Mesias nataly portfolio

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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: Mesias Barrionuevo Yesenia Nataly
Professor´s name: Lic. Mg. Infante Paredes Ruth
AMBATO – ECUADOR
October 2015 – February 2016

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TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................4
VISIÓN (VISION STATEMENT)........................................................................................4
PERFIL DE EGRESO (EXIT PROFILE) ..............................................................................6
STUDENT´S C.V..................................................................................................................9
STATEMENT OF PERSONAL LEARNING GOALS.......................................................11
SYLLABUS..........................................................................................................................13
Evidence for Element 1 ........................................................................................................23
FINAL REFLECTION.........................................................................................................65
PORTFOLIO RUBRIC ........................................................................................................67

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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)
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y
desarrollado las siguientes competencias, capacidades, habilidades, destrezas y
desempeños como resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para
la enseñanza del idioma inglés según las exigencias del Teaching Knowledge
Test (TKT)
3. Diseña programas o cursos específicos y sus respectivos materiales
didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC´s.
5. Transforma el contexto educativo a tráves de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la
investigación participativa, el aprendizaje basado en problemas y el trabajo en
equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de
su propio desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los
estudiantes para promover el aprendizaje.

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La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de
ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,
Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza
del inglés y Test of English as a Foreign Language (TOEFL) para la competencia
comunicativa.
Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos
optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser
aprobados a partir del séptimo semestre.

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STUDENT´S C.V.
Name: Yesenia Nataly Mesias Barrionuevo.
Age: 20 years.
ID: 180531728-4.
Civil status: Single.
Email: nataly_mesias@yahoo.com.
Nationality: Ecuadorian.
Address: Patate-San Jorge (Centro)
Telephone number: (03) 2870-962
Education.
Escuela de Educación Básica “Rubén Silva”, Patate-San Jorge
September 2000-June 2006
Escuela de Educación Básica “Manuel Andrade”, Baños
September 2006-June 2007
Unidad Educativa “Benjamín Araujo”, Patate
September 2007-July 2013
Universidad Técnica de Ambato
September 2013- Now
Achievements
Graduated with Honors on English subject at “Benjamin Araujo” High School
Skills & Interests.
Language: English
Hobbies: Play basketball, listen to music.

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STATEMENT OF PERSONAL LEARNING GOALS.
In the English learning process it is important not only to acquire new vocabulary,
but also to know about the structure of words and how they are formed. English derives
a huge number of words on a daily basis from all the languages of the world and
morphology gives an idea about the source of the words with rules and regulations on
how to form new words. Phonology II as a major level of linguistic analysis plays a
considerable role in producing and building thousands of English words.
The main reason why this syllabus, Phonology II, is very important when learning
English is that I will know about word formation and origin of English words. I will
also understand different patterns of word formation. In addition, I will analyze the
language by applying morphological structures and predicting examples about possible
morphological problems. Thus, I will develop my communicative competence.
However, the teaching that the professor will give me is not enough in order to
successfully reach the level that I need. I must also contribute my own effort taking part
in class, practicing at home, researching more information about each topic taught in
class.
In conclusion, Phonology II will help me with the acquisition and improvement of
English language. At the end of this semester I will know about the term ‘word’ in a
more formal context. I will know exactly how and when to use the different patterns and
derivations of words in order to make my communicative process more clear.

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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SYLLABUS
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
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

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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Identify basic concepts of L2 related to morphophonemic
subject
Define main concepts of morphology from a linguistic
point of view.
Evidence for Element 1

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Compare different patterns of word formation and their
pronunciation.
Distinguish parts of words according to its formation
based on the learning experience.

30
Analyze the lexical derivation, mainly the origin of
words
Summarize about lexical derivation taking into
account Word ethymolgy

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PHONOLOGY II
ELEMENT 3
COMPOUND WORDS, BLENDS AND PHRASAL VERBS EXERCISES
AUTORES:
Jonathan Esteban Arcentales Santana, Yesenia Nataly Mesias Barrionuevo, Ana Gabriela
Ramirez Chicharrón, Erika Jimena Vaca Rivera
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
Ambato - Ecuador
2015

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INDEX
INDEX..................................................................................................................................32
INTRODUCTION................................................................................................................34
EXERCISE 1 : Compounds words versus Phrases. .............................................................37
1.1 Warm Up ....................................................................................................................37
1.2. Practice ......................................................................................................................37
1.3. Production..................................................................................................................37
1.4. Answer sheet..............................................................................................................38
EXERCISE 2: Compounds verbs.........................................................................................39
2.1 Warm Up ....................................................................................................................39
2.2. Practice ......................................................................................................................39
2.3. Production..................................................................................................................39
2.4. Answer Sheet.............................................................................................................40
EXERCISE 3: Compound Adjectives ..................................................................................41
3.1. Warm up ....................................................................................................................41
3.2. Practice ......................................................................................................................41
3.3. Production..................................................................................................................42
3.4 Answer sheet...............................................................................................................43
EXERCISE 4: Compound nouns..........................................................................................44
4.1. Warm up ....................................................................................................................44
4.2. Practice ......................................................................................................................44
4.3. Production..................................................................................................................45
4.4. Answer sheet..............................................................................................................45
EXERCISE 5: Headed and Headless Compounds. ..............................................................46
5.1 Warm Up ....................................................................................................................46
5.2 Practice .......................................................................................................................46
5.3 Production...................................................................................................................47
EXERCISE 6: Blends and acronyms....................................................................................48
6.1. Warm up.................................................................................................................48
6.2. Practice ......................................................................................................................48
6.2. Production..............................................................................................................49

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6.4. Answer sheet..........................................................................................................49
EXERCISE 7: Compounds Containing Bound Combining Forms ......................................51
7.1 Warm Up ....................................................................................................................51
7.2 Practice .......................................................................................................................51
7.3 Production...................................................................................................................51
7.4 Answer sheet...............................................................................................................52
EXERCISE 8: Phrasal words ...............................................................................................53
8.1. Warm up ....................................................................................................................53
8.2. Practice ......................................................................................................................53
8.3. Production..................................................................................................................54
8.4. Answer sheet..............................................................................................................55
CONLCUSION ....................................................................................................................56
BIBLIOGRAPHY ................................................................................................................57

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INTRODUCTION
Today English is the official language in many countries around the world and it is
estimated that over 2 billion of people have used English to communicate on a normal
basis. Thanks to its incredible diffusion around the continents, English has also become the
second language in a large number of countries.
In Ecuador, people have the opportunity and advantage to have English as a second
language. However, most people and specially adults, struggle a lot when it comes to use
the language efficiently; mainly because the internal structure of the language they are
studying is different in some ways from their native language.
The following work attempts to teach adults about morphology and its importance in
order to facilitate the development of vocabulary by recognizing the parts of a word
(morphemes) and therefore improve the knowledge of grammar. There are eight English
activities that are meant to help adult students or any other person who might be interested
in learning English to overcome certain troubles with meaning and construction of certain
words and their use in sentences.
The first activity is about compound words versus phrases. This activity contains three
parts: in the first task students have to read some words aloud emphasizing the underlined
words. In the second task students have to difference compounds words from phrasal
words. In the third task students have to make a dialogue using the compounds and phrasal
words.

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The second activity is about compound verbs. This exercise contains three parts: in the
first task students have to discuss about compound verbs. In the second task students have
to choose two compound verbs and research their definition. In the third task students have
to make a dialogue using compound verbs correctly.
The third activity is about compound adjectives, it is formed when two or more
adjectives are joined together to modify the same adjectives. This activity contains three
parts: first, it has a warm up about listening and repeating the compound adjectives and
then matching the numbers with the letters. Second, it has a practice which contains
vocabulary, in that part, students have to match the definitions to the compound adjectives.
Third, it has a production about speaking, describe yourself using compound adjectives.
The fourth activity is about compound nouns which compounding comes into its own as
a word forming process. To improve students’ knowledge, this activity contains three parts:
the first part contains individual words which matching comes to form compound nouns.
The second part contains a practice about reading, listening and practicing a dialogue. In
the third part students have to make a conversation using any of the compounds of the first
part.
The fifth activity is focused on headed and headless compounds. The three exercises, a
warm up, a practice and a production are meant to help students to recognize the meaning
of certain compounds that have a specific root and some others in which the meaning is
confusing because the root is not well stated. At the end of the activity, the students must be
able to distinguish between headed and headless compounds about personality adjectives
and produce a dialogue using some of the compounds given.

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The sixth activity is about blends and acronyms. Blending is the fusion of two words
into one, usually the first part, one word with the last part of the other so that the resultant
blend consists of both original meanings. Acronyms are the result of forming a word from
the first letter or letters of each word in a phrase. This exercise contains three parts: first, a
warm up about reading and listening to a vocabulary about blend and acronyms. The
second part is a practice about choosing the correct blend and finding acronyms in a word
search. The third activity is a production about a dialogue using blends and acronyms.
The seventh activity is a little stronger, here students must learn how to form and
recognize certain words that are compounds which contain bound combining forms. This
activity consists of three exercises; a warm up, a practice and a production. The warm up
and the practice will help students to recognize some of the various compounds related with
science and medicine. The production will develop students speaking skill by searching
information and presenting it orally.
The eighth activity is about phrasal words, which are complex items that function as
words and whose internal structure is that of a clause or phrase rather than of compound.
This exercise contains three parts: first, students have to describe fashions and hairstyles in
their own way. The second part is a practice phrasal words. The third activity is a
production about creating a short presentation about fashion styles using the phrasal words
learned.
All these activities will help adult students of the level C1 to overcome pronunciation
difficulties, to recognize certain word-meanings and to apply the acquired knowledge in the
speaking skill. At the same time, these activities will develop student’s vocabulary and

37
knowledge of grammatical structures.
EXERCISE 1 : Compound words versus Phrases.
Places
1.1 Warm Up
Read the next words aloud. Emphasize the underlined words.
White house White house
Green house Green house
Toy factory Toy factory
1.2. Practice
According to the table below, read the next sentences and recognize which words are
compounds words or phrasal words. Then explain your answers to your classmates.
Compounds words Phrasal Words
They are two or more words linked
together to produce a word with a new
meaning. The meaning of the
compound is usually different from the
meanings of its components They have
the stress on their first component.
They are words that have the internal
structure of phrases but function
syntactically as words. They have the
stress on their second component.
1. We sat in the airport and watched the planes take off.
2. The man had never flown before, so he was so nervous during takeoff.
3. The builders arrived late. Work on the house was set back a few days.
4. There was a small fire on the construction site, but that was a minor setback.
1.3. Production
Pair work. Make a dialogue using the compounds and phrasal words form task 2. Imagine
you have to travel to another city, but you have a problem with the engineer who is

38
building your new house. Don’t forget emphasize the compound and phrasal words
correctly.
1.4. Answer sheet
Answer for 1.2.
1. take off (phrasal word)
2. takeoff ( compound word)
3. set back (phrasal word)
4. setback ( compound word)
Answer for 1.3.
A: Good morning Mr. Ramirez. I have to tell you something important.
B: Good morning engineer. Tell me. What is happening?
A: There is a problem with the construction of your new house.
B: Oh no! It’s a bad new. Right now, I can’t to talk about it. I’m in the airport and I’m
going to travel to Brazil.
A: I understand the situation, but we could talk about it, before the takeoff. It will take just
a few minutes.
B: No, I can’t. The plane will take off in 5 minutes. Would you like to resolve it for
yourself?
A: Ok Mr. Ramirez. I would try to resolve it. Also you need to know that work on the
house was set back a few days.
B: Why was the work on the house set back?
A: The construction suffered a setback because some workers had to take two months off
work due to illness.
B: Excuse me, but I have to leave you. I will call you later.

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EXERCISE 2: Compound verbs
Economy
2.1 Warm Up
Read the next sentences. Then discuss with your partner: Do you think babysit, water-proof
and carry over are common words? What class of word do you think they are?
 Belen decide to babysit for Tom and Joan to get money for a new computer.
 It costs a lot money to water-proof the tires of my car.
 Will the new balance carry over to the next bill?
2.2. Practice
The next list of words are compound verbs (compound verbs are used when two verbs are
needed to fully explain the action taken by the subject) choose two of them and research on
the dictionary their definition. Then explain to your classmates their meaning and make an
example.
Compound verbs
 Whitewash
 Overcome
 Outrun
 Undertake
 Understudy
 Underwrite
2.3. Production
Use some words from the task 1 and 2 and make a role play about economy between three
people.

40
2.4. Answer Sheet
Answer for 2.2.
 Understudy: to learn (a role) in order to replace the regular performer when
necessary. E.g. I studied the script a lot to understudy the principal actor.
 Overcome: to defeat or gain an advantage over (someone or something) in a
struggle or conflict. E.g. We overcame the enemy on the last attack.
Answer for 2.3.
A: Hi Edgar. Hi Dana.
B: Hello Elsa. Why are you sad?
C: What is your problem, Elsa? You look terrible.
A: I don’t have money to buy the books for the University.
B: I have an idea. Why do you babysit my daughters? I would pay you enough money to
buy the books.
C: Yes, It’s a great idea. I have another idea. My brother is the director of a movie and he
needs a person who understudy the role of the principal actor. He wouldn’t pay a lot, but it
would help you.
A: Thank you a lot guys for your help. I really appreciate it.
B: It is a pleasure, darling.
C: We will be with you forever. We would help you to overcome your economic problems.
Don’t be sad.

41
EXERCISE 3: Compound Adjectives
People description
3.1. Warm up
Vocabulary
Listen and repeat the compound adjectives, then match the numbers with the letters.
3.2. Practice
Vocabulary
a. Listen to the correct pronunciation of the following compound adjectives. Then
repeat.
badly-behaved strong-minded big-headed level-headed
thick-skinned well-behaved open-minded narrow-minded
cold-hearted warm-hearted two-faced short-tempered
b. Match the definitions to the compound adjectives. Use the words in part a
1. Anna always gets what she wants. She is ………………
Compound adjectives Meaning
1. well-earned
a- deserved
2. self-reliant
b- eternal
3. narrow-minded
c- inflexible
4. ever-lasting
e- depressed
5. heart-broken
f- independent

42
2. You shouldn’t trust him. He is ……………… . He smiles at your face but he
keeps talking behind you.
3. The characters in that film were horrible. They were …………………
4. My dad gets angry very easily. He is ……………………………
5. Maria does a lot of work for charity (helping others). She is ………………..
6. David is very calm. He can overcome most difficulties easily. He is……………..
3.3. Production
Speaking
Describe yourself using the following compound adjectives
open-minded well-informed absent-minded
self-reliant tight-fisted well-earned

43
3.4 Answer sheet
Warm up
1. Well - earned (deserved)
2. Self reliant (independ)
3. Narrow-minded(inflexible)
4. Ever-lasting (eternal)
5. Heart-broken (depressed)
Practice b)
1. strong-minded
2. two-faced
3. cold-hearted
4. short-tempered
5. warm-hearted
6. level-headed

44
EXERCISE 4: Compound nouns
DESCRIBE PEOPLE’S PERSONALITIES
4.1. Warm up
Match the words on the left with the words on the right to find noun compounds. Then
listen and practice
4.2. Practice
Read and listen to the following dialogue. Then listen again and repeat. Practice the
dialogue with your partner.
A: Have you had a chance to meet the new neighbors?
B: The new neighbors? Actually, no. Have you?
A: Yes, I met them the last weekend and I could realize the father doesn’t like to spend
time with his family, he prefers to work the whole day.
B: Really? I can’t believe you, maybe he is workaholic.
A: It could be, even yesterday I saw him taking care of his daughter and writing some
papers at the same time.
B: It is so weird. But I think he is just doing what every father does.
1. Spend
2. Cheap
3. Tight
5. Work
4. Sweet
a) wad
e) heart
d) skate
c) thrift
b) aholic

45
A: I don’t think so, but on the other hand, his wife is a real sweetheart.
4.3. Production
Change the conversation model using any of the compounds of the warm up section.
4.4. Answer sheet
Answer for 5.1.
1 - c) Spendthrift. 3 – a) Tightwad 5 – b) Workaholic
2 – d) cheapskate 4 – e) Sweetheart

46
EXERCISE 5: Headed and Headless Compounds.
PEOPLE AND PERSONALITY
5.1 Warm Up
Vocabulary
Read and listen. Then listen again and repeat.
a) Lazy-bones – a lazy person
b) Numb-skull – stupid person
c) Loud-mouth – noisy person
d) Easy-going – calm person
e) Wall-flower – a person who does not dance
5.2 Practice
Vocabulary
Listen to the following dialogue. Then listen again and repeat. Practice the dialogue with a
partner.
A: Have you had the chance to meet the new manager?
B: Claire? Actually, no. Have you?
A: Not yet. I wonder what she’s like.
B: Well, everyone says, she’s a lazy-bones.
A: Really? Frank also says, she’s a loud-mouth.
B: You know; you can’t believe everything you hear. She might turn out to be an easy-
going person.
A: I don’t think so. Some co-workers also say that she’s a numb skull.

47
5.3 Production
Change the conversation model using some of the following words. Then practice until you
feel confident to present it in front of the class orally.
- Bad – tempered
- Open – minded
- Big – headed
- Well – educated
- Soft – spoken
- Self – confident

48
EXERCISE 6: Blends and acronyms
6.1.Warm up
Vocabulary
Read and listen the following vocabulary. Then listen and repeat.
6.2. Practice
Blend
Choose the correct blend.
1. br(eakfast + l)unch
a) brunch b) breakfast c) lunch
2. chu(nk + lu)mp=
a) chumk b) lump c) chump
3. tele (vision + broad }cast=
a) telecast b) broadcast c) telebroad
4. po(tato + to)mato=
Blends
Vegeburger (vegetable + burger,)
Beefburger (Beef + burger)
Hamburger (Ham+ burger)
brunch (breakfast + lunch)
cheeseburger (cheese + hamburger)
Acronyms
AFC - American Football Conference
PGA - Professional Golfers' Association
MLB - Major League Baseball
NASCAR - National Association for Stock Car Auto
Racing

49
a) potato b) tomato c) pomato
5. tang(erine + I)emon =
a) tangemon b) tangerine c) lemon
Acronyms
Finding the following Acronyms in the wordsearch
R Y U N A T O I L
L A K M I P I U A
O H D K L P S H S
G E S A A E E C E
D T E T R L A P R
I U S I T Z X E T
K E U O N Y J R I
G O R A O R A M U
6.2.Production
Speaking
Create a Dialogue and use the blend and acronyms (You will practice in the class room
with your classmates). Use the following words
6.4.Answer sheet
brunch pomato MLB Laser
chump tangemon radar GIF
telecast beefburger NATO

50
Practice of Blend
1. pomato
2. telecast
3. chump
4. brunch
5. tangemon
Practice of Acronyms
R Y U N A T O I L
L A K M I P I U A
O H D K L P S H S
G E S A A E E C E
D T E T R L A P R
I U S I T Z X E T
K E U O N Y J R I
G O R A O R A M U

51
EXERCISE 7: Compounds Containing Bound Combining Forms
HEALTH AND SCIENCE
7.1 Warm Up
Vocabulary
Order the letters to form the correct word. Then listen and repeat.
a) ROLOIVYG
b) HOCYOLGSYP
c) LOOIYBG
d) YHOISPYOLG
e) LOOYGRYBME
f) MRHPAOOLGAYC
g) SGECNIET
7.2 Practice
Vocabulary
Choose the correct option to complete the sentences. Then, listen and repeat.
1. The science dealing with the study of viruses and the diseases caused by them is the
(virology / genetics / virus) .
2. The science of life or living matter in all its forms and phenomena is the (genetics /
biology / herbal medicine) .
3. The science of the mind or of mental states and processes is the (virology /
embryology / psychology) .
7.3 Production
Investigate each of the sciences in the warm up exercise. Then prepare a short speech to
present in front of the class.

52
7.4 Answer sheet
Answers for 7.1
a) Virology
b) Psychology
c) Biology
d) Physiology
e) Embryology
f) Pharmacology
g) Genetics
Answers for 7.2
1. Virology
2. Biology
3. Psychology

53
EXERCISE 8: Phrasal words
COMMENT ON FASHION AND STYLE
8.1. Warm up
What do you and your partner think of these fashions and hairstyles? Describe them in your
own way.
8.2. Practice
Read each quote and match the words in bold with their meaning.
I try to stand out from the crowd by w
earing clothes that no one else would
wear.
John's clothes are really out of style.
He doesn't care if his clothes are in or
out.
a) Refuse to go any further than
b) Not fashionable
c) To be very obvious or unusual
d) To be very influenced by
something.
I draw the line at wild and crazy
clothes. I just don’t like to attract
attention to myself.
Jeremy is a total slave to fashion. He
can't leave the house without making
sure every part of his outfit matches
perfectly.

54
8.3. Production
Create a short presentation about fashion styles using the phrasal words learned.

55
8.4. Answer sheet
Answer for 8.2.
I try to stand out from the crowd by w
earing clothes that no one else would
wear.
John's clothes are really out of style.
He doesn't care if his clothes are in or
out.
a) Refuse to go any further than
b) Not fashionable
c) To be very obvious or unusual
d) To be very influenced by
something.
I draw the line at wild and crazy
clothes. I just don’t like to attract
attention to myself.
Jeremy is a total slave to fashion. He
can't leave the house without making
sure every part of his outfit matches
perfectly.

56
CONCLUSION
Nowadays the use of English language is very essential at national and international
level. In our country, Ecuador, we have the opportunity of using it as a second language.
This indicates that both teachers and students try to use it as correctly as possible in
developing the fourth most important skills, listening, reading, writing and speaking.
However, when it comes to develop speaking skills there are certain parameters that many
teachers tend to forget such as the correct stress, into nation and pronunciation of words.
All these activities will help adult students of the level C1 to overcome pronunciation
difficulties, to recognize certain word-meanings and to apply the acquired knowledge in the
speaking skill. At the same time, these activities will develop student’s vocabulary and
knowledge of grammatical structures by focusing special attention to compounds, blends
and phrasal words described and studied in the book “An Introduction to English
Morphology: Words and their Structure” by Andrew Carstairs – McCarthy.

57
BIBLIOGRAPHY
 Carstairs, A. (2002). An Introduction to English Morphology: Words and their
structure. Edinburgh University Press: Andrew Carstairs-McCarthy.
 Ginger Pages,. (2015). What Is a Compound Adjective? Definition & Examples.
Retrieved 20 December 2015, from http://www.gingersoftware.com/
content/grammar-rules/adjectives/compound-adjectives/
 Zoothera (Thrush),. (2010). Blending, Clipping, Acronym . Retrieved 20 December
2015, from https://koesnandar1964.wordpress.com/2010/12/17/blending-clipping-
acronim/
 Wordreference.com,. (2015). English to French, Italian, German & Spanish
Dictionary - WordReference.com. Retrieved 20 December 2015, from
http://www.wordreference.com/
 UsingEnglish.com,. (2015).UsingEnglish.com. Retrieved 20 December 2015, from
http://www.usingenglish.com/reference/id
 TheFreeDictionary.com,. (2015). fashion. Retrieved 20 December 2015, from
http://idioms.thefreedictionary.com/fashion
 Exam English Ltd, a. (2015). Common European Framework of Reference for
Languages (CEFR) - English levels. [online] Examenglish.com. Available at:
http://www.examenglish.com/CEFR/cefr.php [Accessed 21 Dec. 2015].
 Mml.cam.ac.uk, (2015). Phonology and Morphology. [online] Available at:
http://www.mml.cam.ac.uk/dtal/courses/ugrad/p8_PhonMorph.html [Accessed 21
Dec. 2015].
 Academia.edu, (2015). English Morphology and Morphosyntax: Syllabi, Examples
& Exercises. [online] Available at:
http://www.academia.edu/3269937/English_Morphology_and_Morphosyntax_Sylla
bi_Examples_and_Exercises [Accessed 21 Dec. 2015].

58
Investigate the language by applying morphological
structures
Make pedagogical decisions on how to teach
morphological structures from a communicative point of
view

61
Provide their own examples about possible
morphological problems presented in English Classes.
Evaluate the morphological problems in EFL
classrooms from a linguistic point of view.

62
Universidad Técnica de Ambato
Facultad de Ciencias Humanas y de la Educación
Carrera de Idiomas
Phonology II
Name: Nataly Mesias
Date: February 12th
, 2016
Element 5
The importance of morphology in the teaching of English language in Ecuador
Nowadays the use of the English language is essential at national and international
level. In our country, Ecuador, we have the opportunity of using it as a second language.
This indicates that both teachers and students try to use it as correctly as possible. However,
in almost all cases the learning process is not as good as the student can expect. If
morphology is applied in the teaching process, it will help both teachers and students in
acquiring a good knowledge in various ways.
First, morphology applied in education will help teachers to understand the nature of the
language system. This is because studying morphology means studying how words are
formed and structured. It leads us to think about the morpheme of language. This topic will
help to know how to modify or even change the class of the word. From this advantage,
both teachers and students could have formed hundreds or even thousands words.
Second, “to improve the vocabulary acquisition a learner must attain access to the
word´s form and meaning” (Barcroft 2004, p. 203). What is particularly interesting about
this statement is the mention of word form. It is known that many words are made up of
more than one morpheme and that knowing the word’s form involves an understanding of
its inner morphological structure. If knowledge of word form and meaning are important to
vocabulary acquisition, then it seems logical that students who are taught with
morphological techniques are better equipped to grow their vocabulary.

63
Third, morphological knowledge could help Ecuadorian teachers and students to get
involved with lexical derivations, morphemes, word processes. Those processes are
undoubtedly helpful to improve the four more important skills (listening, reading, writing
and speaking skills) when acquiring a new language. Because the more knowledge students
will have of a certain language the more confident they will feel with it.
To conclude, the study and use of morphology in learning English language can help
students and teachers to acquire it in an easy way. It has shown that that more successful
word-learners use morphological analysis to understand and learn new words. Therefore
applying the morphology process will help students to be more creative in creating new
words.
Bibliography:
Denny's World,. (2012). Morphology and the Implication on English Language Teaching.
Retrieved 10 February 2016, from
https://dennyiskandar.wordpress.com/2012/05/09/morphology-and-the-implication-on-
english-language-teaching/
Lli.ulaval.ca,. (2016). Retrieved 11 February 2016, from
http://www.lli.ulaval.ca/fileadmin/llt/fichier
Princeton.edu,. (2016). Retrieved 11 February 2016, from
https://www.princeton.edu/~browning/Proj
Pérez, O., Pérez, O., & perfil, V. (2014).Notes: The importance of Morphology in
Language Learning.Notesatlei.blogspot.com. Retrieved 12 February 2016, from
http://notesatlei.blogspot.com/2014/05/the-importance-of-morphology-in.html

65
FINAL REFLECTION
Phonology II has contributed in the development and acquisition of my
communicative competences in English language. Thanks to the guidance of the professor
of this module I have acquired knowledge about the structure of words and regulations on
how to form new words.
First of all, I learned to identify basic concepts of morphology from a linguistic point of
view. I also learned to distinguish the different parts of a word according to its formation. I
acquired knowledge about lexical derivation taking into account word etymology.
Additionally, I made use of these linguistic elements in the Teaching-learning process of
morphological structures from a communicative point of view.
The acquisition of this knowledge was possible by the use of didactic resources such as
books, e-books and websites. Moreover, the level of knowledge that I had to achieve was
made possible through discussions and practices during class hours together with the
teacher and classmates.
During the teaching of this module, Phonology II, my communicative competences have
reached a high level. Now, I know about the term ‘word’ in a more formal context. Of
course, my communicative competence is more clear because now I know exactly how and
when to use the different patterns and derivations of words.

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