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Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments.
A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. [1] Concept maps may be used by instructional designers, engineers, technical writers, and others to organize and structure knowledge.
Hockett's Design Features are a set of features that characterize human language and set it apart from animal communication. They were defined by linguist Charles F. Hockett in the 1960s. He called these characteristics the design features of language.
Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.
In linguistics, a distinctive feature is the most basic unit of phonological structure that distinguishes one sound from another within a language.For example, the feature [+voice] distinguishes the two bilabial plosives: [p] and [b] (i.e., it makes the two plosives distinct from one another).
Linguistic typology (or language typology) is a field of linguistics that studies and classifies languages according to their structural features to allow their comparison. Its aim is to describe and explain the structural diversity and the common properties of the world's languages. [1]
The CBI approach is comparable to English for Specific Purposes (ESP), which usually is for vocational or occupational needs, or to English for Academic Purposes (EAP). The goal of CBI is to prepare students to acquire the language while using the context of any subject matter so that students learn the language by using it within that specific ...