I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

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A!erid4@qe4: The lesson is dore alnost by the sludenls lh.mselves with very li<strong>tt</strong>le heb nom $e teach.r. Dialogue (3) Before ad,.ptation: .-- A dialosue like lhis is urually done by s<strong>hr</strong>denis individuuv eying the answ4 ard dle leaolEr writing th€ corect atsw€$ ou {|e black bodd. T}|e sndent! copy th€ question! and mweB and dEn filI ir dle blrrk- AtcEdalElg!: . SMents shodd wo* in pairs to fill th€ blsks. . lts iD paiF (sanplet tltcy have to rcPon to the ie4h6 ed to . Afrer that @Gs lht d;!.u$ion of th€ corrcct ,lNe.s. After lhe l€a3on: . The students pr.ferred to do this dialogu. al home a hom€wo* . The teaclt€r lold then to do the one in th€ir workb@k mt this one and lhey agre€d. . As they fnished they werc told !o inagine lhal George !ta! sp€aking to Salem, what sre they sayi4? . The studmts worked in psirs, (Sotu€ in gotrys). . Tlr€n they relo<strong>rt</strong>ed back to the t€acher ard to be class. . As a result many interestiDg idess cam€ out. . Tlle whole activiry was a fua and lhe t€aching process moved beyond tbe actual lesson.
LES9oNS (36) &&relcr!e!e!i Th. tcaclEr is thc om who first reads th! intoducl,ory paragllph ,rd alks dE studcds somc qEstiors to Mt€ $rc lbll lhcy rsd.rsrsd rb. situalioD- llcrc .rdr dF lcsror|. 4&44!e$si . Il is dl. studcd! who hlvc to r.ad tlE i roduclory patlgrrpl|" 'ney sbould fird ou rbc gdd trario& 'IfE lach.r iDftm.d fian nol b l€ad woid for word. . A vollnLc. surd€nt r€po<strong>rt</strong>s io lh. cLss what h. lff k tllc p.llglpb is abou. . Th€ r€n oflh ch*s eiLh€r .gre€ or disrSrc wilh lh.t snddt. . Diectasion citl Foc€.d. . Sld. r rcld dr. lcncr irdividully and silently. . ne urlno$r words 're io bc g'sr€d as usual. . Thc lc<strong>tt</strong>cr hyod and otlEr r.lat d points a<strong>tt</strong> l.fr lo dEir t!. (63) Coun bot ;s lcfr !o th. sndcnb to b. done at hon|€. -This -Thc ani.'[s rrc nDird.d of inpotue doiry bomwodc should write ltlc lc<strong>tt</strong>lr a4cordiq io thc irliuctions gitlll. -Thcy -Bu rhc r.!.her h'3 ro be $m $at i!€y 'irdlrsbDd l!. 'n$ ca! bd $e $i.tla optainl{ io th. cLls wb.! is llquircd r'
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
Page 6 and 7:
ACWVuLEO9TIEJ$ 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
Page 26 and 27:
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
Page 42 and 43:
Mio@ ro humn bens sas /e4ro". Lower
Page 44 and 45:
the p€rson'cenrercd 6 conrEsPd wi
Page 46 and 47:
Be.aule activities in the for€ign
Page 48 and 49:
Towards the end of the l97os,anothe
Page 50 and 51:
6. Tclcher to encorrrgc lesrners Pe
Page 52 and 53:
3.1.5 Reserrch dom on L€arnercent
Page 54 and 55:
deny the fact that such sppMches ar
Page 56 and 57:
activities and anangements in the c
Page 58 and 59:
and pragnalics (Stem: in Alitis dd
Page 60 and 61:
CHAPT€RIV METIIODOLOGY ' Most of
Page 62 and 63:
The target population was seconda./
Page 64 and 65:
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 and 120: (2) lesson 2/4 in the old texlbook.
Page 121 and 122: In the next ilen (8), ir was obsene
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: . nEy change or ldd infonnation oft
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: ;:,ssl ,+q:"tljL*'{--'r4r \.Jlaha5l
Page 172 and 173: .c-);-+ l'/'uj'/' '1'/ z ."-i,1.",.
Page 174 and 175: ol I ?:,-.t /t,li, ,zV|a, cr i/-/,
Page 176 and 177: EFY c aursz lad !..ll.h.'.b!.1.,b!.
Page 178 and 179: tlBlt cuJr :r+--! or . r1!E n{a. h
Page 180: a iI I I I +.* -" I L."*,**,, 1".".
Page 183 and 184: ldr.r.l3tb.Dlir'ft4. ,tJn K U
Page 185 and 186: t':,.
Page 187 and 188: 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
Page 193 and 194: l! I I ' Aar,,L^, fr (" l gsLlrd:L
Page 195 and 196: I I I I I I I I I I f } tl I I ' t'
Page 197 and 198: db, zt7 ^" 1"'- \^ 4 .,-'* -- '/-tl
Page 200 and 201: '7',az,l a,,,/z '4 t-r ,//.,/ s'/.
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