Grammar 101: insider tips and tricks to instantly improve your writing (part 1)

Hannah Lawrence
woman uses highlighter on book
Reading time: 4 minutes

I've always been fascinated by language and writing: as a child, I wrote newsletters for my classmates and books about my imaginary friends' adventures. That love of words eventually led me into a career as a writer, editor and proofreader. Over my career, I've checked thousands of reports, articles and blogs – and I see the same grammatical mistakes time and time again.

In this blog series, I'll share my favourite tips and tricks to help you remember those tricky grammar rules; whether you're writing for work, to learn or just for fun, these posts will help you improve your English and write with more confidence. Here are the top three grammar rules that people ask me to explain:

1) "Which" or "that"?

2) "Less" or "fewer"?

3)"Me" or "I"?

Grammar 101
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

"Which" or "that"?

We use "that" to introduce a phrase that is essential for fully understanding a sentence. For example, if a colleague asks you to "Join me in the meeting room that has a red door", then this tells us that there is more than one meeting room, but only one has a red door. Without this piece of information, you won't know where to meet your colleague. Phrases like this that hold essential information are called "restrictive clauses".

In comparison, “which” introduces additional information that isn’t essential for understanding the sentence’s meaning. At a different office, if your colleague asks you to "Join me in the meeting room, which has a red door", then this tells us that there is only one meeting room and it happens to have a red door. You don't need to know the colour of the door to understand where to meet. These are called "non-restrictive clauses" and are separated with commas, unlike restrictive clauses.

Also compare:
"Simon brought his dog that has three legs." (This tells us that Simon has more than one dog and only one of those dogs has three legs.)

"Jada brought her dog, which has three legs." (This tells us that Jada only has one dog. The dog also happens to have three legs.)

"Less" or "fewer"?

"Fewer" is for items that you can count: it means "not as many".

"Less" is for mass concepts: it means "not as much".

For example: "I'm trying to have less sugar in my diet. As part of this, I'm going to have fewer spoons of sugar in my coffee."

Another example: "I had less time to work this week, so I did fewer hours on the assignment."

"Time" is uncountable but "hours" are countable.

"Me" or "I"?

Should you say “Jane, Carlos and I went to the movies?” or “Jane, Carlos and me went to the movies?”

Use "I" when you're doing something – when you are the "subject" of the sentence.

Use "me" when something is being done to you – when you are the "object" of the sentence.

So, "I" is correct here. Here's the easiest way to know which one to use: remove the other people from the sentence and see if it still makes sense.

Incorrect: “Me went to the movies.”

Correct: “I went to the movies.”

Therefore, it's correct to say: “Jane, Carlos and I went to the movies.”

That's when you're the subject of the sentence, now compare it to a case when you're the object.

Incorrect: "Jane invited I to the movies."

Correct: "Jane invited me to the movies."

Bonus tip: remember to always put other people first. So, in our first example, it is always "Jane, Carlos and I", rather than "I, Jane and Carlos".

Grammar can be tricky, but it gets easier with practice – and a few insider secrets. Look out for the next post in this series, where we’ll explore more common grammar mistakes and how to avoid them.

Read our blog posts "11 fascinating facts about English"and "Commonly misspelled English words".

More blogs from app

  • A person in a white hoodie sits at a desk, working on a laptop, with bookshelves in the background.

    How to support weaker learners remotely in language classes

    By
    Reading time: 4 minutes

    Language teachers know that remote teaching accentuates differences within a class. Students who need more time, repetition and reassurance can feel lost – unless we intentionally design for them. This guide explains how to support weaker learners online, assist struggling students remotely, and help language students who find classes difficult, all without slowing down the rest of the students. Using clear routines, inclusive online teaching and the right tools, you can create virtual classrooms where confidence and progress grow for every learner.

    Start with clarity and differentiation in online language teaching

    Differentiation in online language teaching begins with a precise understanding of all your students' needs.

    • Run brief skill checks at the start of each unit (listening, reading, vocabulary, grammar); a handful of well-targeted items reveals where weaker learners need focus.
    • Map access and conditions. Ask about device type, bandwidth and study environment to plan contingencies for low-tech days.
    • Set one micro-goal per learner per week (for example, “Use three new adjectives to describe a photo.”). Small, specific goals keep momentum.

    Remote teaching strategies for mixed-ability classes

    Mixed ability is the norm online. Structure your lessons to reduce cognitive load and keep every learner engaged; again this helps support struggling learners.

    • Use a predictable flow: Connect (review and warm-up) > Input (listening/reading) > Focus (language noticing) > Practice (guided) > Use (communicative) > Reflect (self-check).

    Offer "must / should / could" pathways:

    • Must secure essential outcomes for all learners
    • Should consolidate skills for those ready to go further
    • Could stretch confident learners without overwhelming others

    Keep tasks short (5–8 minutes) and signal the mode clearly (listen, read, speak, write).

    Scaffolding techniques for online language learning

    Weaker learners thrive on intentional scaffolds that lower barriers and build independence.

    Listening

    • Pre-teach a handful of key words with visuals or quick gestures.
    • Play audio in short chunks with a single purpose each time: gist, detail, then language noticing.
    • Reveal transcripts only after the second listen to confirm understanding, not replace it.

    Reading

    • Set a clear purpose (“Find two reasons the writer gives for…”) before reading.
    • Provide mini glossaries and encourage highlights and margin notes.
    • Model skimming and scanning strategies with a quick think-aloud.

    Speaking

    • Share sentence frames and functional language (“I agree because…”, “Could you clarify…?”).
    • Give rehearsal time with private voice notes before live speaking.
    • Use small groups with roles (timekeeper, summarizer, supporter) and prompt cards.

    Writing

    • Co-construct a model paragraph, then move to guided writing with checklists and word banks.
    • Encourage drafting and redrafting with a single improvement focus (for example, verb endings).

    Online ESL support strategies like these are included in many tasks, making it easier to scaffold without reinventing materials.

    How to engage weaker learners during online lessons

    Engagement is a design choice. Create multiple entry points and safe participation.

    • Offer varied response modes: chat, polls, reactions and voice. Let learners choose their on-ramp.
    • Structure breakout rooms intentionally. Pair confident learners with developing ones, share clear prompts and keep instructions visible.
    • Visit rooms to coach, not catch. Praise specific behaviors (“Nice turn-taking and great use of follow-up questions.”).

    Inclusive teaching online is about psychological safety. Normalize effort and mistakes: “Thanks for trying that structure – let’s polish it together.”

    Ways to motivate struggling students in virtual classrooms

    Students are most motivated when their progress is visible and they receive constructive, concise feedback.

    • Use quick, auto-graded practice for instant wins on accuracy.
    • Keep teacher feedback focused: one or two points per task, delivered as short audio/video notes when possible.
    • Allow resubmission with a success criterion (“Record again aiming for clearer word endings.”).
    • Celebrate micro-achievements publicly (with consent) and privately to build self-belief.

    Tips for supporting mixed-ability groups online

    Build independence with targeted asynchronous supports.

    • Post short screencasts (under five minutes) explaining tricky points.
    • Share downloadable task cards or checklists for low-bandwidth days.
    • Encourage weekly learning logs: What I tried, What worked, What I’ll try next.
    • Use spaced repetition through assignable mobile practice.

    How to adapt language lessons for different levels online

    Planning for multiple levels is easier when you think in layers.

    • Layer input: same topic, different text/audio lengths and complexity.
    • Layer support: word banks, sentence frames and visuals for those who need more; open prompts for advanced learners.
    • Layer outcomes: all learners meet the core objective; confident learners add a twist (for example, an extra opinion or example).

    How to help low-level students in online classes

    • Keep instructions concise and consistent. One slide = one task.
    • Model, then co-construct before independent work.
    • Use strategically: allow brainstorming in the first language, then pivot to English for performance.
    • Provide accessible materials: readable fonts, captions, transcripts and mobile-friendly tasks.

    Supporting your remote learners is both an art and a system. When you design with clarity, scaffold intentionally, and use the right digital supports, you can support weaker students remotely and online, as well as support struggling learners in language classes with confidence.

  • Teaching with purpose: Why the GSE still works in 2025

    By
    Reading time: 5 minutes

    We live in a world in which change is a constant. While change has always existed, lately it has definitely accelerated. There is an idea in society that we should embrace change and adopt whatever is new, with an underlying assumption – wrong to many – that what is new is always better.one that is often wrong

    In the world of ELT, new materials are developed every year. It is unthinkable for most teachers to be using teaching materials that were published 10 years ago. Some would even claim that anything published before 2020 is already out-dated.

    How does all this impact on the Global Scale of English (GSE) – published over 10 years ago? When it was launched in 2014, it constituted a significant innovation in ELT. The following quotes were provided by ELT experts at the time of launch.

  • Three individuals are engaged in a discussion around a table in a library, surrounded by books, with one person gesturing with their hands.

    Ready to study in the USA? Not all tests are created equal

    By
    Reading time: 2 minutes

    If you’re planning to study in the USA, you’ve probably looked into English proficiency tests for university admissions. And you’ve probably noticed – they’re not all the same.

    • Some are more expensive.
    • Some take weeks to deliver results.
    • Some require you to travel to a test centre.

    The app English Express Test is different.

    What makes the app English Express Test special?

    This online English test is designed for international students who want to move quickly and confidently through the admissions process.

    • Take it from home– No travel needed. The app English Express Test is fully online, so you can complete your exam from anywhere in the world.
    • Get certified results in 48 hours– No long waits. Receive your official English proficiency scores fast, so you can meet university deadlines with ease.
    • Pay less– It’s one of the most affordable English tests for US university applications, helping you save on costs.
    • Accepted by a growing number of US universities– Use your results to apply to top institutions across the United States.
    • Built for momentum, not delays– Designed to help you move forward, not slow you down.

    Why this test matters

    When you’re applying to study in the USA, every day counts. You’re juggling application deadlines, coordinating with universities and planning your next big move. You need an English language test that supports your ambitions, not one that holds you back.

    What makesapp English Express Test different?

    • AI scoring for fairness and consistency– Advanced technology ensures your results are accurate and impartial.
    • Security inbuilt– Take your test with confidence, knowing your identity and results are protected.
    • CEFR and GSE-aligned results– Trusted by universities and colleges, your scores are mapped to international standards for English proficiency.

    It’s everything you need for your US university application, without the stress.

    Ready to take the test?

    If you’re searching for an English proficiency test that fits into your life and helps you move forward, the app English Express Test is ready when you are. Take your test today and start your journey to studying in the USA with confidence.