Student Assignment and Feedback Form

Present Perfect Simple
Past Simple
Unfinished actions that started in the past and continue to the present: I've known Julie for ten years (and I still know her).	Finished actions: I knew Julie for ten years (but then she moved away and we lost touch).
A finished action in someone's life (when the person is still alive: life experience): My brother has been to Mexico three times.	A finished action in someone's life (when the person is dead): My great-grandmother went to Mexico three times.
A finished action with a result in the present: I've lost my keys! (The result is that I can't get into my house now).	A finished action with no result in the present: I lost my keys yesterday. It was terrible! (Now there is no result. I got new keys yesterday).
With an unfinished time word (this week, this month, today): I've seen John this week.	With a finished time word (last week, last month, yesterday): I saw John last week.

Q12. Explain in your own words the difference between an error and a mistake Explain why it is useful to have a rough guide to which structures are suited to which level

The teacher can determine whether a student's incorrect language is a mistake or error by pointing out what's wrong to the student. By using facial expressions, this can be done nonverbally and is less intrusive.

expression, placing a hand behind the ear, indicating with the fingers where a word is missing or the sentence structure is in the wrong order, etc. The learner then has the chance to self-correct, but if he or she is unable to do so, it is likely that they do not understand the proper language. To determine whether this is a problem that the entire class has or just one particular learner, the teacher can then pose the question to the class and attempt to elicit peer-correction.

Q13. What are the main reasons that we make use of learner interaction (pair and group work) in the classroom

Activities created to encourage learners to use the target language freely in less structured contexts typically make up production stages. Role-playing games and group projects are two activities that let students practice this.

discussions, group projects, etc. The teacher's job during production is to largely take a backseat and simply observe the learner's speech, noting any significant mistakes and making notes for things to cover in later lessons.