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Common Grammar Mistakes Advanced English Learners Still Struggle With

Even advanced English learners, who can speak fluently and write confidently, often fall into some common grammar traps. These errors may look small, but they can affect clarity and even give a wrong impression about one’s language skills. Identifying and correcting them is important if you want to sound natural and accurate in English. I

Common Grammar Mistakes Advanced English Learners Still Struggle With

Even advanced English learners, who can speak fluently and write confidently, often fall into some common grammar traps. These errors may look small, but they can affect clarity and even give a wrong impression about one’s language skills. Identifying and correcting them is important if you want to sound natural and accurate in English.

I am writing about this because I know how frustrating it can be to keep making the same grammar mistakes despite years of learning. Many students I have interacted with, including those preparing for competitive exams or working in professional settings, often repeat certain errors without even realising it. That’s why discussing these mistakes is useful for learners at all levels. When you know what to watch out for, it becomes easier to correct yourself. More importantly, it helps build confidence in writing and speaking. Grammar is not about perfection, but avoiding simple mistakes can make a big difference in how others perceive your English.

1. Confusing “less” and “fewer”

Many learners say less people instead of fewer people. The rule is simple: use fewer for countable nouns and less for uncountable nouns.

  • Correct: Fewer students attended the class today.
  • Correct: There is less water in the bottle.

2. Wrong use of “much” and “many”

Some people say much books or many information. Much is for uncountable nouns, while many is for countable nouns.

  • Correct: She has many friends.
  • Correct: He doesn’t have much time.

3. Misplacing apostrophes

Advanced learners still confuse plurals and possessives. Writing student’s when you mean students is a very common mistake.

  • Correct: The students are in the hall. (plural)
  • Correct: The student’s bag is on the table. (possessive, one student)
  • Correct: The students’ bags are on the table. (possessive, many students)

4. Subject-verb agreement

Errors like She don’t know or The news are good still appear even among advanced learners. Remember:

  • Correct: She doesn’t know the answer.
  • Correct: The news is good.

5. Confusion between “who” and “whom”

Who is used as a subject, while whom is used as an object. Though in casual English many people ignore the difference, in formal writing it matters.

  • Correct: Who is coming to the party?
  • Correct: Whom did you meet yesterday?

6. Using “since” and “for” incorrectly

Learners often mix them up when talking about time.

  • Correct: I have been living here for five years.
  • Correct: I have been living here since 2018.

7. Incorrect word order in questions

A very common mistake is forming questions like “Where you are going?” instead of “Where are you going?”. The verb must come before the subject in questions.

  • Correct: Where are you going?
  • Correct: What does he want?

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Chandigarh Promotes 20 Senior Teachers as Principals in Education Department Shake-Up

The Chandigarh school team has made 20 teachers new heads. This is a big deal as it boosts how well schools are run in the town. The team wants to fix the lack of top staff. It hopes to give kids schools led by those who know a lot. I had to talk about this

Chandigarh Promotes 20 Senior Teachers as Principals in Education Department Shake-Up

The Chandigarh school team has made 20 teachers new heads. This is a big deal as it boosts how well schools are run in the town. The team wants to fix the lack of top staff. It hopes to give kids schools led by those who know a lot.

I had to talk about this as teacher moves up are not seen as much as new plans or ways, yet they shape school work. Heads are key in making good places to learn, driving teachers, & putting new lessons in place right. In Chandigarh, where schools see many kids of all kinds, strong heads are musts. By noting the long work & know-how of teachers, the team also gives a nice nod to all teachers—that if you work hard & stay true, you will get a nod. This is more than just a job change. It’s a step that could make learning in the town much better.

Why These Promotions Matter

  • Gap in top roles filled: Lots of state schools had no set head. Now they do. This brings sure steps.
  • Old hands now lead: The ones who moved up have taught for many years. They know how to lead well.
  • Lift for mood: This step cheers up more teachers. They too wait for their turn & keep trust in the rise path.

Role of Principals in School Improvement

A head is not just a boss but a coach for staff & a lead for kids too. From sure all are there to bring in new ways to teach, heads touch each part of school days. In the past few years, Chandigarh has tried to lift how its state schools do. These new picks may add new drive.

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