Teaching strategies I for the teaching of the communication arts : listening, speaking, reading and writing / Rebecca D. Alcantara, Josefina Q. Cabanilla, Felicidad P. Espina, and Araceli M. VIllamin

By:

Alcantara, Rebecca D [author]

Contributor(s):

Cabanilla, Josefina Q. ;Espina, Felicidad P. ;VIllamin, Araceli M [co-author;co-author;co-author]

Material type: Text

TextPublication details: Quezon City, Philippines : Katha Publishing Co, Inc., c1988Edition: Revised EditionDescription: viii, 194 pages ; 26 cmISBN:

9711501406

Subject(s):

EDUCATION

LOC classification:

LB 1528 .A347 1988

Contents:

Part One. Introduction -- Part Two. Teaching strategies: listening -- Part Three. Teaching strategies: speaking-- Part Four: Teaching strategies: reading -- Part Five. Teaching strategies: writing.

Summary: Within recent years the demand for relevance in teacher education has become more pronounced. More than ever before, students in teacher training institutions, have indicated a greater need for more practical courses than for theoretical ones. They clamor for a type of teacher training that would adequately and effectively meet the requirements of a teaching assignment in the laboratory schools and later in the regular classrooms.

Item type:

Books

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Holdings
Item type	Current library	Home library	Collection	Call number	Copy number	Status	Date due	Barcode
Books	National University - Manila	LRC - Graduate Studies General Circulation	Gen. Ed - CEAS	GC LB 1528 .A347 1988 (Browse shelf(Opens below))	c.1	Available		NULIB000012595

Includes bibliographical references and index.

Part One. Introduction -- Part Two. Teaching strategies: listening -- Part Three. Teaching strategies: speaking-- Part Four: Teaching strategies: reading -- Part Five. Teaching strategies: writing.

Within recent years the demand for relevance in teacher education has become more pronounced. More than ever before, students in teacher training institutions, have indicated a greater need for more practical courses than for theoretical ones. They clamor for a type of teacher training that would adequately and effectively meet the requirements of a teaching assignment in the laboratory schools and later in the regular classrooms.

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