Enhancing students' engagement and motivation in writing classes Content Introduction Chapter I planning a comprehension instructional sequence lesson

CONCLUSION
Students compare their answers in pairs or small groups. You should collect the information and prepare a statistical representation of the key questions and answers. This will help to develop the sense of shared community in the class.
Explain and discuss
Explain the mixed-level situation to the students and give a list of possible approaches to the teaching and learning. In pairs, the students rank the approaches/ideas according to their suitability for the situation.
Following feedback, you should highlight the strategies you plan to use.
A student contract
Developing with the students, or perhaps writing it yourself, a contract of behavior for activities is a useful device. 'I will help and support my activity partner.' 'I will participate in group work.'
Tell them what you are going to do
If you think your students are not mature enough to carry out this kind of reflection, explain the situation to the class and tell them what strategies you will be using. If students know what to expect, you can hope that they will cooperate.
All of the above work could be done in the mother tongue, although I feel it is best done primarily in the target language (as it draws attention to the fact that this is a learning language issue.)
Overall, variety in the types of working groups, and an open discussion of the class situation will help to deal with some of the difficulties that are present in mixed ability classes. The aim of these strategies is to create a positive working environment, which is all part of ensuring better learning.


USED LITERATURE

1. 
   Ainslie, Susan. (1994). Mixed Ability Teaching: Meeting Learners.needs. Netword 3: Teaching Language to Adults. London: Centre for Information on Language Teaching and Research.
   
2. 
   Baker, Joanna. (2000). The English language teacher’s handbook: how to teach large classes with few resources. New York: Continuum; London: Cassel.
   
3. 
   Berry, Eve and Williams, Molly. (1992). Teaching Strategies for Multilevel ESL classes. Facilitator’s Guide. Oregon: Clackamas Community College.
   
4. 
   Bowman, Brenda. (1992). Teaching English as a Foreign Language to Large Multilevel Classes. Washington, DC: Center for Applied Linguistics.
   
5. 
   Brown, Douglas H. (2002). Strategies for Success: a practical guide to learning English. New York: Longman.
   
6. 
   Dornyei, Zoltan. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
   
7. 
   Goldstein, Sam. (1998). Overcoming underachieving: an action guide to helping your child succeed in school. New York; Chicester: J. Wiley & Sons.
   
8. 
   Green, Simon. (2000). New Perspectives on Teaching and Learning Modern Languages. Clevedon: Multilingual Matters.
   
9. 
   Hess, Natalie. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press.
   
10. 
    Kelly, A.V. (1974). Teaching mixed ability classes: an individualized approach. London: Harper & Row Ltd.
    
11. 
    Leiding, Darlene. (2002). The won’t learners: an answer to their cry. Lanham, Md: Scarecrow Press.
    
12. 
    Lessow-Hurley, Judith. (2003). Meeting the Needs of Second Language Learners: An educators guide. Alexandria, Virginia: Association for Supervision & Curriculum Development.
    
13. 
    Shank, Cathy C, and Terrill Lynda R. (1995). Teaching Multilevel Adult ESL Classes. Eric Digests. Washington DC: Adjunct ERIC Clearinghouse for ESL Literacy Education.
    
14. 
    Supplee, Patricia L. (1990). Reaching the gifted underachiever: program strategy and design. New York: Teachers College Press.
    
15. 
    Tomlinson, Carol Ann. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and curriculum Development.
    
16. 
    Wright, Trevor. (2005). How to be a brilliant English teacher. New York: Taylor & Francis Inc.
    
17. 
    Sweden. Skolverket.. Curriculum for the non-compulsory school system Lpf 94. Odeshog, Sweden, 2006.
    

interpretations, followed by a question such as, “What do you think the author was