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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STU...
2
TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT)...............................................................................
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FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
Formar profesionales líderes...
4
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
Perfil del egresado
Al...
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STUDENT´S C.V.
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STATEMENT OF PERSONAL LEARNING GOALS.
Phonology II is an important part of English teaching skills. This course is
mainl...
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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍL...
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I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisi...
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III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the word formation of E...
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IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify basic concepts of L2 related to morphophonemic subject.
Thematic...
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Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projecto...
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Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point ...
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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1...
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V. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Matthews, Peter...
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AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Int...
VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUB...
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Evidence for Element 1
6.Identify basic concepts of L2 related to
morphophonemic subject.
Learning outcome
Define main ...
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19
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Evidence for Element 2
2. Compare different patterns of word formation and
their pronunciation.
Learning outcome
Distin...
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Evidence for Element 3
Analyze the lexical derivation, mainly the origin of
words.
Learning outcome
Summarize about lex...
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COMPOUND ACTIVITIES
Jessica Lizbeth Carrasco Carrasco
Tamara Johana Naranjo Chuiza
Sadi Nohemi Piedra Aguirre
Juan Migu...
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INDEX
INTRODUCTION........................................................................................................
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Answer for Exercise 2 ....................................................................................................
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Task 3. Writing Production. .................................................¡Error! Marcador no definido.
5. Headed an...
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Task 2. Practice.....................................................................¡Error! Marcador no definido.
Task...
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INTRODUCTION
Nowadays the English has been become an important tool of work and communication,
because the English is c...
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focused on identifying Verbs through the painting the verbs with different color. In the task
two students are going to...
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COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS
1. Compounds versus phrases.
Compounds. - Are words formed by combining roots...
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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.
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Task 2. Practice activity.
Find the correct compound
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Task 3. Writing Production.
Use each pair of picture to write a compound word.
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36
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ANSWER SHEET.
Answer for Exercise 1
Task 1. - Writing warm up activity 2
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Task 2. - Practice activity
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Task 3. - Writing production.
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2. Compound verbs.
Verbs formed by compounding are much less usual than verbs derived by affixation.
Nevertheless, a va...
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Exercise 2
Identify the different types of compound verbs and evaluate the students’ knowledge trough
their production ...
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Task 3. Writing Production.
Rewriting the following compound verbs.
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Freeze-dry
Whitewash
Overcook
ANSWER SHEET.
Answer for Exercise 2
Task 1. Warm up
Identifying Verbs. Read each word in ...
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Task 2. Grammar
practice.
Joining the verb with its right element in order to form a compound verb.
I Add
Six Run
Kick ...
47
Task 3. Writing production.
3. Compound Adjectives
A compound adjective is an adjective that contains two or more words...
48
Exercise 3
Task 1. Warm up.
Describing people and personality
Cutting and pasting the words under the picture
left-hand...
49
Task 2. Practice.
Joining words (adjectives)
well eyed
good educated
baby faced
green looking
left handed
Task 3. Writi...
50
ANSWER SHEET.
Answer for Exercise 3
Describing people and personality
Task 1. Warm up.
Cutting and pasting the words un...
51
Task 2. Practice.
Joining words (adjectives)
well eyed
good educated
baby faced
green looking
left handed
Task 3. Writi...
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* Noun-noun(NN): football
* Adjective-noun(AN): blackboard
* Preposition-noun(PN): underwo
ANSWER SHEET.
Answer for Exe...
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Task 2. Practice.
Joining word with picture
Painting
Vocabulary
Football
Baseball
Basketball
Volleyball
Task 3. Writing...
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basket
+
ball =
volley
+
ball =
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ANSWER SHEET.
Answer for Exercise 4
Sports
Task 1. Warm up.
Drawing Balls
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BIBLIOGRAPHY
- Learninggamesforkids.com,. (2015).Compound Words | Learning Games For Kids.
Retrieved 20 December 2015, ...
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Evidence for Element 4
Investigate the language by applying morphological
structures.
Learning outcome:
Make pedagogica...
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Evidence for Element 5
Provide their own examples about possible
morphological problems presented in English Classes
Le...
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LEARNING OUTCOME 5
ESSAY
DATE: February 8th
, 2016
NAME: Tamara Naranjo
IN WHAT INFLUENCE MORPHOLOGY IN ECUADORIAN EDUC...
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BIBLIOGRAPHY:
 prezi.com,. "Morphology In Education". N.p., 2016. Web. 8 Feb. 2016.
 Dyslexiahelp.umich.edu,. "Morpho...
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FINAL REFLECTION
Phonology II is a module who teaches students to develop phonological knowledge
and strategies in orde...
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PORTFOLIO RUBRIC
Student´s name: ____________________________
Syllabus: ____________________________
Date: ____________...
of 65

Naranjo Tamara Phonology Portfolio

PHONOLOGY PORTFOLIO
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Naranjo Tamara Phonology Portfolio

  • 1. 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. 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 Evidence for Element 3........................................................................................................ 23 Evidence for Element 4........................................................................................................ 58 Evidence for Element 5........................................................................................................ 62 FINAL REFLECTION......................................................................................................... 64 PORTFOLIO RUBRIC........................................................................................................ 65
  • 3. 3 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. 4 FACULTAD DE CIENCIAS HUMANAS Y DE LA 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. 5 STUDENT´S C.V.
  • 6. 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. 7 UNIVERSIDAD TÉCNICA DE AMBATO 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. 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: rutheinfantep@uta.edu.ec
  • 9. 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. 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 Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
  • 11. 11 Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.3 Analyze the lexical derivation, mainly the origin of words. Thematic Units Class Hours Hours of Tutoring Independent study including research and relationship with the society Mechanisms and assessment 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 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.4 Investigate the language by applying morphological structures. Thematic Units Class Hours Hours of Tutoring Independent study including research and relationship with the society Mechanisms and assessment tools Theoretical Practical 4.1 Morphological Processes 2 3 5 Diagnostic Observation 4.2 Productivity 3 2 6 Workshops SUBTOTAL HOURS 5 5 11 TOTAL HOURS 21
  • 12. 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. Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.5 Provide their own examples about possible morphological problems presented in English Classes Thematic Units Class Hours Hours of Tutoring Independent study including research and relationship with the society Mechanisms and assessment 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 4 4 13 TOTAL HOURS 21 Unit Learning outcome: Evaluate the morphological problems in EFL classrooms 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.
  • 13. 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. 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. 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
  • 16. 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. 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
  • 18. 18
  • 19. 19
  • 20. 20 Evidence for Element 2 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
  • 21. 21
  • 22. 22 Evidence for Element 3 Analyze the lexical derivation, mainly the origin of words. Learning outcome Summarize about lexical derivation taking into account Word etymology
  • 23. 23 COMPOUND ACTIVITIES Jessica Lizbeth Carrasco Carrasco Tamara Johana Naranjo Chuiza Sadi Nohemi Piedra Aguirre Juan Miguel Tanguil Chiles UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS Ambato - Ecuador 2015
  • 24. 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. 25 Answer for Exercise 2 ..........................................................................................................45 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 Task 3. Writing Production. .................................................................................................49 ANSWER SHEET................................................................................................................50 Answer for Exercise 3 ..........................................................................................................50 Task 1. Warm up. .................................................................................................................50 Task 2. Practice.....................................................................................................................51 Task 3. Writing Production. .................................................................................................51 4. Compound Nouns.............................................................................................................51 ANSWER SHEET................................................................................................................52 Answer for Exercise 4 ..........................................................................................................52 Task 1. Warm up. .................................................................................................................52 Task 2. Practice.....................................................................................................................53 Task 3. Writing Production. .................................................................................................53 ANSWER SHEET................................................................................................................55 Answer for Exercise 4 ..........................................................................................................55 Task 1. Warm up. .................................................................................................................55 Task 2. Practice.....................................................................¡Error! Marcador no definido.
  • 26. 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. Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. ANSWER SHEET................................................................¡Error! Marcador no definido. Answer for Exercise 5 ..........................................................¡Error! Marcador no definido. Task 1. Warm up. .................................................................¡Error! Marcador no definido. Task 2. Practice.....................................................................¡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. Task 1. Warm up. .................................................................¡Error! Marcador no definido. Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. ANSWER SHEET................................................................¡Error! Marcador no definido. Answer for Exercise 6 ..........................................................¡Error! Marcador no definido. Task 1. Warm up. .................................................................¡Error! Marcador no definido. Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. 7. Compounds containing bound combining forms. ............¡Error! Marcador no definido. Exercise 7 .............................................................................¡Error! Marcador no definido. Task 1. Warm up. .................................................................¡Error! Marcador no definido.
  • 27. 27 Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. ANSWER SHEET................................................................¡Error! Marcador no definido. Answer for Exercise 7 ..........................................................¡Error! Marcador no definido. Task 1. Warm up. .................................................................¡Error! Marcador no definido. Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. Task 1. Warm up. .................................................................¡Error! Marcador no definido. Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. ANSWER SHEET................................................................¡Error! Marcador no definido. Answer for Exercise 8 ..........................................................¡Error! Marcador no definido. Task 1. Warm up. .................................................................¡Error! Marcador no definido. Task 2. Practice.....................................................................¡Error! Marcador no definido. Task 3. Writing Production. .................................................¡Error! Marcador no definido. CONCLUSIONS ..................................................................¡Error! Marcador no definido. BIBLIOGRAPHY ................................................................................................................56
  • 28. 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. 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. 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. 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. 32 Task 2. Practice activity. Find the correct compound
  • 33. 33 Task 3. Writing Production. Use each pair of picture to write a compound word.
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  • 37. 37 ANSWER SHEET. Answer for Exercise 1 Task 1. - Writing warm up activity 2
  • 38. 38 Task 2. - Practice activity
  • 39. 39 Task 3. - Writing production.
  • 40. 40
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  • 42. 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. 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. 44 Task 3. Writing Production. Rewriting the following compound verbs.
  • 45. 45 Freeze-dry Whitewash Overcook ANSWER SHEET. Answer for Exercise 2 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. 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. 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. 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. 49 Task 2. Practice. Joining words (adjectives) well eyed good educated baby faced green looking left handed Task 3. Writing Production. Writing b_by-f_ced w_ll - _ducat_d gr_ _n - _y_d l_ft - hand_d g_ _d-l_ _king
  • 50. 50 ANSWER SHEET. Answer for Exercise 3 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. 51 Task 2. Practice. Joining words (adjectives) well eyed good educated baby faced green looking left handed Task 3. Writing Production. -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. 52 * Noun-noun(NN): football * Adjective-noun(AN): blackboard * Preposition-noun(PN): underwo ANSWER SHEET. Answer for Exercise 4 Sports Task 1. Warm up. Drawing Balls
  • 53. 53 Task 2. Practice. Joining word with picture Painting Vocabulary Football Baseball Basketball Volleyball Task 3. Writing Production. foot + ball = football base + ball =
  • 54. 54 basket + ball = volley + ball =
  • 55. 55 ANSWER SHEET. Answer for Exercise 4 Sports Task 1. Warm up. Drawing Balls
  • 56. 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- words - Vocabulary.co.il,. (2015). Compound WordsVocabulary Games and Resources. Retrieved 20 December 2015, from http://www.vocabulary.co.il/compound-words/
  • 57. 57 Evidence for 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
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  • 61. 61 Evidence for 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
  • 62. 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. 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. 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. 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 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.