Lopez Alvarez Ana Belen Portfolio Phonology II

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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
Fourth Semester “A”
Student´s name: Lopez Alvarez Ana Belen
Professor´s name: Lic. Mg. Ruth Infante
AMBATO – ECUADOR
October 2015 – March 2016

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TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) ..................................................................................3
VISIÓN (VISION STATEMENT)...................................................................................3
PERFIL DE EGRESO (EXIT PROFILE).........................................................................4
STUDENT´S C.V.............................................................................................................6
STATEMENT OF PERSONAL LEARNING GOALS....................................................7
SYLLABUS ......................................................................................................................8
Evidence for Element 1 ...................................................................................................18
FINAL REFLECTION....................................................................................................61
PORTFOLIO RUBRIC ...................................................................................................62

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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

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EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
o Determinación de competencias de entrada
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.

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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.

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STUDENT´S C.V.
PERSONAL INFORMATION:
NAME: López Álvarez Ana Belén
AGE: 20 years
I.C: 1804462834
DATE AND PLACE OF BORN: Ambato, Tungurahua 31st, 1996
ADRESS: Ambato- Ecuador
TELEPHONE: 0999400767 / (03) 2872492
E-MAIL: lopezab96@gmail.com
STUDIES:
ELLEMENTARY SCHOOL: “Juana de Arco” (2008)
HIGH SCHOOL: Colegio Técnico Agroindustrial Pedro Fermín
Cevallos (2013)
UNIVERSITY: Universidad Técnica de Ambato.

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STATEMENT OF PERSONAL LEARNING GOALS.
The English language is one of the most spoken languages around the world and
everything that we know is being develop based on this language. English is useful
worldwide because it allows us to communicate with others and know about their past
and current times culture.
I am really interested in learning how to speak English correctly because it gives
us many opportunities and makes our lives easier, for example: if you speak English you
can have more and better job opportunities. Also English can help you to continue
studying another career that requires the knowledge of this language.
Through this syllabus called Phonology II, I really want to learn the correct
pronunciation of all the words that I read, the correct intonation and how to speak the
language like a native speaker.
I think the most important thing to become good at something is the practice and
the perseverance. To be good at Phonology, I will do my best into the hours of classes
but also by myself checking all the available sources to learn the language and practicing
pronunciation activities at home, that will help me to improve my languages skills.

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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

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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

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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

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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
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

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U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
3.1Compounds 1 1 5 Diagnostic Observation
3.2 Morphemes and Allomorphs 1 1 5 Workshops
3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires
3.4 A Word and its structure 1 1 3 Mind maps
SUBTOTAL HOURS
5 5 18 TOTAL HOURS 28
Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS

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Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view
Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.
U.5 Provide their own examples about possible morphological problems presented in English Classes
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation
5.2 The historical sources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires
Mind maps
SUBTOTAL HOURS
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view

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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
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
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
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
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test

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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

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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

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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

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EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 1
Identify basic concepts of L2 related to
morphophonemic subject.
LEARNING OUTCOME
Define main concepts of morphology from a
linguistic point of view
ELEMENT: Quiz

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EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 2
Compare different patterns of word formation and
their pronunciation.
LEARNING OUTCOME
Distinguish parts of words according to its formation
based on the learning experience
ELEMENT: Summary

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EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 3
Analyze the lexical derivation, mainly the origin of
words.
LEARNING OUTCOME
Summarize about lexical derivation taking into
account Word ethymolgy
ELEMENT: Exercises Level B2

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Learning Outcome 3
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE
CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA
IDIOMAS
PHONOLOGY II
FOURTH SEMESTER
Students: López
Ana Belén
Mendoza Valeria
Rengifo Mónica
Sanipatín Mario
Professor:
Lic. Mg. Ruth Infante
Ambato - Ecuador
2015-2016

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INDEX
Introduction........................................................................................................................................ 4
EXERCISE 1...................................................................................................................................... 6
TOPIC: COMPOUNDS VERSUS PHRASES. ................................................................................. 6
Task 1................................................................................................................................................. 6
Task 2................................................................................................................................................. 7
Task 3................................................................................................................................................. 7
Answer Sheet ..................................................................................................................................... 8
EXERCISE 2...................................................................................................................................... 9
TOPIC: COMPOUND VERBS ......................................................................................................... 9
Task 1................................................................................................................................................. 9
Task 2............................................................................................................................................... 10
Task 3............................................................................................................................................... 10
Answer sheet.................................................................................................................................... 11
EXERCISE 3.................................................................................................................................... 12
TOPIC: COMPOUND ADJECTIVES............................................................................................. 12
Task 1............................................................................................................................................... 12
Task 2............................................................................................................................................... 12
Task 3............................................................................................................................................... 13
Answer Sheet ................................................................................................................................... 14
EXERCISE 4.................................................................................................................................... 15
TOPIC: COMPOUNDS NOUNS .................................................................................................... 15
Task 1............................................................................................................................................... 15
Task 2............................................................................................................................................... 15
Task 3............................................................................................................................................... 15
Answer Sheet ................................................................................................................................... 16
EXERCISE 5.................................................................................................................................... 17
TOPIC: HEADED AND HEADLESS COMPOUNDS................................................................... 17
Task 1............................................................................................................................................... 17
Task 2............................................................................................................................................... 18
Task 3............................................................................................................................................... 18
Answer Sheet ................................................................................................................................... 19
EXERCISE 6.................................................................................................................................... 20
TOPIC: BLENDS AND ACRONYMS ........................................................................................... 20
Task 1............................................................................................................................................... 20

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Task 2............................................................................................................................................... 20
Task 3............................................................................................................................................... 21
Answer Sheet ................................................................................................................................... 22
EXERCISE 7.................................................................................................................................... 23
TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS. .................................. 23
Task 1............................................................................................................................................... 23
Task 2............................................................................................................................................... 23
Task 3............................................................................................................................................... 24
Answer Sheet ................................................................................................................................... 25
EXERCISES 8 ................................................................................................................................. 26
TOPIC: PHRASAL WORDS........................................................................................................... 26
Task 1............................................................................................................................................... 26
Task 2............................................................................................................................................... 26
Task 3............................................................................................................................................... 27
Answer Sheet ................................................................................................................................... 28
Conclusions...................................................................................................................................... 29
Bibliography..................................................................................................................................... 30

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Introduction
Compounds as words formed by combining roots and the much smaller category of phrasal
words according to Andrew Carstairs will be performed in this work to be applied in different
exercises to students from 17 to 25 years old with the level B2. As a group we want to develop
8 exercises and each of them has 3 tasks which ones will consist on the warm up, the practice
and the production respectively. These exercises will help students to recognize different
ways in which an English word may itself be composed of words.
Into the first exercise we are going to give a brief explanation about compound words and
compound phrases and then in task 1 through a search word puzzle would be useful to find
compound words and compound phrases, task 2 and 3 consist in writing sentences containing
compound words and phrases.
Into the second exercise we are going to explain about the four categories of compound verbs
then in task 1 through a reading students would find the 4 compound verbs categories
and in task 2 and 3 consist in writing statements containing the four categories.
Then, to clarify that compounds nouns and adjectives are very important to morphology,
but sometimes we have problems because of many confusions at the time to use them, we
think the best way to learn them is inferring what the meaning is. Both of the exercises
three and four have a big similarity because the techniques to achieve the objectives of
learning.
Exercise three task 1, infers to give an idea and write definitions in their own words of
compounds adjectives. Task 2, match definitions to the compounds adjectives. Task 3,
consists in produce writing with a familiar topic and related to themselves and their
personalities.

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Exercise fourth task 1, infers to give an idea and write definitions in their own words of
compound nouns. Task 2, choose the right alternative to make compound nouns. Task 3,
consists in a paragraph of four hundred words about the traffic in your city using the
compound nouns of the task two.
Exercise fifth, task 1 will consist of a brief definition of headed and headless compounds
with examples and students have to match the words according to a coherent meaning.
Task 2 consists of completing sentences with the words that are into the box. And task 3
consists of writing sentences with each word.
Exercise six, task 1 consists of a brief explanation of blends and acronyms with two examples
and it has a matching exercise. Task 2 consists of recognizing the acronyms of each
definition. And task 3 consists of writing examples acronyms and write according each
blend formation.
Exercise 7, task 1students will organize words to recognize what are combining forms, task
2 match words to match the elements of combining forms and task 3 identify and write the
combining forms from a reading.
Finally, exercise 8, task 1 they will match phrasal word with their correct meaning, task 2
complete sentences with different phrasal words and task 3 create a history using some
phrasal words from a box.

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COMPOUNDS VERSUS PHRASES.
- Compounds they have a name giving function meanwhile phrases they have
merely a descriptive function and generally they have the stress in the first part.
Compounds are words formed by roots but it is represented just in one word.
1. Blackbird: “a type of bird”
2. Whiteboard: “board for writing on”
- Phrases are formed by two or more roots and they are represented in two or more
words but not containing a verb in its structure and also they are stressed in the
second part of the phrase.
1. Black bird “a bird that is black”
2. White board: “a board that is white”.
EXERCISE 1.
TOPIC: COMPOUNDS VERSUS PHRASES.
Identify compounds and phrases by giving examples of both of them and evaluate the
students’ comprehension trough grammar practice and writing production.
Task 1
Word search puzzle Warmup. Find the following compound words and phrases in the
following word search puzzle.
-Blackbird -Green House -White Board -Black bird
-Firework -Crossword -Silkworm -Hair net

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Task 2
Complete with the following given examples the blanks in the following sentences.
-Blackbird -Green House -Whiteboard -Crossword -Hairnet
1. David has a beautiful ….. ….. In California where he and his family live.
2. Ecuador has a variety of animals such as the ……… and the red parrot.
3. Mary is trying to solve a very complicated.........
4. They are writing the class on the ……….
5. She is wearing a ……. at work.
Task 3
Write four sentences using the following given words and write in bold type the words that
carry the stress in.
-Typewriter -yellow jacket -trapdoor -windmill
1. 2. 3. 4.

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Answer Sheet
Exercise 1
Identify compounds and phrases by giving examples of both of them and evaluate the
students’ comprehension trough grammar practice and writing production.
Task 2
-Blackbird -Green House -Whiteboard -Crossword - Hairnet
1. David has a beautiful green house in California where he and his family live.
2. Ecuador has a variety of animals such as the blackbird and the red parrot.
3. Mary is trying to solve a very complicated crossword
4. They are writing the class on the whiteboard
5. She is wearing a hairnet at work.
Task 3
-Typewriter -yellow jacket -trapdoor -windmill
1. John uses his old typewriter to write poems or romantic novels.
2. Ana wears her yellow jacket for going out at night.
3. The Cullen family have a trapdoor for killing rats.
4. I can see the windmill of the town from my window.

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EXERCISE 2
TOPIC: COMPOUND VERBS
- We have four classes of compound verbs and they are:
Verb-verb “stir- fry” (VV): Where we have the first verb as the light verb or the heavy
verb and it is usually used to show a process or a sequence.
Noun-verb “heat-bath” (NV): Where the noun is converted into a verbal structure.
Adjective-verb “dry-clean” (AV): Where the adjective is converted into a verbal
structure.
Preposition-verb “overcook” (PV): Where the verb is preceded by a preposition that
affects the meaning of the verb or action or creates a transitive verb. (Under- over- out).
Task 1
Into the following reading you would find in bold type the four categories of compound
verbs.
Knead- fry (VV) overcook (PV) heat- bath (NV) cool- rest (AV)
Preparing donuts it is very easy. First you have to get all the ingredients: floor,
milk, yeast, salt, and sugar, chocolate. Second you have to knead- fry the formed dough
and don’t leave it overcook. Then you have to get the chocolate melted by a process of heat-
bath with vapor. Finally you let the donuts in a cool- rest time and then you serve them.

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Task 2
Complete the blank with the following sentences with the given compound verbs.
(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean
1. Preparing bread you have to do a process of …. …. to get the bread done.
2. When you wash your car at the car wash it pass by a …. …. process.
3. Judging is a bad habit because sometimes you can ………… the people or despise them.
4. The Santos family uses ......... to paint her house this summer.
Task 3
Write four sentences using the given examples of compound verbs classes.
(VV): Freeze-conserve
1
(NV): soft clean
2
(AV): safe drive
3
(PV): underscore
4

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Answer sheet.
Exercise 2
Task 2
(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean
1. Preparing bread you have to do a process of knead-bake to get the bread done.
2. When you wash your car at the car wash it pass by a steam-clean process.
3. Judging is a bad habit because sometimes you can overestimate the people or despise
them.
4. The Santos family uses whitewash to paint her house this summer.
Task 3
(VV): freeze-conserve
1 Preserving food in good taste it is easy to do it you just have to get food pass by a
process of freeze-conserve it
(NV): soft clean
2 The babies’ clothes need to be soft clean enough.
(AV): safe drive
3 Having your security belt with you is a good idea for a safe drive time.
(PV): underline
4 There are some phrases you need to underline for having a better comprehension of your
reading.

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EXERCISE 3
TOPIC: COMPOUND ADJECTIVES
Task 1
Infer.
Try to infer and write what is the meaning of these compound adjectives in your own
words self-centered, self-confident, self-conscious, and self-critical. Compare your meanings
with your partner.
Task 2
Match the definitions to the compound adjectives.
Badly-behaved strong-minded big-headed level-headed
Thick-skinned well-behaved open-minded narrow-minded
Cold-hearted warm-hearted two-faced short-tempered
a) Robert always gets what he wants. He is ,
b) You shouldn’t trust him. He is . He smiles at your face but he keeps
talking behind you.
c) The characters in that play were horrible. They were .
d) My mom gets angry very easily. He is .
e) Alex does a lot of work for charity (helping others). She is .
f) Homer is very calm. He can overcome most difficulties easily. He is .
g) The new manager never accepts other people’s ideas. He is .

13
Task 3
Write a paragraph and describe each of your classmates using these compound adjectives
self-centered, self-confident, self-conscious, and self-critical.

14
Answer Sheet
Task 2
Match the definitions to the compound adjectives.
Badly-behaved strong-minded big-headed level-headed
Thick-skinned well-behaved open-minded narrow-minded
Cold-hearted warm-hearted two-faced short-tempered
a) Robert always gets what he wants. He is STRONG-MINDED,
b) You shouldn’t trust him. He is TWO-FACED. He smiles at your face but he
keeps talking behind you.
c) The characters in that play were horrible. They were COLD-HEARTED.
d) My mom gets angry very easily. He is SHORT-TEMPERED.
e) Alex does a lot of work for charity (helping others). She is WARM-HEARTED.
f) Homer is very calm. He can overcome most difficulties easily. He is LEVEL-
HEADED.
g) The new manager never accepts other people’s ideas. He is NARROW-MINDED.

15
EXERCISE 4
TOPIC: COMPOUNDS NOUNS
Task 1
Try to infer and write what is the meaning of compound nouns in your own words.
Compare your meanings with your partner.
Task 2
Choose the right alternative to make compound nouns:
1. SUBWAY 5. PARKING
2. POLICE 6. BUS
3. BIKE 7. TAXI
4. TRAFFIC 8. NEWS
a) Station e) stand
b) Stand f) stop
c) Space g) jam
d) Lane h) line
Task 3
Write a paragraph of four hundred words about the traffic in your city using the compound
nouns of the task two.

16
Answer Sheet
Task 2
Choose the right alternative to make compound nouns:
1. SUBWAY LINE 5. PARKING SPACE
2. POLICE STATION 6. BUS STOP
3. BIKE LANE 7. TAXI STAND
4. TRAFFIC JAM 8. NEWS STAND
a) Station e) stand
b) Stand f) stop
c) Space g) jam
d) Lane h) line

17
EXERCISE 5
TOPIC: HEADED AND HEADLESS COMPOUNDS.
You can infer the meaning because the meaning is specified by any of the words that
compose only one word.
BLACK BIRD
= kind of bird
You can’t infer the meaning because the meaning is not specified by any of the words.
SABRE TOOTH
= is not a kind of tooth,
it is a prehistoric tiger
Task 1
Matching the words according to a coherent meaning. Then rewrite the two words that give
one meaning.
house board
life black
dog still
1 2
3

18
Task 2
Place the compounds into the correct sentence below. Not all these are going to use.
Flatfoot doghouse maple leaves blackboard four eyes sabre tooths
still life blackbird sabre tooth maple leaf highbrow
1
2
3
4
Task 3
Everyone should buy a for their pets.
The was a kind of tiger in the prehistoric.
A image reproduced in oil paint.
The teacher Carla wrote good examples about compounds on the .
Write one sentence for each of the following words.
Blackbird
Smalltalk
Doghouse
High school
Tray table

19
Answer Sheet
Task 1
1. Black board
2. Still life
3. Dog house
Task 2
1. Everyone should buy a dog house for their pets.
2. The sabre tooth was a kind of tiger in the prehistoric.
3. A still-life image reproduced in oil paint.
4. The teacher Carla wrote good examples about compounds on the blackboard.
Task 3
Blackbird is a bird having shiny black or mostly black coloring, as the red-winged
blackbird.
We engage in some small talk.
Marco’s dog has a big doghouse.
When I was 12 years old I studied at the high school “Luis Andino”
Dario eat his lunch on the tray table.

20
EXERCISE 6
TOPIC: BLENDS AND ACRONYMS
Blend words
smoke fog
SMOG
Acronyms.
AIDS (from acquired immune deficiency syndrome)
Task 1
Match the following words with their origin.
Motel Frequently Asked Question
Movies Motor and hotel
FAQ Movies and Pictures
Task 2
From the following list write the acronym of each definition.
Compact Disc read-only memory Liquid Crystal Display _
Joint Photographic Experts Group Short Message Systems
down low laughing out loud
girl friend random access memory_

21
Task 3
Write some example of acronyms and answer the spaces.
Acronyms
Blends (Fornication - Breakfast – cybernetic - lunch – organism – California –
marathon – talk)
Californication is a blend of
Brunch is a blend of
Cyborg is a blend of
Talkathon is a blend of _

22
Answer Sheet
Task 1
Motel
Motor and hotel
Movies Movies and Pictures
FAQ Frequently Asked Question
Task 2
Compact Disc read-only memory CD-ROOM Liquid Crystal Display LCD
Joint Photographic Experts Group JPEG Short Message Systems SMS
down low DL laughing out loud LOL
girl friend GF random access memory RAM
Task 3
Californication is a blend of California and Fornication
Brunch is a blend of breakfast and lunch
Cyborg is a blend of cybernetic and organism
Talkathon is a blend of talk and marathon

23
EXERCISE 7.
TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS.
Task 1.
Order these words to find the correct one.
margoidram
sortertcep
logyocios
pothroangylo
phomorgylo
Task 2.
Match these words correctly with the word formation of each of them.
Slowness Drink
Glorify Delivery
Delivery Slow
Drinkable Glory
Powerful Power

24
Task 3.
Read this reading, underline the phrasal words and then write them above
I really admire my Uncle Bob, I’ve always looked up to him as someone I can go for
advice. What is nice that now and then he comes to me. My Uncle Bob is looking for a
new flat. He spent the weekend looking through the newspapers trying to find something in
his price range. He decided he needed some advice so he looked up my phone number in
his address book and gave me a ring. The next day we spent the afternoon looking at some
possibilities on the outskirts of San Sebastian, in a suburb called Renteria. He was looking
for a bargain but I told him to look out for flats which needed a lot of work. doing. In every
flat we looked over the electrics and the plumbing. All the flats we saw were quite pricey
so we looked into the possibility of getting a mortgage from the bank. In the end we managed
to find the perfect flat and Uncle Bob is really looking forward to moving in. It was pricey
but I think Uncle Bob´ll look after it well.

25
Answer Sheet
Task 1.
Cardiogram
Retrospect
Sociology
Anthropology
Morphology
Task 2.
Slowness Drink
Glorify Delivery
Delivery Slow
Drinkable Glory
Powerful Power
Task 3.
Looked up to
Looking for
Looking through
Look out for
Looked up
Looking at Looked
over Looking
forward to Looked
into
Look after

26
EXERCISES 8
TOPIC: PHRASAL WORDS.
Task 1.
Match these words with their correct meaning.
Come back To investigate
To get To return
Look for To obtain
Task 2.
Complete these sentences using a word from list A and a word from List B.
A: along – away – back – forward – out – up B: at – of – to - with
1. You are walking too fast. I cannot keep you
2. My vacation is almost over. next week I will be work
3. we have nearly run money. we hardly have any left
4. martin is not very happy in his job because he does not get
his boss
5. I love to look the stars in the sky at night.

27
Task 3
Write a short history with these words.
People in the Street Brother in law Book on the shelf

28
Answer Sheet
Task 1.
Come back To investigate
To get To return
Look for To obtain
Task 2
1. You are walking too fast. I cannot keep up with you
2. My vacation is almost over. Next week I will be back to work
3. We have nearly run away from money. We hardly have any left
4. Martin is not very happy in his job because he does not get along with his
boss
5. I love to look out at the stars in the sky at night.

29
Conclusions
- Students would be able to recognize how to form compound words and
phrases and to use the four categories of compound verbs in context.
- Students are going to build simple definitions and recognize in their own
words the compound adjectives and nouns.
- Students will learn how we can obtain other words through blends words
and recognize acronyms.
- Student who will perform those activities will be able to identify and
determine the difference between phrasal words and compounds
combining forms.

30
Bibliography
 Userpage.fu-berlin.de,. (2015). Retrieved 17 December 2015, from
http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf
 Profile, V. (2008). bradshaw of the future: the grammar of the Maple
Leafs . Bradshawofthefuture.blogspot.com. Retrieved 17 December 2015,
from http://bradshawofthefuture.blogspot.com/2008/10/grammar-of- maple-
leafs.html
 Es.slideshare.net,. (2012). Compounding. Retrieved 17 December 2015,
from http://es.slideshare.net/Velnar/compounding-15019809
 Uni-kassel.de,. (2015). Retrieved 17 December 2015, from https://www.uni-
kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanistik/
Dateien/Linguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pdf
 Wikipedia,. (2015). Compound verb. Retrieved 17 December 2015, from
https://en.wikipedia.org/wiki/Compound_verb

31
EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 4
Investigate the language by applying morphological
structures.
LEARNING OUTCOME
Make pedagogical decisions on how to teach
morphological structures from a communicative point
of view
ELEMENT: Oral Presentation.

34
EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 5
Provide their own examples about possible
morphological problems presented in English Classes
LEARNING OUTCOME
Evaluate the morphological problems in EFL
classrooms from a linguistic point of view
ELEMENT: Final Essay.

35
Learning Outcome 5
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
PHONOLOGY II
ELEMENT V
ANA BELEN LOPEZ
MG. RUTH ELIZABETH INFANTE
AMBATO - ECUADOR
2015-2016

36
Essay:
How the Morphology subject contributes in the process of teaching the English
language in Ecuador?
First of all, Morphology studies the form of words that means know how words are
formed and all the variations they may have in the English. We can state that Morphology is
the base of our knowledge of the English Language.
Taking into account the importance of the Morphology subject in my process of
studying to become an English Teacher, I have to pay extra attention to this subject and
getting all the necessary knowledge to be a competitive language’s user.
Moreover, I consider the Morphology subject very important because it is going to be
helpful for me while teaching in my local country Ecuador. If I had a good Morphology
knowledge I would be able to teach my students in an easier, faster and more appropriate
way. I would be able to teach correctly and help them to be successful in learning this foreign
language.
As a conclusion Morphology subject is and it will be a very useful tool for me as a
future teacher and for my Ecuadorian students because I would teach them how words and
language are formed guarantying their success and improvement of their language skills
while studying.

37
FINAL REFLECTION
Phonology II as a subject has been very useful to me, taking into account that is the
base of our knowledge of English language because it helped me to understand why the sound
is produced in the way that we know, how to pronounce words correctly so it is very
important to learn to write appropriately.
I consider the Phonology subject as a very useful tool while studying to become an
English Teacher because it will allows me to know the bases of the English language and in
a near future how to teach it appropriately.
For example here in our Castilian spoken country called Ecuador, “If I have a good
knowledge background of Phonology, I could teach my future students this second language
in the correct way, and giving them the necessary grammar and oral tools helping them to
learn the language in a good and easier way.
To conclude Phonology as a subject it will help me to improve my language skills
and to be a competitive user of English language being successful in my studies and my
future career as an English Teacher.

38
CARRERA DE IDIOMAS PORTFOLIO RUBRIC
Student´s name: ____________________________
Syllabus: ____________________________
Date: ____________________________
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 3rd
to 9th
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.

Lopez Alvarez Ana Belen Portfolio Phonology II

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