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2.6.1 S.condrry school curriculutD The new cuniculrm cosisb ofthe followins subj4b as per FiNt gride. Here the siudents study senelal subject!, a BixhG of siqce aDd liteEry @Inponeds. EryIish is iel'dd as a subject and the srudenb ar€ exposed to it fo. five pqiods a weL Tbjs grade ha3 iB orrn English teachins b.rsi4 wlllch cosists of ! ourse book 8nd a wo*book Sacond Secord.ry Grade, ln lhis grade the following subjects ar€ pNibe!: MatlEDancs, PhFics, ChdjlFy, Biolory, Owoo, Islanid\ Atzbic od EnSlish. So Engiish is studied as a subject. TIle l,extbook p.esclibed for this gade is comon for botb science and lilemry sectio6. It is up to tbe aeacher 1o ch@se tbe .ight topic Thi.d SeoDdlry Grade. Tle students herc study the same subjects dEt @ presc.ib€d for dE seod gEde. Bul, ofcourse th€ lev.i ofdimcdry is higher ed rhe lcope ofthe co'h! is wjder. B. LiteE.y SelioD: Seod Secondrry Literary crrde. In tHs 8rade, the following subj@l.s are p<strong>rt</strong>JuiMr Iskniat, Qura'@, Aabic, Englisb, HBtory, Gmgnphy, E oooDis, So.iolo8/, od Sladsrics. Third S.condrry Litenry crid.. Herc rhe sarne subjects llBt e p<strong>tt</strong>sibed for dF se.ffd gmde in addition ro r<strong>hr</strong>c€ orher D@ subjec$. Tley are: r,ogic. Pblosophy. aJd Psycholos .
The Edglfuh Course The English cous€ consists of two lextbook, the pupil's book and tbe workboolL Facb grade b3s il! own terdbooks- Before thc nEification therc us.d to be seD@te textboolB for dE Scicnc€ an t Litenry s.ctios. Now thw i! only N t.xtboot for lhe bolh sectio6, However, there arc ceftlin topics that arc specific 1o the Scierp€ Seclion while tbere are otlE6 1bal arc neat olly for thc LiteEtf Sectior The currcnt textbook of English is a ne{, one and ws adopted for the ftst rim in 1999. The new t€achitrg bllerial has many advantag€s over lhe previoB one though it is not an ideal o!.. The following are em of il! advanbges over the previous l lts oveHll layoul ircludj.g appsrance and covu is h<strong>tt</strong>er d cornpared with the pr€viou one. 2. The insid€ topi6 and illBFariors ae nor€ authenlic. 3. Unlike the old, this new textbook conlains cololed p;ctEes and illustratiois. which rEkes it morc a<strong>tt</strong>ractive. 4. The leming activities m prEs.nred in a veiety of ways. 5. Matry leaher€ntcrcd activities a.e iDtodmen swh s puzl.s, p.oblem solving and other demanding tbinking activities. 6. lt gives a bdanced weigbt ro both usage and use. 7. G|"lrrl@. itself. is idrodu@d !o sere lse @d conmunicatior 8- lt makes tl3c ofsitualions that are to sore €xtenl ftmiliar to the 9.It pr€sent5, to th€ leamer, the.eal world outside the sltifcial classroom, lo.lt does nol overlook lhe target
Page 1 and 2: Departmert
Page 3: Just to remind you that Why do Jou
Page 6 and 7: ACWVuLEO9TIEJ$ 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 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€$on siag.s w€d just as e)(
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--Then, the snrd€nrs can stan rea
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3.DoiDg ttl. boDrw
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€come less panicipaDl in lhis typ
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addition, self-study aclivities are
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Usually activiti€s, which encoune
Page 95 and 96:
6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98:
CHAPIER. VI THERESIJLTS 'hi@.lim it
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control grouA on ihe other hand, sc
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9flo of the total rBponses oflhe fo
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6.13 Rsults of Ob3€rvrt</
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6.2 RESULT INTERPRTATION 6,2.1. Po$
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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
Page 131 and 132:
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
Page 137 and 138:
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
Page 153 and 154:
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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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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I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

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