naranjo tamara phonology portfolio

1

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

STUDENT PORTFOLIO

“PHONOLOGY II”

Fourth Semester “A”

Student´s name: NARANJO TAMARA

Professor´s name: RUTH ELIZABETH INFANTE PAREDES

AMBATO – ECUADOR

October 2015-March 2016

2

TABLE OF CONTENTS.

MISIÓN (MISION STATEMENT) ....................................................................................... 3

VISIÓN (VISION STATEMENT) ....................................................................................... 3

PERFIL DE EGRESO (EXIT PROFILE) .............................................................................. 4

STUDENT´S C.V.................................................................................................................. 5

STATEMENT OF PERSONAL LEARNING GOALS......................................................... 6

SYLLABUS ....................................................................... ¡Error! Marcador no definido.7

Evidence for Element 1 ....................................................................................................... 18.

Evidence for Element 2 ........................................................................................................ 21




FINAL REFLECTION ......................................................................................................... 64

PORTFOLIO RUBRIC ........................................................................................................ 65

3


EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

Formar profesionales líderes competentes, con visión humanista y

pensamiento crítico a través de la Docencia, la Investigación y la

Vinculación, que apliquen, promuevan y difundan el conocimiento

respondiendo a las necesidades del país.

VISIÓN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la

Educación de la Universidad Técnica de Ambato por sus niveles de

excelencia se constituirá como un centro de formación superior con

liderazgo y proyección nacional e internacional

4


EDUCACIÓN

CARRERA DE IDIOMAS

PERFIL DE EGRESO (EXIT PROFILE) Perfil del egresado Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y

desarrollado las siguientes competencias, capacidades, habilidades, destrezas y

desempeños como resultados de su formación profesional:

1. Usa el idioma inglés a un nivel B2 del Common European Framework.

2. Maneja competentemente los métodos y estrategias metodológicas para la

enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test

(TKT)

3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC´s.

5. Transforma el contexto educativo a tráves de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación

participativa, el aprendizaje basado en problemas y el trabajo en equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio

desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes

para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de

ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,

Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza

del inglés y Test of English as a Foreing Language (TOEFL) para la competencia

comunicativa.

5

STUDENT´S C.V.

6

STATEMENT OF PERSONAL LEARNING GOALS.

Phonology II is an important part of English teaching skills. This course is

mainly focus on identify basic concepts of L2 related to morphology subject. There are

many reasons and expectations for taking this course and contribute to capitalize it.

I think this module will be so useful in the future because Phonology II teaches

students to understand different patterns of word formation. After that, students will be

involved with the lexical derivation, mainly the origin of words. They will also analyze

the language by applying morphological structures. Finally, students will predict

examples about possible morphological problems presented in L2.

To contribute to mi knowledge in this module I will use some strategies. I will

read a lot in order to get more involved with English Language. Also it’s necessary to

learn by myself and try to understand the basic concepts of morphology. Finally I will

argue viewpoints and opinions with my classmates to compare our knowledge.

As a result Phonology II will contribute with the development of accuracy of

language, in other words, the correct use of words in context depending on the origin of

word and the different uses of the lexis. With my effort, this module will help my life as

student and also as a professional.

7


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SÍLABO

PHONOLOGY II

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

8

I. SYLLABUS GENERAL INFORMATION Subject: Phonology II

Program: Carrera de Idiomas

Code: FCHE/I/MP/P/021290406

Prerequisites:

Study Modality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular Organization Unit: Profesional

Credits: 3

Level: Fourth Semester

Corequisites:

Subject Code

1. Oral III FCHE/I/MP/02129/04/03

Hours per Week

Class Hours:

3

Theoretical:

2 Practical: 1

Tutoring Student

Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48

Independent hours for the semester: 72

Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Infante Paredes Ruth Elizabeth

Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas

Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Professional experience: 12 years

Teaching experience: 12 years

Program Academic area: Competencia Pedagógica y Psicosociolinguistica

Professsor's schedule (practical application and learning experimentation) : Tuesday from

10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday

from 9h00 to 12h00

Professor's schedule (Academic tutoring): 0

Phone numbers: 0995721088

E-mail: [email protected]

9

III. COURSE DESCRIPTION AND OBJECTIVES

Purpose

The aim of the course is to introduce students to the word formation of English.

That knowledge will let them make teaching desicions when planning, organizing

and evalauating the English Teaching and Learning process.

Course Description: (Abstract)

The course will aim to develop phonological knowledge and strategies in order to

use them when learning and teaching English.

This course will develop 5 main elements during the semester. First, students will

identify basic concepts of L2 related to morphology subject. Then, they will

understand different patterns of word formation. After that, students will be

aware of the lexical derivation, mainly the origin of words. They will also analyze

the language by applying morphological structures. Finally, students will predict

examples about possible morphological problems presented in L2.

The methodology that will be applied in the development of the module is Kolb´s

strategies and basically ABP, and English methodology as cognitive and meta-

cognitive strategies which may help students develop an independent learning.

Some of the evaluation instruments such a mind maps, charts, oral presentations

will be applied in order to get critical thinking and students´ own conclusion

according to each topic.

This course will contribute with the development of accuracy of language, in

other words, the correct use of words in context depending on the origin of word

and the different uses of the lexis.

Course General Objective:

Make use of linguistic elements, psychological processes, and the sociocultural

aspects in order to apply them in the teaching-learning process in an effective

way

Course Specific Objectives :

1. Identify basic concepts of L2 related to morphophonemic subject.

2. Compare different patterns of word formation and their pronunciation.

3. Analyze the lexical derivation, mainly the origin of words.

4. Investigate the language by applying morphological structures.

5. Provide their own examples about possible morphological problems presented

in L2

10

IV. COURSE STUDY PROGRAM

Curricular Units

U.1 Identify basic concepts of L2 related to morphophonemic subject.

Thematic Units

Class Hours Tutoring

Hours

Independent hours including

research and community

service

Assessment tools

Theoretical Practical

1.1 What is Morphology? 1 1 1 Diagnostic Observation

1.2 The scope of morphology 1 1 2 Workshops

1.3 Morpholigical system 1 1 4 Questionnaires

1.4 Words, sentences and dictionaries 1 1 5 Mind maps

1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

Learning outcome: Define main concepts of morphology from a linguistic point of view

Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.

Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.

Didactic Resources: Overhead projector, internet, coursebook and e-books.

U.2 Compare different patterns of word formation and their pronunciation.

Thematic Units

Class Hours

Hours of

Tutoríng

Independent study including

research and relationship

with the society

Mechanisms and assessment

tools

Theoretical

Practical

2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation

2.2 -Inflections and word formation: 1 1 3 Workshops

2.3 Lexical derivation 1 1 3 Questionnaires

2.4 A Word and its forms: inflections 1 1 3 Mind maps

2.5 A Word and its relative derivation 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience


11



U.3 Analyze the lexical derivation, mainly the origin of words.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

3.1Compounds 1 1 5 Diagnostic Observation

3.2 Morphemes and Allomorphs 1 1 5 Workshops

3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires

3.4 A Word and its structure 1 1 3 Mind maps

SUBTOTAL HOURS

5 5 18 TOTAL HOURS 28

Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy




U.4 Investigate the language by applying morphological structures.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS


12

Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view

Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.



U.5 Provide their own examples about possible morphological problems presented in English Classes

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation

5.2 The historical sources of English Word Formation 2 1 5 Workshops

5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires

Mind maps

SUBTOTAL HOURS


Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view




13

V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative Evaluation

1. Identify basic concepts of L2 related to morphophonemic subject.

Techniques and

instruments:

Interview

Knowledge survey

Oral Presentations

Written Works

Task-based activities Portfolio

Quiz

Questionnaires

Oral presentations

2. Compare different patterns of word formation and their pronunciation.

Techniques and

instruments:

Observation

Check list

Oral Presentations Written Works

Task-based activities

Portfolio

Quiz Questionnaires

Oral presentations

Projects

3. Analyze the lexical derivation, mainly the origin of words.

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works

Task-based activities Portfolio

Quiz

Questionnaires

Oral presentations Projects

Test

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works

Task-based activities

Portfolio

Quiz

Questionnaires

Oral presentations

Projects

5. Provide their own examples about possible morphological problems presented in English

Classes

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works Task-based activities

Portfolio

Quiz

Questionnaires Oral presentations

Projects

Test

14

V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

This a linguistic book that should be analysed carefully. In order to understand the linguistic

vocabulary it is compulsoru to know terms related to the study of morphology.

NUMBER

OF

ISSUES

PRINTED:

Codigo Biblioteca:

Código Biblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Bauer, Laurie Linguistics Student's Handbook third Edinburgh

University Press

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about

morphology. This book is support for the main coursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310

ADDITIONAL BIBLIOGRAPHY

15

AUTHOR/S

ISSUE

D

YEA

R

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY / COUNTRY

NUMBER

OF

PAGES

Yanez, Consuelo 200

1

Una Introducción a la Lingüística

General

1 Abya Yala 291

CODE/ DATA BASE: COMMENTARY: Este texto pone a disposición de los profesores elementos generales del conocimiento

lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en

general y de la educación intercultural bilingüe en particular; no solo en relación con la

lengua sino con el conocimiento en si. La información que contiene corresponde a diversas

teorías que han servido de base para el desarrollo.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: x

VIRTUAL:

URL: https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e

n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

VII. SYLLABUS APPROVAL

Date prepared: September 21st, 2015

-------------------------------------

Lic. Mg. Ruth Infante

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

-------------------------- -------------------------------

Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

--------------------------------

Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean

Approval

17

Evidence for Element 1

6. Identify basic concepts of L2 related to

morphophonemic subject.

Learning outcome

Define main concepts of morphology from a linguistic

point of view

20


2. Compare different patterns of word formation and

their pronunciation.

Learning outcome

Distinguish parts of words according to its formation

based on the learning experience

22


Analyze the lexical derivation, mainly the origin of

words.

Learning outcome

Summarize about lexical derivation taking into

account Word etymology

23

COMPOUND ACTIVITIES

Jessica Lizbeth Carrasco Carrasco

Tamara Johana Naranjo Chuiza

Sadi Nohemi Piedra Aguirre

Juan Miguel Tanguil Chiles


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

Ambato - Ecuador

2015

24

INDEX

INTRODUCTION ................................................................................................................ 28

COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS ........................................ 30

1. Compounds versus phrases. .......................................................................................... 30

Compounds. .............................................................................................................................. 30

Phrases ...................................................................................................................................... 30

Exercise 1 ............................................................................................................................. 30

Task 1. Painting warm up activity 1. ................................................................................... 30

Writing warm up activity 2. .............................................................................................. 31

Task 2. Practice activity........................................................................................................ 32

Task 3. Writing Production. ................................................................................................ 33

ANSWER SHEET. ............................................................................................................... 37

Answer for Exercise 1 .......................................................................................................... 37

Task 1. - Writing warm up activity 2.................................................................................... 37

Task 2. - Practice activity ..................................................................................................... 38

Task 3. - Writing production. ............................................................................................... 39

2. Compound verbs. .......................................................................................................... 42

Exercise 2 ............................................................................................................................. 43

Task 1. Warm up. ................................................................................................................. 43

Task 2. Practice..................................................................................................................... 43

.............................................................................................................................................. 44

Task 3. Writing Production. ................................................................................................. 44

ANSWER SHEET. ............................................................................................................... 45

25


Task 1. Warm up .................................................................................................................. 45

Task 2. Grammar practice. ................................................................................................... 46

Task 3. Writing production. .................................................................................................. 47

3. Compound Adjectives ...................................................................................................... 47

Exercise 3 ............................................................................................................................. 48

Task 1. Warm up. ................................................................................................................. 48

Task 2. Practice..................................................................................................................... 49


ANSWER SHEET. ............................................................................................................... 50


Task 1. Warm up. ................................................................................................................. 50

Task 2. Practice..................................................................................................................... 51


4. Compound Nouns ............................................................................................................. 51

ANSWER SHEET. ............................................................................................................... 52


Task 1. Warm up. ................................................................................................................. 52

Task 2. Practice..................................................................................................................... 53


ANSWER SHEET. ............................................................................................................... 55


Task 1. Warm up. ................................................................................................................. 55

Task 2. Practice..................................................................... ¡Error! Marcador no definido.

26

Task 3. Writing Production. ................................................. ¡Error! Marcador no definido.

5. Headed and headless compounds ..................................... ¡Error! Marcador no definido.

Exercises 5 ............................................................................ ¡Error! Marcador no definido.

Task 1. Warm up. ................................................................. ¡Error! Marcador no definido.



ANSWER SHEET. ............................................................... ¡Error! Marcador no definido.

Answer for Exercise 5 .......................................................... ¡Error! Marcador no definido.



Task 3. Writing Production. A: blackbird ........................... ¡Error! Marcador no definido.

6. Blends and Acronyms ....................................................... ¡Error! Marcador no definido.

Exercise 6 ............................................................................. ¡Error! Marcador no definido.









7. Compounds containing bound combining forms. ............ ¡Error! Marcador no definido.

Exercise 7 ............................................................................. ¡Error! Marcador no definido.


27
















CONCLUSIONS .................................................................. ¡Error! Marcador no definido.

BIBLIOGRAPHY ................................................................................................................ 56

28

INTRODUCTION

Nowadays the English has been become an important tool of work and communication,

because the English is considered as the universal language. Furthermore, the English

language is considered as a second language in many countries of the world. Studying

English today is a very easy option to practice it. Before you start studying English we must

consider the reasons why it is important to study this language.

Perhaps the main reason why learning English is so important is because English is

essential when it comes to finding work. The English will give us access to better education

and so much the possibility of a better job. Learning English is important because it will

show other cultures, lifestyles and ways of thinking. Given the importance of the English

language we must focus on the areas that are required to speak English. The English in an

analytical language which requires several skills to learn it, one of these abilities is the

study of Morphology that is a branch of linguistics which is concerned with the “form of

words and the meaning” in different uses and constructions.

That’s why this work is focused on someone activities to help students who are learning

English. Especially for preschoolers children corresponding to a level A1. The first activity

task one is focused on analyzing the different compounds trough painting pumpkins and

hearts and filling in gaps of everyday words. The second task is focused on recognizing and

relating compound words though painting the correct image. The third task consists in

writing compound words relating each pair of a picture. The second activity task one is

29

focused on identifying Verbs through the painting the verbs with different color. In the task

two students are going to identify the compound verbs through joining the verb with its

right element in order to form a compound verb. In the third task students are going to

rewrite the compound verbs in order to get in touch with them. In the third activity task

one is based on describing personalities in order to have an idea about compound

adjectives. In task two students are going to identify different types of compound adjectives

through the relation with two pairs of words. In the task three students are going to discover

new compound adjectives through the writing of vowels in spaces in white.

In the fourth activity task one, students are going to draw different types of balls in order to

have a previous knowledge about compounds nouns. In the second task students are going

to relate different words in order to find new compound nouns related with sport. In the

task three students are going to relate different nouns in order to write different compound

nouns.In the fifth activity students will be able to learn some vocabulary compounds. In

task one, they can recognize it. In the task two they should form new words that are called

compounds and finally in the task three students will learn new words that are very useful.

In the sixth activity the students are going to find new ways to forms expressions or words.

In these three tasks students are going to find new words that at the beginning will be very

difficult to learn but with these exercise they will learn easily. In the seventh activity the

students will be able to learn some vocabulary compounds containing bound combining

forms and also to practice how to link two words and make a new one with fun activities.

The eighth activity the students will practice a little what are phrasal words and put them in

the correct order with help of their teacher. Also they will learn some words that almost

always are linked with body parts.

All these activities will help to students to identify the different types of compounds.

30

COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS

1. Compounds versus phrases.

Compounds. - Are words formed by combining roots, and the much smaller category of

phrasal words but it is represented just in one word. Compounds are stressed on the first

element (e.g. tóy factory). Compounds tend to have unpredictable meaning.

Phrases are formed by two or more roots and they are represented in two or more words.

Phrases in English are stressed on the last word (e.g. toy fáctory).

Exercise 1

Identify compounds and phrases by giving examples of pre-writing exercises and evaluate

the students’ comprehension through their production.

Task 1. Painting warm up activity1.

With different color paint the following pumpkins and hearts that contain compound words.

31

Writing warm up activity 2.

Fill in the missing vowel (a,e,i,o,u) in each word and circle the long vowel in them.

32

Task 2. Practice activity.

Find the correct compound

33

Task 3. Writing Production.

Use each pair of picture to write a compound word.

37

ANSWER SHEET.

Answer for Exercise 1

Task 1. - Writing warm up activity 2

38

Task 2. - Practice activity

39

Task 3. - Writing production.

42

2. Compound verbs.

Verbs formed by compounding are much less usual than verbs derived by affixation.

Nevertheless, a variety of types exist which may be distinguished according to their

structure:

- Verb–verb (VV): stir-fry, freeze-dry

- Noun–verb (NV): hand-wash, air-condition, steam-clean

- Adjective–verb (AV): dry-clean, whitewash

- Preposition–verb (PV): underestimate, outrun, overcook

All these compounds have a verb as the rightmost element. These kind of compounds are

called compounds right-headed, the rightmost element being the head.

43

Exercise 2

Identify the different types of compound verbs and evaluate the students’ knowledge trough

their production in different activities.

Task 1. Warm up.

Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it is

not a verb color it purple.

Task 2. Practice.

Joining the verb with its right element in order to form a compound verb.

44


Rewriting the following compound verbs.

45

Freeze-dry

Whitewash

Overcook

ANSWER SHEET.


Task 1. Warm up

Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it is

not a verb color it purple.

Nouns Verbs

Pencil Talk

She Jump

Tree Sit

Bird Skip

Old Make

Bed Swim

46

Task 2. Grammar

practice.

Joining the verb with its right element in order to form a compound verb.

I Add

Six Run

Kick Sleep

Book Work

Two

A

Flour

Green

47

Task 3. Writing production.

3. Compound Adjectives

A compound adjective is an adjective that contains two or more words. In general we put a

hyphen between two or more words (before a noun) when we want them to act as a single

idea (adjective) that describes something. E.g. I live in an English-speaking country.

English-speaking is an adjective (used to describe the country). We use a hyphen to connect

the word English withspeaking to show that it is one adjective (or one idea).

Here are some examples of right-headed compound adjectives:

* Noun-adjective (NA): oil-rich

* Adjective-adjective (AA): red-hot

* Preposition-adjective (PA): overactive

48

Exercise 3

Task 1. Warm up.

Describing people and personality

Cutting and pasting the words under the picture

left-handed green-eyed baby-faced

good-looking well–educated

49

Task 2. Practice.

Joining words (adjectives)

well eyed

good educated

baby faced

green looking

left handed


Writing

b_by-f_ced

w_ll - _ducat_d

gr_ _n - _y_d

l_ft - hand_d

g_ _d-l_ _king

50

ANSWER SHEET.


Describing people and personality

Task 1. Warm up.

Cutting and pasting the words under the picture

good-looking baby-faced well–

educated

left-handed green-eyed

51

Task 2. Practice.

Joining words (adjectives)

well eyed

good educated

baby faced

green looking

left handed


-Writing

baby-faced

well - educated

green - eyed

left - handed

good-looking

4. Compound Nouns

A compound noun is a noun that is made up of two or more words. A compound noun is

usually [noun + noun] or [adjective + noun], but there are other combinations, such as:

* Verb-noun (VN): breakfast

52

* Noun-noun(NN): football

* Adjective-noun(AN): blackboard

* Preposition-noun(PN): underwo

ANSWER SHEET.


Sports

Task 1. Warm up.

Drawing Balls

53

Task 2. Practice.

Joining word with picture

Painting

Vocabulary

Football

Baseball

Basketball

Volleyball


foot

+

ball

=

football

base

+

ball

=

54

basket

+

ball

=

volley

+

ball

=

55

ANSWER SHEET.


Sports

Task 1. Warm up.

Drawing Balls

56

BIBLIOGRAPHY

- Learninggamesforkids.com,. (2015).Compound Words | Learning Games For Kids.

Retrieved 20 December 2015, from

http://www.learninggamesforkids.com/vocabulary_games/compound-words.html

- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words

Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from

http://www.k5learning.com/free-preschool-kindergarten-worksheets/compound-

words

- Superteacherworksheets.com,. (2015).Compound Words Worksheets. Retrieved 20

December 2015, from https://www.superteacherworksheets.com/

- Turtlediary.com,. (2015). Compound Words Worksheets - Kindergarten | Turtle

Diary. Retrieved 20 December 2015, from

http://www.turtlediary.com/worksheets/ela-topics/kindergarten/compound-

words.html

- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words

Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from

http://www.k5learning.com/free-preschool-kindergarten-worksheets/compound-

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- Vocabulary.co.il,. (2015). Compound WordsVocabulary Games and Resources.

Retrieved 20 December 2015, from http://www.vocabulary.co.il/compound-words/

57


Investigate the language by applying morphological

structures.

Learning outcome:

Make pedagogical decisions on how to teach

morphological structures from a communicative point

of view

61


Provide their own examples about possible

morphological problems presented in English Classes

Learning outcome

Evaluate the morphological problems in EFL

classrooms from a linguistic point of view

62

LEARNING OUTCOME 5

ESSAY

DATE: February 8th

, 2016

NAME: Tamara Naranjo

IN WHAT INFLUENCE MORPHOLOGY IN ECUADORIAN EDUCATION?

Vocabulary knowledge is very important in all idioms or skills in English language.

In Ecuador, it contributes in a big way to develop other subjects such as reading, writing,

and speaking and also to learn other important subjects.

To know a word is much more complicated than just know its meaning or also how

to pronounce it. A word has different aspects as word meanings, syntactic roles, how the

word sounds and how the word is written. An important component that studies all of those

aspects of the knowledge of a word and its meaningful parts is morphology. It is why the

crucial role of vocabulary knowledge in reading comprehension has been well recognized

in first language, situations and context.

One problem in Ecuadorian education is that most of people are able to have a good

communication in English, but many people have a weak orthography. We use spoken and

written words every single day to communicate ideas, thoughts, and emotions to those

around us. Morphology is the study of the forms of words, and the ways in which words are

related to other words of the same language. Also it study the creation of new lexical items

in the grammatical structure to help to the writing skills.

Morphology also provides clues about how to pronounce words; for example, the in

reach represents one sound because it is within a morpheme, whereas in react these letters

represent two sounds because they are in separate morphemes.

However, a good vocabulary can help us say what we mean and Morphology

provides of some tools to improve our skills and specially the more used in Ecuadorian

education such as reading, writing and speaking.

63

BIBLIOGRAPHY:

prezi.com,. "Morphology In Education". N.p., 2016. Web. 8 Feb. 2016.

Dyslexiahelp.umich.edu,. "Morphological Awareness". N.p., 2016. Web. 8 Feb.

2016.

64

FINAL REFLECTION

Phonology II is a module who teaches students to develop phonological knowledge

and strategies in order to use them when learning and teaching English. Also it helps

students to use correct some linguistic elements, psychological processes, and the

sociocultural aspects in order to apply them in the teaching-learning process in an effective

way.

In the first element I have learned to define main concepts of morphology from a

linguistic point of view.All of that, with the help of some tools such as: Overhead projector,

internet, course book and e-books.The second one helped me to improve the way to

distinguish parts of words according to its formation based on the learning experience. Also

to know some terms definitions who will be used in the future.

On the other hand, in the third unit I learn how to summarize about lexical derivation

taking into account Word etymology. In the next unit, I learned to make pedagogical

decisions on how to teach morphological structures from a communicative point of view.

At last, I evaluated the morphological problems in EFL classrooms from a linguistic point

of view.

In conclusion this module was so uplifting in order to pass to the next level and also I

have learned basic things about morphology subject with the correct and efficient use of

some didactic resources and educational strategies.

65

PORTFOLIO RUBRIC Student´s name: ____________________________ Syllabus: ____________________________ Date: ____________________________

ASPECTS TO BE EVALUATED

EXEMPLARY 2,5

GOOD 2

OK 1,5

POOR 1

Format, completeness and Organization (1. Cover page & index, (2. Vision statement, Mision

statement, Exit profile (3. C.V. (4. Syllabus (5. Statement of personal goals

according to each syllabus. (6. Five evidences (7. Final Essay

8. Rubric with grade of portfolio)

The portfolio contains all the elements (8 elements described below) in a very organized way.

The portfolio is somewhat organized and may miss one or two elements.

The portfolio shows little organization and may miss three or four elements.

The portfolio shows no organization and may miss more than four elements.

Statement of Personal Learning Goals

Demonstrates honest and complex understanding of learning goals, relates goals to current syllabus, few or no language errors.

Good reflection about future goals, some parts could use elaboration or further analysis, some language errors that don´t affect comprehension.

Statement may be short and insincere, demonstrates little reflection about goals and how it relates to class, many language errors.

Many language errors that make it difficult to understand, little or no reflection about future goals and current syllabus.

Final essay (Students from 3

rd

to 9th

semester)

The final essay explains how the learning outcomes of the current syllabus respond to the Program´s exit profile in a very clear and complete way.

The final essay explains how the learning outcomes of the current syllabus responds to the Program´s exit profile in a very good way.

The final essay explains how the learning outcomes of the current syllabus responds to the Program´s exit profile in a good way.

The final essay does not give a good explanation of how the learning outcomes of the current syllabus responds to the Program´s exit profile in a good way.

Mechanics grammar, punctuation, capitalization and spelling.

The portfolio does not have major mistakes that distract the reader from the context. One to three minor mistakes in grammar, punctuation, capitalization, or spelling are tolerated.

The portfolio has four to six mistakes in grammar, punctuation, capitalization, or spelling.

The portfolio has seven to ten mistakes in grammar, punctuation, capitalization, or spelling.

The portfolio has more than ten mistakes in grammar, punctuation, capitalization, or spelling. It is difficult for the reader to understand the content.

Total /10

Comments About Portfolio: PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.

Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.