ramirez ana phonology ii portfolio

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UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

STUDENT’S PORTFOLIO

“PHONOLOGY II”

Fourth Semester “A”

Student´s name: Ana Gabriela Ramirez Chicharron

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

AMBATO – ECUADOR

October 2015 – February 2016

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Contenido

MISIÓN (MISION STATEMENT) ....................................................................................... 3

VISIÓN (VISION STATEMENT) ........................................................................................ 3

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN .................................. 4

PERFIL DE EGRESO (EXIT PROFILE) .............................................................................. 4

STUDENT´S CURRICULUM VITAE .................................................................................. 5

STATEMENT OF PERSONAL LEARNING GOALS. ........................................................ 6

SYLLABUS............................................................................................................................ 7

Evidence for Element 1 ........................................................................................................ 17





FINAL REFLECTION ......................................................................................................... 59

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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 través de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación

participativa, el aprendizaje basado en problemas y el trabajo en equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio

desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para

promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de

ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,

Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza

del inglés y Test of English as a Foreign Language (TOEFL) para la competencia.

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STUDENT´S CURRICULUM VITAE

PERSONAL INFORMATION

Name: Ana Gabriela Ramirez Chicharron.

CDI: 1550060220.

Date of Birth: October 19, 1995.

Marital Status: Single.

Address: Ambato, Barrio la Cumanda.

Phone: (06) 856273, 0982573818.

E-mail: [email protected].

EDUCATION

Basic Education: “Santa Marianita de Jesus” School

Media education: Bachelor in Social Sciences, July 2013

“Juan Bautista Montini” High School

Top Education: Studying Languages Career

Technical University of Ambato

EXPERIENCE I don’t have experience in any job.

SKILLS Experienced with children

Fluent in Spanish and English

ACHIEVEMENTS Graduated with Honors at the High school as standard-bearer.

mailto:[email protected]

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STATEMENT OF PERSONAL LEARNING GOALS.

The main reason to take “Phonology II” module is because it helps English learners to

understand morphology. It’s the study of the word-formation. It helps to recognize a

word in context. This study contributes a lot to understand the structure of English

words. Also, I will take this module because I have some expectations of it. They are: to

learn new vocabulary and to improve my writing and reading skills.

First at all I want to learn new vocabulary because it will contribute a lot to my future

professional development. I’m going to be an English teacher. I need to have a variety

of vocabulary. If I have a variety of vocabulary, I will be able to talk about any topic.

I’m sure that in this module I learn a lot of them.

Secondly I want to improve my writing skills. I would like to understand when is

correct to use a word. Also I would like to have more information about word-

formation and structure in order to improve my reading skills. I think this module will

give all the information that I want.

Definitely “Phonology II” module will be very useful. It will give the opportunity to

improve writing and reading skills. I will take the advantage of it. I will study a lot to

understand how a word is formed. I will read books related to this subject. I will achieve

my expectations.

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SYLLABUS

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

SÍLABO

PHONOLOGY II

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

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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: [email protected]

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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

Theoretical

Practical

2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation

2.2 -Inflections and word formation: 1 1 3 Workshops

2.3 Lexical derivation 1 1 3 Questionnaires

2.4 A Word and its forms: inflections 1 1 3 Mind maps

2.5 A Word and its relative derivation 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience

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

Thematic Units

Class Hours

Hours of

Tutoring

Independent study including research and relationship

with the society


tools

Theoretical

Practical

3.1Compounds 1 1 5 Diagnostic Observation

3.2 Morphemes and Allomorphs 1 1 5 Workshops

3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires

3.4 A Word and its structure 1 1 3 Mind maps

SUBTOTAL HOURS

5 5 18 TOTAL HOURS 28

Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy




U.4 Investigate the language by applying morphological structures.

Thematic Units

Class Hours

Hours of

Tutoring


with the society


tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS

12


Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view

Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.



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

Theoretical

Practical

5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation

5.2 The historical sources of English Word Formation 2 1 5 Workshops

5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires

Mind maps

SUBTOTAL HOURS


Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view




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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



Quiz Questionnaires

Oral presentations Projects

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

Techniques and

instruments:

Observation

Check list



Quiz Questionnaires

Oral presentations Projects Test

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works Task-based activities Portfolio

Quiz

Questionnaires Oral presentations Projects

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

Classes

Techniques and instruments:

Observation

Check list

Oral Presentations Written Works Task-based activities Portfolio

Quiz Questionnaires Oral presentations Projects

Test

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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

CARRERA DE IDIOMAS

“PHONOLOGY II”


Evidence for Element 1

Learning outcome: Define main concepts of morphology from a linguistic point of view



AMBATO – ECUADOR


20



EDUCACIÓN

CARRERA DE IDIOMAS

“PHONOLOGY II”


Evidence for Element 2 Learning outcome: Distinguish parts of words according to its formation

based on the learning experience.



AMBATO – ECUADOR


23



EDUCACIÓN

CARRERA DE IDIOMAS

“PHONOLOGY II”


Evidence for Element 3 Learning outcome: Summarize about lexical derivation taking into account

Word etymology.



AMBATO – ECUADOR


24

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 .................................................................................................................................. 25

INTRODUCTION ................................................................................................................ 27

EXERCISE 1 : Compounds words versus Phrases. .............................................................. 30

1.1 Warm Up .................................................................................................................... 30

1.2. Practice ...................................................................................................................... 30

1.3. Production .................................................................................................................. 30

1.4. Answer sheet.............................................................................................................. 31

EXERCISE 2: Compounds verbs ......................................................................................... 32

2.1 Warm Up .................................................................................................................... 32

2.2. Practice ...................................................................................................................... 32

2.3. Production .................................................................................................................. 33

2.4. Answer Sheet ............................................................................................................. 33

EXERCISE 3: Compound Adjectives .................................................................................. 34

3.1. Warm up .................................................................................................................... 34

3.2. Practice ...................................................................................................................... 34

3.3. Production .................................................................................................................. 35

3.4 Answer sheet............................................................................................................... 36

EXERCISE 4: Compound nouns .......................................................................................... 37

4.1. Warm up .................................................................................................................... 37

4.2. Practice ...................................................................................................................... 37

4.3. Production .................................................................................................................. 37

4.4. Answer sheet.............................................................................................................. 37

EXERCISE 5: Headed and Headless Compounds. .............................................................. 38

5.1 Warm Up .................................................................................................................... 38

5.2 Practice ....................................................................................................................... 38

5.3 Production ................................................................................................................... 39

EXERCISE 6: Blends and acronyms.................................................................................... 40

6.1. Warm up................................................................................................................. 40

6.2. Practice ...................................................................................................................... 40

6.2. Production .............................................................................................................. 41

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6.4. Answer sheet .......................................................................................................... 42

EXERCISE 7: Compounds Containing Bound Combining Forms ...................................... 43

7.1 Warm Up .................................................................................................................... 43

7.2 Practice ....................................................................................................................... 43

7.3 Production ................................................................................................................... 44

7.4 Answer sheet............................................................................................................... 44

EXERCISE 8: Phrasal words................................................................................................ 45

8.1. Warm up .................................................................................................................... 45

8.2. Practice ...................................................................................................................... 45

8.3. Production .................................................................................................................. 46

8.4. Answer sheet.............................................................................................................. 47

CONLCUSION..................................................................................................................... 48

BIBLIOGRAPHY................................................................................................................. 49

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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.

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

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

to make a dialogue using compound verbs correctly.

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

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

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

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

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

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

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

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

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

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

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

part.

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

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

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

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

able to distinguish between headed and headless compounds about personality adjectives

and produce a dialogue using some of the compounds given.

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

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

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

29

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

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

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

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

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

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

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

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

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

information and presenting it orally.

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

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

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

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

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

learned.

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

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

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

knowledge of grammatical structures.

30

EXERCISE 1 : Compound words versus Phrases.

Places

1.1 Warm Up

Read the next words aloud. Emphasize the underlined words.

White house White house

Green house Green house

Toy factory Toy factory

1.2. Practice

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

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

Compounds words Phrasal Words

They are two or more words linked

together to produce a word with a new

meaning. The meaning of the

compound is usually different from the

meanings of its components They have

the stress on their first component.

They are words that have the internal

structure of phrases but function

syntactically as words. They have the

stress on their second component.

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

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

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

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

1.3. Production

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

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

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

31

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

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2.3. Production

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

people.

2.4. Answer Sheet

Answer for 2.2.

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

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

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

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

Answer for 2.3.

A: Hi Edgar. Hi Dana.

B: Hello Elsa. Why are you sad?

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

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

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

buy the books.

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

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

would help you.

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

B: It is a pleasure, darling.

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

Don’t be sad.

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EXERCISE 3: Compound Adjectives

People description

3.1. Warm up

Vocabulary

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

3.2. Practice

Vocabulary

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

repeat.

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

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

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

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

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

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

keeps talking behind you.

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

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

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

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

35

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

36

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

37

EXERCISE 4: Compound nouns

DESCRIBE PEOPLE’S PERSONALITIES

4.1. Warm up

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

listen and practice

4.2. Practice

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

dialogue with your partner.

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

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

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

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

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

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

papers at the same time.

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

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

4.3. Production

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

4.4. Answer sheet

1. Spend

2. Cheap

3. Tight

5. Work

4. Sweet

a) wad

e) heart

d) skate

c) thrift

b) aholic

38

Answer for 5.1.

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

2 – d) cheapskate 4 – e) Sweetheart

EXERCISE 5: Headed and Headless Compounds.

PEOPLE AND PERSONALITY

5.1 Warm Up

Vocabulary

Read and listen. Then listen again and repeat.

a) Lazy-bones – a lazy person

b) Numb-skull – stupid person

c) Loud-mouth – noisy person

d) Easy-going – calm person

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

5.2 Practice

Vocabulary

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

partner.

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

B: Claire? Actually, no. Have you?

A: Not yet. I wonder what she’s like.

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

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

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

going person.

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

39

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

40

EXERCISE 6: Blends and acronyms

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

41

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

Production

Speaking

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

with your classmates). Use the following words

brunch pomato MLB Laser chump tangemon radar GIF

telecast beefburger NATO

42

Answer sheet

Practice of Blend

1. pomato

2. telecast

3. chump

4. brunch

5. tangemon

Practice of Acronyms

R Y U N A T O I L

L A K M I P I U A

O H D K L P S H S

G E S A A E E C E

D T E T R L A P R

I U S I T Z X E T

K E U O N Y J R I

G O R A O R A M U

43

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) .

http://dictionary.reference.com/browse/virus

44

7.3 Production

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

present in front of the class.

7.4 Answer sheet

Answers for 7.1

a) Virology

b) Psychology

c) Biology

d) Physiology

e) Embryology

f) Pharmacology

g) Genetics

Answers for 7.2

1. Virology

2. Biology

3. Psychology

45

EXERCISE 8: Phrasal words

COMMENT ON FASHION AND STYLE

8.1. Warm up

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

own way.

8.2. Practice

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

I try to stand out from the crowd by wearing clothes that no one else would

wear.

John's clothes are really out of style . He doesn't care if his clothes are in or

out.

a) Refuse to go any further than b) Not fashionable c) To be very obvious or unusual d) To be very influenced by

something.

I draw the line at wild and crazy clothes. I just don’t like to attract

attention to myself.

Jeremy is a total slave to fashion. He can't leave the house without making sure every part of his outfit matches

perfectly.

46

8.3. Production

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

47

8.4. Answer sheet

Answer for 8.2.

I try to stand out from the crowd by wearing clothes that no one else would

wear.

John's clothes are really out of style . He doesn't care if his clothes are in or out.

a) Refuse to go any further than b) Not fashionable c) To be very obvious or unusual d) To be very influenced by something.

I draw the line at wild and crazy clothes. I just don’t like to attract

attention to myself.

Jeremy is a total slave to fashion. He can't leave the house without making sure every part of his outfit matches perfectly.

48

CONCLUSION

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

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

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

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

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

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

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

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

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

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

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

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

49

BIBLIOGRAPHY

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

structure. Edinburgh University Press: Andrew Carstairs-McCarthy.

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

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

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

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

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

acronim/

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

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

http://www.wordreference.com/

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

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

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

http://idioms.thefreedictionary.com/fashion

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

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

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

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

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

Dec. 2015].

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

& Exercises. [online] Available at:

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

bi_Examples_and_Exercises [Accessed 21 Dec. 2015].

50



EDUCACIÓN

CARRERA DE IDIOMAS

“PHONOLOGY II”


Evidence for Element 4 Learning outcome: Make pedagogical decisions on how to teach

morphological structures from a communicative point of view.



AMBATO – ECUADOR


57



EDUCACIÓN

CARRERA DE IDIOMAS

“PHONOLOGY II”


Evidence for Element 5

Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view.



AMBATO – ECUADOR


58

Phonology II

Students’ name: Ana Ramirez

Professor: Mg. Lic. Ruth Infante.

The importance of morphology’s teaching of English language in Ecuador

Nowadays English language is studied by many people in Ecuador. It gives them a lot of

opportunities within the academic and professional fields. For that reason English language

students need to know the correct form and structure of words in English. There is a subject

that can help us to understand it. It’s morphology. Morphology is the branch of linguistics

which deals with the patterns of word formation in a language.

Morphology is very useful. It helps to recognize the meaning of words in context. For

example there are words which have predictable and unpredictable meaning. Morphology

helps English language students to distinguish the differences between both of them.

Furthermore morphology contributes a lot to language skills. It helps to the development

of reading and writing skills. Thanks morphology English language students can create

large texts using variety of words. It helps them to understand any kind of writing within

difficulties.

Definitely it’s essential the morphology’s teaching of English language in Ecuador. It

contributes to the learning of English. It gives students information about how words are

formed. Students who study this subject know a variety of words. They know the correct

structure of sentences. They are able to recognize the function of the word in a sentence.

59

FINAL REFLECTION

Nowadays English language is studied by many people in Ecuador. It gives them a lot of

opportunities within the academic and professional fields. For that reason English language

students need to know the correct form and structure of words in English. There is a subject

that can help us to understand it. It’s morphology. Morphology is the branch of linguistics

which deals with the patterns of word formation in a language.

Morphology is very useful. It helps to recognize the meaning of words in context. For

example there are words which have predictable and unpredictable meaning. Morphology

helps English language students to distinguish the differences between both of them.

Furthermore morphology contributes a lot to language skills. It helps to the development

of reading and writing skills. Thanks morphology English language students can create

large texts using variety of words. It helps them to understand any kind of writing within

difficulties.

Definitely it’s essential the morphology’s teaching of English language in Ecuador. It

contributes to the learning of English. It gives students information about how words are

formed. Students who study this subject know a variety of words. They know the correct

structure of sentences. They are able to recognize the function of the word in a sentence.