renjifo pintado monica mishelle portfolio - phonology ii

1

Universidad Técnica de Ambato

Facultad de Ciencias Humanas y de la Educación

Carrera de Idiomas

Modalidad Presencial

Portfolio

“Phonology II”

Fourth Semester “A”

Student´s name: Monica Mishelle Renjifo Pintado

Professor´s name: Lic. Mg. Ruth Infante

Ambato – Ecuador

October 2015 – March 2016

2

INDEX

MISIÓN ............................................................................................................................ 3

VISIÓN ............................................................................................................................. 3

PERFIL DEL EGRESADO .............................................................................................. 4

CURRICULUM ............................................................................................................... 5

SYLLABUS ..................................................................................................................... 7

PROGRAMA ANALÍTICO ........................................................................................... 17

STATEMENT OF PERSONAL LEARNING GOALS ................................................. 24

ELEMENT 1 .................................................................................................................. 25

ELEMENT 2 .................................................................................................................. 28

ELEMENT 3 .................................................................................................................. 31

ELEMENT 4 .................................................................................................................. 62

ELEMENT 5 .................................................................................................................. 66

FINAL REFLECTION ................................................................................................... 68

FINAL PORTFOLIO RUBRIC ..................................................................................... 69

3

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN

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

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

UNIVERSIDAD TÉCNICA DE AMBATO


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 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.

5

CURRICULUM

PERSONAL DATA

Full Name: Mónica Mishelle Renjifo Pitado

Address: Av. Chasquis y Rio Salado

Phone: 0969002773

Birth date: 29/09/1994

Age: 21 years old

Nationality: Ecuadorian

E-mail: [email protected]

EDUCATION

School: “Luis Andino Gallegos” – Province Cotopaxi in 2006

Hight School: “Colegio de Bachillerato La Mana” – Province Cotopaxi in 2012

ACHIEVEMENTS

Graduated at “Colegio de Bachillerato La Mana” as a bachelor with average of 9.

I was part of the standard bearers.

Got certificates educational competitions

OBJECTIVE

Full-time position of English Teachers

Full – time position of flight attendant

6

COURSE OVERVIEW

PHONOLOGY II

COMPETENCE TO BE DEVELOPED IN THIS MODULE:

1. Element1: Identify basic concepts of L2 related to morphophonemic subject.

2. Element2: Compare different patterns of word formation and their pronunciation.

3. Element3: Analyze the lexical derivation, mainly the origin of words.

4. Element4: Investigate the language by applying morphological structures.

5. Element5: Provide their own examples about possible morphological problems

presented in English Classes.

LEARNING OUTCOMES:

1. Learning Outcome: Define main concepts of morphology from a linguistic point of

view.

2. Learning Outcome: Distinguish parts of words according to its formation based on the

learning experience.

3. Learning Outcome: Summarize about lexical derivation taking into account Word

etymology.

4. Learning Outcome: Make pedagogical decisions on how to teach morphological

structures from a communicative point of view.

5. Learning Outcome: Evaluate the morphological problems in EFL classrooms from a

linguistic point of view.

LEVEL TO BE ACHIEVED.

Finally, students will predict examples about possible morphological problems presented

in L2.

7



CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SYLLABUS

PHONOLOGY II

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

8

I. SYLLABUS GENERAL INFORMATION Subject: Phonology II

Program: Carrera de Idiomas

Code: FCHE/I/MP/P/021290406

Prerequisites:

Study Modality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular Organization Unit: Profesional

Credits: 3

Level: Fourth Semester

Corequisites:

Subject Code

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

Hours per Week

Class Hours:

3

Theoretical:

2 Practical: 1

Tutoring Student

Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48

Independent hours for the semester: 72

Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Infante Paredes Ruth Elizabeth

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

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

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

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

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

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Professional experience: 12 years

Teaching experience: 12 years

Program Academic area: Competencia Pedagógica y Psicosociolinguistica

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

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

9h00 to 12h00

Professor's schedule (Academic tutoring): 0

Phone numbers: 0995721088

E-mail: [email protected]

9

III. COURSE DESCRIPTION AND OBJECTIVES

Purpose

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

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

and evalauating the English Teaching and Learning process.

Course Description: (Abstract)

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

use them when learning and teaching English.

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

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

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

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

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

examples about possible morphological problems presented in L2.

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

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

cognitive strategies which may help students develop an independent learning.

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

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

according to each topic.

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

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

the different uses of the lexis.

Course General Objective:

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

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

Course Specific Objectives :

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

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

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

4. Investigate the language by applying morphological structures.

5. Provide their own examples about possible morphological problems presented

in L2

10

IV. COURSE STUDY PROGRAM

Curricular Units

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

Thematic Units

Class Hours Tutoring

Hours

Independent hours including

research and community

service

Assessment tools

Theoretical Practical

1.1 What is Morphology? 1 1 1 Diagnostic Observation

1.2 The scope of morphology 1 1 2 Workshops

1.3 Morpholigical system 1 1 4 Questionnaires

1.4 Words, sentences and dictionaries 1 1 5 Mind maps

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

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

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

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

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

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

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

Thematic Units

Class Hours

Hours of

Tutoríng

Independent study including

research and relationship

with the society

Mechanisms and assessment

tools

Theoretical

Practical

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

2.2 -Inflections and word formation: 1 1 3 Workshops

2.3 Lexical derivation 1 1 3 Questionnaires

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

2.5 A Word and its relative derivation 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

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

11




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

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

3.1Compounds 1 1 5 Diagnostic Observation

3.2 Morphemes and Allomorphs 1 1 5 Workshops

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

3.4 A Word and its structure 1 1 3 Mind maps

SUBTOTAL HOURS

5 5 18 TOTAL HOURS 28

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




U.4 Investigate the language by applying morphological structures.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS

12


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

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



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

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation

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

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

Mind maps

SUBTOTAL HOURS


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




13

V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative Evaluation


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

Task-based activities Portfolio

Quiz

Questionnaires

Oral presentations Projects


Techniques and

instruments:

Observation

Check list

Oral Presentations


Portfolio

Quiz


Projects Test


Techniques and

instruments:

Observation

Rubric

Oral Presentations


Portfolio

Quiz


Projects

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

Classes

Techniques and

instruments:

Observation

Check list

Oral Presentations Written Works

Task-based activities Portfolio

Quiz Questionnaires

Oral presentations Projects

Test

14

V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

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

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

NUMBER

OF

ISSUES

PRINTED:

Codigo Biblioteca:

Código Biblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Bauer, Laurie Linguistics Student's Handbook third Edinburgh

University Press

Edinburgh 352

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

morphology. This book is support for the main coursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

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

15

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

16

VII. SYLLABUS APPROVAL

Date prepared: September 21st, 2015

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

Lic. Mg. Ruth Infante

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

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

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

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

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

Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean

Approval

17



CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

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

18

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

19

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

20

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

text Diagnostic 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.

21

VI. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, P. 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, L. Linguistics Student's Handbook 3rd 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

22

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

23

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

Approva

24

STATEMENT OF PERSONAL LEARNING GOALS

Morphology is one of the most important subject that we have to learn. It studies the

internal structure of words and their immediate constituents. So, to be one of the best teachers

I have to improve my English every day and morphology will help me a lot to do that because

it’s a useful subject to make me understanding structure of words.

The main reason that I have to take this course is having a big notion of what are the

structure of words. My expectations for this module are: Identifying basic concepts of L2

related to morphology, comparing different patterns of word formation and their

pronunciation, analyzing the lexical derivation, investigating the language by applying

morphological structures and providing my own examples about possible morphological

process.

To achieve my expectations I will contribute with my best effort and I will applied all the

strategies, learn terminology and morphological process. Also, I think that this course will

contribute to teach me the correct use of words in context depending on the origin of word.

In conclusion, this module will be a great contribution in the process of language

acquisition in order to have a lot knowledge to become good teacher. The methodology that

will be applied in the development of the module and five elements will be useful to learn

about this important subject.

25

ELEMENT 1

Identify basic concepts of L2 related to

morphophonemic subject.

Learning Outcome: Define main concepts of

morphology from a linguistic point of view.

28

ELEMENT 2

Compare different patterns of word formation

and their pronunciation.

Learning Outcome: Distinguish parts of

words according to its formation based on the

learning experience.

31

ELEMENT 3

Analyze the lexical derivation, mainly the

origin of words.

Learning Outcome: Summarize about lexical

derivation taking into account Word

etymology.

32



CARRERA IDIOMAS

PHONOLOGY II

FOURTH SEMESTER

Students:

López Ana Belén

Mendoza Valeria

Rengifo Mónica

Sanipatín Mario

Professor:

Lic. Mg. Ruth Infante

Ambato - Ecuador

2015-2016

33

INDEX

Introduction ...................................................................................................................................... 35

EXERCISE 1. ................................................................................................................................... 37

TOPIC: COMPOUNDS VERSUS PHRASES. ............................................................................... 37

Task 1 ............................................................................................................................................... 37

Task 2 ............................................................................................................................................... 38

Task 3 ............................................................................................................................................... 38

Answer Sheet ................................................................................................................................... 39

EXERCISE 2 .................................................................................................................................... 40

TOPIC: COMPOUND VERBS ....................................................................................................... 40

Task 1 ............................................................................................................................................... 40

Task 2 ............................................................................................................................................... 41

Task 3 ............................................................................................................................................... 41

Answer sheet. ................................................................................................................................... 42

EXERCISE 3 .................................................................................................................................... 43

TOPIC: COMPOUND ADJECTIVES ............................................................................................. 43

Task 1 ............................................................................................................................................... 43

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

Task 3 ............................................................................................................................................... 44

Answer Sheet ................................................................................................................................... 45

EXERCISE 4 .................................................................................................................................... 46

TOPIC: COMPOUNDS NOUNS .................................................................................................... 46

Task 1 ............................................................................................................................................... 46

Task 2 ............................................................................................................................................... 46

Task 3 ............................................................................................................................................... 46

Answer Sheet ................................................................................................................................... 47

EXERCISE 5 .................................................................................................................................... 48

TOPIC: HEADED AND HEADLESS COMPOUNDS. .................................................................. 48

Task 1 ............................................................................................................................................... 48

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

Task 3 ............................................................................................................................................... 49

Answer Sheet ................................................................................................................................... 50

EXERCISE 6 .................................................................................................................................... 51

TOPIC: BLENDS AND ACRONYMS ........................................................................................... 51

Task 1 ............................................................................................................................................... 51

34

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

Task 3 ............................................................................................................................................... 52

Answer Sheet ................................................................................................................................... 53

EXERCISE 7. ................................................................................................................................... 54

TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS. .................................. 54

Task 1. .............................................................................................................................................. 54

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

Task 3. .............................................................................................................................................. 55

Answer Sheet ................................................................................................................................... 56

EXERCISES 8 ................................................................................................................................. 57

TOPIC: PHRASAL WORDS........................................................................................................... 57

Task 1. .............................................................................................................................................. 57

Task 2. .............................................................................................................................................. 57

Task 3 ............................................................................................................................................... 58

Answer Sheet ................................................................................................................................... 59

Conclusions ...................................................................................................................................... 60

Bibliography ..................................................................................................................................... 61

35

Introduction

Compounds as words formed by combining roots and the much smaller category of phrasal

words according to Andrew Carstairs will be performed in this work to be applied in different

exercises to students from 17 to 25 years old with the level B2. As a group we want to

develop 8 exercises and each of them has 3 tasks which ones will consist on the warm up,

the practice and the production respectively. These exercises will help students to recognize

different ways in which an English word may itself be composed of words.

Into the first exercise we are going to give a brief explanation about compound words and

compound phrases and then in task 1 through a search word puzzle would be useful to find

compound words and compound phrases, task 2 and 3 consist in writing sentences containing

compound words and phrases.

Into the second exercise we are going to explain about the four categories of compound verbs

then in task 1 through a reading students would find the 4 compound verbs categories and in

task 2 and 3 consist in writing statements containing the four categories.

Then, to clarify that compounds nouns and adjectives are very important to morphology, but

sometimes we have problems because of many confusions at the time to use them, we think

the best way to learn them is inferring what the meaning is. Both of the exercises three and

four have a big similarity because the techniques to achieve the objectives of learning.

Exercise three task 1, infers to give an idea and write definitions in their own words of

compounds adjectives. Task 2, match definitions to the compounds adjectives. Task 3,

consists in produce writing with a familiar topic and related to themselves and their

personalities.

Exercise fourth task 1, infers to give an idea and write definitions in their own words of

compound nouns. Task 2, choose the right alternative to make compound nouns. Task 3,

36

consists in a paragraph of four hundred words about the traffic in your city using the

compound nouns of the task two.

Exercise fifth, task 1 will consist of a brief definition of headed and headless compounds

with examples and students have to match the words according to a coherent meaning. Task

2 consists of completing sentences with the words that are into the box. And task 3 consists

of writing sentences with each word.

Exercise six, task 1 consists of a brief explanation of blends and acronyms with two examples

and it has a matching exercise. Task 2 consists of recognizing the acronyms of each

definition. And task 3 consists of writing examples acronyms and write according each blend

formation.

Exercise 7, task 1students will organize words to recognize what are combining forms, task

2 match words to match the elements of combining forms and task 3 identify and write the

combining forms from a reading.

Finally, exercise 8, task 1 they will match phrasal word with their correct meaning, task 2

complete sentences with different phrasal words and task 3 create a history using some

phrasal words from a box.

37

COMPOUNDS VERSUS PHRASES.

- Compounds they have a name giving function meanwhile phrases they have merely

a descriptive function and generally they have the stress in the first part. Compounds

are words formed by roots but it is represented just in one word.

1. Blackbird: “a type of bird”

2. Whiteboard: “board for writing on”

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

words but not containing a verb in its structure and also they are stressed in the second

part of the phrase.

1. Black bird “a bird that is black”

2. White board: “a board that is white”.

EXERCISE 1.

TOPIC: COMPOUNDS VERSUS PHRASES.

Identify compounds and phrases by giving examples of both of them and evaluate the

students’ comprehension trough grammar practice and writing production.

Task 1

Word search puzzle Warmup. Find the following compound words and phrases in the

following word search puzzle.

-Blackbird -Green House -White Board -Black bird

-Firework -Crossword -Silkworm -Hair net

38

Task 2

Complete with the following given examples the blanks in the following sentences.

-Blackbird -Green House -Whiteboard -Crossword -Hairnet

1. David has a beautiful ….. ….. In California where he and his family live.

2. Ecuador has a variety of animals such as the ……… and the red parrot.

3. Mary is trying to solve a very complicated.........

4. They are writing the class on the ……….

5. She is wearing a ……. at work.

Task 3

Write four sentences using the following given words and write in bold type the words that

carry the stress in.

-Typewriter -yellow jacket -trapdoor -windmill

1. 2. 3. 4.

39

Answer Sheet

Exercise 1

Identify compounds and phrases by giving examples of both of them and evaluate the

students’ comprehension trough grammar practice and writing production.

Task 2

-Blackbird -Green House -Whiteboard -Crossword - Hairnet

1. David has a beautiful green house in California where he and his family live.

2. Ecuador has a variety of animals such as the blackbird and the red parrot.

3. Mary is trying to solve a very complicated crossword

4. They are writing the class on the whiteboard

5. She is wearing a hairnet at work.

Task 3

-Typewriter -yellow jacket -trapdoor -windmill

1. John uses his old typewriter to write poems or romantic novels.

2. Ana wears her yellow jacket for going out at night.

3. The Cullen family have a trapdoor for killing rats.

4. I can see the windmill of the town from my window.

40

EXERCISE 2

TOPIC: COMPOUND VERBS

- We have four classes of compound verbs and they are:

Verb-verb “stir- fry” (VV): Where we have the first verb as the light verb or the heavy

verb and it is usually used to show a process or a sequence.

Noun-verb “heat-bath” (NV): Where the noun is converted into a verbal structure.

Adjective-verb “dry-clean” (AV): Where the adjective is converted into a verbal structure.

Preposition-verb “overcook” (PV): Where the verb is preceded by a preposition that

affects the meaning of the verb or action or creates a transitive verb. (Under- over- out).

Task 1

Into the following reading you would find in bold type the four categories of compound

verbs.

Knead- fry (VV) overcook (PV) heat- bath (NV) cool- rest (AV)

Preparing donuts it is very easy. First you have to get all the ingredients: floor, milk,

yeast, salt, and sugar, chocolate. Second you have to knead- fry the formed dough and don’t

leave it overcook. Then you have to get the chocolate melted by a process of heat- bath

with vapor. Finally you let the donuts in a cool- rest time and then you serve them.

41

Task 2

Complete the blank with the following sentences with the given compound verbs.

(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean

1. Preparing bread you have to do a process of …. …. to get the bread done.

2. When you wash your car at the car wash it pass by a …. …. process.

3. Judging is a bad habit because sometimes you can ………… the people or despise them.

4. The Santos family uses ......... to paint her house this summer.

Task 3

Write four sentences using the given examples of compound verbs classes.

(VV): Freeze-conserve

1

(NV): soft clean

2

(AV): safe drive

3

(PV): underscore

4

42

Answer sheet.

Exercise 2

Task 2

(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean

1. Preparing bread you have to do a process of knead-bake to get the bread done.

2. When you wash your car at the car wash it pass by a steam-clean process.

3. Judging is a bad habit because sometimes you can overestimate the people or despise

them.

4. The Santos family uses whitewash to paint her house this summer.

Task 3

(VV): freeze-conserve

1 Preserving food in good taste it is easy to do it you just have to get food pass by a

process of freeze-conserve it

(NV): soft clean

2 The babies’ clothes need to be soft clean enough.

(AV): safe drive

3 Having your security belt with you is a good idea for a safe drive time.

(PV): underline

4 There are some phrases you need to underline for having a better comprehension of your

reading.

43

EXERCISE 3

TOPIC: COMPOUND ADJECTIVES

Task 1

Infer.

Try to infer and write what is the meaning of these compound adjectives in your own words

self-centered, self-confident, self-conscious, and self-critical. Compare your meanings with

your partner.

Task 2

Match the definitions to the compound adjectives.

Badly-behaved strong-minded big-headed level-headed

Thick-skinned well-behaved open-minded narrow-minded

Cold-hearted warm-hearted two-faced short-tempered

a) Robert always gets what he wants. He is ______________,

b) You shouldn’t trust him. He is ____________. He smiles at your face but he keeps

talking behind you.

c) The characters in that play were horrible. They were ____________.

d) My mom gets angry very easily. He is ____________.

e) Alex does a lot of work for charity (helping others). She is _____________.

f) Homer is very calm. He can overcome most difficulties easily. He is ___________.

g) The new manager never accepts other people’s ideas. He is _________________.

44

Task 3

Write a paragraph and describe each of your classmates using these compound adjectives

self-centered, self-confident, self-conscious, and self-critical.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

45

Answer Sheet

Task 2

Match the definitions to the compound adjectives.

Badly-behaved strong-minded big-headed level-headed

Thick-skinned well-behaved open-minded narrow-minded

Cold-hearted warm-hearted two-faced short-tempered

a) Robert always gets what he wants. He is STRONG-MINDED,

b) You shouldn’t trust him. He is TWO-FACED. He smiles at your face but he

keeps talking behind you.

c) The characters in that play were horrible. They were COLD-HEARTED.

d) My mom gets angry very easily. He is SHORT-TEMPERED.

e) Alex does a lot of work for charity (helping others). She is WARM-HEARTED.

f) Homer is very calm. He can overcome most difficulties easily. He is LEVEL-

HEADED.

g) The new manager never accepts other people’s ideas. He is NARROW-MINDED.

46

EXERCISE 4

TOPIC: COMPOUNDS NOUNS

Task 1

Try to infer and write what is the meaning of compound nouns in your own words.

Compare your meanings with your partner.

Task 2

Choose the right alternative to make compound nouns:

1. SUBWAY 5. PARKING

2. POLICE 6. BUS

3. BIKE 7. TAXI

4. TRAFFIC 8. NEWS

a) Station e) stand

b) Stand f) stop

c) Space g) jam

d) Lane h) line

Task 3

Write a paragraph of four hundred words about the traffic in your city using the compound

nouns of the task two.

47

Answer Sheet

Task 2

Choose the right alternative to make compound nouns:

1. SUBWAY LINE 5. PARKING SPACE

2. POLICE STATION 6. BUS STOP

3. BIKE LANE 7. TAXI STAND

4. TRAFFIC JAM 8. NEWS STAND

a) Station e) stand

b) Stand f) stop

c) Space g) jam

d) Lane h) line

48

EXERCISE 5

TOPIC: HEADED AND HEADLESS COMPOUNDS.

You can infer the meaning because the meaning is specified by any of the words that

compose only one word.

= kind of bird

You can’t infer the meaning because the meaning is not specified by any of the words.

= is not a kind of tooth, it is a prehistoric tiger

Task 1

Matching the words according to a coherent meaning. Then rewrite the two words that give

one meaning.

1_______________________ 2______________________

3 ____________________________

BLACK BIRD

SABRE TOOTH

dog

house

still

life black

board

49

Task 2

Place the compounds into the correct sentence below. Not all these are going to use.

1

2

3

4

Task 3

Write one sentence for each of the following words.

Blackbird ________________________________________________________

Smalltalk ________________________________________________________

Doghouse ________________________________________________________

High school ______________________________________________________

Tray table ________________________________________________________

Everyone should buy a __________ for their pets.

The __________ was a kind of tiger in the prehistoric.

Flatfoot doghouse maple leaves blackboard four eyes sabre tooths

still life blackbird sabre tooth maple leaf highbrow

A ___________ image reproduced in oil paint.

The teacher Carla wrote good examples about compounds on the __________.

50

Answer Sheet

Task 1

1. Black board

2. Still life

3. Dog house

Task 2

1. Everyone should buy a dog house for their pets.

2. The sabre tooth was a kind of tiger in the prehistoric.

3. A still-life image reproduced in oil paint.

4. The teacher Carla wrote good examples about compounds on the blackboard.

Task 3

Blackbird is a bird having shiny black or mostly black coloring, as the red-winged

blackbird.

We engage in some small talk.

Marco’s dog has a big doghouse.

When I was 12 years old I studied at the high school “Luis Andino”

Dario eat his lunch on the tray table.

51

EXERCISE 6

TOPIC: BLENDS AND ACRONYMS

Blend words

Acronyms.

AIDS (from acquired immune deficiency syndrome)

Task 1

Match the following words with their origin.

Task 2

From the following list write the acronym of each definition.

Compact Disc read-only memory _______ Liquid Crystal Display _________

Joint Photographic Experts Group _______ Short Message Systems ________

down low ______ laughing out loud_____________

girl friend_________ random access memory_________

smoke fog

SMOG

Frequently Asked Question Motel

Motor and hotel Movies

FAQ Movies and Pictures

52

Task 3

Write some example of acronyms and answer the spaces.

Acronyms

__________________________________________________________________

__________________________________________________________________

Blends (Fornication - Breakfast – cybernetic - lunch – organism – California –

marathon – talk)

Californication is a blend of ________________________

Brunch is a blend of ______________________________

Cyborg is a blend of _______________________________

Talkathon is a blend of _____________________________

53

Answer Sheet

Task 1

Task 2

Compact Disc read-only memory CD-ROOM Liquid Crystal Display LCD

Joint Photographic Experts Group JPEG Short Message Systems SMS

down low DL laughing out loud LOL

girl friend GF random access memory RAM

Task 3

Californication is a blend of California and Fornication

Brunch is a blend of breakfast and lunch

Cyborg is a blend of cybernetic and organism

Talkathon is a blend of talk and marathon

Motor and hotel Motel

Movies

FAQ Frequently Asked Question

Movies and Pictures

54

EXERCISE 7.

TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS.

Task 1.

Order these words to find the correct one.

margoidram ________________________

sortertcep _________________________

logyocios _________________________

pothroangylo _________________________

phomorgylo _________________________

Task 2.

Match these words correctly with the word formation of each of them.

Slowness Drink

Glorify Delivery

Delivery Slow

Drinkable Glory

Powerful Power

55

Task 3.

Read this reading, underline the phrasal words and then write them above

I really admire my Uncle Bob, I’ve always looked up to him as someone I can go for advice.

What is nice that now and then he comes to me. My Uncle Bob is looking for a new flat. He

spent the weekend looking through the newspapers trying to find something in his price

range. He decided he needed some advice so he looked up my phone number in his address

book and gave me a ring. The next day we spent the afternoon looking at some possibilities

on the outskirts of San Sebastian, in a suburb called Renteria. He was looking for a bargain

but I told him to look out for flats which needed a lot of work. doing. In every flat we looked

over the electrics and the plumbing. All the flats we saw were quite pricey so we looked into

the possibility of getting a mortgage from the bank. In the end we managed to find the perfect

flat and Uncle Bob is really looking forward to moving in. It was pricey but I think Uncle

Bob´ll look after it well.

_______________________________________________________________________________

_______________________________________________________________________________

______________________________________________________________________

56

Answer Sheet

Task 1.

Cardiogram

Retrospect

Sociology

Anthropology

Morphology

Task 2.

Slowness Drink

Glorify Delivery

Delivery Slow

Drinkable Glory

Powerful Power

Task 3.

Looked up to

Looking for

Looking through

Look out for

Looked up

Looking at

Looked over

Looking forward to

Looked into

Look after

57

EXERCISES 8

TOPIC: PHRASAL WORDS.

Task 1.

Match these words with their correct meaning.

Come back To investigate

To get To return

Look for To obtain

Task 2.

Complete these sentences using a word from list A and a word from List B.

A: along – away – back – forward – out – up B: at – of – to - with

1. You are walking too fast. I cannot keep ____________________ you

2. My vacation is almost over. next week I will be ________________work

3. we have nearly run _________________ money. we hardly have any left

4. martin is not very happy in his job because he does not get ____________ his

boss

5. I love to look_______________ the stars in the sky at night.

58

Task 3

Write a short history with these words.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

___________________________________

People in the Street Brother in law Book on the shelf

59

Answer Sheet

Task 1.

Come back To investigate

To get To return

Look for To obtain

Task 2

1. You are walking too fast. I cannot keep up with you

2. My vacation is almost over. Next week I will be back to work

3. We have nearly run away from money. We hardly have any left

4. Martin is not very happy in his job because he does not get along with his boss

5. I love to look out at the stars in the sky at night.

60

Conclusions

- Students would be able to recognize how to form compound words and phrases

and to use the four categories of compound verbs in context.

- Students are going to build simple definitions and recognize in their own words

the compound adjectives and nouns.

- Students will learn how we can obtain other words through blends words and

recognize acronyms.

- Student who will perform those activities will be able to identify and determine

the difference between phrasal words and compounds combining forms.

61

Bibliography

Userpage.fu-berlin.de,. (2015). Retrieved 17 December 2015, from

http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf

Profile, V. (2008). bradshaw of the future: the grammar of the Maple Leafs .

Bradshawofthefuture.blogspot.com. Retrieved 17 December 2015, from

http://bradshawofthefuture.blogspot.com/2008/10/grammar-of-maple-leafs.html

Es.slideshare.net,. (2012). Compounding. Retrieved 17 December 2015, from

http://es.slideshare.net/Velnar/compounding-15019809

Uni-kassel.de,. (2015). Retrieved 17 December 2015, from https://www.uni-

kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanistik/Dateie

n/Linguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pdf

Wikipedia,. (2015). Compound verb. Retrieved 17 December 2015, from

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

http://bradshawofthefuture.blogspot.com/2008/10/grammar-of-maple-leafs.html

http://es.slideshare.net/Velnar/compounding-15019809

https://www.uni-kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanistik/Dateien/Linguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pdf



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

62

ELEMENT 4

Investigate the language by applying

morphological structures.

Learning Outcome: Make pedagogical

decisions on how to teach morphological

structures from a communicative point of

view.

66

ELEMENT 5

Provide their own examples about possible

morphological problems presented in

English Classes.

Learning Outcome: Evaluate the

morphological problems in EFL classrooms

from a linguistic point of view.

67

Universidad Técnica de Ambato

Facultad de Ciencias Humanas y de la Educación

Carrera Idiomas

Name: Monica Renjifo

Date: February 11th, 2016

Phonology II

Importance of morphology in the learning of the English language.

Morphology studies the internal structure of words and their immediate constituents. It

is one of the areas that tend to be ignored by giving higher priority to other aspects such

as vocabulary or grammar. However, morphology plays an important role it enhances the

process of learning English because of many reasons.

A morphological analysis helps students to infer the meaning of some words that are

predictable words that are not necessary to check in a dictionary. The importance of using

affixes and suffixes helps students to have a notion of meaning in some words. For

example if we know that adding dis – form negative meaning of words like disrespectful.

Also, morphology is useful to familiarize with lexical derivations, morphemes, word

formation among other in order to learn how words are formed with different inflections

that they have. Another important quality of morphology is that it helps us have a big

notion in the relation that English has with other languages. For example when we refer

about the roots of other language like Latin or French in comparison with English.

To sum up, morphology is a great support in teaching - learning of language English

because it provides useful strategies for us as students and future teachers to better

understand the construction of words, the rules of formation, structures of them, meaning,

and to get better language acquisition.

68

FINAL REFLECTION

Morphology studies the internal structure of words and their immediate constituents. It

is one of the areas that tend to be ignored by giving higher priority to other aspects such

as vocabulary or grammar. However, morphology plays an important role it enhances the

process of learning English because of many reasons.

A morphological analysis helps students to infer the meaning of some words that are

predictable words that are not necessary to check in a dictionary. The importance of using

affixes and suffixes helps students to have a notion of meaning in some words. For

example if we know that adding dis – form negative meaning of words like disrespectful.

Also, morphology is useful to familiarize with lexical derivations, morphemes, word

formation among other in order to learn how words are formed with different inflections

that they have. Another important quality of morphology is that it helps us have a big

notion in the relation that English has with other languages. For example when we refer

about the roots of other language like Latin or French in comparison with English.

To sum up, morphology is a great support in teaching - learning of language English

because it provides useful strategies for us as students and future teachers to better

understand the construction of words, the rules of formation, structures of them, meaning,

and to get better language acquisition.

69

FINAL PORTFOLIO RUBRIC

Student´s name: Monica Mishelle Renjifo Pintado Syllabus: Phonology II

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.

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.