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Unit 2: Task 2 – Learning Strategies

María Fernanda Vera. Code: 1094241589

Group Number: 551004_8

Course: Teaching English to Adolescents and Adults

Tutor: Katlin Fabiana Navarro

Universidad Nacional Abierta y a Distancia UNAD

Bachelor's Degree in English as a Foreign Language

September20th, 2020

Learning Strategies Form
Learning Strategies
Activities to develop the strategy in
adolescents
Direct Indirect
Cognitive Analysis of the lyrics of a song in the English
language.
strategies
Through this activity the student will have direct
contact with the structures of language, vocabulary,
grammar rules and at the same time will develop a
process of analysis, reasoning and understanding of
each of the phrases of the songs and identify each
of the structures, at the same time the opportunity to
work in a more dynamic and positive setting since
the students can listen to the songs, their
pronunciation and learn in a space of interaction and
group work.
Memory-related Learning a song that each student likes.
strategies
Most adolescents like music, however their musical
tastes vary too much, through the activity of learning
the lyrics of a song the student would develop this
strategy from memory. At the same time students
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Activities to develop the strategy in
adults
Crossword puzzle activity.
The development of crossword puzzles allows
adults to develop this activity in a group or
individually if they prefer.
Likewise, the sentences must be analyzed and
generate a reasoning process to define which
would be the correct words to use in the
crossword. On the other hand, it allows the
student to expand their vocabulary, learn and
identify grammatical structures by participating
in a quieter activity that requires them to
analyze, define, interpret and investigate.
Talking the best vacation trip.
Each student will begin to remember the best
vacation trip they have ever experienced, they
must relate important aspects such as: where
they traveled, on what date, with whom they

can work on their own tastes, choose the level of
difficulty and memorize new vocabulary.
Compensatory Explanation of words.
strategies
This activity will be developed in a group. The
teacher will choose different words and will say to
each student in an organized manner. The student
must explain that word with a phrase or a similar
word so that the classmates can guess the word that
the teacher gave. The main idea is that students
analyzes each word and can make their classmates
understand what talking about.
Metacognitive Speaking in English
strategies Students will work in pairs, this work will be
collaborative and all students will be able to actively
participate.
Each couple will make a video about a conversation
they have, the topic will be chosen by the students
but the conversation will take place naturally and
spontaneously, the vocabulary learned will be used
and they will try to ask questions and give answers
in relation to the chosen topic. Reading is not
allowed, they will only participate with their own
ideas, and later the video will be exposed to their
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traveled, what was the road traveled, what were
the expenses, what places they visited, which
were the routines for those days, what activities
they did, among others. The main activity is that
students remember their vacations and can
relate them to their classmates and teacher,
using grammar rules and vocabulary learned.
Reading
The students will develop a group reading
chosen by the teacher, everyone will participate
in the reading and no one will look for the
unknown words, they will simply try to analyze
and understand the context that the reading
deals with, even if there are some unknown
words. At the end of the reading as a group,
they will explain what the reading was about,
providing a shower of opinions.
Planning
Each student will develop a planning or
schedule of the activities that they propose to
do each week in order to practice the language
and achieve the objectives. It will take into
account aspects such as: I will use the language
constantly in my daily life, I will read in English,
at the end of the week define what vocabulary
has been learned, I will seek to speak with
people who speak in the English language. The
idea is that each student complies with the
activities proposed in their schedule and has
more relation with the language.

classmates to analyze the effectiveness of the
exercise.
Affective Extra points for participation
strategies The teacher will motivate students with extra points
or surprise prize for active participation in each class.
The idea of this activity is for students to get
motivated and participate by speaking English
despite being afraid of making a mistake when
speaking. The awards always motivate people to try
a better participation regardless of the mistakes,
since the teacher is present to accompany and
advise the process.
Practicing English
Social strategies Students will develop conversational practices in the
English language at least once a week, at the end of
each meeting each student will explain to their
classmates the conversation they had with every
person and will comment on the main ideas of that
conversation. It is essential that they will be people
who talk language and that they are outside the
group of students so that the experience is more
interesting
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Writing about my feelings
Students will write about their emotions and
feelings when there are positive and negative
aspects of their experience with English. The
main idea is that students can identify how they
feel with the aspects that favor them and can
appreciate their achievements and, on the other
hand, identify the negative feelings so that they
can work on them and generate a change.
Knowing other cultures.
Students will choose a city or country where
their native language is English. Each student
will investigate their culture, customs, typical
foods, weather, among others. Once students
have enough information, they will expose the
information obtained in their research to their
classmates, using technological tools. Knowing
other cultures allows us to understand more
each context.
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References

Lesiak, K. (2015). Teaching English to adolescents. Retrieved

from http://www.worldscientificnews.com/wp-content/uploads/2015/06/WSN-7-2015-

246-260.pdf

Oxford, R. (2003). Language learning styles and strategies: an overview. Retrieved

from http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Tai, F. (2013). Adult EFL Students’ Preferred Learning Styles and Motivation. Retrieved

from http://www.hraljournal.com/Page/16%20Fang-Mei%20Tai.pdf