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

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A<strong>tt</strong>ar AdaDtaton: --Th€ t€ach.r firsr of all has ro dmw the studcnts' ancndon by leniog them knoe tbat this exercis. is &<strong>tt</strong>Elly a passage. It is not ne.ely ilolaled gl,l1)Mtical and strucrul ilens a! il seems to be and rhat the sn]dots bave orny ro s€le4t fiom a.lt€rnalves and thet fill in the blanks. In order do to il well they have to know flst lhe me3nins of lhe p6ssasp. Tbis oe only be dote by r€!di!8 it a! a --The n xt sr€p is to etrsw dut d€ shdent! get tb€ gisl of tll€ r0€anjn8 of lhe paisaSe. This crD b€ done by $estidins or by any other lechniqu€. For €xanple, lirc studeds can slmrnarize th€ pesege, or they @ work in grolpvpairs...and so or. --Reading nlay be repeated a nrmber oftim€s to na&e sur€ that lhe sMenis grssp the llrding ud tul-ly understand tbe paisage. --A0er a tull discBsion of th€ meanins of the €xerc'se a! a passaSc, the snlduts @ sb<strong>rt</strong> working out <strong>tt</strong>E qerc;se by choocing th€ bcst altcmtive for each bldk. They cd do lbB D psi.Vgtoups. --By now they Inay slan discussinS the qercise ftom a usaSe point of view. They can do it by a ltudent, eich tim€, readiDg aloud each sentence ard filling in lhe blank. -Jt is oi y ifthe sbdents failed to give lhe @rnct answer that the tea.her should provide ihe alswcr. - Ore of lhe things that ne& to b€ exploited her€ is the point wlse ! rctuion has becn mdc abod rhe mistake <strong>tt</strong>€ Irullrafte CoDprhy has bade [puning a vtmng resisftrion numb.r on a c.ni6cai.l. Di$Nins swh a poiri wil &aw th€ sMents' a<strong>tt</strong>.ntioo not only to th€ lalrc of lhe pas$8p d a d;scoltrse but to a lssoD tb<strong>rt</strong> cd be lermt fion car.lessness iD wnich rl.ry people make such a misiake dE to meligcnce. ".- Ths point ca. ale be qploited to be a topic of discussion ev€n if Arabic is used in ()e coDnunietion in EneIsh br€aks do$rl
'n l€$on siag.s w€d just as e)(pctlcd . Th€ ud€i$a tirg ofthe n.3riDg ofde !€!s.9. hclped atd made ii e3!y io rio ihe erarmatical !oid!. . Dirsuision was int {€stiry Msny id€a! crBe !o tb. sccne by tb€ strdeds ihsn!.lvc& . It ffial poiDr (if it c.D b. so c{ll€d) wts oploitld tD, lhc t odE to rqnind th. cltss of $ri scrkNs nitiat s and th.ir . Tbe r€al p.obLq however, r.maind with tin fo! th€ ben l?ng befor€ lhe l€$on was .oql€tql. Ttis wa! l€ft to th. n )d period Alnod, ffit, if mt all th. ltid€d3 ioot pdr io tb. lcseon aclivid8 €v€n d' e€{t r oG
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
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CHAPTER II SECONDARY EDUCATION IN Y
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Yemen, of cowse, was one of rhe .eg
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23 EDUCATION AI'TER TIIE REVOLUTION
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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
Page 81: 5.2 Enmples ofM.Ntcrial Adrpt tion
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
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
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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:
Page 165 and 166:
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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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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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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