Motivational graph!

In this post I am going to attach a graph illustrating how motivation evolves in a class. Students may start their classes more or less motivated and energetic, but this rhythm usually drops throughout the lesson (or throughout the term or the year), as they can feel tired or frustrated. Finally, motivation starts to grow again at the last attempt to end the course. To avoid the fall of motivation, which is quite important in the learning process, the teacher must look for innovative and creative options that draw students' attention, depending on their needs and interest, so the line does not vary significantly.
Mark your own motivation stages during this lesson (and the reasons why)/give a score of motivation during this lesson. On the Y axis ( from one to ten, on the “x” axis (beginning …….. body ………….end).

Now I am going to quote an example of a proper English class that can be quite helpful: 

"Proper classroom explanation is needed by the teacher, so the students can well understand what is expected of them (Harris). In the ESL classroom this is more apt to create anxiety because the explanations are given in another language that takes even more effort by the students to comprehend than their own language. A well-planned lesson is essential. The teacher must be creative and flexible. Depending on the nature of the class and the students' levels, the dynamics of the class must be appropriate. I teach a first year high school class of 12 boys who are very energetic. I can generally teach at the i+1 level, a little above what they already know. But sometimes when they don't understand, I have to change gears and think of another way as to not lose the energy of the class. I also teach a class of 12 second year boys who are not energetic at all. The lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, a listening, back to writing, and so on, all in the same class. The students' span of attention and levels are lower, so if something is a bit challenging they don't have what it takes to do it. Unlike the first year boys who enjoy challenging materials and will try harder to understand some things on their own. The type of student I am trying to mold is one who, when faced with something he doesn't understand, will say "Hmm, I think I know what he means, I'll give it a try", instead of "I didn't understand, I can't possibly start this on my own." (Source: http://iteslj.org/Techniques/Lile-Motivation.html).