INTRODUCTION The purpose of this assignment is to describe and evaluate student responses to a lesson taught to twenty-seven eighth grade students at Gimnasio Iragua, whose average age is 13- 14 years old. Most students enjoy being involved in activities that foster competition or collaborative work. They also like to get involved in guessing and predicting activities where they have to communicate with each other using language. Regarding oral proficiency, most students have average fluency but still need to improve their accuracy. Description of the lesson and student responses to it This lesson aimed to enable students to use tagged questions to confirm or look up information. In general, students show commitment to the learning process and willingness to develop the activities proposed for each phase. For the first, fourth and fifth phases of the lesson I prepared games to elicit and put the grammatical structure into practice. The first game was a team competition where students had to complete a tag question. To do this the students had to run, touch and say the tag out loud. As the students developed the activity, I observed that at least six students were faster and more accurate at matching stems and tags because they identified the target language pattern by inferring the short question added to the end of a statement by listening to the stem. At least twelve students, however, found it difficult to carry out the activity because they were unable to complete the sentences without reading them and without having written the tag to do so. For example, when they heard the stem “You bought a car, ….” two of these students had to think about the statement and c...... middle of the paper ...... and if they successfully helped the students improve their performance, I would apply authentic assessment strategies to check for improvement of students. For example, I would ask students to be involved in designing tests to test understanding and application of the target language in different situations. For example, visual learners could draw a comic where the bubbles are blank to complete with the appropriate tag questions. In the case of auditory and kinesthetic learners, I would ask them to prepare a role-playing activity or conversation in which they have to use tag questions. To encourage impulsive and reflective students to test their own learning process, I would promote the use of self- and peer-assessment formats by asking them to analyze their weaknesses and strengths as well as areas for improvement and plan actions to improve them..