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1. 1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
Fourth Semester “U”
Student´s name: Thalia Travez
Professor´s name: Lcda. Mg. Ruth Infante
AMBATO – ECUADOR
October – March 2016
2. 2
TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................3
VISIÓN (VISION STATEMENT)........................................................................................3
PERFIL DE EGRESO (EXIT PROFILE)..............................................................................4
STUDENT´S C.V..................................................................................................................5
STATEMENT OF PERSONAL LEARNING GOALS.........................................................6
SYLLABUS ...........................................................................................................................7
Evidence for Element 1 ........................................................................................................18
Evidence for Element 2 ........................................................................................................21
Evidence for Element 3 ........................................................................................................23
Evidence for Element 4 ........................................................................................................64
Evidence for Element 5 ........................................................................................................72
FINAL REFLECTION.........................................................................................................74
PORTFOLIO RUBRIC ........................................................................................................75
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)
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
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 través 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.
5. 5
Para ello la Coordinación de Carrera de Idiomas organizar á dentro de los módulos
optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser
aprobados a partir del séptimo semestre.
CURRICULUM VITAE
PERSONAL INFORMATION
NAME: Thalía Jessenia Trávez Trávez
ADRESS: Latacunga Calle Simon Rodriguez
TELEPHONE: 0983238180
BIRTH DATE: 28/07/1993
PLACE OF BIRTH: Latacunga
CI: 0504238064
EMAIL: lolislove16@hotmail.com
EDUCATION
VICTORIA VASCONEZ CUVI HIGH SCHOOL Latacunga
Bachelor in Administration and Accounting Science
ELVIRA ORTEGA SCHOOL Latacunga
PROFESSIONAL EXPERIENCE
OSCUS FINANCIAL ENTY Latacunga
Administration Assistant
Classified documents, edited reports on the computer, organized customer folders.
Update the informative data of customers and photocopied the important documents
that the secretary needed
6. 6
STATEMENT OF PERSONAL LEARNING GOALS
Phonology II mainly deals with the formation and structure of words. It also covers
important aspects such as roots, prefixes, suffixes, simple and complex words which
play a significant role in the understanding of a language. Phonology II is a difficult
subject, but we should keep in mind that it has an important role in the learning process
of English. I will start by explaining the reasons why which I want to take this syllabus.
In addition to this, I think it will contribute to my professional development. However, I
have to do several things in order to complete this course successfully.
The main reasons that I have for taking this module is because I would like to learn the
rules and different aspects related to word formation. Furthermore, I want to learn the
meaning of different prefixes and suffixes because it would help to infer the meaning of
unfamiliar words and could improve my English skills. The expectation for taking this
module is that I hope to acquire knowledge and skills which I could use in the professional
field. It also will contribute in my professional because I will become a good professional
having a better understanding of how words are formed and their structure. This will allow
me to teach a language effectively.
Finally, I am going to do my best effort to accomplish this course. I believe that could
be a new experience for me because there are interesting topics in this syllabus for this
reason I am going to research new information if it is necessary for understand and
clarify my doubts. The extra materials and autonomous work will be important because
as a future teacher my job will depend on my organization, responsibility and the time I
will spend to make my activities.
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
11. 11
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.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
15. 15
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false
16. 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
26. 26
Introduction
“I have come to believe that a great teacher is a great artist and that there are as few as there
are any other great artists. Teaching might even be the greatest of the arts since the medium
is the human mind and spirit”. John Steinbeck
Nowadays teaching children depends of teachers, in what way they teach. For that reason in
this document we will provide some activities for A2, it will help students to develop their
skills especially speaking and improve their knowledge about compound words, blends and
phrasal words without mistakes.
We are going to focus in the study of compound words, blends and phrasal words. The first
are formed by combining roots, the second are roots that are reproduced only partially in
the compound, and the third have the structure of phrases but function as words.
On the other hand, the distinction between compounds and phrases depends on sound and
meaning. For example: “hair nét” and “háirnet” in the first expression the main stress is
on net, while in the second is on hair. The first expression is a phrase, because in English
language phrases are stressed on the last word, whereas the second one is a compound,
because they are stressed on the first element. However, this stress only applies to
compound nouns. Otherwise, consider the compound word “overactive” the head of the
compound is the adjective active derived from the verb act.
In contrast, the word faintheart is headless, because as a noun is not determined by either of
its two components. As a result, headless are nouns in which the second element is not a
noun at all. Furthermore, some nouns are formed by a verb and a preposition or adverb
(e.g.) “take-off”. Some nouns are formed from verbs by conversion where the base could
be a verb plus another word and they could constitute a lexical item (e.g.) “The plane took
off at noon”. Hence, the headless compounds are called exocentric, because they are not
determined by any element inside them, and headed compounds are called endocentric,
because they have an internal center.
Blends are roots that are reproduced only partially in the compound (e.g.) “smog” blended
from “smoke and fog”. Besides, partial blends are compounds where only one component
27. 27
is truncated (e.g.) “talkathon” from “talk plus marathon”. Otherwise, Acronyms are
reductions to just one sound of a blend (e.g.) RAM (random access memory). Instead,
“sonar” is an intermediate between and acronym and a blend (from sound navigation and
ranging).
Combining forms are compounds that are made up of bound roots. Especially the
vocabulary in scientific and technical areas of English language (e.g.) anthropology, the
meaning of the word is determined from each part (anthrop (o) - “human”, plus - (o) logy -
“science or study”) this word means “science or study of human beings”, most of these
words come from Greek or Latin borrowed in western Europe in the XV and XVI centuries,
known as “The Renaissance”. As a consequence, when compounds are expressed different
because of syntax are called Phrasal Words (e.g.) “hair restorer” (this substance restores
hair) not (this substance hair-restores) because there is a difference between compound
word structure and sentence structure. In contrast, to make the plural in the phrasal word
jack-in-the-box we need to add the suffix -s, but not in the head noun “jack” but to the
whole expression “jack-in-the-boxes” because it behaves as a word.
The first activity is about the distinction between compounds and phrasal words. This task
offers multiple choices where students will be able to recognize them. Moreover, they will
have the opportunity to practice their speaking skills through it. Finally, they will be able to
make sentences using them. The main aim of this activity is teach them the difference
among compounds and phrasal words pronunciation, because the compound words have the
stress on the first word, while the phrasal words have on the last one.
The second activity is about compound verbs. We will provide exercises of writing and
speaking where they could learn what a compound verb is and the classification to form
compound verbs which may be distinguished according to their structure. First, they will
learn about these compounds with some examples. Second, they will practice and recognize
what is the correct compound. In the task three, we could notice if they learn because they
have to complete a chart depending the classification to form compound verbs.
The third activity is similar to the previous activity because the compound adjective and
compound verbs are alike in their structure a classification. This activity has three
exercises, too. The student has the opportunity to practice their speaking and work with
partners to know and identify compound adjectives. First, they will know how is formed a
28. 28
compound adjective. Second, they will recognize these type of compounds and finally they
will create sentences and share them with other people.
The fourth activity is about compound nouns. The first task offers the opportunity to
recognize this kind of words, but at the same time memorize it. The next task, helping
students to develop their knowledge with compound nouns with the writing method.
Finally, they will be supposed to know a lot about compound nouns and create it.
The fifth activity is about headed and headless compounds. In this task will offer some
words to understand the topic. After, we should be associated the words with the correct
picture to understand better that the first activity. Finally, they will be able to recognize,
read and write about the topic.
The activity number sixth is about phrasal word. This activity offers a new vocabulary
about the phrasal word related to family members. Students will be able to recognize and
familiarized with the new words. Furthermore, students will be able to develop reading and
speaking skills through drill in the structure of a conversation .Finally they are going to
practice the phrasal word in a real situation.
The activity number seventh is about blends and acronyms words. This activity offers good
examples to learn what is blends words and acronyms .Students will be able to differentiate
between blends and acronyms words .Also they will able to understand how blends words
are composed.
The activity number eight is about compounds containing bound combining forms, the first
activity is about identify Compounds containing bound combining forms and evaluate the
student comprehension trough speaking practice and writing practice. Students will be able
to recognize the root of bound combining forms.
In conclusion, through this chapter we are going to contrast the distinction between
compound words, blends and phrasal words. In order to achieve this aim we have
developed some exercises focused in speaking skills applied to children from 9 – 10 years
old (basic users) from A2 level according to the Common European Framework. Also,
these tasks could be apply for a fifteen student class.
29. 29
Task 1 – Warm – up
a) Underline the correct word according to the picture.
Workaholic
Sweetheart
Housewife
Caretaker
Injury
Quadriplegic
b) Read the correct answers to your class.
Pic 1
Pic 2
Pic 3
30. 30
Task 2 – Practice
a) Match each word, phrasal or compound word with a word, phrasal or compound
word that is similar in meaning.
1. Quadriplegic a. daily
2. Flick on b. my mother´s husband
3. Day-to-day c. paralyzed
4. Caretaker d. turn on
5. Step-father e. attendant
b) Complete the following sentences using the phrasal or compound words from the
left in exercise a.
1. Some paralyzed people need a trained pet to the lights at home.
2. When I feel sick, I need a to help me get out of bed.
3. People that can´t use their hands or legs are called
4. My mom wants to marry again, that means I am going to get a
5. My dad feels tired with his tasks at work.
c) Read the sentences in task b to your class.
31. 31
Task 3 – Production
a) Choose one phrasal or compound word from the left in Part a, from Task 2, make
your own sentence, make a draw about it and explain to your classmates.
Answer Sheet
Task 1 – Answers
a) Underline the correct word according to the picture.
Workaholic
Sweetheart
Housewife
Caretaker
Injury
Quadriplegic
b) Read the correct answers to your class.
Workaholic, caretaker and quadriplegic.
Pic 1
Pic 2
Pic 3
32. 32
Task 2 – Answers
a) Match each word, phrasal or compound word with a word, phrasal or compound
word that is similar in meaning.
1. Quadriplegic a. daily
2. Flick on b. my mother´s husband
3. Day-to-day c. paralyzed
4. Caretaker d. turn on
5. Step-father e. attendant
b) Complete the following sentences using the phrasal or compound words from
the left in exercise a.
1. Some paralyzed people need a trained pet to flick on the lights at home.
2. When I feel sick, I need a caretaker to help me get out of bed.
3. People that can´t use their hands or legs are called quadriplegic
4. My mom wants to marry again, that means I am going to get a step-father
5. My dad feels tired with his day-to-day tasks at work.
c
d
a
e
b
33. 33
Task 3 – Answer
a) Choose one phrasal or compound word from the left in Part a, from Task 2, make
your own sentence, make a draw about it and explain to your classmates.
My step-father had an accident and now he is quadriplegic, he can´t use his legs.
Compound verbs
Compound verbs are verbs formed by compounding. You will notice that all these
compounds have a verb as the rightmost element. There is a classification to form
compound verbs which may be distinguished according to their structure:
verb–verb (VV): freeze-dry
noun–verb (NV): steam-clean
adjective–verb (AV): whitewash
preposition–verb (PV): overcook
Task 1 – Warm–up
a) There are fifteen compound verbs in the worm, find them in the word search puzzle.
34. 34
b) Every student has to tell the teacher one word that they find in the word search
puzzle. They can’t repeat what others say.
Task 2 – Practice
a) Repeat after the teacher every compound verb that you have in the boxes, then
according to the pictures underline the correct compound verb.
babysit
housesit
dry-clean
outrun
rainfall
doorstop
Picture 1
Picture 2
35. 35
Task 3 – Production
a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this
chart.
Compound verbs
verb–verb noun–verb adjective–verb preposition–verb
stir-fry
dry-clean
rainfall
rainfall
air-condition
outrun
Picture 3 Picture 4
36. 36
Answer Sheet
Task 1 – Answers
a) There are fifteen compound verbs in the worm, find them in the word search puzzle.
b) Every student has to tell the teacher one word that they find in the word search
37. 37
puzzle. They can’t repeat what others say.
Task 2 – Answers
a) Repeat every compound verb that you have in the boxes, after according the
pictures underline the correct compound verb.
babysit
housesit
dry-clean
outrun
rainfall
doorstop
stir-fry
dry-clean
rainfall
rainfall
air-condition
outrun
Picture 1 Picture 2
Picture 3 Picture 4
38. 38
Task 3 – Answers
a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this
chart.
Compound verbs
verb–verb noun–verb adjective–verb preposition–verb
stir-fry air-condition dry-clean outrun
freeze-dry rainfall whitewash underestimate
babysit overcook
Compound adjectives.
The head of the compound is the adjective. They are similar to compounds verbs because
these compounds adjectives are right-headed, but there are also a few compound adjectives
that are not right-headed. There is a classification to form compound adjectives which may
be distinguished according to their structure:
noun–adjective: sky-high
adjective–adjective: grey-green
preposition–adjective: underfull
39. 39
Task 1 – Warm – up
a) Find the two words that make each compound adjective. Tell the teacher one
compound adjective and the two words that you find.
Task 2 – Practice
a) Identify and paint the compound adjectives. In groups of three read and compare
your answers with your partners.
Task 3 – Production
a) Continue in groups of three, every person of the group has to select one compound
adjective founded in the task 2 and write one sentence. After, everyone has to tell
his/her partners his/her sentence. Finally they have to have three sentences.
1…………………………………………………………………………………………...
2…………………………………………………………………………………………...
3…………………………………………………………………………………………...
sky-high
deaf-mute
red-hot
well-known
overactive
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-eyedtumbledownblue-green
40. 40
Answer Sheet
Task 1 – Answers
a) Find the two words that make each compound adjective. Tell the teacher one
compound adjective and the two words that you find.
Task 2 – Answers
a) Identify and paint the compound adjectives. In groups of three read and compare
your answers with your partners.
sky-high
deaf-mute
red-hot
well-known
overactive
highsky
deaf mute
red hot
well known
over active
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-eyedtumbledownblue-green
41. 41
Task 3 – Answers
a) Continue in groups of three, every person of the group has to select one compound
adjective founded in the task 2 and write one sentence. After, everyone has to tell
his/her partners his/her sentence. Finally they have to have three sentences.
1 I want to paint my room blue-green.
2 Wine of over-ripe grapes is famous in Patate.
3 A poor deaf-mute, he can't hear or speak.
Compound Nouns
A compound noun is a noun that is made with two or more words. A compound noun is
usually [noun + noun] or [adjective + noun], but there are other combinations. It is
important to understand and recognize compound nouns. Each compound noun acts as a
single unit and can be modified by adjectives and other nouns.
Task 1- Warm-up
a) Recognize the following pictures, then match the picture with the appropriate word
and repeat each word.
Sailboat
Watermelon
Butterfly
42. 42
Snowman
Task 2 - Practice
a) Read carefully each sentence. Choose the correct
compound noun. After that complete it with the correct word and repeat as many
times as possible the compound noun words.
My
____________
__ is very big.
The
______________ is sitting on the chair.
Maria is the best ___________ .
Ms. Angela is a good
______________ .
Task 3 - Production
a) Look at the pictures, and then create a compound noun with it. Finally write the
correct compound noun and repeat ten times until to know it.
44. 44
Answer sheet
Task 1 - Answers
a) Recognize the following pictures, then match the picture with the appropriate word
and repeat each word.
Sailboat
Watermelon
Butterfly
Snowman
Task 2 – Answers
a) Read carefully each sentence. Choose the correct compound noun. After that
complete it with the correct word and repeat as many times as possible the
compound noun words.
45. 45
My
backpack is
very big.
The
grandmother is sitting on the chair.
Maria is the best cheerleader.
Ms. Angela is a good housewife.
Task 3 - Answers
a) Look at the pictures, then create a compound noun with it. Finally write the correct
compound noun and repeat ten times until to know it.
Glasses – Coat – Man –
Brush – Tail – Fly – Pig
– Tooth – Rain – Butter
– Snow – Sun.
46. 46
Headed and headless compound.
Headless compounds are compound words where the meaning is not specified by any of
parts. While, headed compounds are specified by the head word in the whole compound.
Task 1- Warm up
a) Underline the correct headed compound, then repeat the words ten times.
Blackboard
Greenstone
Highchair
Jellyfish
Bathroom
b) Choose the headless, list it and repeat the words.
Vegeburger
Bathroom
Faintheart
Pickpocket
Highchair
Cutpurse
Turncoat
Greenstone
Task 2 - Practice
a) Associate the picture with the correct word. Write the word below the correct
picture, then practice in group of three and repeat the words.
47. 47
________________________ ______________________
_________________
_______
_________________
_____
Task 3 - Production
a) Complete with the correct noun the
headed and the headless compounds that is in the chart. After that, work in pairs and
tell your classmate the noun for complete the words. Finally repeat each word.
Sabre_______ Kill__________
Cut________ Jelly__________
Green________ Faint___________
Black_________ High___________
Pick_________ Turn___________
Highchair Blackboard
Jellyfish
Greenstone
Stone Fish Board Chair Pocket
Purse Heart Coat Joy Tooth
48. 48
Answer sheet
Task 1 - Warm up
a) Underline the correct headed compound, then repeat the words ten times.
Blackboard
Greenstone
Highchair
Jellyfish
Bathroom
b) Choose the headless, list it and repeat the words.
Vegeburger
Bathroom
Faintheart
Pickpocket
Highchair
Cutpurse
Turncoat
Greenstone
Task 2 – Answers
a) Associate the picture with the correct word. Write the word below the correct
picture, then practice in group of three and repeat the words.
Blackboard Greensto
Faintheart
Pickpocket
Cutpurse
Turncoat
49. 49
Jellyfish Highchair
Task 3 –
Answers
a) Complete with the correct noun the headed and the headless compounds that is in
the chart. After that, work in pairs and tell your classmate the noun for complete the
words. Finally repeat each word.
Sabretooth Killjoy
Cutpurse Jellyfish
Greenstone Faintheart
Blackboard Highchair
Pickpocket Turncoat
Phrasal word
Phrasal words have a structure like a phrase, they function as a word. An example could be
mother-in-law.
Highchair Blackboard
Jellyfish
Greenstone
Stone Fish Board Chair Pocket
Purse Heart Coat Joy Tooth
50. 50
Task 1 - Warm -up
Relatives using In-Laws
Teacher explains the meaning of each relative -in law after students are going to repeat each word so,
teacher explains that are phrasal word. Then teacher shows a picture of Mary's and John’s family
relatives
The in-laws are the members of the family of the person you are married to
father-in-law: the father of your future wife/ husband
mother-in-law: the mother of your future wife/ husband
son-in-law: the husband of your future daughter
daughter-in-law: the wife of your future son
brother-in-law: the husband of your sister
sister-in-law: the wife of your brother
Pict 1
52. 52
Task 2 - Practice
a) Match according the pictures of Mary's and John’s relatives.
She is Mary's mother- in –law
He is John’s father-in-law
He is Mary's brother- in –law
She is John’ss sister- in –law
She is John’s mother- in –law
53. 53
b) Red the conversation and underline the phrasal words.
A: Hello, Miley. How are you?
B: Hi, Lucas. I am fine thanks and you?
A: Me too. Well tell me something about your family
Do you have any relatives in law?
B: Well, My mother-in-law is Carmen and my father-in-law is Esteban
A: Does your husband have siblings?
B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My
husband has just two siblings
A: and what about you? Is your son married with someone?
B: Yes, actually he is married and my daughter-in law is Karina. They work in the same
high school as teachers.
Task 3 – Produce
a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your
parents.
54. 54
Answer sheet
Task 2 - Answer
a) Match according the pictures of Mary's and John’s relatives.
She is Mary's mother- in –law
He is John’s father-in-law
He is Mary's brother- in –law
She is John’ss sister- in –law
She is John’s mother- in –law
55. 55
b) Red the conversation and underline the phrasal words
A: Hello, Miley. How are you?
B: Hi, Lucas. I am fine thanks and you?
A: Me too. Well tell me something about your family
Do you have any relatives in law?
B: Yes, My mother-in-law is Carmen and my father-in-law is Esteban
A: Does your husband have siblings?
B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My
husband has just two siblings
A: and what about you? Is your son married with someone?
B: Yes, actually he is married and my daughter-in law is Karina. They work in the same
high school as teachers
56. 56
Task 3 – Answers
a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your
parents.
57. Blends and Acronyms
Blends
There are words with a kind of compound where at least one component is reproduce only
partially
Example:
1.-smog blended from smoke and fog
2. - cheeseburger blended from cheese and hamburger.
Acronyms
There are words with a kind of truncation that a component of a blend can undergo is
reduction to just one sound or letter,usually the first.
An acronym is a word that is that is made by taking the first letter of the full name or
sentence.
Blends made up of initial letters are known as acronyms.
Example:
1.- NATO from North Atlantic Treaty Organization
2.-AIDS from acquired immune deficiency syndrome
Note.Blends and acronyms are different from the way they are pronounced.
58. Exercise 1
Identify blends and acronyms words and evaluate the student comprehension trough
speaking practice and writing practice.
TASK 1 Warmup
WARMUP IDENTIFICATION .-Read and try to guess how blends words are blended.
1,.Simulcast
2.-brunch (breakfast + lunch)
3.-multiplex (multiple + complex)
4.-intercom (international + communication)
5.-WiFi (wireless + fidelity)
TASK 2 –Practice
A- Read and try to guess the meaning of each acronym.
1.- UNICEF - The United Nations International Children's Emergency Fund.
2.-WASP - White anglo saxon protestant.
3.-BBC (British Broadcasting Corporation)
4.-EFL means English as a foreign language.
5.-CNN (Cable News Network).
B.-Identify and put inside each box the correct blend or acronym word .
1.-simulcast (simultaneous + broadcast)
2.-RADAR - Radio detecting and ranging
3.-internet (international + network)
4.-LASER - Light amplification by the stimulated emission of radiation.
5.-because (by + cause)
6.-UNICEF - The United Nations International Children's Emergency Fund.
7.-emoticon (emotion + icon)
8.-SCUBA - Self-contained underwater breathing apparatus.
9.-spanglish (spanish + english)
Task 3 –Production
Give more examples about blends words.
1.-
2.-
3.-
4.-
5.-
59. ANSWER SHEET
TASK 1
WARMUP IDENTIFICATION.-Read and try to guess how blends words are blended.
1,.Simulcast (simultaneous + broadcast)
2.-brunch (breakfast + lunch)
3.-multiplex (multiple + complex)
4.-intercom (international + communication)
5.-WiFi (wireless + fidelity)
ANSWER FOR THE TASK 2
A.- Read and try to guess the meaning of each acronym.
1.- UNICEF - The United Nations International Children's Emergency Fund.
2.-WASP - White anglo saxon protestant.
3.-BBC -British Broadcasting Corporation
4.-EFL -means English as a foreign language.
5.-CNN -Cable News Network
B.-Identify and put inside each box the correct blend or acronym word.
1.-simulcast (simultaneous + broadcast)
2.-RADAR - Radio detecting and ranging
3.-internet (international + network)
4.-LASER - Light amplification by the stimulated emission of radiation.
5.-because (by + cause)
6.-UNICEF - The United Nations International Children's Emergency Fund.
7.-emoticon (emotion + icon)
8.-SCUBA - Self-contained underwater breathing apparatus.
9.-spanglish (spanish + english)
ANSWER FOR TASK 3
1.-
alcop
op
(alco
hol +
pop)
2.-
chexting (cheating + texting)
3.-docudrama (documentary + drama)
4.-electrocute (electricity + execute)
Blends Acronyms
Simulcast
spanglish
Internet
Because
emoticon
RADAR
SCUBA
LASER
UNICEF
60. 5.-flare (flame + glare)
Compounds containing bound combining forms
Vocabulary of English, especially in scientific and technical areas, includes a huge
repertoire of compounds that are made up bound roots, known as combining forms.
Apart from containing bound roots differ in two other ways from most compounds nouns.
Example:
1.-Anthropolo = human plus logy= science or study that means the study of human beings
.
Task 1-Warmup
A.-Match each word identified bound combining forms with the correct meaning.
1.-hematology the science dealing with the chemical changes in and the
composition of the earth's crust.
2.-geochemistry the study of the nature, function, and diseases of the blood and
of blood-forming organs.
3.-Geology the science that deals with the dynamics and physical history
of the earth, the rocks of which it is composed, and the physical, chemical, and biological
changes that the earth has undergone or is undergoing.
Task 2-Practice
B.-Separate each bound combining forms in bound roots: geology, etymology, geography
and photography.
1.-
2.-
3.-
4.-
Task 3-Production
Try to guess what the meaning of this word with the roots is.
Phonology. - phono- + -logy
ANSWER SHEET
TASK 1
A.-Match each word identified bound combining forms with the correct meaning.
1.-hematology the study of the nature, function, and diseases of the blood and of
blood-forming organs.
61. 2.-geochemistry the science dealing with the chemical changes in and the
composition of the earth's crust.
3.- Geology the science that deals with the dynamics and physical history of
the earth, the rocks of which it is composed, and the physical, chemical, and biological changes
that the earth has undergone or is undergoing.
ANSWER FOR TASK 2
B.-Separate each bound combining forms in bound roots: geology, etymology, geography and
photography .
1.-geology=geo + logy
2.-etimology etimo+logy
3.-geography =geo+-graphy
4.-photography= geo+graphy
ANSWER FOR TASK 3
1.-Try to guess what is the meaning of this word:
Phono=indicating a sound or voice
Logy=study
Phonology.- The study of the distribution and patterning of speech sounds in a language and of the
tacit rules governing pronunciation
62. Conclusion
The work helps us to clarify concepts about the chapter six: “Compound words, blends
and phrasal verbs” thanks to the different exercises applying in this element. We could say
that this kind of activities also will help the teacher and students to develop their skills.
Most of these activities teach specific skills.
However, in our group we tried to focus on speaking skill but also we consider that it is
an opportunity for Basic Users to learn social skills like cooperation, integration, and
socialization between classmates. It is important to clarify that the participation in these
activities can readily show them how to appropriately interact with others in order to use
the different words in a correct way.
Furthermore, it will be useful for teachers because they can use these activities in different
ways most of these activities encourage creativity. So, not only help Basic Users learn
problem-solving skills but also encourage their natural curiosity as a result the students
will be motivated to learn the second language in an interactive way.
In our case we thought that the following activities such as word search, fill in gaps,
match pictures, underline words, conversation, etc. They are kind of activities that will
help student to develop their skills. Additionally, Basic Users can explore their individual
talents and feel greater confidence as they discover their abilities practicing these kinds of
activities.
Finally, from our point of view we regard that the purpose of this chapter was to
understand and clarify doubts about this chapter with the help of the exercises that will be
very useful for us as future teachers
65. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
“PHONOLOGY II”
Evidence for Element 4
66.
67.
68.
69.
70.
71.
72.
73. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
“PHONOLOGY II”
Evidence for Element 5
74. Phonology II
Name: Thalia Travez
Date: February 12
th
, 2014
The influence of the morphology in the teaching of the English
language in Ecuador
The morphology is part of linguistics that studies the composition and derivation
of words. It means that the real purpose is the creation of words and another is the
modification of the existing ones. For this reason, it is a fundamental part in learning the
English language. However, its importance has not been as relevant in most of the schools
and high schools of our country. But there is an exception in the case of the university
especially universities which have career of the English language that educate futures
English teachers as our case.
So, there are essential syllabuses which are related to Linguistics according each
level. In the case of the study of morphology we can infer the meaning of some words and
at the same time, to learn new words. For instance, in roots we can notice that some words
have their origin in Latin, German and French language and understand how this affected
the pragmatic aspects of words. Also, it is greatly helpful for teachers because, we are able
to identify prefixes or suffixes and these can be predictable thus we can teach students
with real examples. Students will be able to distinguish. For instance, that the suffixes “-
ment” or “-ness” form a noun, or that the suffix “-ly” forms an adverb.
Furthermore, in the case of some kindergartens that are bilinguals there are some
techniques that teachers apply using morphology. For example the use of onomatopoeic
words those are predictable in the case of animal sounds such as miaow, cheep, woof.
On the other hand the same case happens in some high schools which mostly they
focus on the use of suffixes and prefixes. I could say that the teaching of morphology in
the English language is not in a direct way but it is according to the subject to be taught.
That is why in Ecuador there is no greater influence in direct teaching of this field.
Finally, the study of morphology is not only an option but a must for any language
student, because it is indispensable to fulfill adequate abilities to understand the target
language, and to be able to communicate successfully. For this reason, our country should
adopt this branch of linguistics as essential in the process of learning L2.
75. FINAL REFLECTION
During all this semester in this syllabus that I performed some activities that were
very interesting. Also, I consider that all these activities were and will be very useful for
me because they have summaries, exercises, and presentations that I can use in the future
in my professional life.
Furthermore, they are important because I can learn more vocabulary, so I can
express my ideas or thoughts in a better way. Another thing why I think that these works
are necessary is because when I started doing them I could increase my knowledge about
the English language. It was because I could understand the word formation through the
application of suffixes and prefixes.
The study of this syllabus not only helped me to clarify my ideas about the
morphology but also its contents. As a result I understood the importance of this syllabus
in the learning and teaching of the English language.
As a conclusion, I can say that all these elements were fabulous because I could
learn many things about this language that helped me to be better and I could work with
my classmates in one of the elements and thus I was able to interact with them and I could
clarify my doubts during development of this element.
76. CARRERA DE IDIOMAS
PORTFOLIO RUBRIC
Student´sname: Thalia Travez
Syllabus: Phonology II
Date: February 14th
, 2016
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness and
Organization
(1. Cover page & index,
(2. Vision statement, Mision
statement, Exit profile
(3. C.V.
(4. Syllabus
(5. Statement of personal goals
according to each syllabus.
(6. Five evidences
(7. Final Essay
8. Rubric with grade of portfolio)
The portfolio
contains all the
elements (8
elements described
below) in a very
organized way.
The portfolio is
somewhat organized
and may miss one or
two elements.
The portfolio shows
little organization
and may miss three
or four elements.
The portfolio shows
no organization and
may miss more than
four elements.
Statement of
Personal Learning
Goals
Demonstrates
honest and complex
understanding of
learning goals,
relates goals to
current syllabus,
few or no language
errors.
Good reflection about
future goals, some
parts could use
elaboration or further
analysis, some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about
goals and how it
relates to class,
many language
errors.
Many language
errors that make it
difficult to
understand, little or
no reflection about
future goals and
current syllabus.
Final essay
(Students from 3
rd
to 9
th
semester)
The final essay
explains how the
learning outcomes of
the current syllabus
respond to the
Program´s exit
profile in a very clear
and complete way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile
in a very good way.
The final essay
explains how the
learning outcomes
of the current
syllabus responds
to the Program´s
exit profile in a good
way.
The final essay
does not give a
good explanation of
how the learning
outcomes of the
current syllabus
responds to the
Program´s exit
profile in a good
way.
Mechanics grammar,
punctuation,
capitalization and
spelling.
The portfolio does
not have major
mistakes that
distract the reader
from the context.
One to three minor
mistakes in
grammar,
punctuation,
capitalization, or
spelling are
tolerated.
The portfolio has four
to six mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
seven to ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
more than ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling. It is difficult
for the reader to
understand the
content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.
Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.
