Practical Strategies for Adapting Materials in Mixed-Level class

In a reading activity, students are asked to complete six comprehension questions, including one that requires analyzing the author’s purpose and recognizing rhetorical devices. Given the limited class time and your students' reading level, you remove the most complex question and focus only on the more accessible ones.

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You're preparing a speaking activity where students interview each other using a list of 5 questions. You notice that the questions don’t include any visual support or vocabulary aid. To help students at different proficiency levels express themselves more clearly, you decide to include sentence starters and a sample dialogue to guide them.

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Your lesson plan includes three short activities: a vocabulary matching exercise, a video, and a writing task. After observing students struggle with the vocabulary task, you decide to shift it to after the video so learners can infer meaning from context before completing the matching.

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A grammar worksheet asks students to fill in gaps with passive voice structures using unfamiliar verbs. You rewrite the task using more common verbs and provide a short example before the activity to help learners understand the target structure.

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The unit ends with a group debate task. However, students haven’t practiced structured argumentation before. You change the final task to a guided discussion with prompts and assign roles so students feel more confident when participating.

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