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EXERCTSES (6,7,8) WORKBOOK B€tore adrotation: Exercises like lhse .r€ lsually done by tll€ leache. dd lhe snrde<strong>rt</strong>s copy th€ 5rsw6 Fon the blackbodd. A<strong>tt</strong>e. the l€lion: Every lhing went normally as plaruFd .xccpt fo. the ga,mtical ilem!, wbich took tirr ftom tbe strddls to Prod@ tb€ pasonaliz.d sentesrs: fJ ).€'. .ria ... The same i! true with the exercises 6,7,8 mentioned above The students gol iD grows and djd th€D- The teach€r went a$und helpjna aDd sometin€s cot@ting if nced€d. LESSON (r0) B€ror6 adapt<strong>rt</strong>ion: Thi, is anolher passage of th. story, which ir th€ s€cond pa<strong>rt</strong> of the story " CARS or CATS". TmditioEuy, lhi! p?t s3ge js 6l!t Rad alo'd by lhe teach€r. I<strong>rt</strong>js ;! calen a model sdir8, Irlen irdividusl sndcnrs re3d aloud and others foloe in their books. Aner that carn€ the main conc.m ofbolh the t@h€r ard the pt4ils; lhis was tle answcrilg of crmprelBnsioD qEstions Hcr. cnds th€
Aft6r adaotation: A ...ding skill: PEdiclion: The students are, fust of all, given a chece to try lheir predictior abiliry. In this les$D this prcdiction is to try to Predict rhe kind of elion Nabil h going to lakc. Nex! cones th€ silent rsadins by dl€ whole class Here tb€y h3ve io confrft the frst prediction and find out what Nabil is going 'IheG with the leach€r, they co6p@ then prcdictioN with Silent r.ading and th. !s€ of prediction skill is a wav of r€directins lhe focus of atlention fiur pur€ly linguisnc ad eramuad;al to medin€ru coimunication just as tbi4s .r€ ;! rcsl life situltioB. ln resDonse Io sMenls demsnd for oral @ding tEading a ct'n'e to @d aloud), som; Endom indiuduals nEv be siven aloud a Ie* s6tenc$ each. Hoq.ver, ftis tme theE is a p'tPose for this r€aditg just rcadins for dle stke of r€adins tloud- Tris purlose could 'ot be deal witl duouCh some more queniom or ,hatever appropnae to dte Po<strong>rt</strong>iculat sinqdon. The two comprehension qu€stions may b€ t'€at€d if th€ snrdcnts like that. The t€echer can also add other qu€stio's for checkine utdestanding OdEr things ale left op'n to lhe requituenis of th€ situatior Aie4sge!: The whole lesson !s of a Sreat tufl ro th€ class esFciallv that Pa<strong>rt</strong> of pediarrn. M9I|ly lAe,ls w.te suggested by the stdents dd they were very mlercsnng. wo*noot E ercilt (9\.l*e $e Pr€uoN s(€rcis€s' ue studenLs did thi: one in gtoups som€ in pais. Then there vas a whole cla$ discussion ebod tlE corrccl arcweru.
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
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5.2 Enmples ofM.Ntcrial Adrpt tion
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'n l€$on siag.s w€d just as e)(
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--Then, the snrd€nrs can stan rea
Page 87 and 88:
3.DoiDg ttl. boDrw
Page 89 and 90:
€come less panicipaDl in lhis typ
Page 91 and 92:
addition, self-study aclivities are
Page 93 and 94:
Usually activiti€s, which encoune
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6. GROUP WORK ACTIVITIES lvork wd u
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CHAPIER. VI THERESIJLTS 'hi@.lim it
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control grouA on ihe other hand, sc
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9flo of the total rBponses oflhe fo
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6.13 Rsults of Ob3€rvrt</
Page 105 and 106:
6.2 RESULT INTERPRTATION 6,2.1. Po$
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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 and 158: . nEy change or ldd infonnation oft
Page 159 and 160: LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161: Afier adaotaffon: Snrderls g€t m
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
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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!.
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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
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