Carrasco jessica portfolio

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“PHONOLOGY II”
Fourth Level “A”
Student’s Name: Jessica Lizbeth Carrasco Carrasco
Professor: Lcda. Mg. 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.................................................................................................................. 8
CURRICULUM.................................................................................................................... 8
STATEMENT OF PERSONAL LEARNING GOALS.................................................... 9
Evidence for Element 1...................................................................................................... 27
Evidence for Element 5.................................................................................................... 103
Final Essay ........................................................................................................................ 105
PORTFOLIO RUBRIC ................................................................................................... 106

3
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
Formar profesionales líderes competentes, con visión humanista y
pensamiento crítico a través de la Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y difundan el conocimiento
respondiendo a las necesidades del país.
VISIÓN (VISION STATEMENT)
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la
Educación de la Universidad Técnica de Ambato por sus niveles de
excelencia se constituirá como un centro de formación superior con
liderazgo y proyección nacional e internacional

4
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE
CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRRA DE
IDIOMAS
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

5
del inglés y Test of English as a Foreign Language (TOEFL) para la competencia
comunicativa.
Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos
optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser
aprobados a partir del séptimo semestre.
3.1.4 Elaboración de Plan de Estudio
La Carrera de Idiomas tendrá diez niveles, que al concluirlos, los estudiantes obtendrán
la Licenciatura en Ciencias de la Educación, mención inglés.
PRIMER SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0101 Técnicas de Estudio 3
FCHEIP0102 Lenguaje y Comunicación 4
FCHEIP0103 Integrated Skills I 8
FCHEIP0104 Reading I 4
FCHEIP0105 Audio I 3
FCHEIP0106 NTIC’s I 3
TOTAL 25
SEGUNDO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0201 Metodología de la Investigación 3
FCHEIP0202 Integrated Skills II 8
FCHEIP0203 Reading II 4
FCHEIP0204 Audio II 3
FCHEIP0205 Oral I 4
FCHEIP0206 NTIC’s II 3
TOTAL 25
TERCER SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0301 Integrated Skills III 8
FCHEIP0302 Reading III 4
FCHEIP0303 Audio III 3
FCHEIP0304 Oral II 3
FCHEIP0305 Writing I 4
FCHEIP0306 Phonology I 3
TOTAL 25

6
CUARTO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0401 Integrated Skills IV 8
FCHEIP0402 Reading IV 4
FCHEIP0403 Oral III 3
FCHEIP0404 Writing II 4
FCHEIP0405 Business (Emprendimiento) 3
FCHEIP0406 Phonology II 3
TOTAL 25
QUINTO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0501 Educational Psychology I 4
FCHEIP0502 Internet and Multimedia Resources 4
FCHEIP0503 Advanced English I 6
FCHEIP0504 EFLT Methods and Approaches 4
FCHEIP0505 Lesson Planning and Observation 4
FCHEIP0506 Phonology III 3
TOTAL 25
SEXTO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0601 Diseño de Proyectos de
Investigación
3
FCHEIP0602 Teaching Children 4
FCHEIP0603 Educational Psychology II 4
FCHEIP0604 Advanced English II 7
FCHEIP0605 Language Teaching Strategies 4
FCHEIP0606 Grammar I 3
TOTAL 25
SÉPTIMO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0701 Realidad Nacional 2
FCHEIP0702 Advanced English III 7
FCHEIP0703 Elaboration of Teaching Materials 5
FCHEIP0704 The History and Language of
English Culture
3
FCHEIP0705 Psycholinguistics 4
FCHEIP0706 Grammar II 4
TOTAL 25

7
Las competencias optativas se establecerán en base a las necesidades de
aprendizaje de los estudiantes. Se sugiere entonces, analizar las siguientes
competencias optativas, que podrían variar de acuerdo a las necesidades
específicas de cada grupo de estudiantes en su momento:
OBTATIVAS
Optativa 1 Optativa 2: Optativa 3:
Preparación Prueba de
Conocimiento
Lógica Matemática
Drama
Fun with literatura
TKT Preparation
EFL Games
Film Criticism
TOEFL Preparation
Enseñanza de Español para
Extranjeros
OCTAVO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0801 Advanced English IV 10
FCHEIP0802 Language Assessment 8
FCHEIP0803 Gestión / Proyectos Socio
Productivos
3
FCHEIP0804 Grammar III 4
TOTAL 25
NOVENO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0901 Optativa I 4
FCHEIP0902 Optativa II 4
FCHEIP0903 Optativa III 4
FCHEIP0904 EFL Translation Techniques 5
FCHEIP0905 Legislación Educativa 4
FCHEIP0906 Sociolingüística 4
TOTAL 25
DÉCIMO SEMESTRE
CÓDIGO
CRÉDITOS
Desarrollo de la Investigación 20
TOTAL 20

8
STUDENT´S C.V.
CURRICULUM
PERSONAL DATA
Full Name: Carrasco Carrasco Jessica Lizbeth
Address: Pamatug Centro
City: Pelileo
Phone: 03 2830850
Birthdate: 21/03/1996
Age: 19 years old
Nationality: Ecuadorian
E-mail: carrascojessica9@gmail.com
EDUCATION
Primary Studies at “Domingo Faustino Sarmiento” in Pelileo.
Secondary Studies at “Mariano Benitez” in Pelileo in July 26th
2013.
OBJECTIVE
Full-time position of English Teachers
Full– time position of flight attendant

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STATEMENT OF PERSONAL LEARNING GOALS.
English is a universal language; many countries use this language as their native
language and in other cases as a second language. Today it is very common to see in
schools and colleges, teaching of this language. As we know English is present in many
aspects of everyday life such as business, labor and culture. That’s why I chose the
career of languages because I can communicate with others and get to know other
cultures, the traditions and customs. I must recognize that knowledge of the English
language provides me a great opportunity to find a good job in the future.
The learning of English language is not only based on aspects of grammar. But one
of the most important aspects of English is the morphological part, because morphology
is the branch of linguistics that studies the internal structure of words to define, identify
and classify their units, classes of words that results and the formation of new words.
That’s why in this subject Phonology II, I’ll give it my best, taking in to account the
importance of daily practice, assistance to all subjects and fulfilling the tasks as signed
by the teacher that will help me improve my knowledge about the word formation and
its structure. In this way I'm going to be able to identify basic concepts of L2 related to
morphophonemic subject. I am sure that at the end of this semester with the help of the
teacher and my own dedication I will be able to compare different patterns of word
formation and their pronunciation. Moreover, I will be able to analyze the lexical
derivation, mainly the origin of words and provide my own examples about possible
morphological problems presented in English Classes. All these aspects that are
including in the morphological part will help me in the future to be an excellent teacher.

10
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
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

11
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

12
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

13
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

14
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

15
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

16
V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
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

17
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
OF
PAGES
Bauer, Laurie Linguistics Student's Handbook third Edinburgh
University Press
Edinburgh 352
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

18
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

19
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

20
CARRERA DE IDIOMAS
PROGRAMA ANALÍTICO
ADVANCED ENGLISH IV
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

21
I. 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

22
II. 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 decisions 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 :
10. Provide their own examples about possible morphological problems presented
in L2

23
III. DETAIL PROGRAM
Specific Competence Units Hour
Number
Learning Outcome
Identify basic concepts of
L2 related to
morphophonemic subject.
1.1 What is Morphology?
1.2 The scope of morphology
1.3 Morpholigical system
1.4 Words, sentences and dictionaries
1.5 A Word and its parts: roots affixes and their shapes
25 Define main concepts of
morphology from a
linguistic point of view
Compare different patterns
of word formation and their
pronunciation.
2.1 -Word, word-form and lexeme
2.2 -Inflections and word formation:
2.3 Lexical derivation
2.4 A Word and its forms: inflections
2.5 A Word and its relative derivation
25 Distinguish parts of words
according to its formation
based on the learning
experience
Analyze the lexical
derivation, mainly the
origin of words.
3.1Compounds
3.2 Morphemes and Allomorphs
3.3 Compound words, blends and phrasal words
3.4 A Word and its structure
28 Summarize about lexical
derivation taking into account
Word ethymolgy
Investigate the language by
applying morphological
structures.
4.1 Morphological Processes
4.2 Productivity
21 Make pedagogical
desicions on how to teaach
morphological structures
from a communicative
point of view
Provide their own examples
about possible
morphological problems
presented in L2
5.1 Inflectional morphology and syntax
5.2 The historical sources of English Word Formation
5.3 Conclusions: words in English and in langauge
Generally
21 Evalaute the morphological
problems in EFL
classrooms from a
linguistic point of view
Total Hours 120 hours (3 credits)
IV. METHODOLOGY
The collaborative learning will be based on:
 Problem-Based Learning (Surveys and group work to solve pedagogical problems)
 Proyect-Based- Learning (Projects: data collection and interpretation)
V. EVALUATION PROCEDURE
Type of Evaluaction First level Second Level Suplementary
Formative assessment 40% 40% Suplementary written
textDiagnostic Observation
Workshops
Questionnaires
Mind maps
Essays
Quiz
Projects
60% 60%
Total 100 % 100 %
The evaluation system will be governed as follows :
60 % = 6 points : product of the process as : papers, workshops, research , simulations.
40 % = 4 points : the outcome of the tests / exams.
The syllabus will be approved with a minimum of 7 points for partial and / or a total of 14 points per
semester.

24
VI. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER
OF
PAGES
Matthews, P. 1990 Morphology 2nd Cambridge United Kingdom 251
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
OF
PAGES
Bauer, L. Linguistics Student's Handbook 3rd Edinburgh
University Press
Edinburgh 352
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

25
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, C. 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

26
VI. ANALYTIC PROGRAM APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Elizabeth Infante Paredes
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Redín Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval

27
EDUCACIÓN
CARRERA DE IDIOMAS
PORTFOLIO
“Phonology II”
Evidence for Element 1
Element 1. Identify basic concepts of L2 related to morphophonemic subject.
Learning Outcome 1: Define main concepts of morphology from a linguistic point of
view.

29
EDUCACIÓN
CARRERA DE IDIOMAS
PORTFOLIO
“Phonology II”
Element 2. Compare different patterns of word formation and their pronunciation.
Learning Outcome 2: Distinguish parts of words according to its formation based on the
learning experience

31
EDUCACIÓN
CARRERA DE IDIOMAS
PORTFOLIO
“Phonology II”
Element 3. Analyze the lexical derivation, mainly the origin of words.
Learning Outcome 3: Summarize about lexical derivation taking into account Word
etymology.

32
COMPOUND ACTIVITIES
Jessica Lizbeth Carrasco Carrasco
Tamara Johana Naranjo Chuiza
Sadi Nohemi Piedra Aguirre
Juan Miguel Tanguil Chiles
CARRERA DE IDIOMAS
Ambato - Ecuador
2015

33
INDEX
INTRODUCTION................................................................................................................38
COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS........................................40
1. Compounds versus phrases. ..........................................................................................40
Compounds....................................................................................................................40
Phrases...........................................................................................................................40
Exercise 1 .............................................................................................................................41
Task 1. Painting warm up activity 1. ...................................................................................41
Writing warm up activity 2. ..............................................................................................42
Task 2. Practice activity........................................................................................................43
Task 3. Writing Production. ................................................................................................44
ANSWER SHEET................................................................................................................48
Answer for Exercise 1 ..........................................................................................................48
Task 1. - Writing warm up activity 2....................................................................................48
Task 2. - Practice activity .....................................................................................................49
Task 3. - Writing production. ...............................................................................................50
2. Compound verbs. ..........................................................................................................52
Exercise 2 .............................................................................................................................53
Task 1. Warm up. .................................................................................................................53
Task 2. Practice.....................................................................................................................54

34
..............................................................................................................................................54
Task 3. Writing Production. .................................................................................................55
ANSWER SHEET................................................................................................................56
Task 1. Warm up ..................................................................................................................56
Task 2. Grammar practice. ...................................................................................................57
Task 3. Writing production...................................................................................................58
3. Compound Adjectives ......................................................................................................58
Exercise 3 .............................................................................................................................59
Task 1. Warm up. .................................................................................................................59
Task 2. Practice.....................................................................................................................60
ANSWER SHEET................................................................................................................61
Task 1. Warm up. .................................................................................................................61
Task 2. Practice.....................................................................................................................62
4. Compound Nouns.............................................................................................................63
ANSWER SHEET................................................................................................................64

35
Task 1. Warm up. .................................................................................................................64
Task 2. Practice.....................................................................................................................65
ANSWER SHEET................................................................................................................67
Task 1. Warm up. .................................................................................................................67
Task 2. Practice.....................................................................................................................68
5. Headed and headless compounds .....................................................................................70
Exercises 5............................................................................................................................71
Task 1. Warm up. .................................................................................................................71
Task 2. Practice.....................................................................................................................72
ANSWER SHEET................................................................................................................74
Task 1. Warm up. .................................................................................................................74
Task 2. Practice.....................................................................................................................74
Task 3. Writing Production. A: blackbird ...........................................................................74
6. Blends and Acronyms.......................................................................................................75
Exercise 6 .............................................................................................................................76

36
Task 1. Warm up. .................................................................................................................76
Task 2. Practice.....................................................................................................................77
ANSWER SHEET................................................................................................................79
Task 1. Warm up. .................................................................................................................79
Task 2. Practice.....................................................................................................................80
7. Compounds containing bound combining forms..............................................................81
Exercise 7 .............................................................................................................................81
Task 1. Warm up. .................................................................................................................81
Task 2. Practice.....................................................................................................................82
ANSWER SHEET................................................................................................................83
Task 1. Warm up. .................................................................................................................83
Task 2. Practice.....................................................................................................................83
Task 1. Warm up. .................................................................................................................85
Task 2. Practice.....................................................................................................................86

37
ANSWER SHEET................................................................................................................87
Task 1. Warm up. .................................................................................................................87
Task 2. Practice.....................................................................................................................88
BIBLIOGRAPHY ................................................................................................................89

38
INTRODUCTION
Nowadays the English has been become an important tool of work and communication,
because the English is considered as the universal language. Furthermore, the English
language is considered as a second language in many countries of the world. Studying
English today is a very easy option to practice it. Before you start studying English we
must consider the reasons why it is important to study this language.
Perhaps the main reason why learning English is so important is because English is
essential when it comes to finding work. The English will give us access to better
education and so much the possibility of a better job. Learning English is important
because it will show other cultures, lifestyles and ways of thinking. Given the importance
of the English language we must focus on the areas that are required to speak English.
The English in an analytical language which requires several skills to learn it, one of
these abilities is the study of Morphology that is a branch of linguistics which is
concerned with the “form of words and the meaning” in different uses and constructions.
That’s why this work is focused on someone activities to help students who are learning
English. Especially for preschoolers children corresponding to a level A1. The first
activity task one is focused on analyzing the different compounds trough painting
pumpkins and hearts and filling in gaps of everyday words. The second task is focused on
recognizing and relating compound words though painting the correct image. The third
task consists in writing compound words relating each pair of a picture. The second
activity task one is focused on identifying Verbs through the painting the verbs with
different color. In the task two students are going to identify the compound verbs through
joining the verb with its right element in order to form a compound verb. In the third task
students are going to rewrite the compound verbs in order to get in touch with them. In

39
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.

40
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).

41
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.

42
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.

43
Task 2. Practice activity.
Find the correct compound

44
Task 3. Writing Production.
Use each pair of picture to write a compound word.

48
ANSWER SHEET.
Answer for Exercise 1
Task 1. - Writing warm up activity 2

49
Task 2. - Practice activity

50
Task 3. - Writing production.

52
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.

53
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.

54
Task 2. Practice.
Joining the verb with its right element in order to form a compound verb.

55
Rewriting the following compound verbs.
Freeze-dry
Whitewash
Overcook

56
ANSWER SHEET.
Task 1. Warm up
Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it
is not a verb color it purple.
Nouns Verbs
Pencil Talk
She Jump
Tree Sit
Bird Skip
Old Make
Bed Swim
I Add
Six Run
Kick Sleep
Book Work
Two
A
Flour
Green

57
Task 2. Grammar practice.
Joining the verb with its right element in order to form a compound verb.

58
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 with speaking 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

59
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

60
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

61
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

62
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

63
4. Compound Nouns
A compound noun is a noun that is made up of two or more words. A compound noun is
usually [noun + noun] or [adjective + noun], but there are other combinations, such as:
* Verb-noun (VN): breakfast
* Noun-noun(NN): football
* Adjective-noun(AN): blackboard
* Preposition-noun(PN): underworld

64
ANSWER SHEET.
Sports
Task 1. Warm up.
Drawing Balls

65
Task 2. Practice.
Joining word with picture
Painting
Vocabulary
Football
Baseball
Basketball
Volleyball

66
foot
+
ball = football
base
+
ball =
basket
+
ball =
volley
+
ball =

67
ANSWER SHEET.
Sports
Task 1. Warm up.
Drawing Balls

68
Task 2. Practice.
Joining word with picture
Painting
Vocabulary
Football
Baseball
Basketball
Volleyball

69
Writing
foot + ball = Football
base + ball = Baseball
basket + ball = Basketball
volley + ball = Volleyball

70
5. Headed and Headless compounds
Headless and Headed Compounds
Headless compounds are compound words where the meaning is not specified by
any of parts. Headless compounds are usually pluralized by adding /s/. It’s as if the
headless compounds an indivisible unit and the plural marker cannot see inside it to
pluralize it according to the how the head word is normally pluralized.
Headed compounds are specified by the head word in the whole compound.
On the other hand, headed compounds from their plurals the same way their head words
from their plurals. So the headed compound maple leaf a kind of leaf ± is pluralized
maple leaves.

71
Exercises 5
Presentations
Task 1. Warm up.
Write the name of the things under each picture
A: ________________ B:________________
C:_______________
D:__________________
E:__________________ E:____________________

72
Task 2. Practice.
Match the pictures with their respectively answers
A
B
3C
2
1

73
Use the answers of task 1 and 2 write the right names next to the pictures
A: B____________K B_____________D
B: H____________E D_______________G
C: G____________N H_______________E

74
ANSWER SHEET.
Task 1. Warm up.
A: HOUSE
B: DOG
C: BLACK
D: BIRD
E: GREEN
F: HOUSE
Task 2. Practice.
A-3
B-2
C-1
A: blackbird
B: doghouse
C: greenhouse

75
6. Blends and Acronyms
A blending is a combination of two or more words to create a new one, usually by
taking the beginning of the other word and the end of the other one. So new words like
spork (spoon + fork), fanzine (fan + magazine), bromance (brother + romance) or
Spanglish (Spanish + English) are created.
An acronym is way to form word, it is similar to abbreviation, when each first letter of
the source word is taken and to form new acronym. In English we can find like NASA
(national aeronotics and space administration), VIP (very important person), NATO
(north Atlantic treaty organization), etc. Acronym is forming words from the initials of a
group of words that designate one concept.

76
Exercise 6
Food
Task 1. Warm up.
Match the picture on the right hand side with the correct meaning on the left.
PEPPA PIG
PLAY STATION
TOY STORY

77
Task 2. Practice.
In the task one there are three words write again on the following boxes. After, just take
the first letters of each word and write in capital letters on the left of the boxes.
a) ____________
b) ___________
c) __________

78
Analyzing the following words and put your own example about it.
Electronic + MAIL = Email
SPANish + EnGLISH = Spanglish
EMOTIon + iCON = Emoticon

79
ANSWER SHEET.
Task 1. Warm up.
Match the picture on the right hand side with the correct meaning on the left.

80
Task 2. Practice.
PEPPA PIG ---------- PP
TOY STORY--------- TS
PLAY STATION -------- PS

81
7. Compounds containing bound combining forms.
Compounds containing bound combining forms. - Compounds that include a huge
repertoire of compounds that are made up of bounds roots .The meaning of the whole is
clearly determinable from that of the parts.
Exercise 7
Vocabulary
Task 1. Warm up.
With your teachers help write the complete word.
photo- + -graphy mini- +skirt electro+magnet
aero+bic grand+mother air+plane

82
Task 2. Practice.
Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M
I’m the compound word whiz.
Listen to what I’ve heard.
Put two words together to make a compound word.
Sun and shine, is sunshine
Rain and bow make rainbow
Sun and flower make sunflower
Two word together make a compound word.
Join the two words that have the same color. Repeat the new word after the teacher.
photo
mother graphy plane skirt
Airgrandmini

83
ANSWER SHEET.
Task 1. Warm up.
With your teachers help write the complete word.
 Photography
 Miniskirt
 Electromagnet
 Aerobic
 Grandmother
 Airplane
Task 2. Practice.
Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M
Join the two words that have the same color. Repeat the new word after the teacher.
photo graphy mini skirt
planeAir grand mother

84
8. Phrasal Words
Phrasal Words. – It is a noun that has the appearance of a noun phrase in which the head
noun ,is modified by a prepositional phrase, exactly parallel to the phrases.

85
Exercise 8
Task 1. Warm up.
Listen and write the word RESTORE in the correct place.
Vocabulary
__________ Hair ___________
____________ Eyes __________
__________ Skin ___________

86
Task 2. Practice.
Playing the game: Run or Stop
This game consists on if you heard the correct order of the word you should run, but if
it’s in the wrong order you should stop. The words are:
Hair- restore Eyes-restore Skin-restore
With your teachers help, listen and write the parts of the body that you hear in the circle.
Do it fast!
Restore

87
ANSWER SHEET.
Task 1. Warm up.
Listen and write the word RESTORE in the correct place.
Hair - RESTORE
Eyes- RESTORE
Skin- RESTORE

88
Task 2. Practice.
Playing the game: Run or Stop
This game consists on if you heard the correct order of the word you should run, but if
it’s in the wrong order you should stop. The words are:
Hair- restore Eyes-restore Skin-restore
With your teachers help, listen and write the parts of the body that you hear in the circle.
Do it fast!
Hair
Skin
Eyes
Restore

89
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 Words Vocabulary Games and
Resources. Retrieved 20 December 2015, from
http://www.vocabulary.co.il/compound-words/

90
- Thayer, A. (2014). 10 Pre-Writing Activities for Preschoolers. Teaching
Mama. Retrieved 20 December 2015, from
http://teachingmama.org/prewriting-activities-for-preschoolers/
- I Can Teach My Child!,. (2013). Five Pre-Writing Activities for Preschoolers
- I Can Teach My Child!. Retrieved 20 December 2015, from
http://www.icanteachmychild.com/five-pre-writing-activities-for-
preschoolers/
- Wikipedia,. (2015). English compound. Retrieved 20 December 2015, from
https://en.wikipedia.org/wiki/English_comp
- Kelly, C. (2015). English Vocabulary Word List - Compound
Words . Manythings.org. Retrieved 20 December 2015, from
http://www.manythings.org/vocabulary/lists/a/words.php?f=compound_word
- Spellingcity.com,. (2015). Compound Words. Retrieved 20 December 2015,
from http://www.spellingcity.com/compound-words.html
- Google.com.ec,. (2015). exercises with compound words for preschoolers -
Buscar con Google. Retrieved 20 December 2015, from
https://www.google.com.ec/search?q=exercises+with+compound+words+for.
- Myenglishpages.com,. (2015). Vocabulary Exercises - Compound Adjectives .
Retrieved 17 December 2015, from
http://www.myenglishpages.com/site_php_files/vocabulary-exercise-
compound-adjectives(2).php
- Therapystreetforkids.com,. (2015). Pre-writing skills. Retrieved 18 December
2015, from http://therapystreetforkids.com/PreWritingSkills.html

91
- Adjectives, C. (2015). ExtraBase - by Le Nogueira: Compound
Adjectives.Extrabase.blogspot.com. Retrieved 18 December 2015, from
http://extrabase.blogspot.com/2013/10/compound-adjectives.html
- Camus, L. (2015). Compound adjectives-English. Tolearnenglish.com. Retrieved
18 December 2015, from http://www.tolearnenglish.com/exercises/exercise-
english-2/exercise-english-76003.php

92
EDUCACIÓN
CARRERA DE IDIOMAS
PORTFOLIO
“Phonology II”
Element 4. Investigate the language by applying morphological structures.
Learning Outcome 4: Make pedagogical decisions on how to teach morphological
structures from a communicative point of view

103
EDUCACIÓN
CARRERA DE IDIOMAS
PORTFOLIO
“Phonology II”
Element 5: Provide their own examples about possible morphological problems
presented in English Classes
Learning Outcome 5: Evaluate the morphological problems in EFL classrooms from a
linguistic point of view.

104
Universidad Técnica de Ambato
Facultad de Ciencias Humanas y de la Educación
Carrera de Idiomas
Morphology I
Professor : Licda. Mg. Ruth Infante
Student : Jessica Carrasco Carrasco
Date : February 12, 2016
How to influence the study of morphology in the teaching English language in
Ecuador
There are different teaching techniques that influence learning English language in
Ecuador. The English language plays an important role in all areas of human
development; resulting essential its learning. Today more than ever; English language is
considered as a common language allowing communication between people from
different countries. Learning this language it is considered as a necessity and not a
luxury.
In the process of learning the English language; It is important, the explicit teaching of
morphology as an essential part in the English language. Morphology is the study of the
forms of words, and the ways in which words are related to other words of the same
language. Forming a variety of purposes, from the creation of new lexical items. In
learning the English language it is essential that Ecuadorian students have knowledge
about creating words that is on morphological systems and functions in the lexicon.
Teaching strategies in recognition of lexemes and morphemes in the English language
through morphology is one of the most important ways in their learning process. Through
this process, students are able to deduce the meaning, time, gender, number and the part
of speech of words; furthermore they can generate new words from a stem vowel.
In conclusion using a morphological knowledge as a strategy to recognize morphemes,
lexemes, vocabulary and grammar in the English language it is one of the best learning
techniques that could apply the students in different educational institutions of Ecuador.

105
Final Essay
Phonology II has contributed in the improvement of my English skills and my
knowledge about word formation and the different types of morphological studies.
During this semester I learned to define main concepts of morphology from a
linguistic point of view.
I learned it through the daily practicing in classes as in the house. This
practicing was possible by the used of some resources that the teacher gave me, for
example books about morphology. All these resources help me a lot. Now I am
able to distinguish parts of words according to its formation based on the learning
experience.
Furthermore, during the current semester I learned to summarize about lexical
derivation taking into account Word etymology and make pedagogical decisions
on how to teach morphological structures from a communicative point of view. I
am able to do it, because during the learning process I applied some educational
strategies that helped me such as discussions, Mind Maps, Lectures, Simulations,
workshops.
Thanks to all these aspects I think the Phonology II will always be important to
improve the English language of people in a developing country like ours, which
every day is growing rapidly and efficiently.

106
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 3rd
to 9th
semester)
The final essay explains
how the learning
outcomes of the current
syllabus respond to the
Program´s exit profile in
a very clear and complete
way.
how the learning outcomes
of the current syllabus
responds to the Program´s
exit profile in a very good
way.
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
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