UNIVERSIDAD NACIONAL DE EDUCACIÓN
Enrique Guzmán y Valle
Alma Mater del Magisterio Nacional
Facultad de Ciencias Sociales y Humanidades
Escuela Profesional de Lenguas Extranjeras
Teaching English morphology in an EFL context
Examen de Suficiencia Profesional Res. N°0269-2019-D-FCSYH
MONOGRAFÍA
PRESENTADA POR:
Verónica Esther Rojas Benites
para
optar
al
Título
Profesional
de
Licenciado
en
Educación
Especialidad:
A.P. Inglés
- A.S.
Francés
Dedication
MONOGRAFIA
Teaching English morphology in an EFL context
Designación de Jurado Resolución N°0269-2019-D-FCSYH
___________________________________ Dr. Rogil SANCHEZ QUINTANA
Presidente
___________________________________ Dra .Betty Marlene LAVADO ROJAS
Secretario
___________________________________ Dra. Edith Consuelo ZARATE ALIAGA
Vocal
Table of contents
Dedication ... 2
Introduction ... 6
Chapter I: Word structure ... 8
1.1. Basic morphological conceptualization ... 8
1.1.1. What is morphology? ... 8
1.1.2. Morphology and lexicon ... 9
1.1.3. Morphological productivity ... 10
1.1.4. Morphology and lexical semantics ... 10
1.1.5. The morphology of regular full verbs ... 11
1.2. Morpheme ... 12
1.2.1. The nature of morpheme ... 13
1.3. Types of morphemes ... 14
1.3.1. Root ... 14
1.3.2. Affixes ... 15
Chapter II: Morphological process ... 16
2.1.1. Inflection 2.1.2. Derivation ... 20
2.1.4. Incorporation 2.1.5. Clitics Chapter III: Didactic application 3.1. How to teach English Morphology 2.1. What is a morphological process? ... 16
2.1.3. Compounding ... 22
... 23
... 24
... 26 ... 26
3.1.2. Learning English through the study of the structure of the Word ... 27
3.1.3. Morphological level in the English language ... 27
3.1.4. Morphology in the learning of English vocabulary ... 29
3.2. What teacher should know about morphology teaching ? ... 29
3.3. Activities for teaching morphology ... 31
3.4. Lesson Plan ... 34
Critical appraisal and suggestion 3.1.1. Learning English through the word relationship ... 26
... 37
Conclusions ... 38
References ... 39
Introduction
Morphology is the study of the word structure and how they form to create new words by adding suffixes, affixes and prefixes combining with the base forms. This monograph has been divided into three chapters.
Chapter I is about word structure where we familiarize with the basic concepts of morphology by asking what morphology is. We learn there about morphology and lexicon. the concept of lexicon is about our knowledge of something and how the people can improve their mental dictionary when they read book also we learn about is the concept of morphology productivity and we discover that there are morpheme productive and
unproductive.
After we learn about what morphology and lexical semantic are? then we learn about the morphology of regular full verbs and their grammar structure and the rules of pronunciation of the grammar structure also we learn about morpheme the nature of morpheme , type of morpheme after we learn about the definition of root and affixes. Chapter II comprises morphological process. This chapter gives a description of the most common morphological process referring to inflection, derivation, compounding,
incorporation and clitics as well as their meanings.
Chapter III intends to give a basic pedagogical information about morphology teaching and how the students learn morphology better. We present interesting and
motivating activities for a pedagogical application of the topic so that the students may like to face and learn morphology because morphology is really important to know for
It said that we should teach the student with dynamic material according the social context after we learn about morphological level in the English language.
It said that the English morphology is not easy to the student only speak Spanish after we learn about the morphology in the learning of English vocabulary and how the student can learn English vocabulary by the dictionary then what teacher should know about
morphology teaching and after activities for teaching morphology.
Chapter I
Word structure
1.1. Basic morphological conceptualization 1.1.1. What is morphology?
Morphology is the study of the words as the formation of the words , the structure of the words ( morpheme ,free morpheme ,bound morpheme) ,the intonation and stress in the sequence of words and how the sound of the words can change the meaning of the words .For example: run –runs .run is a free morpheme and runs is a bound morpheme when we add s. we can see the difference between run and runs.
According to Aronoff (1976) the morphology is the element of the grammar of the
words who study the structure of the complex words in a language. this means that Aronoff
and Zwicky(1994) comment that the lexical semantic and morphology has not been much
interest in their study In fact, a morpheme is as saussurrean sign and it has relation with the
form and meaning of the words .On the other side, morphology has two part . there are the
semantic and structural side in the formation of the words. Morphology has been analyzed
as the manner of a word is constructed and derivation in the semantic side in the process of
complicated symbols.This means that Aronoff' (1976) said that morphology always focus
out that the absence of the the words, affixes and the learning of the words are found in the
lack of comprehend the lexical semantic. This means that Hale and Keyser (1986) argued
that the component of the verbs in the lexicon are differentiate between the lexical
semantic and lexical syntactic.
1.1.2. Morphology and lexicon
Lexicon study about our mental dictionary of knowledge of a word, meaning, the
pronunciation, part of speech and how a person can learn words and save and store
information about it. Also, it refers to how a person can relate a particular sound with the
origin of the words. For example: miau – cat -it’s a feline – the cat likes to catch mice.
Also our lexicon could grow if we learn new vocabulary and read more.
Aronoff (1976) commented that the morphology is the piece of the grammar and
structure of the complicated words in a language. This means that, the morphology of a
language studies the grammar of any language and structure of the complex words and
how the words form. For example: baseball. These words form of two morpheme base and
ball to create the word baseball. Jensen and Stong-Jensen (1984) argue that morphology
construct news words and that found “in the lexicon”. This means that morphology creates
new words with different meaning .When we add suffix and affix some words can lexicon
study these words. For example: secure – insecure – friend- friendly.
Bloomfield et.al (1933) commented that morphology and lexicon depend to
produce new words to other words. We can add up that morphology can form new
vocabulary from the base word of lexicon. For example: happy –unhappy.
Languages always avoid to use the synonyms and to avoid these synonyms it uses
“the blocking”. Aronoff (1976) pointed out that some words are block to other complex
block word most appropriate which exist in the vocabulary from the speaker to avoid
synonyms. For example: child is blocking by children.
1.1.3. Morphological productivity
Some argue that morphological productivity are morphemes that can form new words.In
fact, some morphemes are productive or unproductive. According to morphology
productivity , affixes production determine new words and there are the prefixes de , re ,
pre , non ,un ,ize , ise , ate , noun: er , or , ing , ness , ation, ism ,ist , ry , ics , able ,ic ,ish ,
ed , less , ly .for example : friendly , learned , playing and equally.
Some affixes are unproductive because it is not used all the time and there are the
affixes: th, hood, ship, en, ful, some, en, ous. For example: truth, sisterhood, careful,
courageous, scholarship and brotherhood.
Clahsen et al. (1992) argue that “the affix that is normally used when no additional
morphological conditions on the base adjective hold. Linguists have found that one of the
members of any similar set of rival affixes or operations will usually be the default,
qualitatively unrestricted”. the qualitative less productive are found more productive in the
affixes.
Baayen (1992) commented that the productivity is connect with the new words are
create in a language.
1.1.4. Morphology and lexical semantics
Aronoff and Zwicky (1994) pointed out that “morphology has two side .there are the
semantic and structural side. it called “morphological realization”. morphology study the
formation of the words and derivation that the complicated sign in the words. This means
that Aronoff' (1976) commented that morphology focus on the complicated names of the
Carstairs-McCarthy (1992) argued that absence of attention in the lexical semantic
and morphology are cause by the hypothesis of lexical semantic
The English verb has two forms, irregular and regular. In fact, the irregular verb in past tense or past participle never adds “-ed” to the end of the word. For example: do; did, done; eat, ate, eaten; give, gave and given.
Therefore, the regular verb in past tense and past participle always add “ed” to the end of the words. For example: listened, played, studied, talked, listened, painted and played.
In fact, the correct pronunciation of regular verb are (id), (d), and (t).
Moreover, we can pronounce (id) in the past tense if it ends in (d) and (t). For
example: started, need, visited and graduated, wanted, dedicated and added.
Nevertheless, if it ends in voiced sound or a vowel, we can pronounce (d) For example; moved, returned, traveled and studied.
If the regular verb ends in voiceless sound less (t), we pronounce (t). For example:
worked, dropped, finished ,watched, stopped, cooked, missed, lived, arrived and talked.
In the simple present when the regular and irregular verb is in 3rdperson, we can add the s. For example: try –tries, work–works and watch –watches.
The correct pronunciations of the simple present are (IZ), (Z), and (S). When the verbs end in voiced or voiceless sibilants(s), (z), (t , (dʒ), (), (ʒ). we pronounce (IZ). For example: misses, chooses, fixes, washes and freezes. Nevertheless, the verbs end in voiced
sound end, sibilants and vowels, we can pronounce (z).For example: dances, tries, needs,
study and turns. In fact, the verbs end in voiceless sounds .we pronounces (s). For
example: sleeps, books and laughs.
1.2. Morpheme
Bloomfield (1933) stated that “a morpheme is generally defined as the minimal meaningful element”. (p.5). We can add up that it is a minimal meaningful element because the words can be divided a small segment.
For example: Player –play-er, Un-kind –ness, and friend-ly.
Lyons (1968) argued“that a morpheme may be defined as the minimal unit of grammatical analysis”(p.14). This means that they divided the root of a word into a small segment.
For example: Boyish, boy-ish, Traveler, travel-er
and friendship, friend-ship.
According to Lyons and Matthews (1968) “a morph can be defined as a segment of word-form which represents a particular morpheme”. (p.15). This means that the words are divided into morphemes.
For example: buses, bus-es, illegal, il-legal and books, book -s.
For example: table, girl, boy, cat, bird, system and act.
Finally, bound morphemes are words needed to be with another morpheme because it can stand alone. For example: dishonest, plays, replay and prehistory.
1.2.1. The nature of morpheme
Morphology studies the words and how they form to create new words. For example: gentleman, friendly, lucky, unhappy and cheaper.
Nevertheless, syllables divided the sound of the words in segments. For example : player (p , l e, y ,e, r)zoo (z,u) , five (f,a,i,v), and say (s,e,i).
Matthews (1974) argued that at first, it might seem reasonable to assume that the relationship between morphemes and strings of phonemes, which are identified as morphs, is one of composition. (p.35).This means that morphs are connected to morpheme and allomorphs are the form of the sound of the words. For example: match – match-es (iz) two morphs and one allomorph.
There are words that have the same pronunciation and different meaning. It is called homophone. For example: be –bee, hour –our, buy –bye, die – dye and too-two.
One morpheme is represented by different sounds. The words have different sound and it never change the meaning of the words (s), (iz) , (z) . For example: speak has three morpheme (third person, present tense, singular number).
There are part of the sound of the words and lexemes to form words. Also, the morpheme and lexeme are found in the lexicon.
Morph and word-form are found in the speech or writing of a word and different morphemes are represented by the morph. Regular verbs have two grammatical tenses (past tense and past participle.
– have /- has danced.
1.3. Types of morphemes
There are root, affixes, stems and bases
1.3.1. Root
Roots are independent word and these don’t need of affixes.
For example: money, flowers, talk, open, pencil, cellphone, animals and table and these call free morpheme.
In some cases some words need a partner because it can stand alone and it is called bound morpheme. For example: dances (s), replay (re), friendly(ly) and player (er).
Aronoff (1976) pointed out that the reason for treating those recurring portions of words that appear to lack a clear, constant meaning as morphs representing some
morpheme is that they behave in a phonologically consistent way in the language which is different from the behavior of morphologically unrelated but phonologically similar sequences. (p.43). In other words, a morph has to do with the phonetic words of the morphemes and the sequence of sounds. For example: houses (s) we pronounce (iz).
1.3.2 Affixes
Affixes is a letter which add a prefix or suffix to change the meaning of the word also the affixes have a meaning abstract. For example: happily, unkind, dishonest, impolite and friendship.
An affixes can change a noun in adjective and adjective in adverb. For example: fiction-fictional, logical, - logically.
A prefix is an affix where we can add a root in the beginning of the words. For example: extracurricular, antisocial, incorrect, incomplete and dislike.
Chapter II
Morphological process
2.1. What is a morphological process?
It is a procedure of word formation that consists of joining two or more lexical bases, carriers of the lexical meaning, to form a new lexical unit.
For example: Verb + noun: dishwasher Noun + adjective: cemetery
Noun + noun: cauliflower, cobweb Adjective + adjective: bittersweet
It is also a morphological process of word formation from a lexical base to which prefixes or suffixes are attached. The goal of word formation is to expand the lexical repertoire by morphological procedures. Such procedures allow satisfying the need to designate an objective or subjectively new reality by updating or modifying a pre-existing signifier. The most common morphological processes are inflection, derivation,
compounding, etc.
2.1.1. Inflection
that from one word, we can form different tones of voice when we change the grammatical categories.
For example: talk, talks, talked, and talking.
Differentiating between Inflection and derivation
Greenberg (1966) pointed out that derivation and inflection are found together, the derivational element is more intimately connected with the root.”(p.26). In other words, derivation can create new words when we add an affix.
For example: write-writer, bake-bakery, dance -dancer work -worker, order-disorder, continue -discontinue.
In fact, some argued that inflected words never change totally the meaning of the word. For example: Play – player, sing – singer and run-runner.
Nevertheless, derivation change the meaning of the words to create new words. For example: leader-leadership, book –booklet, friend-friendship-friendly, kind –unkind.
Strang (1968) pointed out that “inflection involves relatively few variables in a close system” (p.22). It is to say that inflection preserves the grammatical function of the
words.For example: run-runs, speak-speaks, sing –sings, play –played, cook –cooked, use –using, do-doing and make-making.
of derivation are characterized by high commutability within the sentences. (P.27). We can add up that derivation can change the meaning of the words and form new words. In English language, we can change the gender of the word with the suffix ess in feminine -ess.
Example: actor – actress and waiter- waitress.
Derivational affix could change a noun in adjective with suffix -less, For example: care-careless, end-endless, home-homeless. Moreover, when we add the suffix let to refer something small. For example: pig-piglet, man-manlet,
Finally, when we add the suffix ship to something abstract. For example:
Scholar-scholarship, champion- championship.
Inflectional categories
Inflectional formation (number, tense, person, case, gender) are referred as inflectional categories.
Inflectional categories of nouns
Barlow (1960) pointed out that in a idiom differ the grammatical class that they convert .Most people think that number refers to quantify of a word to know when it is singular and plural, but in other countries it has three or more number properties.
Anderson (1982) argued that “evaluative properties such as diminutive and
augmentative constitute the inflectional categories of nouns in some languages”(p.12). We can add up a suffix when we want to reduce a word to express something small. It is also used to short names in some languages.
Doggy for dog, kitten for cat, tiny, Robert-Bob, Joseph-Joe.
When we add a prefix to large a word and express something too big. For example: supermarket, superpower and grandmaster.
Some Inflectional categories of verbs
Lyons et al. (1968) commented that inflection have four categories in the verbs. tense can show the difference of the infinite verbs. This means that infinitive verb uses the
temporary reference maybe the simple present, the verb in third person, regular verbs and irregular verbs in a subject or noun. For example: I speak, she speaks, she spoke, he talks and he talked.
Whitney (1889) argues “that polarity is a category of morphosyntactic properties distinguish affirmative sentences”. (p.13).We can add up polarity as a grammatical system to help to recognized affirmative and negative form in a sentence. For example: I liked soda, I didn’t like soda. We can add the expression of mood and polarity have a connection because it depend the feeling of the person to express affirmative and negative sentences.
Voice is a category of grammatical tense where it has a relationship between a verb and subject to form a sentence and there are active and passive voices. In active voice we focus in the action of subject. For example: Maria ate an ice cream. In passive voice, we focus on the object for example: the building was designed by the architects.
Fillmore (1968) explains that by ‘mood’ since he does not expand this category, but it does not see likely that the term has its traditional meaning of indicative sub-junctive, as these categories are surface structure verbal inflections .it seen more likely that “mood” is to be understood as being made up of two categories: modal verbs /and declarative
/interrogative /imperative. (p.154). this means that mood can combine modal with
, and ask a question. For example: would you like drink soda? , you have to study for your exam, if I won the lottery, I would travel to many countries, and I can draw very well.
As stated earlier, mood is the category of verb which it has three indicative moods to express something the speaker want to transmit to other person.
Some inflectional categories of adjectives
In fact ,Inflection of adjective have three degrees .there are the positive degree is the most simplest form to express the quality of the adjective to express the quality of the adjective without specific the extent .for example : Marcos is young . The comparative degree compares the de description of the adjective with other and adding the termination er. For example: Marcos is younger than Daniel. The superlative degree .we can add the
termination -est to express something highest or extreme. For example: Marcos is the youngest.
2.1.2. Derivation
Lyons (1977) defines as derivation is the morphological process that results in the formation of new lexemes (p.27). This means that when a word join with a affix form a new word and it is known as derivation because the words suffer a change also said it’s a compound when a lexeme and root join. Example: friend –friendly, power-Powerful, honest –dishonest and agree- disagree.
According to Jackendoff and Bybee (1975) said that “derivation is simply a static set of lexical relations” (pp.4-5).We can add up Anoroff (1976 ):
That inflection purely with grammatical morphemes. Care is needed with this kind
specified in a grammatical word(with the exception of the realization of the
lexeme)it may be circular. (p.24).
Lexical and syntactic
Chomsky (1970) said that in the lexicon, we can find the origin of the words where the
syntactic have not entry.
Derivation as lexical selection
Selkirk et. al (1982) stated that “reduce derivation to the selection of an affix from the
lexicon. This particular view of derivation is dependent upon the existence of
word-internal Hierarchical structure.”(para.2). we can add up that Lieber (1992) pointed out that
the derivation, compounding and regulars election by a single process: lexical selection.
.this means that Kiparsky (1982) argues that “Derivational affixes are not distinguished
from stems, but share the same classification, morpheme, defined as a classical linguistic
sign. That is, derivational morphemes have the same mutually implied phonological,
grammatical, and semantic representations as do lexemes.” Also Lieber said “the
grammatical representation contains the category and sub categorization of the affix, plus
any diacritics, such as its level order, the level at which an affix applies under lexical
phonology”. (para.4).
Jackendoff and Bybee (1975) said that “derivation is simply a static set of lexical relations.
Jackendoff argued that all derivates must be listed in the lexicon since they
Affixes as Head
Williams (1981) argued that the affixes “er” can be a noun and it not change the category
of it .Also Di Sciullo and Williams (1987) commented that “proposed that feature
inheritance relativizes the head; that is, features of categories present in the stem but not in
the affix determine the lexical categorization of the final derived word.” (para.4).
Head Operations
Hoeksema (1985) pointed out that derivation write always the rules of the context of the
words.
2.1.3. Compounding
Downing (1977) said that “the words in a compound retain a meaning similar to their
meaning as isolated words, but with certain restrictions, For example, a noun in a
compound will have a generic rather than a referential function”. (p. 1).we can add that
Adamset.al(1973) comment that “compound is a lexeme made up of two (or more)
lexemes. (p.38). this means that Roeper and Siegel (1978) said compound is the structure
have various limitations in the sytactic ‘first sister’ of the right-hand member. In some
languages, incorporation words resemble compounds: For example, both a verb and an
incorporated noun may exist as independent words. We can add Bybee (1985) said that in
some languages, incorporation words resemble compounds:
For example, both a verb and an incorporated noun may exist as independent
words. Where the two parts may be independently attested words, an incorporation
word may differ from a compound in certain ways which may distinguish
incorporation from compounding processes is that the incorporation of a word may
Brousseau (1988)states that one sense involves the position of the head: whether on
the right or the left. The other sense involves the direction of the relation between the parts
of the compound: the direction of modification in a noun-noun compound (e.g. in log cabin
modification is rightwards) or the direction of complementation in a verb-based compound
(e.g. in push-bike complementation is rightwards). Notice that the two senses of
directionality can be independent, because a compound can have internal modification or
complementation without having a head: killjoy has no head, but it does have a
predicator-complement order. This is an important descriptive issue; some accounts assume that a
modifier-modified or predicator-argument relation inside a compound is itself evidence
that part of the compound is a head. To the extent that there are any useful claims about
directionality of the head to be made, it is probably best to focus on the narrowest
definition of head (which involves a Semantic link between head and whole). (p.54).
2.1.4. Incorporation
Kroeber (1909) said the noun is a simple type of incorporation in the clause. this means
that Miner (1986) comment that the incorporation displaces the noun in the words is almost
always limited to objects and to subjects of inactive verbs. Prototypical stripped nouns are
indeterminate and inanimate, though animate nouns may be stripped in some languages.
The stripping of possessed nouns is rare. Thus, noun stripping is very much like
incorporation, particularly compounding incorporation. The sole difference is that in true
incorporation the noun and verb form a single word.
The elimination of the noun can change in incorporation. Referring to this Carlson
(1989):
Stated that however, it has been claimed that lexical suffixes originated as nominals
phonologically reduced, and eventually became bound forms. Once these shortened
forms took on a generic meaning, new, longer, freestanding forms with more
precise meaning were invented. From this viewpoint, lexical suffixes can be
regarded as incorporated nouns that have lost their status as free-standing nominals.
(p.74).
2.1.5. Clitics
Zwicky (1977) stated that a stress word is known as a simple clitic and it is find in the
modern romance language .
This also includes as Zwicky (1977) said simple clitics, special clitics and bound
words. A paradigm example of a simple clitic would be the English reduced pronouns… The form of these seems to be dictated largely by phrase phonology, and can thus be affected by speech rate, level of formality and such like… the English reduced
pronouns(p.376).Aoun (1985) posited that aclitic occupies a non-argument (A') position. The empty category is therefore A'-bound.
This identifies it as a variable. Also assumes (from his analysis of causative constructions in French amongst other reasons) that the clitic absorbs the verb's theta role. This means that the variable also functions as an anaphor, much like an NP trace. In addition, The clitic absorbs the Case which the verb assigns. Since the ec is a variable and variables are usually Case marked, this may appear to cause
problems.(Aoun,1985,p. 386).
The clitic absorbs Case. This means that the verb still assigns its theta role to the complement NP position. This differs from Aoun in his interpretation of the clitic position. For Jaeggli, this is neither an A position nor an A' position. This
variable (pace Aoun).Since it is not a-bound either it can't be an NP trace. The position is governed by the verb (otherwise no theta role could be assigned to it), so that the eccan't be pro.This means the ec must be pro. (Jaeggli 1982, p.386).
would be called 'special clitics'. These systems presented most of the phenomena which have been discussed in the general literature on clitics (plus a few other phenomena which, while no less important, tend to get ignored). This means that Zwicky's (1977) said that:
This view has often been assumed in the past, and is presumably the case with the alternation between full and reduced forms of the preposition and infinitive markers to: [tu - tJ]. However, this can't be the whole story. For instance, is gets reduced to [s] in …yet was never so reduced, even though both had and would are reduced to [d]. (p.390).
Kaisse (1985)commented In other words, “the reductions are subject to highly specific lexical conditioning”(p.376).English auxiliary verbs are an example of this. The second type represents those clitics which don't seem to correspond to a full word. The
possessive's is an example of this. There is a tendency to think of the first type as bound words, and the second as phrasal affixes. However, we've seen that Zwicky and Pullum (1983) have argued that n’t, apparently a short form of not, is actuallyan inflectional ending which only attaches to auxiliaries. Zwicky (1987)pointed out that moreover, that “possessive -’sis not a clitic, and is not even a phrasal affix, but ratheris an inflectional ending which attaches to the end of phrases” (p.383).
Thecliticsof Romance languages are actually agreement markers. One reason for
Chapter III
Didactic application
3.1. How to teach English Morphology
3.1.1. Learning English through the word relationship
The learning of the children in english should be by flash cards with vocabulary. it help the student can learn most vocabulary.
The translation of grammar and audio linguism. It could help to the student recognize and learn better the words.
The teaching of the students should be more dynamic and creative with materials as book ,CD, videos, for the student have a better level in their studies .
Also depend of the internal factor to the students can improve in their study and learn better morphology. In fact , the teacher should show picture according their social eviromment for the student can learn english and morphology.
The student can learn better when they know about the words and how we can create new words by the root to imcrease their vocabulary
With the use of verbs
(Play) Play player (player) (Paint) Paint painter (painter) With the use of adjectives
(Kind) kind unkind (unkind)
(Educated) polite impolite (uneducated) (Patient) patient impatient (impatient) (Moral) moral amoral (amoral)
3.1.2. Learning English through the study of the structure of the Word
Morphology help to the student , they can form new words by the affixes . when we add the prefix dis , we can form words with opposite meaning.
morphology can help to the students kwon better the english language
3.1.3. Morphological level in the English language
The morphology of the english language could be difficult to the student who speak only Spanish. The english grammar is very complex to the people do not speak english as the verbal tense could be easy to understand for the people who know the Spanish grammar
ACTIVITY
. WRITE POSITIVE OR NEGATIVE SHORT ANSWERS (yes,I am/ no, he isn´t, etc.)
Are you married? No, I´m not Are you tall? Yes, I am
1) are your hands cold ? ……….. 2) are you hungry? ……….
3) is your father tall? ……….. 4) is it sunny? ……….
Listen : listens
Go : ………
Dance : ………
Think : ………
Wash : ………
Study : ………..
. COMPLETE THE SENTENCES THE CORRECT FORM OF THESE VERBS
meet teach speak close open cost
She is very smart. She speaks four languages.
1) In my hometown the banks ………. At 9:00. In the morning
2) The city museum ………. at. 5 o´clock on Saturdays. 3) Food is expensive. It ………. A lot of money.
4) Susan is a teacher. she ……….. mathematics.
5) Your job is very interesting. You ……… a .lot of people.
ASK THE QUESTIONS
( your name?) What is your name? b) Paul.
1) a) (your wife a teacher?)
………. … ? b) No, she´s a lawyer.
2) a) ( where / from?)
……….. ? b) She is from Brazil
3) a) ( her name?) ………....? b) Alessia
4) a) (how old? )
b) She is 25 too. 5) a) (his
name?)……….. ? b) Joseph
Do (present) = do, do, do, do Do (past) = did, did, did
It does not serve our normal learners to understand, do + past = did
See = saw Take = took
The student only speak spanish in their learning could have the same error in the english grammar with the english speaker
Foot - Feet no foots no feets Mouse - mice no mouses no mices
3.1.4. Morphology in the learning of English vocabulary
in the learning of english is really important learn use the prefix or suffix to create new words and learn more vocabulary , it is important for the student who have a basic level or advanced .the teacher should help to the student learn new vocabulary by the dictionary.
3.2. What teachers should know about morphology teaching? Typically achieving students
Goodwin et.al (2012) said “morphological awareness enhances students’ existing skills by providing them with an additional tool to use when they encounter a challenging word.” (p. 5).
Students with language and literacy difficulties
Bowers et. al (2010)said that“poor phonological awareness is a common characteristic of struggling readers”. (p. 5).
Wolter and Green (2013)said that “children with language difficulties may not have a strong morphological knowledge base and thus are less effective at applying this valuable strategy on their own during reading or writing”(p.5).
Nagy et .al (2003) comment that “furthermore, breaking down an unfamiliar word into chunks that they understand makes decoding and accessing meaning easier. This leaves more mental resources available for the student to use for comprehension of the text as a whole” (p. 5).
When should I start teaching morphological awareness?
Mann and Singson (2003)said that “by the age of ten, morphological awareness is a better predictor of decoding ability than is phonological awareness” (p.6).
Berko(1958) said that “while research has not clearly established at which age morphological awareness instruction is most effective, it has been shown that children as young as four years old have some morphological awareness”(p.6).
Goodwin and Ahn (2010) point out that “morphemes are more salient and easier to access, which allows students to complete more challenging tasks at the morpheme level than they can at the phoneme level” (p. 6).
Carlisle (2000) comment that “the importance of this becomes apparent when considering that 60% of new words that students read are made up of familiar morphemes that can lead the reader to its meaning” (p. 6).
3.3. Activities for teaching morphology
Ebbers (2017) said “boosting your students’ levels of motivation and ensuring they have many successful encounters with the new material are two very important factors when introducing morphological awareness”. (para.1).
Activity
Vocabulary comprehension
Apel and Henbest (2016) said that “when a child comes across an unfamiliar word in a text, they can break it apart and use their knowledge of the root, prefixes, and suffixes to infer the meaning of the whole word”. (p.4).
Activity
Find the negative forms of these words. Use a dictionary if necessary 1. Possible ………..
8. Correct………..
Reading aloud
Wolter and Green (2013) point out that “Morphological awareness facilitates Reading aloud because it helps students clarify pronunciation” (p.4).
Activity
Make Sentences about occupation er
1. (Farmer)………. 2. (Worker)………. 3. (Dancer)……… 4. (Writer)………. 5. (Swimmer)………
Spelling
Goodwin and Ahn (2010) said that:
Students cannot learn to spell words solely by sounding them out because a single letter in English can represent more than one sound. Knowledge of morphemes can make spelling of complex words or spelling exceptions easier for students to remember. (p. 4).
Complete their names Activity
4.mwisrem…s………. 5. penaitr…p………
Phonological awareness
Bowers et.al (2010) Increasing the salience of written morphology could act as a
scaffolding tool to build up awareness of speech sounds in struggling readers. One strategy is to link the sounds that make up the word (phonological structure) to it spelling and meaning representation.
ACTIVITY
Mark the correct pronunciation of the verbs
1. Teach 1. tiːtʃər 2. tichir 3. ticher
2. Dancer 1 . dencer 2.diancer 3.dɑːnsər
Reading comprehension
Goodwin and Ahn (2010) point out that:
ACTIVITY Picnic in the park
Mon and I wanted to go to the park to have a picnic. Mom handed me a picnic basket to fill. I grabbed an apple. We chopped it up. Mom helped me pack more snacks. We packed them in. We filled the basket up quick! Mom and I walked to the park. We spotted Pan and her dog Mack. They trotted over and I hugged Mack. Mack wagged his tail. Then, he jumped up and licked my face! Oh, silly Mack! We all laughed and grinned.
What did they shop? .wood
.an apple . a lemon
Where did mom want to go The park
The bank The store
3.4. Lesson Plan I. General Data
1.1. I.E.: “Jose Carlos Mariategui” 1.2. Level: 1st Secondary
1.3. Date: April 9, 2019 1.4. English area.
II. Competence
Discriminate and produce the different words that end in "-er" by action verbs.
Produces texts in written and oral form using the suffix "-er" and the simple present tense of English
III. Learning Content Conceptual
contents
Procedural contents
Attitudinalcontents Indicators of evaluation
Description of occupations and professions using verbs in present tense and the suffix
“-er”
Match occupations and professions with some verbs
Show interest and curiosity for the topic
Say ideas and opinions Participate actively
in class activities.
Predict the content of a text from the title and some images. Listen attentively
and classify information
Take a stand of listening and speaking
Identify and says opinions based on the listening activity.
Pronounce suffix – er to form occupational nouns. Recognize the sounds of auxiliary verbs and the new vocabulary to fill in gaps.
Use simple present to
talk about the activities of each occupation
IV. Stages of the lesson plan
Stages Strategies Resources Time
Warm up
The teacher greets the students by saying good morning students my name is Veronica and I am going to be your English teacher. First the teacher shows a picture of occupations and
professions.Then asks about what
occupation he/ she has: What does he /she do?.
Flashcards
Presentation
Then, the teacher gives the students some cards of the verb and they put the verb with the corresponding picture of the occupation.
The students practice the pronunciation of the verbs that are stuck on the blackboard and then make sentences with those words. Students recognize the verb and nouns and form sentences in the present tense. The teacher explains the grammar of the topic.
Flashcards Protographs
Worksheet Wallchart
10
Practice The students make a practice about the topic, then read their answers. Human
Worksheet 1 7
Evaluation The student do a quiz about the topic. Human
Quiz 5
Close Metacognition:
Critical appraisal and suggestions
1. The teacher should motivate the students by using games like on how to put the cards with the respective pictures on the wall. They can also learn to change a noun in verb with the suffix –er.
2. The students can learn morphology by using books, videos, games and music about morphology.
3. It may be difficult for students to get to know a language very well, they could have problems in reading and may not understand the structure of words if he/she does not study it in deep.
4. The students should learn the structure and meaning of words in order to understand the English language in texts and readings.
Conclusions
1. Teaching morphology in an EFL context helps to know better about the structure and formation of words and how morphology helps understand the words.
2. Morphology studies word structure and word formation. Also this has to do with the study of morphemes and types of morphemes that conform words. 3. Morphological process describe the different type of word formation as
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Occupation and professions
.suffix “er”come at the end of words.
. The suffix “ er” can be added to some verbs to make nouns. Verb suffix noun report + er = reporter sing + er = singer paint + er = painter . If a verb ends in e, drop the e before adding the “er.” Write + er = write
Dance + er = dancer
If a verb ends in single a vowel + consonant , double the final consonant and add “ er” Swim + er = swimmer
Worksheet N° 1
Name:……… date:……….
Grade:………..
1. Convert verbs in nouns. Example: paint -painter 1. sing…. ………..
2. teach….. ………. 3. dance….. ……… 4. play….. ……… 5. report… ……….
II. Re-order the sentences
1. in /morning/the/the/reports /reporter/news
……… 2. a/school/ bus/drives/driver/day/every
……… 3. every/the/swims /day/swimmer
……… 4. candy/crush/pays/the/player
……… 5. paints/ beautiful/ the/landscape/painter
……….
III. Make sentences with the verbs in brackets
1. (paint )……….
Quiz
Name:……… grade………..
I. Convert this verb in nouns
1. sing………. 2. teach………. 3. dance………. 4. play……….
5. (swim)………
II. Make sentences with this verbs
1. (paint )……….
