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5.1 Exlmples of L.ssons Plsns 5.r... Tbe old Tenbok [EDslbb tor Yenetrl UNIT I 0 5.1.1 Grammrr Exerci..: Mired Gr.mnrr pnctic. [W.B.l: (Se€ appendix 3) The Be<strong>hr</strong>vioral Obiecdv€s: By the end of lhis leren tbe stud.nis should be abl€ io: L Reproduce th€ isolat€d sentences as a passage. 2. FiI in the blaDk by them.selv.l. 3. vork in smal groups and pairs. 4. Aruw€r some comp.€heDsion questioN about the Pasgq Revision of the previous l€sson(Two Po€ms) . Whal is lhe \r,ord 'inviution' m€an? . k dte slory a <strong>tn</strong>P oE? . Wbere is ihe nimr hegi.g? . Why do€s $e poet Be th€ 'child'? Presentshon: . Teachei ha to infom tle sMents thai the exercise should bc deslt with mt 6 isolatcd sentaq bld Btls a 3 . ftey shodd read tle passag€ for the n€aDing Dot for . T@hs should explain the rFison for this kind of beatme - The folowing r€asoff @ b€ givet I . Readine for meeins is 'nore helptul 2. It is morc @listic o! we do in rcd life. 3. G|?llllM Lhougb inponanr yet il is ml every thio&
Prrctice/productiop: . Fi6t cadirS: Studenis are iold to r€ad the cxcrcis€ and tl to get th€ general xneaning. W!!t is it? And whal js it about? . S@ond reading: ftis rcading is for th€ purpos€ of mrc sp@ifc ide3s of lhe pssage, An cx.DPle i! lbc m€.ling of the dificult words €tc. . Discssio Discussins the lcxi and the specifio inforunon . GtmrDaI: It is ordy now tlnt they can stad doile th€ . The studenh are encouraged to give rcalons for ch@sing onE altemative { not the othei fte activity i! to be doDe o.aly 6rsl and then if still re@ining tim, they can wite doMtlE mwe6. . Stude.ls' arFntion should bc dnwn to a social problem of celessnels and negligenc€, which is rcflect€d it lhe ]esn. Follow up: Th. students did not ftad self-sMy l4son in lb. Eadcr; lherefor€, rhe te2chs had to do it togpths with tb€n jn the cla$room. So th€ above leson was pu offto the rcn per;od-
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
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ACWVuLEO9TIEJ$ I am really v€ry g
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TABLE OF CONTENTS The A bs tract :
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The Abshact: The study, in hand, is
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overall result ;s in favor of the p
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CTTAPTER t INTRODUCTION 1.1. TIIE S
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par€nts. Thcy aftibute il to vari
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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 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
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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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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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