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8.o!p .ctivilies by som studenls. ExDe<strong>rt</strong>s od l@eF@nteredness inibm u! that s@h a<strong>tt</strong>itudes arc nornal and !n.y snouk b€ w€lcome 4 natuml bequse p€ople leam by ditrercnr modes. Thi! js a pan ofth€n individualiry, $rhich shouid be rcspecr.d_ 'the <strong>rt</strong>'ird obserarion has to do with rhe problen of tiDc. This is <strong>tn</strong>e same obsenatioD tlEt hls beeo mentioEd bv rhe students in tlE negarive category of rh€ ques<strong>rt</strong>omire. A d bas been said about this dd whal rely mders is 10 be awar€ ilar how well not how much !o @ver oftlE msrerial. Tlinss aE io be judsed by their Bdts. Observarion (a) is rouching ulon rhe difiicutry rhe bacher/ ressrchs raced wher clEckin8 ard mooi.odng group acdviris. InB e.s dE to rhc large nmtF of sruddls p€r clars. Thc prcblem was more evid€nr with rlE gi<strong>rt</strong>s' school b€ca6€ of s.x ditrercnc€s r'/ith researcher-teaclE.. The rPxr obs€narion (5) in thjs List is d|e problem of rhe tale dival oi eme of d,e smdenB especially in the evening shift. TlJs was a conmon pneno,Enon ur the fiBt periods of$e day. ftou8h rhis d;t'<strong>rt</strong>ed tle ctass yet jl did not atrecl the oveFll outcome ofthe lnrdy_ obsenatjon (6) has to do wirh lack of disciplinei this becomes ve./ alllloyDg esp€.ially during goup acriviri€s. Sone $udeDrs do not take the activiry seriously and become disruptive ro oth€$ th€ result of which js finle b€nefii is achieved. tsk of discipli*, however is an inte@tional ph€nonenon ond it is panicrnady strorg in ov€rcmwd€d clases. Ev€A her€ i<strong>rt</strong> pabsratr rej.Ders cMplab of this probl@ric bebayior of sobe of tuir sntde s. Obs€nadon (7) slaEs rime p.oblem wfth observatron nuDb€r t<strong>hr</strong>ee. above and rle 6Bt one of rhe n%arjve car.gory of the queslornaE. Tt Froblem ot lhc experitrDtat groups was behind tbe cnEol gor.ps. Agaiq oDe can say thar tlle EnrE of t.3mercetuered approacb€s dep€nds on wh.t rhe s<strong>hr</strong>dent! cal) bring wirh lhen to the ct$sroom The coftol ll!ture of {le t€achtr in ft. t ad;tional nerhods nakes eay for him to control the activilies. Fwd|e<strong>rt</strong>l|oi!. wirb exp€nEnlzl gmlq, s lesson ietdcd a nunbs or acn!'bs. rne sDe 6not E'le wirh co<strong>rt</strong>rolgroups.
In the next ilen (8), ir was obsened thal some students come to tbe teache. complaining to him abou the mtue-rnakirg phenomenoh. For the teacher-researcher did nol take thjs as prcbld becruse dft i*uc has be€n addBssed by $e advo.ales of leameFcenleredness who argue ftat noise making is a natural produ.t of ir{emd;on ad no way to avoid it. Ir sbould b€ acce$ed as far as this does not distub th€ next-daor classs. Obs€rvations (9,10& 1l) shar€ on€ comnon cba.acrerisdc and Dat is the sMsrs ,rc s6mly werk iD E Etish, This wealn$s is r€flecred nEir y in thei imbility to folow som iesso! instructions and h abseDrirg thenselves fion clssses. Observation (12), which is abod studenrs nor doine hoD€worl. Ar S. begiMine is sas EE ro atmsr all of tr; sMents. Tbe girls, howeve., were be<strong>tt</strong>er rhan the boy3. ftle rese€llhs.l.lcbs k€pr i,sistin8 aDd eMu,"gjns ahd r€[i,s d.n |ne €trcmle behind doing ir. He had for exampje. ro r€mind lhem <strong>tn</strong>al lEmrrg s oos lmkd ar as a peBoDal ahir, ir wh,cn $e snrdenh nave ro exe.r some eFofl ro team. Tley have also to llke rcspo$ibil<strong>tt</strong> of $e; own teaming lffir-cemerq appr@cnes are based on the principle rhat teaming is rotalty derennined by rhe Ih the nexr obleration i1 was obseryed thar students were cmzy ols InsisLDg ro ap) dery rbing win n oD dr€ boatd by rlE Ieacmr. they c<strong>rt</strong>r came ro rhe rcse{rcher-kacher comptainhg ro hiD d3t be did Dor give rhd dme b copy from boar4 The sludents nght have bs righ in rhis poinr. Bu rftey are nghl only rc rne enenr thlr rhis B nol ar rhe co3r of rh€ orhd skills. Thfrc m!s. be a kiDd of batancc betw€en the forE Dain skilts. Bur a point shornd be nude cl€ar here and that th€ sinEtion in yemen is ditrerent nom some other aE€s b€cauc. llc srud€nrs who tearn EDelbI do nor hav€ chance ro lisrm lo ir or even speak ir. They mos<strong>tt</strong>y le3h ir for ndu! sFcutadon ro Be ir Thftfor.. som enpnasrs must be gvs ro readirE dd !ri!ing. The Rserchs did adml rn l lor rhe rrsr grcup. qiring wa, mr Cjven €nough space. rIr ous lwo grows did nor coDplajn ofrhis DrobleB_
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
Page 6 and 7:
ACWVuLEO9TIEJ$ I am really v€ry g
Page 8 and 9:
TABLE OF CONTENTS The A bs tract :
Page 10 and 11:
The Abshact: The study, in hand, is
Page 12 and 13:
overall result ;s in favor of the p
Page 14 and 15:
CTTAPTER t INTRODUCTION 1.1. TIIE S
Page 16 and 17:
par€nts. Thcy aftibute il to vari
Page 18 and 19:
ofhehavnr agaid nis will Thcrc is d
Page 20 and 21:
CHAPTER II SECONDARY EDUCATION IN Y
Page 22 and 23:
Yemen, of cowse, was one of rhe .eg
Page 24 and 25:
23 EDUCATION AI'TER TIIE REVOLUTION
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difrerence ;s rath€r anificial Th
Page 28 and 29:
peFonality should be lreated a a wh
Page 30 and 31:
The Ministry of education of the mi
Page 32 and 33:
2.6.1 S.condrry school curriculutD
Page 34 and 35:
l8.The fou skjlls al€ stressed eq
Page 36 and 37:
appropdate wilh the new &tivities o
Page 38 and 39:
To make examination more effective
Page 40 and 41:
CHAPTER III REVIEW OF RELATED LIIER
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Mio@ ro humn bens sas /e4ro". Lower
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the p€rson'cenrercd 6 conrEsPd wi
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Be.aule activities in the for€ign
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Towards the end of the l97os,anothe
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6. Tclcher to encorrrgc lesrners Pe
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3.1.5 Reserrch dom on L€arnercent
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deny the fact that such sppMches ar
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activities and anangements in the c
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and pragnalics (Stem: in Alitis dd
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CHAPT€RIV METIIODOLOGY ' Most of
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The target population was seconda./
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two sloups tha! were found similar
Page 66 and 67:
4.5.1 The Achieven€ posltesl The
Page 68 and 69:
appropnaie when uring lhe pos<stron
Page 70 and 71: CITAPTER V MATERIAL A.DAPTATION As
Page 72 and 73: 5.1 Exlmples of L.ssons Plsns 5.r..
Page 74 and 75: s.r.2 L€sror (2-4)[old ..
Page 76 and 77: 5.13 Lersons 5'6(old textbook) Le<s
Page 78: 5.r.4I,8ols (8,9J0xold t tt
Page 81 and 82: 5.2 Enmples ofM.Ntcrial Adrpt tion
Page 83 and 84: 'n l€$on siag.s w€d just as e)(
Page 85 and 86: --Then, the snrd€nrs can stan rea
Page 87 and 88: 3.DoiDg ttl. boDrw
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92: addition, self-study aclivities are
Page 93 and 94: Usually activiti€s, which encoune
Page 95 and 96: 6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98: CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100: control grouA on ihe other hand, sc
Page 101 and 102: 9flo of the total rBponses oflhe fo
Page 103 and 104: 6.13 Rsults of Ob3€rvrt</
Page 105 and 106: 6.2 RESULT INTERPRTATION 6,2.1. Po$
Page 107 and 108: lsee tables 11,12 & l3l. The centra
Page 109 and 110: to 'Ct.tu in ppik a capacity lu Qr-
Page 111 and 112: variety of techniques and leaching
Page 113 and 114: The qBtion Olai miglt be esked herc
Page 115 and 116: qulirative natue of leming. On the
Page 117 and 118: hem (l) is rclated only 1o the gnk.
Page 119: (2) lesson 2/4 in the old texlbook.
Page 123 and 124: CIIAPIER Xtr CONCLUSIONS AND IMPI,I
Page 125 and 126: fte way to ihe suggested approach.
Page 127 and 128: iespected as individual. To rcspect
Page 129 and 130: aggrcsion or self-jutificalion as t
Page 131 and 132: C}IAPTER XIII GUIDELINES FOR A TRAI
Page 133 and 134: leaming is sen a! a process in whic
Page 135 and 136: Coming to lle role ofihe leacher in
Page 137 and 138: ft. couse shodd b€ quit clear of
Page 139 and 140: Sellcoreclion is easier to rem€mb
Page 141 and 142: SiDulation a a rype of activiry tha
Page 143 and 144: Nu'an (1938:22) points out " Tlere
Page 145 and 146: couffy are voied as follows "libenL
Page 147 and 148: exp€dence rhat lrkes Plac€ in s
Page 149 and 150: 2r. h.r.\ t{, (rto
Page 151 and 152: 60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
Page 153 and 154: MATERIAL ADAPTATION 1.a. Old Textbo
Page 155 and 156: approaches. Therc are other types o
Page 157 and 158: . nEy change or ldd infonnation oft
Page 159 and 160: LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161 and 162: Afier adaotaffon: Snrderls g€t m
Page 163 and 164: Aft6r adaotation: A ...ding skill:
Page 165 and 166: tinked with €al lif€ affaiB. As
Page 167 and 168: '.- Or by explaining (includin8 tra
Page 170 and 171:
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EFY c aursz lad !..ll.h.'.b!.1.,b!.
Page 178 and 179:
tlBlt cuJr :r+--! or . r1!E n{a. h
Page 180:
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Page 183 and 184:
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Page 185 and 186:
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ndrrrrki t h th:- C'rl-!- ' J'rn: Y
Page 189 and 190:
D Da Nd.'d S$ir. re ii.. io 'hn iEr
Page 191 and 192:
UNIT 2 SERVING TItE PEOPI.E Four se
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l! I I ' Aar,,L^, fr (" l gsLlrd:L
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