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

l8.The fou skjlls al€ stressed equly.
However, it has also some disadva<strong>tt</strong>ages:
l lt does not r€ftcct the Yemeni cultw. as it should be
2.ftie Y€rDeni oitia i not prescnted in a digDified namet He js shom as a
person oflow dr€dB and ambitions. For example,lhe Yeme.i smbitiors de
viewed as a fish€'rra or a beetEp€r and the [te. In additio!, too mlch focus
is laid on topica that ar€ ofa dispdable ard ofse$itive nature to the YerEnis
seb 6 w()j@! toEisrn and gamE!. ln tbe 'reader'there is too much emPhais
on historical characlers and scientists from other nations cleady overlookiDg
tlose ffom Yemea AEb or Muslim world-
3.lr des not have o an ched didionary as does lhe pEvioG ore.
4.Though th€re ;s sre E€atDe ofthinkilg activitier, yel this is
nor enoush Tlilkins activities sho'nd be increased and varjed.
This is a brief and a g€neml evalution oflhe rew te..hing
couse ofE glish ldguage. Th€ ncw iextbooks e€ g€Derally bc<strong>tt</strong>er
than the older one. It includes rnorc leame.{enler€d t}?es of
activitjes. Wlut is nelded n s good tercber havirg a leff|er-
2.6.2 Tesching Methodolosf st Secondsry Level
Beforc the rcmfication lhe t€aching methods in schools werc
tea.heFce<strong>rt</strong>er€d md Dderial-centered. The teacler used to depend
on what the Ministry presoibed without quqtioning whethEr thjs
suit d his l@bets or not wiether th€y liked it or mt whefi€r he
himelf w4 satisfied with it or not. ]}le teacheB ofsll subjecb had
to folow ca<strong>rt</strong>ain sreps iD tsichinS a lesson. Su.h sieps ec the
prcpaEtion or lead-i& the prcscntdioq the lracti@ and Ihe
evatuation staSe -So tu as tbase t€aching st€p6 vere fo owed; tlF
lesson was hken for granted to be undeNtood by the leame$. The
role of the sMent was liBjted !o srswu the qBtioB posed by the
teache. of which rha w;nen in rhe stud€nrs'
notebooks. Writing and rqdirg we.e the twcdomiMt skills for all