1.

PROFILE

Name :
Yusri Bin Kipli

I.C No. :
860826-52-6317

Matrix No. :
2007/4728

Group :
PISMPMT 1108

2. INTRODUCTION

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 This is the last task of the coursework for English For Language Teachers,
ELE3103. This task is to be carried out individually. For this task, we are required to
make notes for the task 1(a) and 1(b) in organized manner. This means that I am
going to make a graphic organizer, non-linear text or anything else to represent the
notes in interesting way. For this task, I will required some relevant academic
references from reliable sources whether electronic or printed materials.

Then, this task also required us to make a report on the activities that my group
have designed for oral presentation in task 3. It will be in the form of academic writing
and it’s contain should have at least 500 words. In this task also, I have to include at
least two academic references from reliable resources and cited with the APA format
and listed in the bibliography.

In this report, I have to make a brief description of the sounds and word
formation processes that my group have chosen and we chose it. We also need to
brief about the activity that we have conducted, why we choose the activities and the
description on it. We also need brief about how to carry on the activity that we have
planned, the target group, focus on the activity and the stage on the lesson at which it
will be carried out.

I try my best to avoid plagiarism and use my own word for this task. Any same
sentence structures or the usage of words is because of, that is the term for something
or some important knowledge that I cannot change. Thank You.

3. Notes

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SHORT NOTES
1 (a) Read and make short notes on how two sounds are produced.

For this task, we have chosen two sounds that are taught in the Malaysian KBSR
English Syllabus in Year 1, which are the consonants /s/ and /z/. Consonants /s/ and
/z/ are Alveolars, which are consonants that articulated with the tip of the tongue
against the alveolar ridge, the internal side of the upper gums (known as the alveoles
of the upper teeth).

Consonant /s/

- The voiceless alveolar fricative - a type of consonantal sound, used in some

spoken languages
- The symbol in the International Phonetic Alphabet that represents this sound
is /s/, and the equivalent X-SAMPA symbol is s
- The voiceless alveolar fricative occurs in English, and it is the sound denoted by
the letter "s" in sit or pass
- Its phonation type is voiceless, which means it is produced without vibrations
of the vocal cords
- Its place of articulation is alveolar which means it is articulated with the tip of
the tongue against the alveolar ridge
- Its manner of articulation is fricative, which means it is produced by constricting
air flow through a narrow channel at the place of articulation, causing
turbulence

Consonant /z/

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 - The voiced alveolar fricative is a type of consonantal sound, used in some
spoken languages
- The symbol in the International Phonetic Alphabet that represents this sound is
z, and the equivalent X-SAMPA symbol is z
- The voiced alveolar fricative occurs in English, and it is the sound denoted by
the letter "z" in zoo or the letter "s" in "roses"
- Its phonation type is voiced, which means the vocal cords are vibrating during
the articulation
- Its place of articulation is alveolar which means it is articulated with the tip of
the tongue against the alveolar ridge
- Its manner of articulation is fricative, which means it is produced by constricting
air flow through a narrow channel at the place of articulation, causing
turbulence

Alveolar ridge

tip of the tongue

1 (b) Read and make short notes on the following terms and how
they

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 are related to word formation processes:

 Free morpheme
 Bound morpheme
 Derivational morpheme
 Inflectional morpheme

What is morpheme?
a. The linguistic term for the most elemental unit of grammatical form.

b. Can be representing by a single sound.

c. Every language is composed of one or more morphemes.

Free Morpheme

- A morpheme that can stand alone as a word without another morpheme

- It does not need anything attached to it to make a word. For example, Cat is a
free morpheme.
- Constitute words by themselves. (boy, desire, and man).
- A free morpheme is termed ‘free’ because it occurs relatively freely with other
words or morphemes.
- It has a degree of independence from other forms which provides it the status of
a word.
- In writing, the status of a morph or combination of morph as a word is shown by
providing spaces at the beginning and end of the word.

Bound Morpheme

- A sound or a combination of sounds that cannot stand alone as a word. The s in

cats is a bound morpheme, and it does not have any meaning without the free
morpheme cat.
- Form which much always be combined with another morpheme within a word.
- It has very restricted concurrence with other morpheme.
- Prefix: Bound morphemes which occur only before other morphemes. For
example:

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un - (uncover, undo)
dis - (displeased, disconnect),
pre - (predetermine, prejudge)

- Suffixes: Bound morphemes which occur following other morphemes.

Examples:

- er (singer, performer)
- ist (typist, pianist)
- ly (manly, friendly)

- Bound morphemes come in two varieties, derivational and inflectional.

- The core difference between the two morphemes is that the addition of
derivational morphemes creates new words while the addition of inflectional
words merely changes word form.

Derivational Morpheme
- Derivational came from the word ‘derive’
- ‘Derive something from’ is the same meaning as the ‘obtain something from’.
So, the signature quality of derivational morphemes is that they derive new
words.
- In the following examples, derivational morphemes are added to produce new
words which are derived from the root word.

happy – happiness – unhappiness

examine – examination – reexamination

- In all cases the derived word means something different than the root word
- The word class may change with each derivation
- As demonstrated in the examples above, sometimes derivation will not cause
the world class to change, but in such a case the meaning will usually be
significantly different from that of the root word, often expressing opposition or
reversal.

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 - Derivational affixes can be suffixes and prefixes. Below are the example of the
usage of derivational morphemes and its prefixes and suffixes. The form that
resulted from the addition of derivational morpheme is called a derived word.

Common Prefixes
Prefix Meaning Derived Word Example
pre- before preview They will show a sneak preview of the movie.
un- not unknown The place is unknown.
dis- not disagree Mark disagreed with John's philosophy.
re- again renew Alifah is going to renew his driving licence.
mis- not misunderstand Hafizah misunderstand Ikhwan’s words.
impossible With hard work and determination, nothing is
im- not
impossible.
bi- two bifocals Henry recently received his first pair of bifocals.
deforestation Many ecologists are concerned about the
de- not
deforestation of our world's rain forests.

Common Suffixes

Derived
Suffixes Meaning Example
word
-er doer programmer I work as a computer programmer.
-able able recyclable These glass bottles are recyclable.
-ous full of dangerous Driving on the freeway can be dangerous.
-ness state of being darkness At night, the earth is covered in darkness.
-ful full of truthful The witness gave an honest and truthful testimony.
happily James whistled happily on his way home from
-ly or -y like
school.
-ment state of contentment Mary sighed with contentment.
Inflexional Morpheme

- Inflection (the process by which inflectional morphemes are attached to words)

allows speakers to morphologically encode grammatical information

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 - Infelctional morphemes mark properties such tense, number, gender, case, and
so forth
- They never change the syntactic category of the words or morphemes to which
they are attached
- Inflexional morpheme always functions grammatically in English and they are all
suffixes
- Their function is to alter the grammatical category of a root morpheme
- The suffix -s may serve to alter the grammatical category from singular to plural,
e.g. dog (singular noun) to dog-s (plural noun)
- Similarly, the suffix -ed is typically used to change the grammatical category
from present tense to past tense, e.g. walk (present tense verb) to walk-ed
(past tense verb)
- Note that it is only the grammatical category that changes with inflexion and not
the word class
- For example, dog is a noun and if we append the suffix -s the resultant word
dog-s is also a noun
- Similarly walk is a verb, as is walk-ed. Inflexion is, therefore, class-maintaining
which means that it’s only change the word form but not the meaning
- There are a total of eight bound inflexional affixes:

English Inflexional Morphemes Examples

-s Third-person singular present She waits at home.
-ed Past tense She waited at home.
-ing Progressive She is eating the donut.
-en Past participle Mary has eaten the donuts
-s plural She ate the donuts
-‘s possessive Disa’s hair is short
-er comparative Disa has shorter hair than Karin
-est superlative Disa has the shortest hair.

GRAPHIC ORGANIZER

Task 1(a)

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 For this task, we have chosen two sounds that are taught in the Malaysian
KBSR English Syllabus in Year 1, which are the consonants /s/ and /z/. Consonants /s/
and /z/ are Alveolar, which are consonants that articulated with the tip of the tongue
against the alveolar ridge, the internal side of the upper gums (known as the alveolus
of the upper teeth).

Definition of consonant: A speech sound in which the breath is at least partly

obstructed and which can be combined with a vowel to form a syllable. A letter
representing such a sound

Consonant chosen: /s/ and /z/

Similarities and differences between the consonant /s/ and /z/:

Task 1(b)

What is morpheme?

d. The linguistic term for the most elemental unit of grammatical form.

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 e. Can be representing by a single sound.
f. Every language is composed of one or more morphemes.

For the task 2(b), we choose derivational morpheme as the main focus on the organizing of a
classroom activity. So, here are the short notes for this morpheme.

Derivational Morpheme

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 Derivational came from the word ‘derive’‘. Derive something from’ is the same
meaning as the ‘obtain something from’. So, the signature quality of derivational
morphemes is that they derive new words. In the following examples, derivational
morphemes are added to produce new words which are derived from the root word.

4. REPORT ON THE ACTIVITIES THAT HAVE

BEEN DESIGNED FOR ORAL PRESENTATION

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 For task 1(a), we have chosen the consonant /s/ and /z/. These consonants are
both alveolar consonants which are the consonants articulated with the tip of the
tongue against the alveolar ridge, the internal side of the upper gums and also known
as the alveolus of the upper teeth. Alveolar is the place or point of articulation. The
other similarity is the manner of the articulation. Both consonants are fricative which
means that it is produced by constricting air flow through a narrow channel at the place
of articulation, causing turbulence. So, both consonants use the same articulation
organs which are the alveolar ridges and the tip of the tongue. The major difference for
this consonant is /s/ is voiceless which means it is produced without vibrations of the
vocal cords while /z/ is voiced which means that the vocal cords are vibrating during
articulation.

This sound was chosen because there are many pupils in the primary school or
even at the secondary and university level that are still confuse or did not know the
difference of the consonant /s/ and /z/. There are some words in English involving
these two consonants that have wrongly pronounced by the pupils. For example the
word rose. Many pupils pronounced it as /rәʊs/ but it is actually pronounce as /rәʊz/.
So, we are actually trying to teach pupils through the activities we planned to use
these consonant correctly so that the careless mistake as above will not happen.

The activities we planned for this topic is the “Word Search”. The target group for
this activity is year 1 pupils. It is because in the year one, pupils are still developing
their skill, vocabulary and knowledge of language in this age. Furthermore, this activity
is suitable with the curriculum of KBSR for English subject. The focus of the activity is
to practice pupils to listen and say the sounds correctly and categorize the words
according to the sound and to enables pupils to differentiate the two sounds that
sound alike. So, this activity actually designed to help to solve the problems of misuse
the consonant that mentioned before and also to teach the correct pronunciation of the
pupils in using these consonants. This activity is suitable to be carried out in the
development stage which is the activity session because it is more to train the pupils to
use the consonants correctly.

As we presented in the class, this activity required pupils to use many skills to
involve in this activity. They use their oral presentation skills to say the words. They
also use the reading skills to read the words with the correct pronunciations and they

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use their thinking skills to identify the words in the word puzzle. These will help in the
development of the pupil’s cognitive abilities and their oral presentation and reading
skills. Most importantly, this activity will help pupils to really understand and use the
consonant /s/ and /z/ correctly and they learn it in meaningful way.

Here are the instructions of this game:

1. This activity involving all pupils in the class if possible.

2. Teacher will asks the pupils to observe the pictures around the word search and
try to look out for the words.

3. Teacher will asks one pupil to underline any of word that he or she found from
the word search. Then, teacher will ask the pupil to say the word.

4. After that, teacher will asks the class which group of sound the word belongs to
and teacher will asks the pupil to paste flash card of the word on the space
provided.

5. The activity continues by call upon other pupils for other words.

For the task 1 (b), we have chosen the derivational morpheme as our main topic for
the activity. Actually derivational morpheme is part of bound morpheme. Another part
of bound morpheme is inflectional morpheme. Bound morpheme is a sound or a
combination of sounds that cannot stand alone as a word. Inflectional morpheme
allows speakers to morphologically encode grammatical information and mark
properties such tense, number, gender, case, and so forth. That means that the
inflectional morpheme never changes the meaning of the words. As for the derivational
morpheme, it is added to produce new word which is derived from the root word.
Inflectional morphemes are always suffix while derivational morpheme are suffix and
prefix.

Below are the example of prefix and suffix for derivational morpheme.

Common Prefix
Prefix Meaning Derived Word Example

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pre- before preview They will show a sneak preview of the movie.
un- not unknown The place is unknown.
dis- not disagree Mark disagreed with John's philosophy.
re- again renew Alifah is going to renew his driving licence.
mis- not misunderstand Hafizah misunderstand Ikhwan’s words.
impossible With hard work and determination, nothing is
im- not
impossible.
bi- two bifocals Henry recently received his first pair of bifocals.
deforestation Many ecologists are concerned about the
de- not
deforestation of our world's rain forests.

Common Suffix
Derived
Suffixes Meaning Example
word
-er doer programmer I work as a computer programmer.
-able able recyclable These glass bottles are recyclable.
-ous full of dangerous Driving on the freeway can be dangerous.
-ness state of being darkness At night, the earth is covered in darkness.
-ful full of truthful The witness gave an honest and truthful testimony.
happily James whistled happily on his way home from
-ly or -y like
school.
-ment state of contentment Mary sighed with contentment.

Why we chose derivational morpheme? The answer is simple. It is because we

want the pupils to learn how to use the derivational morpheme correctly. We also
wanted to expose to the pupils that the words in English can give many meanings if we
change the morpheme. So, the uses of morpheme will actually help pupils to improve
their vocabulary as well as their spelling of the word and it will help pupils to improve
their language. We also choose certain morphemes that are included in the curriculum

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for the English year 5. Such morphemes are ‘-ly’, ‘-less’, ‘un-‘, ‘mis-‘and so on.
Sometimes, when we add the morpheme on the root word, the spelling of the root
word will change. For example, if we want to use root word ‘happy’ and we want to add
the suffix ‘-ly’, the spelling will not be ‘happyly’ but it will be written as ‘happily. This
matter will be teaching to the students to avoid them make that spelling error.

The activity that we planned for this morpheme is Monopoly Morpheme. We

choose this name because this game is based on the monopoly game but we modify it
in many ways. Here are the specifications of the game.

Target group: year 5 pupils

Focus of the activity:

i. To practice pupils to create new words by using root words and combine it with
affixes of inflexional morpheme.

Example: happy + ly = happily

ii. To identify the root words or affixes from the given words.

Example: comfortable = comfort + able

iii. Pupils can write the new word with the correct spelling

Stage to carry out: Enrichment activity

How the activities carried out?

1. This game can be played by 2 or more players.

2. Each players will be given a piece that will be use to move in the game.

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3. The first player will throw the dice and move according to the number shown on
the dice.

(e.g: if the dice show number 6, the player will move 6 steps)

4. There are three colours shown on the game board. Each colours represent
different instructions:

a. Yellow : combine the root word with prefixes

b. Red : combine the root word with suffixes

c. Blue : identify the affixes or root word from the given words

5. If the player reached certain colour, they have to follow the given instruction and
answer the question by write it on the mini whiteboard that provided for every
player.

6. The answer will be checked by the teacher as the judge to make sure the
answer is correct.

7. If they cannot answer or answer it wrongly, they will lose 1 round.

8. There are several penalty points on the game board and if the player reaches
on the penalty point, they will face certain punishment or get certain advantage.

9. The first player reached the finish point is the winner.

10. This game is actually can be played to individually which means 4 players battle
among them or the battle of the groups.

The advantages of this activity is it is a fun and meaningful ways to learn

language, or in this case, morpheme. We actually must plan activity like this for the
pupils so that it will make them excited to come to school and learn. Learn as they
play. This is the main objective of this game. As the pupils enjoyed themselves with
the game, they can improve their usage of morpheme, how to spell it correctly and

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 use it correctly. They also can strengthen the relationship among them. So, this
activity is really useful.

So, these are the activities that we have planned for the primary pupils. We
really appreciate all the comments from the lecturer and all friends. There is also
some improvement that we are told about our activity. One of it is to use as many
examples as possible in our activity so that we can choose and use it suitably. We
also need to improve on the preservation of the materials. Make them easy to be
kept and have a good quality. Thanks for the advices and we really appreciate it. I
hope that our activities and materials really help pupils to learn language better.
Thank You.

Prepared by:

______________
(Yusri Bin Kipli)
SMPMT1108

5. BIBLIOGRAPHY
Internet
1. www.ling.udel.edu/arena/morphology.html (retrieved at 30 April 2010)

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 2. en.wikipedia.org/wiki/Morphology_(linguistics) (retrieved at 30 April 2010)
3. http://www.ling.udel.edu/arena/morphology.html (retrieved at 30 April 2010)
4. http://www.phonicsontheweb.com/prefixes-suffixes.php (retrieved at 30 April 2010)
5. http://ueno.cool.ne.jp/let/prefix.html (retrieved at 30 April 2010)
6. http://www.firstschoolyears.com/literacy/word/other/prefixes/prefixes.htm
7. (retrieved at 30 April 2010)
8. http://www.esl-galaxy.com/prefixsuffix.html (retrieved at 30 April 2010)
9.
References books
1. How to Teach Pronounciation; Gerald Kelly; 2006; pg 47 -54
2. An Introduction language(8th edtition); Victoria Fromkin,Robert Rodman, Nina Hyama;
Thomson Wadsworth; 2007; pg 78-105
3. Essential Introductory Linguistics; Graver Hudson (Michigan State Universit); Blackwell
Publishing; 2005; pg 59-64

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