mesias nataly portfolio

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

STUDENT PORTFOLIO

“PHONOLOGY II”

Fourth Semester “A”

Student´s name: Mesias Barrionuevo Yesenia Nataly

Professor´s name: Lic. Mg. Infante Paredes Ruth

AMBATO – ECUADOR

October 2015 – February 2016

TABLE OF CONTENTS.

MISIÓN (MISION STATEMENT) ....................................................................................... 4

VISIÓN (VISION STATEMENT) ........................................................................................ 4

PERFIL DE EGRESO (EXIT PROFILE) .............................................................................. 6

STUDENT´S C.V. ................................................................................................................. 9

STATEMENT OF PERSONAL LEARNING GOALS. ...................................................... 11

SYLLABUS.......................................................................................................................... 13

Evidence for Element 1 ........................................................................................................ 23

FINAL REFLECTION ......................................................................................................... 65

PORTFOLIO RUBRIC ........................................................................................................ 67

EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

Formar profesionales líderes competentes, con visión humanista y

pensamiento crítico a través de la Docencia, la Investigación y la

Vinculación, que apliquen, promuevan y difundan el

conocimiento respondiendo a las necesidades del país.

VISIÓN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de

la Educación de la Universidad Técnica de Ambato por sus

niveles de excelencia se constituirá como un centro de formación

superior con liderazgo y proyección nacional e internacional

EDUCACIÓN

CARRERA DE IDIOMAS

PERFIL DE EGRESO (EXIT PROFILE)

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.

STUDENT´S C.V. Name: Yesenia Nataly Mesias Barrionuevo.

Age: 20 years.

ID: 180531728-4.

Civil status: Single.

Email: nataly_mesias@yahoo.com.

Nationality: Ecuadorian.

Address: Patate-San Jorge (Centro)

Telephone number: (03) 2870-962

Education.

Escuela de Educación Básica “Rubén Silva”, Patate-San Jorge

September 2000-June 2006

Escuela de Educación Básica “Manuel Andrade”, Baños

September 2006-June 2007

Unidad Educativa “Benjamín Araujo”, Patate

September 2007-July 2013

Universidad Técnica de Ambato

September 2013- Now

Achievements

Graduated with Honors on English subject at “Benjamin Araujo” High School

Skills & Interests.

Language: English

Hobbies: Play basketball, listen to music.

STATEMENT OF PERSONAL LEARNING GOALS.

In the English learning process it is important not only to acquire new vocabulary,

but also to know about the structure of words and how they are formed. English derives

a huge number of words on a daily basis from all the languages of the world and

morphology gives an idea about the source of the words with rules and regulations on

how to form new words. Phonology II as a major level of linguistic analysis plays a

considerable role in producing and building thousands of English words.

The main reason why this syllabus, Phonology II, is very important when learning

English is that I will know about word formation and origin of English words. I will

also understand different patterns of word formation. In addition, I will analyze the

language by applying morphological structures and predicting examples about possible

morphological problems. Thus, I will develop my communicative competence.

However, the teaching that the professor will give me is not enough in order to

successfully reach the level that I need. I must also contribute my own effort taking part

in class, practicing at home, researching more information about each topic taught in

class.

In conclusion, Phonology II will help me with the acquisition and improvement of

English language. At the end of this semester I will know about the term ‘word’ in a

more formal context. I will know exactly how and when to use the different patterns and

derivations of words in order to make my communicative process more clear.

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

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

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:

Theoretical:

Practical: 1

Tutoring Student

Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48

Independent hours for the semester: 72 Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Infante Paredes Ruth Elizabeth

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

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

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

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

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

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Professional experience: 12 years

Teaching experience: 12 years

Program Academic area: Competencia Pedagógica y Psicosociolinguistica

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

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

from 9h00 to 12h00

Professor's schedule (Academic tutoring): 0

Phone numbers: 0995721088

E-mail: rutheinfantep@uta.edu.ec

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

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

IV. COURSE STUDY PROGRAM

Curricular Units

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

Thematic Units

Class Hours Tutoring

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

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

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

Thematic Units

Class Hours

Hours of

Tutoring

with the society

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

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS

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

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

V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative Evaluation

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

Techniques and

instruments:

Interview

Knowledge survey

Oral Presentations

Written Works

Task-based activities

Portfolio

Questionnaires

Oral presentations

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

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works

Portfolio

Questionnaires

Oral presentations

Projects

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

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works

Portfolio

Questionnaires

Oral presentations

Projects

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works

Portfolio

Questionnaires

Oral presentations

Projects

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

Classes

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works

Portfolio

Questionnaires

Oral presentations

Projects

V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

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

ISSUES

PRINTED:

Codigo Biblioteca:

Código Biblioteca: 7002

DIGITAL: 1

VIRTUAL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

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

ISSUES

PRINTED:

DIGITAL: 1

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

ADDITIONAL BIBLIOGRAPHY

AUTHOR/S

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY / COUNTRY

NUMBER

Yanez, Consuelo 200

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

ISSUES

PRINTED:

DIGITAL: x

VIRTUAL:

URL: https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e

n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

VII. SYLLABUS APPROVAL

Date prepared: September 21st, 2015

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

Lic. Mg. Ruth Infante

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

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

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

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

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

Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean

Approval

Identify basic concepts of L2 related to morphophonemic

subject

Define main concepts of morphology from a linguistic

point of view.

Evidence for Element 1

Compare different patterns of word formation and their

pronunciation.

Distinguish parts of words according to its formation

based on the learning experience.

Analyze the lexical derivation, mainly the origin of

Summarize about lexical derivation taking into

account Word ethymolgy

PHONOLOGY II

ELEMENT 3

COMPOUND WORDS, BLENDS AND PHRASAL VERBS EXERCISES

AUTORES:

Jonathan Esteban Arcentales Santana, Yesenia Nataly Mesias Barrionuevo, Ana Gabriela

Ramirez Chicharrón, Erika Jimena Vaca Rivera

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

Ambato - Ecuador

INDEX .................................................................................................................................. 32

INTRODUCTION ................................................................................................................ 34

EXERCISE 1 : Compounds words versus Phrases. ............................................................. 37

1.1 Warm Up .................................................................................................................... 37

1.2. Practice ...................................................................................................................... 37

1.3. Production .................................................................................................................. 37

1.4. Answer sheet.............................................................................................................. 38

EXERCISE 2: Compounds verbs ......................................................................................... 39

2.1 Warm Up .................................................................................................................... 39

2.2. Practice ...................................................................................................................... 39

2.3. Production .................................................................................................................. 39

2.4. Answer Sheet ............................................................................................................. 40

EXERCISE 3: Compound Adjectives .................................................................................. 41

3.1. Warm up .................................................................................................................... 41

3.2. Practice ...................................................................................................................... 41

3.3. Production .................................................................................................................. 42

3.4 Answer sheet............................................................................................................... 43

EXERCISE 4: Compound nouns .......................................................................................... 44

4.1. Warm up .................................................................................................................... 44

4.2. Practice ...................................................................................................................... 44

4.3. Production .................................................................................................................. 45

4.4. Answer sheet.............................................................................................................. 45

EXERCISE 5: Headed and Headless Compounds. .............................................................. 46

5.1 Warm Up .................................................................................................................... 46

5.2 Practice ....................................................................................................................... 46

5.3 Production ................................................................................................................... 47

EXERCISE 6: Blends and acronyms.................................................................................... 48

6.1. Warm up................................................................................................................. 48

6.2. Practice ...................................................................................................................... 48

6.2. Production .............................................................................................................. 49

6.4. Answer sheet .......................................................................................................... 49

EXERCISE 7: Compounds Containing Bound Combining Forms ...................................... 51

7.1 Warm Up .................................................................................................................... 51

7.2 Practice ....................................................................................................................... 51

7.3 Production ................................................................................................................... 51

7.4 Answer sheet............................................................................................................... 52

EXERCISE 8: Phrasal words ............................................................................................... 53

8.1. Warm up .................................................................................................................... 53

8.2. Practice ...................................................................................................................... 53

8.3. Production .................................................................................................................. 54

8.4. Answer sheet.............................................................................................................. 55

CONLCUSION .................................................................................................................... 56

BIBLIOGRAPHY ................................................................................................................ 57

INTRODUCTION

Today English is the official language in many countries around the world and it is

estimated that over 2 billion of people have used English to communicate on a normal

basis. Thanks to its incredible diffusion around the continents, English has also become the

second language in a large number of countries.

In Ecuador, people have the opportunity and advantage to have English as a second

language. However, most people and specially adults, struggle a lot when it comes to use

the language efficiently; mainly because the internal structure of the language they are

studying is different in some ways from their native language.

The following work attempts to teach adults about morphology and its importance in

order to facilitate the development of vocabulary by recognizing the parts of a word

(morphemes) and therefore improve the knowledge of grammar. There are eight English

activities that are meant to help adult students or any other person who might be interested

in learning English to overcome certain troubles with meaning and construction of certain

words and their use in sentences.

The first activity is about compound words versus phrases. This activity contains three

parts: in the first task students have to read some words aloud emphasizing the underlined

words. In the second task students have to difference compounds words from phrasal

words. In the third task students have to make a dialogue using the compounds and phrasal

words.

The second activity is about compound verbs. This exercise contains three parts: in the

first task students have to discuss about compound verbs. In the second task students have

to choose two compound verbs and research their definition. In the third task students have

to make a dialogue using compound verbs correctly.

The third activity is about compound adjectives, it is formed when two or more

adjectives are joined together to modify the same adjectives. This activity contains three

parts: first, it has a warm up about listening and repeating the compound adjectives and

then matching the numbers with the letters. Second, it has a practice which contains

vocabulary, in that part, students have to match the definitions to the compound adjectives.

Third, it has a production about speaking, describe yourself using compound adjectives.

The fourth activity is about compound nouns which compounding comes into its own as

a word forming process. To improve students’ knowledge, this activity contains three parts:

the first part contains individual words which matching comes to form compound nouns.

The second part contains a practice about reading, listening and practicing a dialogue. In

the third part students have to make a conversation using any of the compounds of the first

The fifth activity is focused on headed and headless compounds. The three exercises, a

warm up, a practice and a production are meant to help students to recognize the meaning

of certain compounds that have a specific root and some others in which the meaning is

confusing because the root is not well stated. At the end of the activity, the students must be

able to distinguish between headed and headless compounds about personality adjectives

and produce a dialogue using some of the compounds given.

The sixth activity is about blends and acronyms. Blending is the fusion of two words

into one, usually the first part, one word with the last part of the other so that the resultant

blend consists of both original meanings. Acronyms are the result of forming a word from

the first letter or letters of each word in a phrase. This exercise contains three parts: first, a

warm up about reading and listening to a vocabulary about blend and acronyms. The

second part is a practice about choosing the correct blend and finding acronyms in a word

search. The third activity is a production about a dialogue using blends and acronyms.

The seventh activity is a little stronger, here students must learn how to form and

recognize certain words that are compounds which contain bound combining forms. This

activity consists of three exercises; a warm up, a practice and a production. The warm up

and the practice will help students to recognize some of the various compounds related with

science and medicine. The production will develop students speaking skill by searching

information and presenting it orally.

The eighth activity is about phrasal words, which are complex items that function as

words and whose internal structure is that of a clause or phrase rather than of compound.

This exercise contains three parts: first, students have to describe fashions and hairstyles in

their own way. The second part is a practice phrasal words. The third activity is a

production about creating a short presentation about fashion styles using the phrasal words

learned.

All these activities will help adult students of the level C1 to overcome pronunciation

difficulties, to recognize certain word-meanings and to apply the acquired knowledge in the

speaking skill. At the same time, these activities will develop student’s vocabulary and

knowledge of grammatical structures.

EXERCISE 1 : Compound words versus Phrases.

Places

1.1 Warm Up

Read the next words aloud. Emphasize the underlined words.

White house White house

Green house Green house

Toy factory Toy factory

1.2. Practice

According to the table below, read the next sentences and recognize which words are

compounds words or phrasal words. Then explain your answers to your classmates.

Compounds words Phrasal Words

They are two or more words linked

together to produce a word with a new

meaning. The meaning of the

compound is usually different from the

meanings of its components They have

the stress on their first component.

They are words that have the internal

structure of phrases but function

syntactically as words. They have the

stress on their second component.

1. We sat in the airport and watched the planes take off.

2. The man had never flown before, so he was so nervous during takeoff.

3. The builders arrived late. Work on the house was set back a few days.

4. There was a small fire on the construction site, but that was a minor setback.

1.3. Production

Pair work. Make a dialogue using the compounds and phrasal words form task 2. Imagine

you have to travel to another city, but you have a problem with the engineer who is

building your new house. Don’t forget emphasize the compound and phrasal words

correctly.

1.4. Answer sheet

Answer for 1.2.

1. take off (phrasal word)

2. takeoff ( compound word)

3. set back (phrasal word)

4. setback ( compound word)

Answer for 1.3.

A: Good morning Mr. Ramirez. I have to tell you something important.

B: Good morning engineer. Tell me. What is happening?

A: There is a problem with the construction of your new house.

B: Oh no! It’s a bad new. Right now, I can’t to talk about it. I’m in the airport and I’m

going to travel to Brazil.

A: I understand the situation, but we could talk about it, before the takeoff. It will take just

a few minutes.

B: No, I can’t. The plane will take off in 5 minutes. Would you like to resolve it for

yourself?

A: Ok Mr. Ramirez. I would try to resolve it. Also you need to know that work on the

house was set back a few days.

B: Why was the work on the house set back?

A: The construction suffered a setback because some workers had to take two months off

work due to illness.

B: Excuse me, but I have to leave you. I will call you later.

EXERCISE 2: Compound verbs

Economy

2.1 Warm Up

Read the next sentences. Then discuss with your partner: Do you think babysit, water-proof

and carry over are common words? What class of word do you think they are?

Belen decide to babysit for Tom and Joan to get money for a new computer.

It costs a lot money to water-proof the tires of my car.

Will the new balance carry over to the next bill?

2.2. Practice

The next list of words are compound verbs (compound verbs are used when two verbs are

needed to fully explain the action taken by the subject) choose two of them and research on

the dictionary their definition. Then explain to your classmates their meaning and make an

example.

Compound verbs

Whitewash

Overcome

Outrun

Undertake

Understudy

Underwrite

2.3. Production

Use some words from the task 1 and 2 and make a role play about economy between three

people.

2.4. Answer Sheet

Answer for 2.2.

Understudy: to learn (a role) in order to replace the regular performer when

necessary. E.g. I studied the script a lot to understudy the principal actor.

Overcome: to defeat or gain an advantage over (someone or something) in a

struggle or conflict. E.g. We overcame the enemy on the last attack.

Answer for 2.3.

A: Hi Edgar. Hi Dana.

B: Hello Elsa. Why are you sad?

C: What is your problem, Elsa? You look terrible.

A: I don’t have money to buy the books for the University.

B: I have an idea. Why do you babysit my daughters? I would pay you enough money to

buy the books.

C: Yes, It’s a great idea. I have another idea. My brother is the director of a movie and he

needs a person who understudy the role of the principal actor. He wouldn’t pay a lot, but it

would help you.

A: Thank you a lot guys for your help. I really appreciate it.

B: It is a pleasure, darling.

C: We will be with you forever. We would help you to overcome your economic problems.

Don’t be sad.

EXERCISE 3: Compound Adjectives

People description

3.1. Warm up

Vocabulary

Listen and repeat the compound adjectives, then match the numbers with the letters.

3.2. Practice

Vocabulary

a. Listen to the correct pronunciation of the following compound adjectives. Then

repeat.

badly-behaved strong-minded big-headed level-headed

thick-skinned well-behaved open-minded narrow-minded

cold-hearted warm-hearted two-faced short-tempered

b. Match the definitions to the compound adjectives. Use the words in part a

1. Anna always gets what she wants. She is ………………

Compound adjectives Meaning

1. well-earned a- deserved

2. self-reliant b- eternal

3. narrow-minded c- inflexible

4. ever-lasting e- depressed

5. heart-broken f- independent

2. You shouldn’t trust him. He is ……………… . He smiles at your face but he

keeps talking behind you.

3. The characters in that film were horrible. They were …………………

4. My dad gets angry very easily. He is ……………………………

5. Maria does a lot of work for charity (helping others). She is ………………..

6. David is very calm. He can overcome most difficulties easily. He is……………..

3.3. Production

Speaking

Describe yourself using the following compound adjectives

open-minded well-informed absent-minded

self-reliant tight-fisted well-earned

3.4 Answer sheet

Warm up

1. Well - earned (deserved)

2. Self reliant (independ)

3. Narrow-minded(inflexible)

4. Ever-lasting (eternal)

5. Heart-broken (depressed)

Practice b)

1. strong-minded

2. two-faced

3. cold-hearted

4. short-tempered

5. warm-hearted

6. level-headed

EXERCISE 4: Compound nouns

DESCRIBE PEOPLE’S PERSONALITIES

4.1. Warm up

Match the words on the left with the words on the right to find noun compounds. Then

listen and practice

4.2. Practice

Read and listen to the following dialogue. Then listen again and repeat. Practice the

dialogue with your partner.

A: Have you had a chance to meet the new neighbors?

B: The new neighbors? Actually, no. Have you?

A: Yes, I met them the last weekend and I could realize the father doesn’t like to spend

time with his family, he prefers to work the whole day.

B: Really? I can’t believe you, maybe he is workaholic.

A: It could be, even yesterday I saw him taking care of his daughter and writing some

papers at the same time.

B: It is so weird. But I think he is just doing what every father does.

1. Spend

2. Cheap

3. Tight

5. Work

4. Sweet

a) wad

e) heart

d) skate

c) thrift

b) aholic

A: I don’t think so, but on the other hand, his wife is a real sweetheart.

4.3. Production

Change the conversation model using any of the compounds of the warm up section.

4.4. Answer sheet

Answer for 5.1.

1 - c) Spendthrift. 3 – a) Tightwad 5 – b) Workaholic

2 – d) cheapskate 4 – e) Sweetheart

EXERCISE 5: Headed and Headless Compounds.

PEOPLE AND PERSONALITY

5.1 Warm Up

Vocabulary

Read and listen. Then listen again and repeat.

a) Lazy-bones – a lazy person

b) Numb-skull – stupid person

c) Loud-mouth – noisy person

d) Easy-going – calm person

e) Wall-flower – a person who does not dance

5.2 Practice

Vocabulary

Listen to the following dialogue. Then listen again and repeat. Practice the dialogue with a

partner.

A: Have you had the chance to meet the new manager?

B: Claire? Actually, no. Have you?

A: Not yet. I wonder what she’s like.

B: Well, everyone says, she’s a lazy-bones.

A: Really? Frank also says, she’s a loud-mouth.

B: You know; you can’t believe everything you hear. She might turn out to be an easy-

going person.

A: I don’t think so. Some co-workers also say that she’s a numb skull.

5.3 Production

Change the conversation model using some of the following words. Then practice until you

feel confident to present it in front of the class orally.

- Bad – tempered

- Open – minded

- Big – headed

- Well – educated

- Soft – spoken

- Self – confident

EXERCISE 6: Blends and acronyms

6.1. Warm up

Vocabulary

Read and listen the following vocabulary. Then listen and repeat.

6.2. Practice

Choose the correct blend.

1. br(eakfast + l)unch

a) brunch b) breakfast c) lunch

2. chu(nk + lu)mp=

a) chumk b) lump c) chump

3. tele (vision + broad }cast=

a) telecast b) broadcast c) telebroad

4. po(tato + to)mato=

Blends

Vegeburger (vegetable + burger,)

Beefburger (Beef + burger)

Hamburger (Ham+ burger)

brunch (breakfast + lunch)

cheeseburger (cheese + hamburger)

Acronyms

AFC - American Football Conference

PGA - Professional Golfers' Association

MLB - Major League Baseball

NASCAR - National Association for Stock Car Auto

Racing

a) potato b) tomato c) pomato

5. tang(erine + I)emon =

a) tangemon b) tangerine c) lemon

Acronyms

Finding the following Acronyms in the wordsearch

R Y U N A T O I L

L A K M I P I U A

O H D K L P S H S

G E S A A E E C E

D T E T R L A P R

I U S I T Z X E T

K E U O N Y J R I

G O R A O R A M U

6.2. Production

Speaking

Create a Dialogue and use the blend and acronyms (You will practice in the class room

with your classmates). Use the following words

6.4. Answer sheet

brunch pomato MLB Laser

chump tangemon radar GIF

telecast beefburger NATO

Practice of Blend

1. pomato

2. telecast

3. chump

4. brunch

5. tangemon

Practice of Acronyms

R Y U N A T O I L

L A K M I P I U A

O H D K L P S H S

G E S A A E E C E

D T E T R L A P R

I U S I T Z X E T

K E U O N Y J R I

G O R A O R A M U

EXERCISE 7: Compounds Containing Bound Combining Forms

HEALTH AND SCIENCE

7.1 Warm Up

Vocabulary

Order the letters to form the correct word. Then listen and repeat.

a) ROLOIVYG

b) HOCYOLGSYP

c) LOOIYBG

d) YHOISPYOLG

e) LOOYGRYBME

f) MRHPAOOLGAYC

g) SGECNIET

7.2 Practice

Vocabulary

Choose the correct option to complete the sentences. Then, listen and repeat.

1. The science dealing with the study of viruses and the diseases caused by them is the

(virology / genetics / virus) .

2. The science of life or living matter in all its forms and phenomena is the (genetics /

biology / herbal medicine) .

3. The science of the mind or of mental states and processes is the (virology /

embryology / psychology) .

7.3 Production

Investigate each of the sciences in the warm up exercise. Then prepare a short speech to

present in front of the class.

7.4 Answer sheet

Answers for 7.1

a) Virology

b) Psychology

c) Biology

d) Physiology

e) Embryology

f) Pharmacology

g) Genetics

Answers for 7.2

1. Virology

2. Biology

3. Psychology

EXERCISE 8: Phrasal words

COMMENT ON FASHION AND STYLE

8.1. Warm up

What do you and your partner think of these fashions and hairstyles? Describe them in your

own way.

8.2. Practice

Read each quote and match the words in bold with their meaning.

I try to stand out from the crowd by w

earing clothes that no one else would

John's clothes are really out of style.

He doesn't care if his clothes are in or

a) Refuse to go any further than

b) Not fashionable

c) To be very obvious or unusual

d) To be very influenced by

something.

I draw the line at wild and crazy

clothes. I just don’t like to attract

attention to myself.

Jeremy is a total slave to fashion. He

can't leave the house without making

sure every part of his outfit matches

perfectly.

8.3. Production

Create a short presentation about fashion styles using the phrasal words learned.

8.4. Answer sheet

Answer for 8.2.

I try to stand out from the crowd by w

earing clothes that no one else would

John's clothes are really out of style.

He doesn't care if his clothes are in or

a) Refuse to go any further than

b) Not fashionable

c) To be very obvious or unusual

d) To be very influenced by

something.

I draw the line at wild and crazy

clothes. I just don’t like to attract

attention to myself.

Jeremy is a total slave to fashion. He

can't leave the house without making

sure every part of his outfit matches

perfectly.

CONCLUSION

Nowadays the use of English language is very essential at national and international

level. In our country, Ecuador, we have the opportunity of using it as a second language.

This indicates that both teachers and students try to use it as correctly as possible in

developing the fourth most important skills, listening, reading, writing and speaking.

However, when it comes to develop speaking skills there are certain parameters that many

teachers tend to forget such as the correct stress, into nation and pronunciation of words.

All these activities will help adult students of the level C1 to overcome pronunciation

difficulties, to recognize certain word-meanings and to apply the acquired knowledge in the

speaking skill. At the same time, these activities will develop student’s vocabulary and

knowledge of grammatical structures by focusing special attention to compounds, blends

and phrasal words described and studied in the book “An Introduction to English

Morphology: Words and their Structure” by Andrew Carstairs – McCarthy.

BIBLIOGRAPHY

Carstairs, A. (2002). An Introduction to English Morphology: Words and their

structure. Edinburgh University Press: Andrew Carstairs-McCarthy.

Ginger Pages,. (2015). What Is a Compound Adjective? Definition & Examples.

Retrieved 20 December 2015, from http://www.gingersoftware.com/

content/grammar-rules/adjectives/compound-adjectives/

Zoothera (Thrush),. (2010). Blending, Clipping, Acronym . Retrieved 20 December

2015, from https://koesnandar1964.wordpress.com/2010/12/17/blending-clipping-

acronim/

Wordreference.com,. (2015). English to French, Italian, German & Spanish

Dictionary - WordReference.com. Retrieved 20 December 2015, from

http://www.wordreference.com/

UsingEnglish.com,. (2015).UsingEnglish.com. Retrieved 20 December 2015, from

http://www.usingenglish.com/reference/id

TheFreeDictionary.com,. (2015). fashion. Retrieved 20 December 2015, from

http://idioms.thefreedictionary.com/fashion

Exam English Ltd, a. (2015). Common European Framework of Reference for

Languages (CEFR) - English levels. [online] Examenglish.com. Available at:

http://www.examenglish.com/CEFR/cefr.php [Accessed 21 Dec. 2015].

Mml.cam.ac.uk, (2015). Phonology and Morphology. [online] Available at:

http://www.mml.cam.ac.uk/dtal/courses/ugrad/p8_PhonMorph.html [Accessed 21

Dec. 2015].

Academia.edu, (2015). English Morphology and Morphosyntax: Syllabi, Examples

& Exercises. [online] Available at:

http://www.academia.edu/3269937/English_Morphology_and_Morphosyntax_Sylla

bi_Examples_and_Exercises [Accessed 21 Dec. 2015].

Investigate the language by applying morphological

structures

Make pedagogical decisions on how to teach

morphological structures from a communicative point of

Provide their own examples about possible

morphological problems presented in English Classes.

Evaluate the morphological problems in EFL

classrooms from a linguistic point of view.

Universidad Técnica de Ambato

Facultad de Ciencias Humanas y de la Educación

Carrera de Idiomas

Phonology II

Name: Nataly Mesias

Date: February 12th

, 2016

Element 5

The importance of morphology in the teaching of English language in Ecuador

Nowadays the use of the English language is essential at national and international

level. In our country, Ecuador, we have the opportunity of using it as a second language.

This indicates that both teachers and students try to use it as correctly as possible. However,

in almost all cases the learning process is not as good as the student can expect. If

morphology is applied in the teaching process, it will help both teachers and students in

acquiring a good knowledge in various ways.

First, morphology applied in education will help teachers to understand the nature of the

language system. This is because studying morphology means studying how words are

formed and structured. It leads us to think about the morpheme of language. This topic will

help to know how to modify or even change the class of the word. From this advantage,

both teachers and students could have formed hundreds or even thousands words.

Second, “to improve the vocabulary acquisition a learner must attain access to the

word´s form and meaning” (Barcroft 2004, p. 203). What is particularly interesting about

this statement is the mention of word form. It is known that many words are made up of

more than one morpheme and that knowing the word’s form involves an understanding of

its inner morphological structure. If knowledge of word form and meaning are important to

vocabulary acquisition, then it seems logical that students who are taught with

morphological techniques are better equipped to grow their vocabulary.

Third, morphological knowledge could help Ecuadorian teachers and students to get

involved with lexical derivations, morphemes, word processes. Those processes are

undoubtedly helpful to improve the four more important skills (listening, reading, writing

and speaking skills) when acquiring a new language. Because the more knowledge students

will have of a certain language the more confident they will feel with it.

To conclude, the study and use of morphology in learning English language can help

students and teachers to acquire it in an easy way. It has shown that that more successful

word-learners use morphological analysis to understand and learn new words. Therefore

applying the morphology process will help students to be more creative in creating new

words.

Bibliography:

Denny's World,. (2012). Morphology and the Implication on English Language Teaching.

Retrieved 10 February 2016, from

https://dennyiskandar.wordpress.com/2012/05/09/morphology-and-the-implication-on-

english-language-teaching/

Lli.ulaval.ca,. (2016). Retrieved 11 February 2016, from

http://www.lli.ulaval.ca/fileadmin/llt/fichier

Princeton.edu,. (2016). Retrieved 11 February 2016, from

https://www.princeton.edu/~browning/Proj

Pérez, O., Pérez, O., & perfil, V. (2014).Notes: The importance of Morphology in

Language Learning.Notesatlei.blogspot.com. Retrieved 12 February 2016, from

http://notesatlei.blogspot.com/2014/05/the-importance-of-morphology-in.html

FINAL REFLECTION

Phonology II has contributed in the development and acquisition of my

communicative competences in English language. Thanks to the guidance of the professor

of this module I have acquired knowledge about the structure of words and regulations on

how to form new words.

First of all, I learned to identify basic concepts of morphology from a linguistic point of

view. I also learned to distinguish the different parts of a word according to its formation. I

acquired knowledge about lexical derivation taking into account word etymology.

Additionally, I made use of these linguistic elements in the Teaching-learning process of

morphological structures from a communicative point of view.

The acquisition of this knowledge was possible by the use of didactic resources such as

books, e-books and websites. Moreover, the level of knowledge that I had to achieve was

made possible through discussions and practices during class hours together with the

teacher and classmates.

During the teaching of this module, Phonology II, my communicative competences have

reached a high level. Now, I know about the term ‘word’ in a more formal context. Of

course, my communicative competence is more clear because now I know exactly how and

when to use the different patterns and derivations of words.

PORTFOLIO RUBRIC

mesias nataly portfolio

Career

las 7 fiestas del mesias

händel mesias alleluia latin coro

nataly anticirusmmmmmmmmmm

honorato nataly

el mesias mexicano anita brenner

el.regreso.d e el mesias

andres felipe mesias

los símbolos del mesias

el dispositivo del mesias

mesias moderno, calendario 2014

nataly ruiz

las parabolas del mesias

multivibrador mesias

proyecto mesias

el regreso del mesias

historia del mesias

nataly bray

el mesias ora por usted

el mesias nuestra esperanza

nataly castro