History Class XII Ch. 3 Kinship, Caste and Class (1).pptx
Arcentales Jonathan Phonology II Portfolio
1. 1
!
!
!
!
UNIVERSIDAD!TÉCNICA!DE!AMBATO!
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO!
“Phonology II”
Fourth!Semester!“A”!
Student´s!name:!Jonathan!Esteban!Arcentales!Santana!
Professor´s!name:!Lic.!Mg.!Ruth!Infante!
AMBATO – ECUADOR
October 2015 – March 2016
!
!
3. 3
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN!(MISION!STATEMENT)!
Formar profesionales líderes competentes, con visión humanista y
pensamiento crítico a través de la Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y difundan el conocimiento
respondiendo a las necesidades del país.
VISIÓN!(VISION!STATEMENT)!
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la
Educación de la Universidad Técnica de Ambato por sus niveles de
excelencia se constituirá como un centro de formación superior con liderazgo
y proyección nacional e internacional
4. 4
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL!DE!EGRESO!(EXIT!PROFILE)!
Los estudiantes que ingresan a la Carrera de Inglés deben tener actitud y aptitud para el aprendizaje
del idioma inglés. También deben demostrar competencias cognitivas de argumentación,
interpretación, análisis, síntesis y propositivas para la solución de problemas que se resume en el
cuadro de la siguiente página.
COMPETENCIAS
COGNITIVAS (Procesos)
COMPETENCIAS
COGNOSCITIVAS
(Productos)
COMPETENCIAS
METACOGNITIVAS (Reflexión
sobre sus conocimientos
INTERPRETATIVAS
Interpreta textos, gráficos, modelos
u otros símbolos de representación.
Tiene conocimientos básicos
del idioma inglés.
Sabe elaborar resúmenes.
Esquematiza textos y
contenidos.
Está consciente de la carrera que
elige.
Tiene conocimientos de sus
fortalezas y debilidades.
ARGUMENTATIVAS
Sabe explicar científicamente
fenómenos sociales, políticos y
culturales.
Justifica su ingreso a la
Universidad y a la Carrera
de Inglés.
Defiende sus ideas y acepta
críticas.
Demuestra conocimientos de
inglés, adquiridos en el
colegio.
Le gusta el idioma como
para usarlo como su segunda
lengua.
Ha descubierto su vocación de
servicio y ayuda a los demás.
Sabe plantear estrategias
para solucionar dificultades.
Busca formas de apoyo para mejorar
sus aprendizajes.
PROPOSITIVAS
Propone soluciones a problemas de
estudio.
Construye modelos de una realidad
estudiada.
Es creativo frente a las dificultades
del entorno.
Comparte sus criterios con los
demás.
Sabe formular hipótesis.
Se plantea retos para mejorar sus
aprendizajes.
Analiza consecuencias de sus
estrategias.
5. 5
!
Objective Full-time position of English Teacher, Full – time position of international
translator.
Education Primary Stuidies at “Lana Fermi School” in Italy
Bachelor of Science, May 2014, Colegio “Nacional Bahía de Manta”.
Experience French tutor at “Lana – Fermi” School (2006-2007)
Teach and help students that have problems with French language at “Lana
Fermi” primary School.
English tutor at “Lana – Fermi” School (2007)
Help students that have problems with English language from my classroom at
“Lana Fermi” School.
Skills Experienced with teaching strategies
Fluent in Spanish, Italian and English
Skill in teaching Italian and English
Good at learning languages
Achievements Graduated at “Colegio Bahía de Manta” as a bachelor. With a special honor in
the English subject
Graduated at “Lana Fermi School”
!
Jonathan Esteban Arcentales Santana
Av. Víctor Hugo y Ernesto Albán
0995627813
6. 6
STATEMENT!OF!PERSONAL!LEARNING!GOALS.!
The world is connected more and more every year. Technologies that made these connections possible
are growing rapidly. Learning a different language is one of the most important skills nowadays.
English is the second most spoken language; a language for business, science, technology and
communication. In order to be a good English speaker and a future teacher; it is not enough to study
and memorize the language, but it is also important to know how the language itself is structured and
the internal aspects of which it is composed. That’s why I’m going to do my best in this semester to
improve my knowledge about Phonology II. Phonology II is one of the most important modules that I
am studying at the university. In fact, it is useful in many ways; first, it allows students to know more
about grammar and some general rules about the formation of words. Second, the module helps those
students that have many difficulties in pronunciation. Third, by studying phonology, one has a deeper
knowledge about syntax, morphology and many other internal aspects of a language. I think I will
improve a lot in this semester and I will achieve this goal by giving the best of me with this module
and by practicing a lot since I have many difficulties when it comes to pronounce correctly and
inferring the meaning of some words. I think the Phonology II module will help me to overcome all of
these problems and reinforce the previous knowledge that I acquired the last semester in Phonology I.
I think I will achieve these goals by studying and practicing English every day or at least 2 days a
week because I have more subjects to study but I think I will keep improving my English to be a good
teacher. Phonology is a subject that requires a lot of practice and concentration so I will do my best to
attend at every single lesson and practice a lot at home. Only in this way I will be a good English
teacher one day.
!
7. 7
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO!
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015
8. 8
I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/06
Curricular Organization Unit: Profesional
Credits: 3
Level: Fourth Semester
Corequisites:
Subject Code
1. Oral III FCHE/I/MP/02129/04/03
Hours per Week
Class Hours:
3
Theoretical:
2
Practical:
1
Tutoring Student
Hours:
On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS : 120
Week hours 3
Hours during the semester: 48
Independent hours for the semester: 72
Academic Tutoring hours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday
from 9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec
9. 9
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the word formation of English. That
knowledge will let them make teaching desicions when planning, organizing and
evalauating the English Teaching and Learning process.
Course Description: (Abstract)
The course will aim to develop phonological knowledge and strategies in order to use
them when learning and teaching English.
This course will develop 5 main elements during the semester. First, students will
identify basic concepts of L2 related to morphology subject. Then, they will
understand different patterns of word formation. After that, students will be aware of
the lexical derivation, mainly the origin of words. They will also analyze the language
by applying morphological structures. Finally, students will predict examples about
possible morphological problems presented in L2.
The methodology that will be applied in the development of the module is Kolb´s
strategies and basically ABP, and English methodology as cognitive and meta-
cognitive strategies which may help students develop an independent learning. Some
of the evaluation instruments such a mind maps, charts, oral presentations will be
applied in order to get critical thinking and students´ own conclusion according to
each topic.
This course will contribute with the development of accuracy of language, in other
words, the correct use of words in context depending on the origin of word and the
different uses of the lexis.
Course General Objective:
Make use of linguistic elements, psychological processes, and the sociocultural
aspects in order to apply them in the teaching-learning process in an effective way
Course Specific Objectives :
1.! Identify basic concepts of L2 related to morphophonemic subject.
2.! Compare different patterns of word formation and their pronunciation.
3.! Analyze the lexical derivation, mainly the origin of words.
4.! Investigate the language by applying morphological structures.
5.! Provide their own examples about possible morphological problems presented
in L2
10. 10
IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify basic concepts of L2 related to morphophonemic subject.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretical Practical
1.1 What is Morphology? 1 1 1 Diagnostic Observation
1.2 The scope of morphology 1 1 2 Workshops
1.3 Morpholigical system 1 1 4 Questionnaires
1.4 Words, sentences and dictionaries 1 1 5 Mind maps
1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Learning outcome: Define main concepts of morphology from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.2 Compare different patterns of word formation and their pronunciation.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation
2.2 -Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and its forms: inflections 1 1 3 Mind maps
2.5 A Word and its relative derivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
11. 11
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
3.1Compounds 1 1 5 Diagnostic Observation
3.2 Morphemes and Allomorphs 1 1 5 Workshops
3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires
3.4 A Word and its structure 1 1 3 Mind maps
SUBTOTAL HOURS
5 5 18 TOTAL HOURS 28
Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy
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.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
5 5 11 TOTAL HOURS 21
12. 12
Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view
Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.5 Provide their own examples about possible morphological problems presented in English Classes
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation
5.2 The historical sources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires
Mind maps
SUBTOTAL HOURS
4 4 13 TOTAL HOURS 21
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms 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.
13. 13
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
Quiz
Questionnaires
Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Provide their own examples about possible morphological problems presented in English
Classes
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
14. 14
V. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251
CODE/ DATABASE LOCATION: COMMENTARY:
This a linguistic book that should be analysed carefully. In order to understand the linguistic
vocabulary it is compulsoru to know terms related to the study of morphology.
NUMBER
OF
ISSUES
PRINTED:
Codigo Biblioteca:
Código Biblioteca: 7002
x
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Bauer, Laurie Linguistics Student's Handbook third Edinburgh
University Press
Edinburgh 352
CODE/ DATABASE LOCATION: COMMENTARY:
Th book provides a framework of linguistics which includes important ideas about
morphology. This book is support for the main coursbook.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: 1
1 x
URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310
ADDITIONAL BIBLIOGRAPHY
15. 15
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false
16. VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval
20. 20
!
Evidence!for!Element!2!
Element 2: Compare different patterns of word formation and their pronunciation.
Learning Outcome 2: Distinguish parts of words according to its formation based on the
learning experience.
25. 25
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
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
Ambato - Ecuador
2015
28. 28
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
29. 29
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
part.
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
30. 30
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.
31. 31
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.
32. 32
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.
33. 33
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.
34. 34
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.
35. 35
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 ………………
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……………..
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
36. 36
3.3.#Production##
Speaking
Describe yourself using the following compound adjectives
#
#
#
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
open-minded well-informed absent-minded
self-reliant tight-fisted well-earned
37. 37
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.
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.
1. Spend
2. Cheap
3. Tight
5. Work
4. Sweet
a) wad
e) heart
d) skate
c) thrift
b) aholic
39. 39
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
40. 40
-! Open – minded
-! Big – headed
-! Well – educated
-! Soft – spoken
-! Self – confident
41. 41
EXERCISE 6: Blends and acronyms
6.1.!Warm#up##
Vocabulary
Read and listen the following vocabulary. Then listen and repeat.
#
6.2.#Practice#
Blend
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=
a)! potato b) tomato c) pomato
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
42. 42
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
brunch pomato MLB Laser
chump tangemon radar GIF
telecast beefburger NATO
43. 43
6.4.!Answer#sheet#
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
44. 44
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.
46. 46
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
wearing clothes that no one else would
wear.
John's clothes are really out of style.
He doesn't care if his clothes are in or
out.
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.
47. 47
#
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
wearing clothes that no one else would
wear.
John's clothes are really out of style.
He doesn't care if his clothes are in or
out.
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.
48. 48
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.
49. 49
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].
50. 50
!
!
!
Evidence!for!Element!4!
Element 4: Investigate the language by applying morphological structures.
Learning Outcome 4: Make pedagogical decisions on how to teach morphological
structures from a communicative point of view.
60. 60
Evidence!for!Element!5!
Element 5: Provide their own examples about possible morphological problems presented
in English Classes
Learning Outcome 5: Evaluate the morphological problems in EFL classrooms from a
linguistic point of view.
61. 61
UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
Phonology II
Name: Jonathan Arcentales
Date: February 12th
, 2016
Class: 4th
“A”
ELEMENT 5
ESSAY: The importance of morphology in the teaching of the English language in
Ecuador
The language that rules the world nowadays is English. In Ecuador, the teaching of
English in schools and high-schools is considered as one of the most important subjects.
That is why; most of Ecuadorian institutions want to have well prepared English teachers.
However, the methodology and knowledge acquired by Ecuadorian teachers is, in most of
the cases superficial and vague, so there is not an appropriate learning process in class. For
this reason, morphological analysis is essential in order to overcome these difficulties. The
teaching of morphology as part of the curricular grid could help both teachers and students
to obtain the correct learning process for three main reasons.
First, morphological analysis can help both teachers and students to infer the meaning of
some words, and, at the same time, to learn how to form new words with specific patterns
much easier than using the traditional word-memorizing process. In fact, knowing the
terminations of the words and its meanings can help Ecuadorian teachers to learn faster and
teach better. Being able to predict the meaning of a word without the use of the dictionary
is probably the highest linguistic skill that a professor of a foreign language should learn.
Second, morphological knowledge could be useful for Ecuadorian teachers to get more
familiar with lexical derivations and morphemes. Learning to distinguish between suffixes,
prefixes and infixes is important so that an Ecuadorian teacher will know that certain
suffixes form a noun “ment, ness”, others form adverbs “ly” and so on. Eventually, teachers
with morphological knowledge will realize that, in certain cases, the English language has
some logical and applicable word-formation processes that can be useful to have a larger
vocabulary knowledge.
Third, morphology can help the future Ecuadorian teachers to acquire a better writing
and speaking skill. Word-formation exercises are very used in advanced levels tests, that’s
why most of the current Ecuadorian teachers cannot pass the international examinations
62. 62
such as TOEFL. In addition, being aware of morphological issues can have positive effects
in auditory effects because of the knot between phonology and morphology.
To sum up, the inclusion and study of morphology in the process of learning the English
language in Ecuador is essential to have a better learning process. The study of morphology
can have many positive benefits both for students and teachers. People would gradually
loose the idea that English is a difficult language to learn.
63. FINAL!REFLECTION!
Nowadays, it is very important to know the universal language “English”, when we
travel to another country, because every person, whatever his nationality is, must know at
least a few words in English to communicate with foreign people. Knowing grammar and
vocabulary is not enough anymore. For example, in Ecuador, English as a second language,
but most people and specially students, struggle a lot when it comes to understand a word
that is not familiar. That’s why the module and teaching of Phonology is probably the best
way to overcome those troubles. In fact, the elements in the module and the activities done
at home and at the university were all very useful.
The most important aspect about the module was that thanks to it, I learned many terms
about morphology and I reviewed a lot of old words and authors studied in the previous
semesters and I put them into practice when I had to write summaries of the chapters of the
books used in class. I also learned how to distinguish between derivational and inflectional
morphology. This was really helpful because I could not understand at the beginning what
were these terms about. Thanks to the Phonology module, I was able to overcome those
difficulties and nowadays I can differ between the two types of morphology.
In addition, I learned a lot more about affixation in this semester. There were lots of
different topics and points of view in the two books studied in class. All the units were
plenty of new terms and rules or patterns to study in order to produce new words from
existing ones.
Finally, thanks to the Phonology II module, I improved my knowledge about lexical
derivations and morphemes. Learning to distinguish between suffixes, prefixes and infixes
was important so that I could that the English language has some logical and applicable
word-formation processes that can be useful to have a larger vocabulary knowledge.
I think this module was very helpful for me because I could notice many differences
when I had to guess the meaning of words and use affixation. In my opinion, this module
can help all those students and other people who want to improve their English in all the
skills, specially in the speaking and vocabulary skill. The fact that this module teaches and
includes activities and topics that made grow and train the capacity to study a language
from its basis, is a point in favor for language learners.
!
!