Naranjo Tamara Phonology Portfolio

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
Fourth Semester “A”
Student´s name: NARANJO TAMARA
Professor´s name: RUTH ELIZABETH INFANTE PAREDES
AMBATO – ECUADOR
October 2015-March 2016

2
TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT)....................................................................................... 3
VISIÓN (VISION STATEMENT) ....................................................................................... 3
PERFIL DE EGRESO (EXIT PROFILE).............................................................................. 4
STUDENT´S C.V.................................................................................................................. 5
STATEMENT OF PERSONAL LEARNING GOALS......................................................... 6
SYLLABUS .......................................................................¡Error! Marcador no definido.7
Evidence for Element 1....................................................................................................... 18.
Evidence for Element 2........................................................................................................ 21
FINAL REFLECTION......................................................................................................... 64
PORTFOLIO RUBRIC........................................................................................................ 65

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EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
Formar profesionales líderes competentes, con visión humanista y
pensamiento crítico a través de la Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y difundan el conocimiento
respondiendo a las necesidades del país.
VISIÓN (VISION STATEMENT)
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la
Educación de la Universidad Técnica de Ambato por sus niveles de
excelencia se constituirá como un centro de formación superior con
liderazgo y proyección nacional e internacional

4
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
Perfil del egresado
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y
desarrollado las siguientes competencias, capacidades, habilidades, destrezas y
desempeños como resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para la
enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test
(TKT)
3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC´s.
5. Transforma el contexto educativo a tráves de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la investigación
participativa, el aprendizaje basado en problemas y el trabajo en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio
desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes
para promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de
ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,
Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza
del inglés y Test of English as a Foreing Language (TOEFL) para la competencia
comunicativa.

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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.

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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

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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: rutheinfantep@uta.edu.ec

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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
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

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U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
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
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS

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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
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
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
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
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
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test

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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

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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 Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval

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Evidence for Element 1
6.Identify basic concepts of L2 related to
morphophonemic subject.
Learning outcome
Define main concepts of morphology from a linguistic
point of view

20
2. Compare different patterns of word formation and
their pronunciation.
Learning outcome
Distinguish parts of words according to its formation
based on the learning experience

22
Analyze the lexical derivation, mainly the origin of
words.
Learning outcome
Summarize about lexical derivation taking into
account Word etymology

23
COMPOUND ACTIVITIES
Jessica Lizbeth Carrasco Carrasco
Tamara Johana Naranjo Chuiza
Sadi Nohemi Piedra Aguirre
Juan Miguel Tanguil Chiles
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
Ambato - Ecuador
2015

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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

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Task 1. Warm up ..................................................................................................................45
Task 2. Grammar practice. ...................................................................................................46
Task 3. Writing production...................................................................................................47
3. Compound Adjectives ......................................................................................................47
Exercise 3 .............................................................................................................................48
Task 1. Warm up. .................................................................................................................48
Task 2. Practice.....................................................................................................................49
ANSWER SHEET................................................................................................................50
Task 1. Warm up. .................................................................................................................50
Task 2. Practice.....................................................................................................................51
4. Compound Nouns.............................................................................................................51
ANSWER SHEET................................................................................................................52
Task 1. Warm up. .................................................................................................................52
Task 2. Practice.....................................................................................................................53
ANSWER SHEET................................................................................................................55
Task 1. Warm up. .................................................................................................................55
Task 2. Practice.....................................................................¡Error! Marcador no definido.

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Task 3. Writing Production. .................................................¡Error! Marcador no definido.
5. Headed and headless compounds .....................................¡Error! Marcador no definido.
Exercises 5............................................................................¡Error! Marcador no definido.
Task 1. Warm up. .................................................................¡Error! Marcador no definido.
ANSWER SHEET................................................................¡Error! Marcador no definido.
Answer for Exercise 5 ..........................................................¡Error! Marcador no definido.
Task 3. Writing Production. A: blackbird ...........................¡Error! Marcador no definido.
6. Blends and Acronyms.......................................................¡Error! Marcador no definido.
Exercise 6 .............................................................................¡Error! Marcador no definido.
7. Compounds containing bound combining forms. ............¡Error! Marcador no definido.
Exercise 7 .............................................................................¡Error! Marcador no definido.

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CONCLUSIONS ..................................................................¡Error! Marcador no definido.
BIBLIOGRAPHY ................................................................................................................56

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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

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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.

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COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS
1. Compounds versus phrases.
Compounds. - Are words formed by combining roots, and the much smaller category of
phrasal words but it is represented just in one word. Compounds are stressed on the first
element (e.g. tóy factory). Compounds tend to have unpredictable meaning.
Phrases are formed by two or more roots and they are represented in two or more words.
Phrases in English are stressed on the last word (e.g. toy fáctory).
Exercise 1
Identify compounds and phrases by giving examples of pre-writing exercises and evaluate
the students’ comprehension through their production.
Task 1. Painting warm up activity1.
With different color paint the following pumpkins and hearts that contain compound words.

31
Writing warm up activity 2.
Fill in the missing vowel (a,e,i,o,u) in each word and circle the long vowel in them.

32
Task 2. Practice activity.
Find the correct compound

33
Task 3. Writing Production.
Use each pair of picture to write a compound word.

37
ANSWER SHEET.
Answer for Exercise 1
Task 1. - Writing warm up activity 2

38
Task 2. - Practice activity

39
Task 3. - Writing production.

42
2. Compound verbs.
Verbs formed by compounding are much less usual than verbs derived by affixation.
Nevertheless, a variety of types exist which may be distinguished according to their
structure:
- Verb–verb (VV): stir-fry, freeze-dry
- Noun–verb (NV): hand-wash, air-condition, steam-clean
- Adjective–verb (AV): dry-clean, whitewash
- Preposition–verb (PV): underestimate, outrun, overcook
All these compounds have a verb as the rightmost element. These kind of compounds are
called compounds right-headed, the rightmost element being the head.

43
Exercise 2
Identify the different types of compound verbs and evaluate the students’ knowledge trough
their production in different activities.
Task 1. Warm up.
Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it is
not a verb color it purple.
Task 2. Practice.
Joining the verb with its right element in order to form a compound verb.

44
Rewriting the following compound verbs.

45
Freeze-dry
Whitewash
Overcook
ANSWER SHEET.
Task 1. Warm up
Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it is
not a verb color it purple.
Nouns Verbs
Pencil Talk
She Jump
Tree Sit
Bird Skip
Old Make
Bed Swim

46
Task 2. Grammar
practice.
Joining the verb with its right element in order to form a compound verb.
I Add
Six Run
Kick Sleep
Book Work
Two
A
Flour
Green

47
Task 3. Writing production.
3. Compound Adjectives
A compound adjective is an adjective that contains two or more words. In general we put a
hyphen between two or more words (before a noun) when we want them to act as a single
idea (adjective) that describes something. E.g. I live in an English-speaking country.
English-speaking is an adjective (used to describe the country). We use a hyphen to connect
the word English withspeaking to show that it is one adjective (or one idea).
Here are some examples of right-headed compound adjectives:
* Noun-adjective (NA): oil-rich
* Adjective-adjective (AA): red-hot
* Preposition-adjective (PA): overactive

48
Exercise 3
Task 1. Warm up.
Describing people and personality
Cutting and pasting the words under the picture
left-handed green-eyed baby-faced
good-looking well–educated

49
Task 2. Practice.
Joining words (adjectives)
well eyed
good educated
baby faced
green looking
left handed
Writing
b_by-f_ced
w_ll - _ducat_d
gr_ _n - _y_d
l_ft - hand_d
g_ _d-l_ _king

50
ANSWER SHEET.
Describing people and personality
Task 1. Warm up.
Cutting and pasting the words under the picture
good-looking baby-faced well–
educated
left-handed green-eyed

51
Task 2. Practice.
Joining words (adjectives)
well eyed
good educated
baby faced
green looking
left handed
-Writing
baby-faced
well - educated
green - eyed
left - handed
good-looking
4. Compound Nouns
A compound noun is a noun that is made up of two or more words. A compound noun is
usually [noun + noun] or [adjective + noun], but there are other combinations, such as:
* Verb-noun (VN): breakfast

52
* Noun-noun(NN): football
* Adjective-noun(AN): blackboard
* Preposition-noun(PN): underwo
ANSWER SHEET.
Sports
Task 1. Warm up.
Drawing Balls

53
Task 2. Practice.
Joining word with picture
Painting
Vocabulary
Football
Baseball
Basketball
Volleyball
foot
+
ball = football
base
+
ball =

54
basket
+
ball =
volley
+
ball =

55
ANSWER SHEET.
Sports
Task 1. Warm up.
Drawing Balls

56
BIBLIOGRAPHY
- Learninggamesforkids.com,. (2015).Compound Words | Learning Games For Kids.
Retrieved 20 December 2015, from
http://www.learninggamesforkids.com/vocabulary_games/compound-words.html
- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words
Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from
http://www.k5learning.com/free-preschool-kindergarten-worksheets/compound-
words
- Superteacherworksheets.com,. (2015).Compound Words Worksheets. Retrieved 20
December 2015, from https://www.superteacherworksheets.com/
- Turtlediary.com,. (2015). Compound Words Worksheets - Kindergarten | Turtle
Diary. Retrieved 20 December 2015, from
http://www.turtlediary.com/worksheets/ela-topics/kindergarten/compound-
words.html
- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words
Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from
http://www.k5learning.com/free-preschool-kindergarten-worksheets/compound-
words
- Vocabulary.co.il,. (2015). Compound WordsVocabulary Games and Resources.
Retrieved 20 December 2015, from http://www.vocabulary.co.il/compound-words/

57
Investigate the language by applying morphological
structures.
Learning outcome:
Make pedagogical decisions on how to teach
morphological structures from a communicative point
of view

61
Provide their own examples about possible
morphological problems presented in English Classes
Learning outcome
Evaluate the morphological problems in EFL
classrooms from a linguistic point of view

62
LEARNING OUTCOME 5
ESSAY
DATE: February 8th
, 2016
NAME: Tamara Naranjo
IN WHAT INFLUENCE MORPHOLOGY IN ECUADORIAN EDUCATION?
Vocabulary knowledge is very important in all idioms or skills in English language.
In Ecuador, it contributes in a big way to develop other subjects such as reading, writing,
and speaking and also to learn other important subjects.
To know a word is much more complicated than just know its meaning or also how
to pronounce it. A word has different aspects as word meanings, syntactic roles, how the
word sounds and how the word is written. An important component that studies all of those
aspects of the knowledge of a word and its meaningful parts is morphology. It is why the
crucial role of vocabulary knowledge in reading comprehension has been well recognized
in first language, situations and context.
One problem in Ecuadorian education is that most of people are able to have a good
communication in English, but many people have a weak orthography. We use spoken and
written words every single day to communicate ideas, thoughts, and emotions to those
around us. Morphology is the study of the forms of words, and the ways in which words are
related to other words of the same language. Also it study the creation of new lexical items
in the grammatical structure to help to the writing skills.
Morphology also provides clues about how to pronounce words; for example, the in
reach represents one sound because it is within a morpheme, whereas in react these letters
represent two sounds because they are in separate morphemes.
However, a good vocabulary can help us say what we mean and Morphology
provides of some tools to improve our skills and specially the more used in Ecuadorian
education such as reading, writing and speaking.

63
BIBLIOGRAPHY:
 prezi.com,. "Morphology In Education". N.p., 2016. Web. 8 Feb. 2016.
 Dyslexiahelp.umich.edu,. "Morphological Awareness". N.p., 2016. Web. 8 Feb.
2016.

64
FINAL REFLECTION
Phonology II is a module who teaches students to develop phonological knowledge
and strategies in order to use them when learning and teaching English. Also it helps
students to use correct some linguistic elements, psychological processes, and the
sociocultural aspects in order to apply them in the teaching-learning process in an effective
way.
In the first element I have learned to define main concepts of morphology from a
linguistic point of view.All of that, with the help of some tools such as: Overhead projector,
internet, course book and e-books.The second one helped me to improve the way to
distinguish parts of words according to its formation based on the learning experience. Also
to know some terms definitions who will be used in the future.
On the other hand, in the third unit I learn how to summarize about lexical derivation
taking into account Word etymology. In the next unit, I learned to make pedagogical
decisions on how to teach morphological structures from a communicative point of view.
At last, I evaluated the morphological problems in EFL classrooms from a linguistic point
of view.
In conclusion this module was so uplifting in order to pass to the next level and also I
have learned basic things about morphology subject with the correct and efficient use of
some didactic resources and educational strategies.

65
PORTFOLIO RUBRIC
Student´s name: ____________________________
Syllabus: ____________________________
Date: ____________________________
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness and
Organization
(1. Cover page & index,
(2. Vision statement, Mision
statement, Exit profile
(3. C.V.
(4. Syllabus
(5. Statement of personal goals
according to each syllabus.
(6. Five evidences
(7. Final Essay
8. Rubric with grade of portfolio)
The portfolio
contains all the
elements (8
elements described
below) in a very
organized way.
The portfolio is
somewhat organized
and may miss one or
two elements.
The portfolio shows
little organization
and may miss three
or four elements.
The portfolio shows
no organization and
may miss more than
four elements.
Statement of
Personal Learning
Goals
Demonstrates
honest and complex
understanding of
learning goals,
relates goals to
current syllabus,
few or no language
errors.
Good reflection about
future goals, some
parts could use
elaboration or further
analysis, some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about
goals and how it
relates to class,
many language
errors.
Many language
errors that make it
difficult to
understand, little or
no reflection about
future goals and
current syllabus.
Final essay
(Students from 3
rd
to 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.

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