Piedra sadi portfolio phonology ii

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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: Sadi Piedra Aguirre

Professor’s Name: Lcda. Mg. Ruth Infante

AMBATO – ECUADOR

October 2015 – March 2016

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TABLE OF CONTENTS

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

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

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

STUDENT´S C.V. ................................................................................................................. 7

SSTATEMENT OF PERSONAL LEARNING GOALS ...................................................... 8

SYLLABUS. .......................................................................................................................... 9

Evidence for Element 1 ........................................................................................................ 19





FINAL REFLECTION ......................................................................................................... 94

PORTFOLIO RUBRIC ........................................................................................................ 95

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FACULTAD DE CIENCIAS HUMANAS Y DE LA

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


CARRERA DE IDIOMAS

PERFIL DE EGRESO (EXIT PROFILE)

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 Foreign Language (TOEFL) para la competencia comunicativa.

Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos optativos

seminarios taller de preparación para dichos tests, los mismos que podrán ser aprobados a

partir del séptimo semestre.

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Elaboración de Plan de Estudios La Carrera de Idiomas tendrá diez niveles, que al concluirlos, los estudiantes obtendrán

la Licenciatura en Ciencias de la Educación, mención inglés.

PRIMER SEMESTRE

CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0101 Técnicas de Estudio 3

FCHEIP0102 Lenguaje y Comunicación 4

FCHEIP0103 Integrated Skills I 8

FCHEIP0104 Reading I 4

FCHEIP0105 Audio I 3

FCHEIP0106 NTIC’s I 3

TOTAL 25

SEGUNDO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0201 Metodología de la Investigación 3

FCHEIP0202 Integrated Skills II 8

FCHEIP0203 Reading II 4

FCHEIP0204 Audio II 3

FCHEIP0205 Oral I 4

FCHEIP0206 NTIC’s II 3

TOTAL 25

TERCER SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0301 Integrated Skills III 8

FCHEIP0302 Reading III 4

FCHEIP0303 Audio III 3

FCHEIP0304 Oral II 3

FCHEIP0305 Writing I 4

FCHEIP0306 Phonology I 3

TOTAL 25

CUARTO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0401 Integrated Skills IV 8

FCHEIP0402 Reading IV 4

FCHEIP0403 Oral III 3

FCHEIP0404 Writing II 4

FCHEIP0405 Business (Emprendimiento) 3

FCHEIP0406 Phonology II 3

TOTAL 25

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QUINTO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0501 Educational Psychology I 4

FCHEIP0502 Internet and Multimedia Resources 4

FCHEIP0503 Advanced English I 6

FCHEIP0504 EFLT Methods and Approaches 4

FCHEIP0505 Lesson Planning and Observation 4

FCHEIP0506 Phonology III 3

TOTAL 25

SEXTO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0601 Diseño de Proyectos de Investigación

3

FCHEIP0602 Teaching Children 4

FCHEIP0603 Educational Psychology II 4

FCHEIP0604 Advanced English II 7

FCHEIP0605 Language Teaching Strategies 4

FCHEIP0606 Grammar I 3

TOTAL 25

SÉPTIMO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0701 Realidad Nacional 2

FCHEIP0702 Advanced English III 7

FCHEIP0703 Elaboration of Teaching Materials 5

FCHEIP0704 The History and Language of English Culture

3

FCHEIP0705 Psycholinguistics 4

FCHEIP0706 Grammar II 4

TOTAL 25

OCTAVO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0801 Advanced English IV 10

FCHEIP0802 Language Assessment 8

FCHEIP0803 Gestión / Proyectos Socio Productivos

3

FCHEIP0804 Grammar III 4

TOTAL 25

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STUDENT’S CURRICULUM VITAE

PERSONAL INFORMATION

Full name: Sadi Nohemí Piedra Aguirre

ID: 1500896376

Date of birth: 06/10/1996

Place of birth: Tena, Napo, Ecuador

Address: Cuenca St and Castillo St, Ambato

Contact: 0999070677

E-mail: [email protected]

EDUCATION

2001-2007 School

José Peláez, Tena, Ecuador

2008-2013 High School

San José, Tena, Ecuador

Bachelor of Sciences, Applied Mathematics and Physics

ACHIEVEMENTS

- Graduated at José Peláez School with honors

- Graduated at San José high school with honors

SKILLS

- Experienced with spelling

- Skill in writing

OBJECTIVE

- Graduate at “Languages” Career

- Full-time position of English Teacher

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STATEMENT OF PERSONAL LEARNING GOALS

I am studying at this career because English is recognized as the universal language

around the world and it gives us many job opportunities. So I want to get a good job in

the future and although I know that studying a second language is not something easy, I

will put all my effort in order to learn all the rules and the necessary things in order to

express my thoughts and ideas by using this language.

I think Phonology II is an important module because it will help me to develop

phonological knowledge and strategies in order to use them when learning and teaching

English. I will develop 5 main elements during the semester. First, I will identify basic

concepts of L2 related to morphology subject. Then, I will understand different patterns

of word formation. After that, I will be aware of the lexical derivation, mainly the origin

of words. I will also analyze the language by applying morphological structures.

Finally, I will predict examples about possible morphological problems presented in L2.

So at the end of this semester I will be able to 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.

I will achieve all these goals by committing myself to study every day,

attending to classes, and doing my homework. Furthermore, I will practice at home

by reading articles about morphology . I’ll be patient, disciplined, and responsible and

I will keep improving my learning more and more every day.

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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

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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]

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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

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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


13



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


14

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




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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

16

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

17

ADDITIONAL BIBLIOGRAPHY

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

18

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

19



EDUCACIÓN

PHONOLOGY II

EVIDENCE ELEMENT 1

Identify basic concepts of L2 related to morphophonemic

subject.

LEARNING OUTCOME

Compare different patterns of word formation and their

pronunciation.

20

21

22



EDUCACIÓN

PHONOLOGY II

EVIDENCE ELEMENT 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.

23

24

25



EDUCACIÓN

PHONOLOGY II

EVIDENCE ELEMENT 3

Analyze the lexical derivation, mainly the origin of words.

LEARNING OUTCOME

Summarize about lexical derivation taking into account

Word etymology.

26

COMPOUND ACTIVITIES

Jessica Lizbeth Carrasco Carrasco

Tamara Johana Naranjo Chuiza

Sadi Nohemi Piedra Aguirre

Juan Miguel Tanguil Chiles



CARRERA DE IDIOMAS

Ambato - Ecuador

2015

27

INDEX

INTRODUCTION ................................................................................................................ 31

COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS ........................................ 33

1. Compounds versus phrases. .......................................................................................... 33

Compounds.................................................................................................................... 33

Phrases ........................................................................................................................... 33

Exercise 1 ............................................................................................................................. 34

Task 1. Painting warm up activity 1. ................................................................................... 34

Writing warm up activity 2. .............................................................................................. 35

Task 2. Practice activity........................................................................................................ 36

Task 3. Writing Production. ................................................................................................ 36

ANSWER SHEET. ............................................................................................................... 41

Answer for Exercise 1 .......................................................................................................... 41

Task 1. - Writing warm up activity 2.................................................................................... 41

Task 2. - Practice activity ..................................................................................................... 42

Task 3. - Writing production. ............................................................................................... 43

2. Compound verbs. .......................................................................................................... 46

Exercise 2 ............................................................................................................................. 47

Task 1. Warm up. ................................................................................................................. 47

Task 2. Practice..................................................................................................................... 47

.............................................................................................................................................. 48

Task 3. Writing Production. ................................................................................................. 49

28

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


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

Task 2. Grammar practice. ................................................................................................... 51

Task 3. Writing production. .................................................................................................. 51

3. Compound Adjectives ...................................................................................................... 52

Exercise 3 ............................................................................................................................. 53

Task 1. Warm up. ................................................................................................................. 53

Task 2. Practice..................................................................................................................... 54


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


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

Task 2. Practice..................................................................................................................... 56


4. Compound Nouns ............................................................................................................. 57

ANSWER SHEET. ............................................................................................................... 57


Task 1. Warm up. ................................................................................................................. 58

Task 2. Practice..................................................................................................................... 59


ANSWER SHEET. ............................................................................................................... 61


29

Task 1. Warm up. ................................................................................................................. 61

Task 2. Practice..................................................................................................................... 62


5. Headed and headless compounds ..................................................................................... 64

Exercises 5 ............................................................................................................................ 65

Task 1. Warm up. ................................................................................................................. 65

Task 2. Practice..................................................................................................................... 66


ANSWER SHEET. ............................................................................................................... 68


Task 1. Warm up. ................................................................................................................. 68

Task 2. Practice..................................................................................................................... 68

Task 3. Writing Production. A: blackbird ........................................................................... 68

6. Blends and Acronyms ....................................................................................................... 69

Exercise 6 ............................................................................................................................. 70

Task 1. Warm up. ................................................................................................................. 70

Task 2. Practice..................................................................................................................... 71


ANSWER SHEET. ............................................................................................................... 73


Task 1. Warm up. ................................................................................................................. 73

Task 2. Practice..................................................................................................................... 74


30

7. Compounds containing bound combining forms. ............................................................ 75

Exercise 7 ............................................................................................................................. 76

Task 1. Warm up. ................................................................................................................. 76

Task 2. Practice..................................................................................................................... 77


ANSWER SHEET. ............................................................................................................... 78


Task 1. Warm up. ................................................................................................................. 78

Task 2. Practice..................................................................................................................... 78


Task 1. Warm up. ................................................................................................................. 80

Task 2. Practice..................................................................................................................... 81


ANSWER SHEET. ............................................................................................................... 82


Task 1. Warm up. ................................................................................................................. 82

Task 2. Practice..................................................................................................................... 83


BIBLIOGRAPHY ................................................................................................................ 84

31

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 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

32

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.

33

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).

34

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.

35

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.

36

Task 2. Practice activity.

Find the correct compound

Task 3. Writing Production.

37

Use each pair of picture to write a compound word.

38

39

40

41

ANSWER SHEET.

Answer for Exercise 1

Task 1. - Writing warm up activity 2

42

Task 2. - Practice activity

43

Task 3. - Writing production.

44

45

46

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.

47

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.

48

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

49


Rewriting the following compound verbs.

Freeze-dry

Whitewash

Overcook

50

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

I Add

Six Run

Kick Sleep

Book Work

Two

A

Flour

Green

51

Task 2. Grammar practice.

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

Task 3. Writing production.

52

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

53

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

54

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

55

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

56

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

57

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

* Noun-noun(NN): football

* Adjective-noun(AN): blackboard

* Preposition-noun(PN): underworld

58

Exercise 4

Sports

Task 1. Warm up.

Drawing Balls

59

Task 2. Practice.

Joining word with picture

Painting

Vocabulary

Football

Baseball

Basketball

Volleyball

60


foot

+

ball

=

football

base

+

ball

=

basket

+

ball

=

volley

+

ball

=

61

ANSWER SHEET


Sports

Task 1. Warm up.

Drawing Balls

62

Task 2. Practice.

Joining word with picture

Painting

Vocabulary

Football

Baseball

Basketball

Volleyball

63


Writing

foot

+

ball

=

Football

base

+

ball

=

Baseball

basket

+

ball

=

Basketball

volley

+

ball

=

Volleyball

64

5. Headed and Headless compounds

Headless and Headed Compounds

Headless compounds are compound words where the meaning is not specified by

any of parts. Headless compounds are usually pluralized by adding /s/. It’s as if the

headless compounds an indivisible unit and the plural marker cannot see inside it to

pluralize it according to the how the head word is normally pluralized.

Headed compounds are specified by the head word in the whole compound.

On the other hand, headed compounds from their plurals the same way their head words

from their plurals. So the headed compound maple leaf a kind of leaf ± is pluralized

maple leaves.

65

Exercises 5

Presentations

Task 1. Warm up.

Write the name of the things under each picture

A:

________________ B:________________

C:_______________ D:__________________

E:__________________

E:____________________

66

Task 2. Practice.

Match the pictures with their respectively answers

A

B

3 C

2

1

67


Use the answers of task 1 and 2 write the right names next to the pictures

A: B____________K B_____________D

B: H____________E

D_______________G

C: G____________N H_______________E

68

ANSWER SHEET.


Task 1. Warm up.

A: HOUSE

B: DOG

C: BLACK

D: BIRD

E: GREEN

F: HOUSE

Task 2. Practice.

A-3

B-2

C-1


A: blackbird

B: doghouse

C: greenhouse

69

6. Blends and Acronyms

7.

A blending is a combination of two or more words to create a new one, usually by

taking the beginning of the other word and the end of the other one. So new words like

spork (spoon + fork), fanzine (fan + magazine), bromance (brother + romance) or

Spanglish (Spanish + English) are created.

An acronym is way to form word, it is similar to abbreviation, when each first letter

of the source word is taken and to form new acronym. In English we can find like

NASA (national aeronotics and space administration), VIP (very important person),

NATO (north Atlantic treaty organization), etc. Acronym is forming words from the

initials of a group of words that designate one concept.

70

Exercise 6

Food

Task 1. Warm up.

Match the picture on the right hand side with the correct meaning on the left.

PEPPA PIG

PLAY STATION

TOY STORY

71

Task 2. Practice.

In the task one there are three words write again on the following boxes. After, just take

the first letters of each word and write in capital letters on the left of the boxes.

a) ____________

b) ___________

c) __________

72


Analyzing the following words and put your own example about it.

Electronic + MAIL = Email

SPANish + EnGLISH = Spanglish

EMOTIon + iCON = Emoticon

73

ANSWER SHEET.


Task 1. Warm up.

Match the picture on the right hand side with the correct meaning on the left.

74

Task 2. Practice.

PEPPA PIG ---------- PP

TOY STORY--------- TS

PLAY STATION -------- PS


75

7. Compounds containing bound combining forms.

Compounds containing bound combining forms. - Compounds that include a huge

repertoire of compounds that are made up of bounds roots .The meaning of the whole is

clearly determinable from that of the parts.

76

Exercise 7

Vocabulary

Task 1. Warm up.

With your teachers help write the complete word.

photo- + -graphy mini- +skirt electro+magnet

aero+bic grand+mother air+plane

77

Task 2. Practice.

Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M

I’m the compound word whiz.

Listen to what I’ve heard.

Put two words together to make a compound word.

Sun and shine, is sunshine

Rain and bow make rainbow

Sun and flower make sunflower

Two word together make a compound word.


Join the two words that have the same color. Repeat the new word after the teacher.

photo

mother graphy plane skirt

Air grand mini

78

ANSWER SHEET.


Task 1. Warm up.

With your teachers help write the complete word.

Photography

Miniskirt

Electromagnet

Aerobic

Grandmother

Airplane

Task 2. Practice.

Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M


Join the two words that have the same color. Repeat the new word after the teacher.

photo graphy mini skirt

plane Air grand mother

79

8. Phrasal Words

Phrasal Words. – It is a noun that has the appearance of a noun phrase in which the head

noun ,is modified by a prepositional phrase, exactly parallel to the phrases.

80

Exercise 8

Task 1. Warm up.

Listen and write the word RESTORE in the correct place.

Vocabulary

__________ Hair ___________

____________ Eyes __________

__________ Skin ___________

81

Task 2. Practice.

Playing the game: Run or Stop

This game consists on if you heard the correct order of the word you should run, but if

it’s in the wrong order you should stop. The words are:

Hair- restore Eyes-restore Skin-restore


With your teachers help, listen and write the parts of the body that you hear in the circle.

Do it fast!

Restore

82

ANSWER SHEET.


Task 1. Warm up.

Listen and write the word RESTORE in the correct place.

Hair - RESTORE

Eyes- RESTORE

Skin- RESTORE

83

Task 2. Practice.

Playing the game: Run or Stop

This game consists on if you heard the correct order of the word you should run, but if

it’s in the wrong order you should stop. The words are:

Hair- restore Eyes-restore Skin-restore


With your teachers help, listen and write the parts of the body that you hear in the circle.

Do it fast!

Hair

Skin

Eyes

Restore

84

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-

words

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

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

words/

85

- Thayer, A. (2014). 10 Pre-Writing Activities for Preschoolers. Teaching Mama.

Retrieved 20 December 2015, from http://teachingmama.org/prewriting-

activities-for-preschoolers/

- I Can Teach My Child!,. (2013). Five Pre-Writing Activities for Preschoolers - I

Can Teach My Child!. Retrieved 20 December 2015, from

http://www.icanteachmychild.com/five-pre-writing-activities-for-preschoolers/

- Wikipedia,. (2015). English compound. Retrieved 20 December 2015, from

https://en.wikipedia.org/wiki/English_comp

- Kelly, C. (2015). English Vocabulary Word List - Compound

Words . Manythings.org. Retrieved 20 December 2015, from

http://www.manythings.org/vocabulary/lists/a/words.php?f=compound_word

- Spellingcity.com,. (2015). Compound Words. Retrieved 20 December 2015,

from http://www.spellingcity.com/compound-words.html

- Google.com.ec,. (2015). exercises with compound words for preschoolers -

Buscar con Google. Retrieved 20 December 2015, from

https://www.google.com.ec/search?q=exercises+with+compound+words+for.

- Myenglishpages.com,. (2015). Vocabulary Exercises - Compound Adjectives .

Retrieved 17 December 2015, from

http://www.myenglishpages.com/site_php_files/vocabulary-exercise-compound-

adjectives(2).php

- Therapystreetforkids.com,. (2015). Pre-writing skills. Retrieved 18 December

2015, from http://therapystreetforkids.com/PreWritingSkills.html

86

- Adjectives, C. (2015). ExtraBase - by Le Nogueira: Compound

Adjectives.Extrabase.blogspot.com. Retrieved 18 December 2015, from

http://extrabase.blogspot.com/2013/10/compound-adjectives.html

- Camus, L. (2015). Compound adjectives-English. Tolearnenglish.com.

Retrieved 18 December 2015, from

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-

76003.php

87



EDUCACIÓN

PHONOLOGY II

EVIDENCE ELEMENT 4

Investigate the language by applying morphological

structures.

LEARNING OUTCOME

Make pedagogical decisions on how to teach

morphological structures from a communicative point of

view.

88

89

90

91



EDUCACIÓN

PHONOLOGY II

EVIDENCE ELEMENT 5

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.

92

Universidad Técnica de Ambato

Facultad de Ciencias Humanas y de la Educación

Carrera de Idiomas

Morphology I

Professor : Licda. Mg. Ruth Infante

Students : Sadi Piedra Aguirre

Date : February 12th

, 2016

Learning Outcome 5: Essay about the importance of morphology in the teaching of

English language in Ecuador

Ecuador occupies the 35th place in countries with low levels of English, according to

the recent publication of English Proficiency Index (EF EPI), an annual report that

compiles global language training company Education First. This reflects the need to

create educational proposals that encourage bilingualism in the population in order to

have a complete education and to be ready to enter to the occupational world.

Morphology is the part of linguistics that deals with studying the internal structure of

words. Thus, it attempts to define, classify and define the basic units that make up

words, the types of words that can be formed with them and the types of processes by

which they are formed. For this reason, this discipline could become an important pillar

to improve every student's abilities, since the word is a basic tool for understanding and

expression of concepts, and the mastery of it powers capabilities such as knowing,

understanding, analyzing, and evaluating. That is, if students develop a good linguistic

competence based on the correct spelling of words in English, they are on the right way

for the development of core competencies of the basic communication skills of this

language.

93

In conclusion, due to the importance of English today, learning this language should

always be a continuous process by using a set of methods and procedures, particularly

with the use of semantic phenomena in order to relate them, which must accompany the

grammar, audio lingualism, and vocabulary, to better understand the construction of

words, the rules of formation and structures of them. It will allow grammatical

creativity and exploration, and discovery of meaning, which are characteristic of human

language.

Bibliography

Diario El Mercurio - Cuenca Ecuador Vía @mercurioec,. (2015). La importancia del

bilingüismo en la infancia. Retrieved 10 February 2016, from

http://www.elmercurio.com.ec/478095-la-importancia-del-bilinguismo-en-la-

infancia/#.Vr2s6rThDIV

94

FINAL REFLECTION

English is a language that has adopted a significant international importance in all

areas and because of that, it has created a need in society to learn English in order to use

it as a means of communication. The main goal that most students have when they are

learning a second language, in this case English, is to get to communicate effectively

because learning a new language is learning a new way to express what we feel and

what we have in mind.

Today's society requires efficient communication skills. The possibilities of work,

study, and social relations depend largely on our ability to interact with others and

because of this it is very important to learn how to identify, analyze and describe the

structure of a English morphemes and other linguistic units, such as root

words, affixes, parts of speech, intonations and stresses, or implied context. That is why

I really believe Phonology II is a very useful module that has helped me to develop

phonological knowledge and strategies in order to use them when learning and teaching

English.

In conclusion, this module helped me as a future teacher to learn the correct use of

words in context depending on the origin of them and the different uses of the lexis and

because of that I want to continue improving and become a skilled student by making

use of linguistic elements, psychological processes, and the sociocultural aspects in

order to apply them in the teaching-learning process in an effective way someday.

https://en.wikipedia.org/wiki/Morpheme

https://en.wikipedia.org/wiki/Root_(linguistics)

https://en.wikipedia.org/wiki/Root_(linguistics)

https://en.wikipedia.org/wiki/Affix

https://en.wikipedia.org/wiki/Part_of_speech

https://en.wikipedia.org/wiki/Intonation_(linguistics)

https://en.wikipedia.org/wiki/Stress_(linguistics)

https://en.wikipedia.org/wiki/Context_(language_use)

95

CARRERA DE IDIOMAS

PORTFOLIO RUBRIC TO ASSESS

PORTFOLIO

Student´s name: Sadi Piedra Aguirre

Syllabus: Phonology II

Date: February 15th,

2016

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 9

th

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.

Date post:	24-Jan-2017
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