The aim of this assignment is to describe and evaluate the learners’ responses to a lesson taught to twenty-seven students in eighth grade in Gimnasio Iragua whose average age is 13-14 years. Most of the students like getting involved in activities that foster competition or collaborative work. They also like getting involved in guessing and predicting activities in which they have to communicate to each other using the language. Regarding their oral proficiency, most of the students have an average fluency but still require improving their accuracy.
Description of the lesson and students’ responses to it
This lesson aimed to enable students to use tag questions to confirm or seek for information. Generally speaking, students show commitment with their learning process and willingness to develop the activities proposed for each one of the stages. For the first, fourth and fifth stages of the lesson, I prepared games to elicit and practice the grammar structure. The first game consisted of a team competition in which learners had to complete a tag question. To do so learners had to run, touch, and say the tag aloud. While learners were developing the activity, I could observe that at least six students were faster and more accurate to match the stems and tags because identified the language target pattern by inferring the short question added to the end of a statement by listening to the stem. On the other hand, at least twelve students found difficulty in performing the activity because they were unable to complete the sentences without reading them and not having the tag written to do it. For example, when they listened to the stem “You bought a car, ….” two of these students had to think the statement and completed it in their minds before finding the appropriate tag tail pasted on the board. For them, the matching process was slower because they also required of visualizing the written word before completing the task. For instance, this second group of learners successfully completed the tags when doing the gap filling exercises proposed for the controlled practice and the board game activity for the semi-controlled practice because they could see, read, and analyze the pattern before writing the accurate tag question.
This first difference regarding the learners’ responses to the games demonstrated that their learning styles influenced the way they approached to the task. For instance, the first group of learners described showed preference and ability to develop the task by listening to the stems and getting involved in physical activity to match the stems and tags while the second required written input to do it. As Brown (2007) states learning styles mediate between affective, physical, and cognitive domains and determine the way we internalize our environment. In addition, this internalization process is also affected by the learners’ preferences. In this case, the first group of learners tended to use an auditory...