- 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 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
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appropnaie when uring lhe pos<stron
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CITAPTER V MATERIAL A.DAPTATION As
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5.1 Exlmples of L.ssons Plsns 5.r..
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s.r.2 L€sror (2-4)[old ..
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5.13 Lersons 5'6(old textbook) Le<s
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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€$on siag.s w€d just as e)(
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--Then, the snrd€nrs can stan rea
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3.DoiDg ttl. boDrw
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€come less panicipaDl in lhis typ
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addition, self-study aclivities are
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Usually activiti€s, which encoune
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6. GROUP WORK ACTIVITIES lvork wd u
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CHAPIER. VI THERESIJLTS 'hi@.lim it
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control grouA on ihe other hand, sc
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9flo of the total rBponses oflhe fo
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6.13 Rsults of Ob3€rvrt</
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6.2 RESULT INTERPRTATION 6,2.1. Po$
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lsee tables 11,12 & l3l. The centra
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to 'Ct.tu in ppik a capacity lu Qr-
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variety of techniques and leaching
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The qBtion Olai miglt be esked herc
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qulirative natue of leming. On the
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hem (l) is rclated only 1o the gnk.
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(2) lesson 2/4 in the old texlbook.
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In the next ilen (8), ir was obsene
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CIIAPIER Xtr CONCLUSIONS AND IMPI,I
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fte way to ihe suggested approach.
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iespected as individual. To rcspect
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aggrcsion or self-jutificalion as t
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C}IAPTER XIII GUIDELINES FOR A TRAI
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leaming is sen a! a process in whic
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Coming to lle role ofihe leacher in
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ft. couse shodd b€ quit clear of
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Sellcoreclion is easier to rem€mb
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SiDulation a a rype of activiry tha
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Nu'an (1938:22) points out " Tlere
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couffy are voied as follows "libenL
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exp€dence rhat lrkes Plac€ in s
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2r. h.r.\ t{, (rto
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60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
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MATERIAL ADAPTATION 1.a. Old Textbo
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approaches. Therc are other types o
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. nEy change or ldd infonnation oft
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LES9oNS (36) &&relcr!e!e!i Th. tcac
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Afier adaotaffon: Snrderls g€t m
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Aft6r adaotation: A ...ding skill:
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tinked with €al lif€ affaiB. As
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'.- Or by explaining (includin8 tra
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;:,ssl ,+q:"tljL*'{--'r4r \.Jlaha5l
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.c-);-+ l'/'uj'/' '1'/ z ."-i,1.",.
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ol I ?:,-.t /t,li, ,zV|a, cr i/-/,
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EFY c aursz lad !..ll.h.'.b!.1.,b!.
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tlBlt cuJr :r+--! or . r1!E n{a. h
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a iI I I I +.* -" I L."*,**,, 1".".
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ldr.r.l3tb.Dlir'ft4. ,tJn K U
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t':,.
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ndrrrrki t h th:- C'rl-!- ' J'rn: Y
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D Da Nd.'d S$ir. re ii.. io 'hn iEr
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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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I I I I I I I I I I f } tl I I ' t'
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db, zt7 ^" 1"'- \^ 4 .,-'* -- '/-tl
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