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

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- The fisl ditrculty encomtered by the teacher wa dE low stmdard iD EngLish esp€ciaxy spoken Enslish. The teacber had to be so cElive and a<strong>tt</strong>irl to get fte students undent nd by a vsdety ofways- In some c€s he had !o r.corNe to AEbic io <strong>hr</strong>iDg a rEli€f jr'3t beforc the studenk Mched rhe srage of fiBrrarion. Her€ a word must be sid about the Be of the Btive laDguage; rhe latjve lansuse lArabicl is not pr€venred, d far ss it does not tM ro a iabit. If n is foEd that it heips gduiE comunic.tion tb6 it c.tr b€ rcsoded to when therc is a need. - ID spire of the appared dificulry of u'deBrdding rle bair obje.tivB ofdE lessor w@ achjey€d: The studmts w@ able to !rcdicr the lesson fiom the provided Solne students did well in guessing word he2ning iom coDtoa b r'After yor r€ad"j the sMents de<strong>rt</strong>ed soxoe effo<strong>rt</strong>! to do this N*rlynaf of tl|€ shlddrs rried to do th€ horEwodq Thi, *as a eood sta<strong>rt</strong> s they mrely rake such a task quir€ Teacher's encoumgen€nr showed v.ry quick rcsulrs. Tlc next day the tea.ber iad to remind theD agai! tiar a[ of <strong>rt</strong>em musl have done dd must do ine home work even if they did not do *. Wherc one can say leachin8 is lcameFcentered? Fjl5l ofal lhis wa! a begiming ed oe shoold trot ovcr-e,y"lggdsre thc resuL The sndents had fiBt ro be Anili.adad with the r;hcr ard not to b€ suprised by sMde4 new aod un€q€cr€d teclniqEs, which dight crcat€ a negarive ariitude. However; therc w€re nl.sny lhings that w@ both le3ln€r-cstercd snd clroDEicrrivelv LIrE pr€diction fion lh. gireD pictures. H€rc ir is tE stude<strong>rt</strong>s who predicled a.d th€ re3ch€i oDty playd th€ role of a guide wllo agrced or dbasreed with rhen 2.Word gusinF agai[ <strong>rt</strong>us ws done by th€ studots.
3.DoiDg <strong>tt</strong>l. boDrwo* by dl3 3u&nt!: tlbugh th.y did lot do al of4 y<strong>rt</strong> it wrg r good bctimiig 4.T€od.. lcc€FiDg .! diftird 3 My drKs ty fu $dcoas svra tlough !o@ w.r! gadd.rly iE !ct. Tb t aclE did thir h pupols !o ib<strong>rt</strong> fu€d.y w.! cmung.d. h lddilid tb !tut d hd &cl <strong>rt</strong>b dffi sm6 Kr rEtect4
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
Page 6 and 7:
ACWVuLEO9TIEJ$ 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 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 and 82: 5.2 Enmples ofM.Ntcrial Adrpt tion
Page 83 and 84: 'n l€$on siag.s w€d just as e)(
Page 85: --Then, the snrd€nrs can stan rea
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92: addition, self-study aclivities are
Page 93 and 94: Usually activiti€s, which encoune
Page 95 and 96: 6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98: CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100: control grouA on ihe other hand, sc
Page 101 and 102: 9flo of the total rBponses oflhe fo
Page 103 and 104: 6.13 Rsults of Ob3€rvrt</
Page 105 and 106: 6.2 RESULT INTERPRTATION 6,2.1. Po$
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
Page 133 and 134: leaming is sen a! a process in whic
Page 135 and 136: Coming to lle role ofihe leacher in
Page 137 and 138:
ft. couse shodd b€ quit clear of
Page 139 and 140:
Sellcoreclion is easier to rem€mb
Page 141 and 142:
SiDulation a a rype of activiry tha
Page 143 and 144:
Nu'an (1938:22) points out " Tlere
Page 145 and 146:
couffy are voied as follows "libenL
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exp€dence rhat lrkes Plac€ in s
Page 149 and 150:
2r. h.r.\ t{, (rto
Page 151 and 152:
60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
Page 153 and 154:
MATERIAL ADAPTATION 1.a. Old Textbo
Page 155 and 156:
approaches. Therc are other types o
Page 157 and 158:
. nEy change or ldd infonnation oft
Page 159 and 160:
LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161 and 162:
Afier adaotaffon: Snrderls g€t m
Page 163 and 164:
Aft6r adaotation: A ...ding skill:
Page 165 and 166:
tinked with €al lif€ affaiB. As
Page 167 and 168:
'.- Or by explaining (includin8 tra
Page 170 and 171:
;:,ssl ,+q:"tljL*'{--'r4r \.Jlaha5l
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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
Page 180:
a iI I I I +.* -" I L."*,**,, 1".".
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ldr.r.l3tb.Dlir'ft4. ,tJn K U
Page 185 and 186:
t':,.
Page 187 and 188:
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
Page 193 and 194:
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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