs," indicate ownership.
Learners may misuse them or
omit them when necessary. For
instance, saying "This
book is my" instead of "This book
is mine."

32. Incorrect Use of Comparative

and Superlative Forms with
"Good" and "Well": Learners may
misuse the comparative and
superlative forms of "good" and
"well." They may say "gooder"
instead of "better" or "goodest"
instead of "best." Similarly, they
may say "I did it more well"
instead of "I did it better."

33. Confusion between "Among"

and "Between": Learners may
struggle with using "among" and
"between" correctly. "Among" is
used when referring to more than
two people or things, while
"between" is used when referring
to two people or things. For
example, saying "He shared the
cake between his friends"
instead of "He shared the cake
among his friends."
34. Misuse of "Been" and
"Being": Learners may misuse
"been" and "being" in verb forms.
"Been" is the past participle of
"be," while "being" is the present
participle. They may use them
interchangeably or incorrectly,
resulting in errors like "I have
being to the store" instead of "I
have been to the store."

35. Confusion between "That"

and "Which": Learners may
struggle with distinguishing
between "that" and "which" when
introducing relative clauses.
"That" is used for essential
information, while "which" is used
for non-essential information. For
example, saying "The book, that
is blue, is on the table" instead of
"The book, which is blue, is on
the table."

36. Incorrect Use of Modal Verbs

for Deduction: Modal verbs like
"must," "may,"
and "might" are used to express
deduction or speculation.
Learners may misuse them or
confuse their meaning, resulting
in errors like "He must can speak
French" instead of "He must be
able to speak French."

37. Improper Use of Infinitive

Markers: Learners may omit the
infinitive marker "to" or add it
incorrectly when using infinitives.
For example, saying "I want eat
pizza" instead of "I want to eat
pizza" or "She decided to going
home" instead of "She decided to
go home."
38. Confusion between "Have"
and "Of": Learners may
mistakenly use "of" instead of
"have" in constructions like
"should have," "could have," or
"would have." For
instance, saying "I should of
gone to the party" instead of "I
should have gone to the party."

39. Confusion between "Lose"

and "Loose": Learners may mix
up these two words due to their
similar pronunciation. "Lose" is a
verb meaning to misplace or fail
to win, while "loose" is an
adjective meaning not tight or not
firmly fixed. For example, saying
"I don't want to loose the game"
instead of "I don't want to lose
the game."

40. Misuse of Subject-Verb

Agreement: Learners may
struggle with ensuring that the
subject and verb agree in
number. They may use a singular
verb with a plural subject or vice
versa. For instance, saying "The
books is on the shelf" instead of
"The
books are on the shelf."

41. Confusion between "Your"

and "You're": "Your" is a
possessive pronoun indicating
ownership, while "you're" is a
contraction of "you are."
Learners may confuse these two
and use them incorrectly. For
example, saying "You're book is
on the table" instead of "Your
book is on the table."

42. Incorrect Use of "I" and "Me"

in Compound Subjects or
Objects: In compound subjects
or objects, learners may struggle
with choosing the correct
pronoun between "I" and "me."
They may use "I" when "me" is
grammatically correct. For
instance, saying "John and I
went to the store" instead of
"John and me went to the store."

43. Misuse of the Apostrophe:

Learners
may misuse apostrophes when
indicating possessive forms or
contractions. They may omit
them or use them incorrectly. For
example, saying "The dogs toy"
instead of "The dog's toy" or "It's
a nice day" instead of "It's a nice
day."

44. Confusion between "Then"

and "Than": Learners may mix
up these two words due to their
similar pronunciation. "Then" is
an adverb indicating time or
consequence, while "than" is a
conjunction used in comparisons.
For instance, saying "I'm taller
then you" instead of "I'm taller
than you."
45. Incorrect Use of Homonyms:
Homonyms are words that sound
the same but have different
meanings and spellings.
Learners may use the wrong
homonym, resulting in errors. For
example,
confusing "their," "they're," and
"there" or "two," "to," and "too."

46. Confusion between "Who"

and "That" in Restrictive
Clauses: Learners may struggle
with choosing between "who"
and "that" when introducing
restrictive clauses. "Who" is used
for people, while "that" is used
for animals or things. For
example, saying "The dog who is
barking is mine" instead of "The
dog that is barking is mine."

47. Misuse of Modal Verbs for

Ability: Modal verbs like "can,"
"could," and "may" are used to
express ability. Learners may
misuse them or confuse their
meaning, resulting in errors like
"I can to swim" instead of "I can
swim."
48. Confusion between "Affect"
and "Effect": Learners may
struggle with distinguishing
between "affect" (verb) and
"effect" (noun). "Affect" means to
influence or have an impact on
something, while "effect" refers
to the result or consequence of
something. For example, saying
"The weather will effect our
plans" instead of "The weather
will affect our plans."

49. Misuse of Prepositions:

Prepositions can be challenging
for English learners as they often
vary in usage across different
languages. Learners may use
the wrong preposition or omit
them when necessary. For
instance, saying "I'm waiting you"
instead of "I'm waiting for you" or
"I'm interested in that book"
instead of "I'm interested in the
book."
50. Confusion between "Bring"
and "Take": Learners may
struggle with using "bring" and
"take" correctly, especially in
relation to the speaker's location.
"Bring" implies movement toward
the speaker, while "take" implies
movement away from the
speaker. For example, saying
"Can you take me the pen?"
instead of "Can you bring me the
pen?"

51. Incorrect Use of Articles:

Learners may have difficulty with
choosing the appropriate article
(a/an/the) or omitting them when
necessary. This can result in
errors such as saying "I saw
elephant in zoo" instead of "I saw
an elephant in the zoo."

52. Confusion between "Farther"

and "Further": Learners may mix
up these two words. "Farther" is
used to indicate
physical distance, while "further"
is used to indicate additional or
figurative distance. For example,
saying "I can't run no farther"
instead of "I can't run any
further."

53. Misuse of Phrasal Verbs:

Phrasal verbs, consisting of a
verb and one or more particles
(e.g., "look up," "turn off"), can be
challenging for learners due to
their idiomatic nature. Learners
may misuse or misinterpret them,
resulting in errors like "Please
turn on the lights up" instead of
"Please turn the lights on."

54. Confusion between "In" and

"On" for Time Expressions:
Learners may struggle with
choosing between "in" and "on"
when indicating time
expressions. "In" is used for
longer durations or future time,
while "on" is used for specific
days or dates. For instance,
saying "I will see you on two
hours" instead of "I will see you
in two hours."

55. Incorrect Use of Tenses:

Learners may struggle with using
the correct verb tense to convey
the intended meaning. They may
use the wrong tense or mix
different tenses within a
sentence. For example, saying "I
have seen him yesterday"
instead of "I saw him yesterday"
or "I will go shopping, and I
bought a new dress" instead of "I
will go shopping, and I will buy a
new dress."
56. Confusion between "Few"
and "A Few": Learners may mix
up these two phrases. "Few"
indicates a small number or
quantity, while "a few" indicates a
positive quantity, albeit still small.
For example, saying "I
have few friends" instead of "I
have a few friends."

57. Misuse of Reflexive

Pronouns: Reflexive pronouns,
such as "myself," "yourself," or
"themselves," are used to reflect
back to the subject of the
sentence. Learners may misuse
them or omit them when
necessary. For instance, saying
"He gave the gift to John and
myself" instead of "He gave the
gift to John and me."

58. Incorrect Placement of

Adverbs: Learners may struggle
with placing adverbs correctly
within a sentence. They may
place them in the wrong position,
resulting in awkward or unclear
sentences. For example, saying
"I only eat vegetables" instead of
"I eat only vegetables."

59. Confusion between "Do" and

"Make":
Learners may have difficulty
distinguishing between "do" and
"make" as they both can be used
to indicate an action. "Do" is
used for general activities or
tasks, while "make" is used for
creating or producing something.
For instance, saying "I will do a
cake" instead of "I will make a
cake."

60. Misuse of Comparative and

Superlative Forms: Learners may
struggle with forming
comparative and superlative
forms of adjectives and adverbs.
They may use the wrong form or
omit them when necessary. For
example, saying "He is more tall
than me" instead of "He is taller
than me."

61. Confusion between "Amount"

and "Number": Learners may mix
up these two words. "Amount" is
used for uncountable nouns,
while "number" is used for
countable nouns. For instance,
saying "There are a large
amount of people" instead of
"There are a large number of
people."

62. Incorrect Use of "Who" and

"Whom": Learners may struggle
with distinguishing between
"who" and "whom" when forming
questions or relative clauses.
"Who" is used as the subject,
while "whom" is used as the
object. For example, saying
"Whom did you see at the
party?" instead of "Who did you
see at the party?"

63. Confusion between

"Everyday" and "Every Day":
Learners may confuse
"everyday" (adjective) and "every
day" (adverb phrase). "Everyday"
means ordinary or
commonplace, while "every day"
means each day. For instance,
saying "I wear my everyday
clothes" instead of "I
wear my clothes every day."

64. Misuse of Plural Forms:

Learners may struggle with
forming and using plural forms of
nouns. They may use a singular
noun when a plural noun is
required or vice versa. For
example, saying "I have two
dogs and one cat" instead of "I
have two dogs and one cat."

65. Incorrect Use of "Whose" and

"Who's": Learners may mix up
"whose" (possessive pronoun)
and "who's" (contraction of "who
is" or "who has"). For instance,
saying "Who's book is this?"
instead of "Whose book is this?"
Certainly! Here are a few more
common grammar mistakes
made by English learners:

66. Confusion between "Its" and

"It's": Learners may struggle with
differentiating between "its"
(possessive pronoun) and "it's"
(contraction of "it is" or "it has").
They may use "it's" when
indicating possession or omit the
apostrophe when necessary. For
example, saying "The dog
wagged it's tail" instead of "The
dog wagged its tail."

67. Misuse of the Passive Voice:

The passive voice can be
challenging for learners to use
correctly. They may overuse or
misuse it, resulting in unclear or
awkward sentences. For
instance, saying "The car was
driven by me" instead of "I drove
the car."
68. Confusion between "Who"
and "Whom" in Relative Clauses:
Learners may struggle with
choosing between "who" and
"whom" when forming relative
clauses. "Who" is used as the
subject, while "whom" is used as
the object. For example, saying
"The person whom I saw was
friendly" instead of "The person
who I saw was friendly."

69. Incorrect Use of Gerunds and

Infinitives: Learners may have
difficulty choosing between
gerunds (verb + -ing) and
infinitives (to + base form of the
verb). They may use the wrong
form or omit them when
necessary. For instance, saying
"I enjoy to play soccer" instead of
"I enjoy playing soccer."

70. Confusion between "Good"

and "Well": Learners may mix up
"good" (adjective) and "well"
(adverb). "Good" describes
nouns, while "well" describes
verbs or adjectives. For example,
saying "She sings good" instead
of "She sings well."

71. Misuse of "Since" and "For":

Learners may struggle with using
"since" and "for" correctly when
indicating duration or time.
"Since" is used for a specific
point in time, while "for" is used
for a period of time. For instance,
saying "I haven't seen her for
yesterday" instead of "I haven't
seen her since yesterday."

72. Incorrect Word Order in

Questions: Learners may have
difficulty with the word order in
questions, particularly when
using auxiliary verbs or question
words. They may invert the
subject and the verb incorrectly
or misplace the question word.
For example, saying "Do you
know where is he?" instead of
"Do you know where he is?"
73. Confusion between "Beside"
and "Besides": Learners may mix
up these two words. "Beside"
indicates physical proximity,
while "besides" means in
addition to or apart from. For
instance, saying "I sat besides
him" instead of "I sat beside
him."

74. Misuse of "Fewer" and

"Less": Learners may struggle
with distinguishing between
"fewer" (used with countable
nouns) and "less" (used with
uncountable nouns). They may
use "less" when "fewer" is
grammatically correct. For
example, saying "I have less
books than you" instead of "I
have fewer books than you."

75. Confusion between "Allusion"

and "Illusion": Learners may mix
up these two words due to their
similar pronunciation.
"Allusion" refers to an indirect
reference, while "illusion" refers
to a false perception or belief.
For instance, saying "He made
an illusion to the book" instead of
"He made an allusion to the
book."

76. Confusion between "Your"

and "You're": Learners may
struggle with distinguishing
between "your" (possessive
pronoun) and "you're"
(contraction of "you are"). They
may use "you're" when indicating
possession or omit the
apostrophe when necessary. For
example, saying "Your welcome"
instead of "You're welcome."

77. Misuse of Modal Verbs:

Modal verbs, such as "can,"
"could," "may," "might," "should,"
and "would," can be challenging
for learners to use correctly.
They may use
the wrong modal verb or misuse
their functions. For instance,
saying "I can to go to the party"
instead of "I can go to the party."

78. Confusion between "Lose"

and "Loose": Learners may mix
up these two words due to their
similar pronunciation. "Lose"
means to be deprived of
something or to fail to win, while
"loose" means not tight or
released from confinement. For
example, saying "I don't want to
loose the game" instead of "I
don't want to lose the game."

79. Incorrect Use of

Apostrophes: Learners may
struggle with the correct
placement of apostrophes,
especially when indicating
possession or contractions. They
may omit apostrophes or place
them incorrectly. For instance,
saying "The dogs tail wagged"
instead of "The dog's tail
wagged."

80. Confusion between "Their,"

"There," and "They're": Learners
may have difficulty distinguishing
between "their" (possessive
pronoun), "there" (indicating a
place or location), and "they're"
(contraction of "they are"). They
may use "there" instead of "their"
or misuse "they're." For example,
saying "They're house is
beautiful" instead of "Their house
is beautiful."

81. Misuse of Relative Pronouns:

Relative pronouns, such as
"who," "whom," "whose," "which,"
and "that," can be challenging for
learners to use correctly in
forming relative clauses. They
may use the wrong relative
pronoun or omit them when
necessary. For instance, saying
"The person who I saw him was
friendly" instead of "The person
whom I saw was friendly."
82. Confusion between "Then"
and "Than": Learners may mix
up these two words due to their
similar pronunciation. "Then"
indicates time or sequence, while
"than" is used for making
comparisons. For example,
saying "I am taller then him"
instead of "I am taller than him."

83. Incorrect Use of Double

Negatives: Learners may
mistakenly use double negatives
in a sentence, which can result in
confusion or ambiguity. Instead
of canceling each other out, the
negatives intensify the negation.
For instance, saying "I don't want
nothing" instead of "I don't want
anything."

84. Confusion between

"Stationary" and "Stationery":
Learners may mix up these two
words due to their similar
spelling.
"Stationary" means not moving
or fixed in one place, while
"stationery" refers to writing
materials. For example, saying "I
bought new stationary" instead of
"I bought new stationery."

85. Misuse of Homophones:

English has several
homophones, words that sound
the same but have different
meanings and spellings.
Learners may confuse
homophones and use the wrong
word in writing or speaking. For
instance, saying "I need to buy
flower" instead of "I need to buy
flour."
86. Confusion between "Affect"
and "Effect": Learners may
struggle with distinguishing
between these two words.
"Affect" is usually used as a verb,
meaning to influence or have an
impact on something. "Effect" is
typically used as a
noun, referring to a result or
consequence. For example,
saying "The weather will not
effect our plans" instead of "The
weather will not affect our plans."

87. Misuse of Prepositions:

Prepositions can be challenging
for learners because their usage
often depends on specific
contexts. Learners may use the
wrong preposition or omit them
when necessary. For instance,
saying "I'm going to the cinema
with my friends" instead of "I'm
going to the cinema with my
friends."

88. Confusion between "Advice"

and "Advise": Learners may mix
up these two words due to their
similar spelling and
pronunciation. "Advice" is a noun
that means recommendations or
guidance. "Advise" is a verb that
means to give advice or
recommend. For example,
saying
"Can you please advice me?"
instead of "Can you please
advise me?"

89. Incorrect Use of Articles:

Learners may struggle with
choosing the correct article (a/an,
the) when referring to nouns.
They may omit articles or use
them incorrectly. For instance,
saying "I want to eat apple"
instead of "I want to eat an
apple."

90. Confusion between "Accept"

and "Except": Learners may
have difficulty distinguishing
between these two words.
"Accept" means to receive or
agree to something. "Except"
means to exclude or leave out.
For example, saying "I'll take all
the books except this" instead of
"I'll take all the books except this
one."

91. Misuse of Tenses: Learners

may have difficulty using tenses
correctly, especially
when expressing past, present,
and future actions. They may use
the wrong tense or mix tenses
within a sentence. For instance,
saying "Yesterday, I will go to the
store" instead of "Yesterday, I
went to the store."

92. Confusion between "Farther"

and "Further": Learners may mix
up these two words due to their
similar meanings. "Farther"
refers to physical distance, while
"further" is used for metaphorical
or figurative distance. For
example, saying "I can't walk any
further" instead of "I can't walk
any farther."
93. Incorrect Use of Comparative
and Superlative Forms: Learners
may struggle with forming
comparative and superlative
degrees of adjectives and
adverbs. They may use the
wrong form or omit the
necessary endings. For instance,
saying "This is the most good
movie I've ever seen" instead of
"This is the best movie I've ever
seen."

94. Confusion between

"Principal" and "Principle":
Learners may mix up these two
words due to their similar spelling
and pronunciation. "Principal"
refers to a person in a leading
position or the main sum of
money. "Principle" refers to a
fundamental truth or belief. For
example, saying "He is the
principle of the school" instead of
"He is the principal of the
school."
95. Misuse of Plural Forms:
Learners may
have difficulty forming plural
nouns correctly. They may omit
the plural ending (-s or -es) or
add it when unnecessary. For
instance, saying "I have two cat"
instead of "I have two cats."