Sanipatín Mario 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 PORTFOLIO

“PHONOLOGY II”

FORTH SEMESTER “A”

Student´s name: Mario Sanipatín

Professor´s name: Lcda. Mg. Ruth Infante

AMBATO – ECUADOR

October 2015 –April 2016

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TABLE OF CONTENTS.

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

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

STUDENT´S C.V. ............................................................... Error! Bookmark not defined.

STATEMENT OF PERSONAL LEARNING GOALS. ........................................................ 5

I. SYLLABUS GENERAL INFORMATION.................. Error! Bookmark not defined.

II. PROFESSOR'S TEACHING PROFILE ......................... Error! Bookmark not defined.

III. COURSE DESCRIPTION AND OBJECTIVES ........... Error! Bookmark not defined.

IV. COURSE STUDY PROGRAM ..................................... Error! Bookmark not defined.

V. NORMATIVE STANDARDS EVALUATION ............. Error! Bookmark not defined.

VI. BIBLIOGRAPHY .......................................................... Error! Bookmark not defined.

Evidence for Element 1 .......................................................................................................... 2



Evidence for Element 4 ........................................................................................................ 31

Evidence for Element 5 ........................................................................................................ 32

FINAL REFLECTION ......................................................................................................... 33

PORTFOLIO RUBRIC ........................................................................................................ 34

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FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

Formar profesionales líderes competentes, con visión humanista y

pensamiento crítico a través de la Docencia, la Investigación y la

Vinculación, que apliquen, promuevan y difundan el

conocimiento respondiendo a las necesidades del país.

VISIÓN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de

la Educación de la Universidad Técnica de Ambato por sus

niveles de excelencia se constituirá como un centro de formación

superior con liderazgo y proyección nacional e internacional

4

HOJA DE VIDA

DATOS PERSONALES

NOMBRES: Mario Alberto Sanipatín Mayorga

CÉDULA DE IDENTIDAD:1805152723

FECHA DE NACIEMIENTO:19 de Diciembre 1991 EDAD:24

ESTADO CIVIL: Soltero

DIRECCIÓN: Rodríguez Labandera y Arístides Sartorio.

CIUDAD: Ambato.

TÉLEFONOS: 0998373202 - 0984981635

EMAIL: [email protected]

FORMACIÓN ACADÉMICA

PRIMARIA: Liceo “Juan Montalvo”.

SECUNDARIA: Instituto Tecnológico Superior “Bolívar”.

Colegio a Distancia República de “Argentina”.

Unidad Educativa “Shekina”.

Bachiller en Administración y Aplicaciones

Informáticas.

SUPERIOR: Universidad Técnica de Ambato (cursando)

Segundo Semestre, aprobado,Idiomas (Docencia en Inglés).

EXPERIENCIA LABORAL

Tecnicentro Andina Service (Ayudante).

Comercial Panamá Sucursal (Atención al cliente).

Cabinas Telefónicas Gladys (Atención al Cliente).

Mantenimiento, asesoramiento, venta de equipos y sistemas contables Infordata

(Técnico).

Bar-Discoteca Mojito Chill Out (Atención al Cliente).

Bar Tijuana (Atención al cliente).

Bar-Discoteca La Catedral (Atención al cliente)

Bar-Discoteca Play (Atención al cliente)

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STATEMENT OF PERSONAL LEARNING GOALS.

There are many reasons to take this course. This course contributes to overcome

my objectives. I believe that this course open new opportunities to be a better person in

professional and social environment. Also, and obviously to understand and learn

English language to teach in the future with a correct pedagogy.

Phonology II gives us a global idea to how teach in a correct way English

language. I have good expectations, but I have to be honest. I work a lot at night and it’s

very hard to study at the same time. Sometimes I forget to do homework or most of the

time I can’t study for lessons and Quizzes because my schedule is full. I try to do my

best, but sometimes I can’t. However I hope to past this semester without problems.

This course contributes to discover new things to be more culture. So, when

you are more culture, you can show and test your knowledge. Phonology II will help me

to understand new grammar, vocabulary, etc. because it is the most important subject to

take and overcome all the goals that I have and after that I want to speak as American

Speaker without travel to other country.

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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:

StudyModality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular OrganizationUnit:Profesional

Credits: 3

Level:FourthSemester

Corequisites:

Subject Code

1. Oral III FCHE/I/MP/02129/04/03

Hours per Week

ClassHours:

3

Theoretical:

2 Practical: 1

TutoringStudentHours: On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Weekhours 3

Hoursduringthesemester: 48

Independenthoursforthesemester: 72

AcademicTutoringhours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor'sname: Infante Paredes Ruth Elizabeth

Academicdegree:Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Knowledgearea: (01)Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training withsubjectspecialization

Bachelor'sdegree: Lingüística Aplicada a la Enseñanza de Lenguas

Knowledgearea:(01)Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training withsubjectspecialization

Professional experience: 12 years

Teachingexperience: 12 years

ProgramAcademicarea: 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'sschedule (Academictutoring): 0

Phonenumbers: 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

CourseSpecificObjectives :

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.

ThematicUnits

ClassHours Tutoring

Hours

Independent hours including

research and community

service

Assessmenttools

Theoretical Practical

1.1 What is Morphology? 1 1 1 DiagnosticObservation

1.2Thescope of morphology 1 1 2 Workshops

1.3Morpholigicalsystem 1 1 4 Questionnaires

1.4Words, sentences and dictionaries 1 1 5 Mindmaps

1.5 A Word and itsparts: rootsaffixes and theirshapes 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

Learningoutcome:Define mainconcepts of morphologyfrom a linguisticpoint of view

LearningMethodologies: CollaborativeLearning; Problem based learning PBL and Project Based Learning.

EducationalStrategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.

DidacticResources: Overheadprojector, internet, coursebook and e-books.

U.2 Compare different patterns of word formation and their pronunciation.

ThematicUnits

ClassHours

Hours of

Tutoríng

Independent study including

research and relationship

with the society

Mechanisms and

assessmenttools

Theoretical

Practical

2.1-Word, word-form and lexeme 1 1 3 DiagnosticObservation

2.2-Inflections and word formation: 1 1 3 Workshops

2.3 Lexical derivation 1 1 3 Questionnaires

2.4 A Word and itsforms: inflections 1 1 3 Mindmaps

2.5 A Word and itsrelativederivation 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

UnitLearningoutcome:Distinguishparts of wordsaccordingtoitsformationbasedonthelearningexperience




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

ThematicUnits

ClassHours

Hours of

Tutoring



with the society

Mechanisms and

assessmenttools

Theoretical

Practical

3.1Compounds 1 1 5 DiagnosticObservation

3.2Morphemes and Allomorphs 1 1 5 Workshops

3.3Compoundwords, blends and phrasalwords 2 2 5 Questionnaires

3.4 A Word and itsstructure 1 1 3 Mindmaps

SUBTOTAL HOURS

5 5 18 TOTAL HOURS 28

UnitLearningoutcome: Summarizeabout lexical derivationtakingintoaccount Word ethymolgy




U.4 Investigate the language by applying morphological structures.

ThematicUnits

ClassHours

Hours of

Tutoring



with the society

Mechanisms and

assessmenttools

Theoretical

Practical

4.1 MorphologicalProcesses 2 3 5 DiagnosticObservation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS


UnitLearningoutcome: Makepedagogicaldesicionsonhowtoteaachmorphologicalstructuresfrom a communicativepoint of view

LearningMethodologies: ColaborativeLearning; Problem based learning PBL and Project Based Learning.



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

ThematicUnits

ClassHours

Hours of

Tutoring



with the society

Mechanisms and

assessmenttools

Theoretical

Practical

5.1 Inflectionalmorphology and syntax 1 2 5 DiagnosticObservation

5.2 Thehistoricalsources of English Word Formation 2 1 5 Workshops

5.3 Conclusions: words in English and in langaugeGenerally 1 1 3 Questionnaires

Mindmaps

SUBTOTAL HOURS


UnitLearningoutcome: Evaluatethemorphologicalproblems in EFL classroomsfrom a linguisticpoint of view




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V. NORMATIVE STANDARDS EVALUATION

SpecificObjectives

DiagnosticEvaluatio

n

FormativeEvaluati

on

Summative Evaluation

1. Identify basic concepts of L2 related to morphophonemic subject.

Techniques and

instruments:

Interview

Knowledgesurvey

Oral Presentations

Written Works

Task-basedactivities Portfolio

Quiz

Questionnaires

Oral presentations

2.Compare different patterns of word formation and their pronunciation.

Techniques and

instruments:

Observation

Checklist

Oral Presentations Written Works

Task-basedactivities

Portfolio

Quiz Questionnaires

Oral presentations

Projects

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

Techniques and

instruments:

Observation

Checklist

Oral Presentations

Written Works


Quiz

Questionnaires

Oral presentations Projects

Test

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works


Quiz

Questionnaires

Oral presentations Projects

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

Classes

Techniques and

instruments:

Observation

Checklist

Oral Presentations

Written Works Task-basedactivities

Portfolio

Quiz

Questionnaires Oral presentations

Projects

Test

13

V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge UnitedKingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

This a linguisticbookthatshould be analysedcarefully. In

ordertounderstandthelinguisticvocabularyitiscompulsorutoknowtermsrelatedtothestudy of

morphology.

NUMBER

OF

ISSUES

PRINTED:

CodigoBiblioteca:

CódigoBiblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Bauer, Laurie LinguisticsStudent'sHandbook third Edinburgh

UniversityPress

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th bookprovides a framework of linguisticswhichincludesimportant ideas aboutmorphology.

Thisbookissupportforthemaincoursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

URL:http://site.ebrary.com/lib/uta/reader.action?docID=10435310

14

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 AbyaYala 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=en&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

1

VII. SYLLABUS APPROVAL

Date prepared: September 21st, 2015

-------------------------------------

Lic. Mg. Ruth Infante

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

-------------------------- -------------------------------

Lic. Mg. DorysCumbe Mg. VerónicaChicaiza Ph.D

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

--------------------------------

Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean

Approval

2

Evidence for Element 1

3


4

5

Evidence for Element 3 UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA IDIOMAS

PHONOLOGY II

FOURTH SEMESTER

Students:

López Ana Belén

Mendoza Valeria

Rengifo Mónica

Sanipatín Mario

Professor:

Lic. Mg. Ruth Infante

Ambato - Ecuador

2015-2016

6

INDEX

Introduction ........................................................................................................................................ 4

EXERCISE 1. ..................................................................................................................................... 6

TOPIC: COMPOUNDS VERSUS PHRASES. ................................................................................. 6

Task 1 ................................................................................................................................................. 6

Task 2 ................................................................................................................................................. 7

Task 3 ................................................................................................................................................. 7

Answer Sheet ..................................................................................................................................... 8

EXERCISE 2 ...................................................................................................................................... 9

TOPIC: COMPOUND VERBS ......................................................................................................... 9

Task 1 ................................................................................................................................................. 9

Task 2 ............................................................................................................................................... 10

Task 3 ............................................................................................................................................... 10

Answer sheet .................................................................................................................................... 11

EXERCISE 3 .................................................................................................................................... 12

TOPIC: COMPOUND ADJECTIVES ............................................................................................. 12

Task 1 ............................................................................................................................................... 12

Task 2 ............................................................................................................................................... 12

Task 3 ............................................................................................................................................... 13

Answer Sheet ................................................................................................................................... 14

EXERCISE 4 .................................................................................................................................... 15

TOPIC: COMPOUNDS NOUNS .................................................................................................... 15

Task 1 ............................................................................................................................................... 15

Task 2 ............................................................................................................................................... 15

Task 3 ............................................................................................................................................... 15

Answer Sheet ................................................................................................................................... 16

EXERCISE 5 .................................................................................................................................... 17

TOPIC: HEADED AND HEADLESS COMPOUNDS ................................................................... 17

Task 1 ............................................................................................................................................... 17

Task 2 ............................................................................................................................................... 18

Task 3 ............................................................................................................................................... 18

Answer Sheet ................................................................................................................................... 19

EXERCISE 6 .................................................................................................................................... 20

TOPIC: BLENDS AND ACRONYMS ........................................................................................... 20

Task 1 ............................................................................................................................................... 20

7

Task 2 ............................................................................................................................................... 20

Task 3 ............................................................................................................................................... 21

Answer Sheet ................................................................................................................................... 22

EXERCISE 7. ................................................................................................................................... 23

TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS. .................................. 23

Task 1. .............................................................................................................................................. 23

Task 2. .............................................................................................................................................. 23

Task 3. .............................................................................................................................................. 24

Answer Sheet ................................................................................................................................... 25

EXERCISES 8 ................................................................................................................................. 26

TOPIC: PHRASAL WORDS........................................................................................................... 26

Task 1. .............................................................................................................................................. 26

Task 2. .............................................................................................................................................. 26

Task 3 ............................................................................................................................................... 27

Answer Sheet ................................................................................................................................... 28

Conclusions ...................................................................................................................................... 29

Bibliography ..................................................................................................................................... 30

8

Introduction

Compounds as words formed by combining roots and the much smaller category of phrasal

words according to Andrew Carstairs will be performed in this work to be applied in

different exercises to students from 17 to 25 years old with the level B2. As a group we

want to develop 8 exercises and each of them has 3 tasks which ones will consist on the

warm up, the practice and the production respectively. These exercises will help students

to recognize different ways in which an English word may itself be composed of words.

Into the first exercise we are going to give a brief explanation about compound words and

compound phrases and then in task 1 through a search word puzzle would be useful to find

compound words and compound phrases, task 2 and 3 consist in writing sentences

containing compound words and phrases.

Into the second exercise we are going to explain about the four categories of compound

verbs then in task 1 through a reading students would find the 4 compound verbs

categories and in task 2 and 3 consist in writing statements containing the four categories.

Then, to clarify that compounds nouns and adjectives are very important to morphology,

but sometimes we have problems because of many confusions at the time to use them, we

think the best way to learn them is inferring what the meaning is. Both of the exercises

three and four have a big similarity because the techniques to achieve the objectives of

learning.

Exercise three task 1, infers to give an idea and write definitions in their own words of

compounds adjectives. Task 2, match definitions to the compounds adjectives. Task 3,

consists in produce writing with a familiar topic and related to themselves and their

personalities.

9

Exercise fourth task 1, infers to give an idea and write definitions in their own words of

compound nouns. Task 2, choose the right alternative to make compound nouns. Task 3,

consists in a paragraph of four hundred words about the traffic in your city using the

compound nouns of the task two.

Exercise fifth, task 1 will consist of a brief definition of headed and headless compounds

with examples and students have to match the words according to a coherent meaning.

Task 2 consists of completing sentences with the words that are into the box. And task 3

consists of writing sentences with each word.

Exercise six, task 1 consists of a brief explanation of blends and acronyms with two

examples and it has a matching exercise. Task 2 consists of recognizing the acronyms of

each definition. And task 3 consists of writing examples acronyms and write according

each blend formation.

Exercise 7, task 1students will organize words to recognize what are combining forms, task

2 match words to match the elements of combining forms and task 3 identify and write the

combining forms from a reading.

Finally, exercise 8, task 1 they will match phrasal word with their correct meaning, task 2

complete sentences with different phrasal words and task 3 create a history using some

phrasal words from a box.

10

COMPOUNDS VERSUS PHRASES.

- Compounds they have a name giving function meanwhile phrases they have

merely a descriptive function and generally they have the stress in the first part.

Compounds are words formed by roots but it is represented just in one word.

1. Blackbird: “a type of bird”

2. Whiteboard: “board for writing on”

- Phrases are formed by two or more roots and they are represented in two or more

words but not containing a verb in its structure and also they are stressed in the

second part of the phrase.

1. Black bird “a bird that is black”

2. White board: “a board that is white”.

EXERCISE 1.

TOPIC: COMPOUNDS VERSUS PHRASES.

Identify compounds and phrases by giving examples of both of them and evaluate the

students’ comprehension trough grammar practice and writing production.

Task 1

Word search puzzle Warmup. Find the following compound words and phrases in the

following word search puzzle.

-Blackbird -Green House -White Board -Black bird

-Firework -Crossword -Silkworm -Hair net

11

Task 2

Complete with the following given examples the blanks in the following sentences.

-Blackbird -Green House -Whiteboard -Crossword -Hairnet

1. David has a beautiful ….. ….. In California where he and his family live.

2. Ecuador has a variety of animals such as the ……… and the red parrot.

3. Mary is trying to solve a very complicated.........

4. They are writing the class on the ……….

5. She is wearing a ……. at work.

Task 3

Write four sentences using the following given words and write in bold type the words that

carry the stress in.

-Typewriter -yellow jacket -trapdoor -windmill

1. 2. 3. 4.

12

Answer Sheet

Exercise 1

Identify compounds and phrases by giving examples of both of them and evaluate the

students’ comprehension trough grammar practice and writing production.

Task 2

-Blackbird -Green House -Whiteboard -Crossword - Hairnet

1. David has a beautiful green house in California where he and his family live.

2. Ecuador has a variety of animals such as the blackbird and the red parrot.

3. Mary is trying to solve a very complicated crossword

4. They are writing the class on the whiteboard

5. She is wearing a hairnet at work.

Task 3

-Typewriter -yellow jacket -trapdoor -windmill

1. John uses his old typewriter to write poems or romantic novels.

2. Ana wears her yellow jacket for going out at night.

3. The Cullen family have a trapdoor for killing rats.

4. I can see the windmill of the town from my window.

13

EXERCISE 2

TOPIC: COMPOUND VERBS

- We have four classes of compound verbs and they are:

Verb-verb “stir- fry” (VV): Where we have the first verb as the light verb or the heavy

verb and it is usually used to show a process or a sequence.

Noun-verb “heat-bath” (NV): Where the noun is converted into a verbal structure.

Adjective-verb “dry-clean” (AV): Where the adjective is converted into a verbal

structure.

Preposition-verb “overcook” (PV): Where the verb is preceded by a preposition that

affects the meaning of the verb or action or creates a transitive verb. (Under- over- out).

Task 1

Into the following reading you would find in bold type the four categories of compound

verbs.

Knead- fry (VV) overcook (PV) heat- bath (NV) cool- rest (AV)

Preparing donuts it is very easy. First you have to get all the ingredients: floor,

milk, yeast, salt, and sugar, chocolate. Second you have to knead- fry the formed dough

and don’t leave it overcook. Then you have to get the chocolate melted by a process of

heat- bath with vapor. Finally you let the donuts in a cool- rest time and then you serve

them.

10

Task 2

Complete the blank with the following sentences with the given compound verbs.

(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean

1. Preparing bread you have to do a process of …. …. to get the bread done.

2. When you wash your car at the car wash it pass by a …. …. process.

3. Judging is a bad habit because sometimes you can ………… the people or despise them.

4. The Santos family uses ......... to paint her house this summer.

Task 3

Write four sentences using the given examples of compound verbs classes.

(VV): Freeze-conserve

1

(NV): soft clean

2

(AV): safe drive

3

(PV): underscore

4

11

Answer sheet.

Exercise 2

Task 2

(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean

1. Preparing bread you have to do a process of knead-bake to get the bread done.

2. When you wash your car at the car wash it pass by a steam-clean process.

3. Judging is a bad habit because sometimes you can overestimate the people or despise

them.

4. The Santos family uses whitewash to paint her house this summer.

Task 3

(VV): freeze-conserve

1 Preserving food in good taste it is easy to do it you just have to get food pass by a

process of freeze-conserve it

(NV): soft clean

2 The babies’ clothes need to be soft clean enough.

(AV): safe drive

3 Having your security belt with you is a good idea for a safe drive time.

(PV): underline

4 There are some phrases you need to underline for having a better comprehension of your

reading.

12

EXERCISE 3

TOPIC: COMPOUND ADJECTIVES

Task 1

Infer.

Try to infer and write what is the meaning of these compound adjectives in your own

words self-centered, self-confident, self-conscious, and self-critical. Compare your

meanings with your partner.

Task 2

Match the definitions to the compound adjectives.

Badly-behaved strong-minded big-headed level-headed

Thick-skinned well-behaved open-minded narrow-minded

Cold-hearted warm-hearted two-faced short-tempered

a) Robert always gets what he wants. He is ,

b) You shouldn’t trust him. He is . He smiles at your face but he keeps

talking behind you.

c) The characters in that play were horrible. They were .

d) My mom gets angry very easily. He is .

e) Alex does a lot of work for charity (helping others). She is .

f) Homer is very calm. He can overcome most difficulties easily. He is .

g) The new manager never accepts other people’s ideas. He is .

13

Task 3

Write a paragraph and describe each of your classmates using these compound adjectives

self-centered, self-confident, self-conscious, and self-critical.

14

Answer Sheet

Task 2

Match the definitions to the compound adjectives.

Badly-behaved strong-minded big-headed level-headed

Thick-skinned well-behaved open-minded narrow-minded

Cold-hearted warm-hearted two-faced short-tempered

a) Robert always gets what he wants. He is STRONG-MINDED,

b) You shouldn’t trust him. He is TWO-FACED. He smiles at your face but he

keeps talking behind you.

c) The characters in that play were horrible. They were COLD-HEARTED.

d) My mom gets angry very easily. He is SHORT-TEMPERED.

e) Alex does a lot of work for charity (helping others). She is WARM-HEARTED.

f) Homer is very calm. He can overcome most difficulties easily. He is LEVEL-

HEADED.

g) The new manager never accepts other people’s ideas. He is NARROW-MINDED.

15

EXERCISE 4

TOPIC: COMPOUNDS NOUNS

Task 1

Try to infer and write what is the meaning of compound nouns in your own words.

Compare your meanings with your partner.

Task 2

Choose the right alternative to make compound nouns:

1. SUBWAY 5. PARKING

2. POLICE 6. BUS

3. BIKE 7. TAXI

4. TRAFFIC 8. NEWS

a) Station e) stand

b) Stand f) stop

c) Space g) jam

d) Lane h) line

Task 3

Write a paragraph of four hundred words about the traffic in your city using the compound

nouns of the task two.

16

Answer Sheet

Task 2

Choose the right alternative to make compound nouns:

1. SUBWAY LINE 5. PARKING SPACE

2. POLICE STATION 6. BUS STOP

3. BIKE LANE 7. TAXI STAND

4. TRAFFIC JAM 8. NEWS STAND

a) Station e) stand

b) Stand f) stop

c) Space g) jam

d) Lane h) line

17

EXERCISE 5

TOPIC: HEADED AND HEADLESS COMPOUNDS.

You can infer the meaning because the meaning is specified by any of the words that

compose only one word.

= kind of bird

You can’t infer the meaning because the meaning is not specified by any of the words.

= is not a kind of tooth,

it is a prehistoric tiger

Task 1

Matching the words according to a coherent meaning. Then rewrite the two words that give

one meaning.

1 2

3

house

board

life

black

dog still

BLACK

BIRD

SABRE TOOTH

18

Task 2

Place the compounds into the correct sentence below. Not all these are going to use.

1

2

3

4

Task 3

Write one sentence for each of the following words.

Blackbird

Smalltalk

Doghouse

High school

Tray table

Flatfoot

still life

doghouse

blackbird

maple leaves

sabre tooth

blackboard four eyes sabre tooths

maple leaf highbrow

Everyone should buy a for their pets.

The was a kind of tiger in the prehistoric.

A image reproduced in oil paint.

The teacher Carla wrote good examples about compounds on the .

19

Answer Sheet

Task 1

1. Black board

2. Still life

3. Dog house

Task 2

1. Everyone should buy a dog house for their pets.

2. The sabre tooth was a kind of tiger in the prehistoric.

3. A still-life image reproduced in oil paint.

4. The teacher Carla wrote good examples about compounds on the blackboard.

Task 3

Blackbird is a bird having shiny black or mostly black coloring, as the red-winged

blackbird.

We engage in some small talk.

Marco’s dog has a big doghouse.

When I was 12 years old I studied at the high school “Luis Andino”

Dario eat his lunch on the tray table.

20

EXERCISE 6

TOPIC: BLENDS AND ACRONYMS

Blend words

Acronyms.

AIDS (from acquired immune deficiency syndrome)

Task 1

Match the following words with their origin.

Task 2

From the following list write the acronym of each definition.

Compact Disc read-only memory Liquid Crystal Display _

Joint Photographic Experts Group Short Message Systems

down low laughing out loud

girl friend random access memory_

Movies and Pictures FAQ

Motor and hotel Movies

smoke fog

SMOG

Motel Frequently Asked Question

21

Task 3

Write some example of acronyms and answer the spaces.

Acronyms

Blends (Fornication - Breakfast – cybernetic - lunch – organism – California –

marathon – talk)

Californication is a blend of

Brunch is a blend of

Cyborg is a blend of

Talkathon is a blend of _

22

Answer Sheet

Task 1

Task 2

Compact Disc read-only memory CD-ROOM Liquid Crystal Display LCD

Joint Photographic Experts Group JPEG Short Message Systems SMS

down low DL laughing out loud LOL

girl friend GF random access memory RAM

Task 3

Californication is a blend of California and Fornication

Brunch is a blend of breakfast and lunch

Cyborg is a blend of cybernetic and organism

Talkathon is a blend of talk and marathon

Motel Motor and hotel

Movies Movies and Pictures

FAQ Frequently Asked Question

23

EXERCISE 7.

TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS.

Task 1.

Order these words to find the correct one.

margoidram

sortertcep

logyocios

pothroangylo

phomorgylo

Task 2.

Match these words correctly with the word formation of each of them.

Slowness Drink

Glorify Delivery

Delivery Slow

Drinkable Glory

Powerful Power

24

Task 3.

Read this reading, underline the phrasal words and then write them above

I really admire my Uncle Bob, I’ve always looked up to him as someone I can go for

advice. What is nice that now and then he comes to me. My Uncle Bob is looking for a

new flat. He spent the weekend looking through the newspapers trying to find something in

his price range. He decided he needed some advice so he looked up my phone number in

his address book and gave me a ring. The next day we spent the afternoon looking at some

possibilities on the outskirts of San Sebastian, in a suburb called Renteria. He was looking

for a bargain but I told him to look out for flats which needed a lot of work. doing. In every

flat we looked over the electrics and the plumbing. All the flats we saw were quite pricey

so we looked into the possibility of getting a mortgage from the bank. In the end we

managed to find the perfect flat and Uncle Bob is really looking forward to moving in. It

was pricey but I think Uncle Bob´ll look after it well.

25

Answer Sheet

Task 1.

Cardiogram

Retrospect

Sociology

Anthropology

Morphology

Task 2.

Slowness Drink

Glorify Delivery

Delivery Slow

Drinkable Glory

Powerful Power

Task 3.

Looked up to

Looking for

Looking through

Look out for

Looked up

Looking at

Looked over

Looking forward to

Looked into

Look after

26

EXERCISES 8

TOPIC: PHRASAL WORDS.

Task 1.

Match these words with their correct meaning.

Come back To investigate

To get To return

Look for To obtain

Task 2.

Complete these sentences using a word from list A and a word from List B.

A: along – away – back – forward – out – up B: at – of – to - with

1. You are walking too fast. I cannot keep you

2. My vacation is almost over. next week I will be work

3. we have nearly run money. we hardly have any left

4. martin is not very happy in his job because he does not get

his boss

5. I love to look the stars in the sky at night.

27

Task 3

Write a short history with these words.

People in the Street Brother in law Book on the shelf

28

back

Answer Sheet

Task 1.

Come To investigate

To get To return

Look for To obtain

Task 2

1. You are walking too fast. I cannot keep up with you

2. My vacation is almost over. Next week I will be back to work

3. We have nearly run away from money. We hardly have any left

4. Martin is not very happy in his job because he does not get along with his

boss

5. I love to look out at the stars in the sky at night.

29

Conclusions

- Students would be able to recognize how to form compound words and

phrases and to use the four categories of compound verbs in context.

- Students are going to build simple definitions and recognize in their own

words the compound adjectives and nouns.

- Students will learn how we can obtain other words through blends words

and recognize acronyms.

- Student who will perform those activities will be able to identify and

determine the difference between phrasal words and compounds

combining forms.

Bibliography

Userpage.fu-berlin.de,. (2015). Retrieved 17 December 2015, from

http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf

Profile, V. (2008). bradshaw of the future: the grammar of the Maple

Leafs . Bradshawofthefuture.blogspot.com. Retrieved 17 December 2015,

from http://bradshawofthefuture.blogspot.com/2008/10/grammar-

of- maple-leafs.html

Es.slideshare.net,. (2012). Compounding. Retrieved 17 December 2015,

from http://es.slideshare.net/Velnar/compounding-15019809

Uni-kassel.de,. (2015). Retrieved 17 December 2015, from

https://www.uni-

kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanisti

k/

Dateien/Linguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pd

f

Wikipedia,. (2015). Compound verb. Retrieved 17 December 2015,

from https://en.wikipedia.org/wiki/Compound_verb

http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf

http://bradshawofthefuture.blogspot.com/2008/10/grammar-of-maple-leafs.html



http://es.slideshare.net/Velnar/compounding-15019809

https://www.uni-kassel.de/fb02/fileadmin/datas/fb02/Institut_f%C3%83%C2%BCr_Anglistik_Amerikanistik/Dateien/Linguistik/Presentations/B%C3%83%C2%B6er_Kotowski_H%C3%83%C2%A4rtl_talk_IMM15.pdf





https://en.wikipedia.org/wiki/Compound_verb

31


32


PHONOLOGY II

HOW INFLUENCE MORPHOLOGY IN EDUCATION OF ENGLISH IN

ECUADOR?

NAME: Mario Alberto Sanipatín Mayorga

LEVEL: 4th Level

Morphology is one of the most important subjects in any English career in

Ecuador; I believe that Morphology is essential to understand how the word

construction of English and other languages are. It helps to us to find, to differ sounds

and meanings of words in a correct context. It helps to learn how English was

constructed according the necessities and culture of the people that speak this language.

Morphology shows us that languages (English) always change and evolve in variety of

branches to accomplish the people necessities.

In Ecuador is very important to learn Morphology and all Linguistics branches.

As Spanish speaker, morphology helps me to understand in a correct way English. Not

only understand also differ and know how is constructed, something like mathematics.

This branch of linguistics helps us to know how form is each word in a sentence or

paragraph, what the function is, and why the word changes according to the context.

All of Ecuadorians that study English or other foreign language need to know

Morphology. This is the correct way to star study any language because we have to

know what culture necessities were. We have to know how each word are write, form,

construct in all the text that we read.

Morphology shows us that all the languages change through the time. We always

have to learn new vocabulary, terms that appear while the time passes. Ecuadorians are

not an English speaker so we have to learn morphology to see each detail of each

English word to do not commit mistakes when we teach English in the future.

33

FINAL REFLECTION

There many things and skills that I learned in this syllabus, but some of them are

important for me. At the beginning I didn’t know what the correct way to recognize

inflexions, compounds, roots, etc. Also, how I learn new strategies to understand in a

better way English language. These strategies that I know helped to me to achieve my

main goal which is speak as an American.

Six months ago I didn’t know anything about morphology, but nowadays I

know. As I said, I have to work at nights and it’s hard to study in the correct way but I

think that I increased my level of English. I learned that where proceed the affixs.

The strategies help me to achieve my goals, but I need practice to improve my

English. I don’t know how to make more time to study more. However, I’m sure that I

have improved my English and the languages come to necessities of any culture. I’m

still far to speak as an American, but I know that I going to do.

In conclusion, this syllabus as the previous ones help to me to achieve my goals

and objectives and some of them are more important. So, I have to practice more to

speak as American or Australian and British.

34

CARRERA DE IDIOMAS

PORTFOLIO RUBRIC Student´s name: ____________________________ Syllabus: ____________________________ Date: ____________________________

ASPECTS TO BE EVALUATED

EXEMPLARY 2,5

GOOD 2

OK 1,5

POOR 1

Format, completeness and Organization (1. Cover page & index, (2. Vision statement, Mision

statement, Exit profile (3. C.V. (4. Syllabus (5. Statement of personal goals

according to each syllabus. (6. Five evidences (7. Final Essay

8. Rubric with grade of portfolio)

The portfolio contains all the elements (8 elements described below) in a very organized way.

The portfolio is somewhat organized and may miss one or two elements.

The portfolio shows little organization and may miss three or four elements.

The portfolio shows no organization and may miss more than four elements.

Statement of Personal Learning Goals

Demonstrates honest and complex understanding of learning goals, relates goals to current syllabus, few or no language errors.

Good reflection about future goals, some parts could use elaboration or further analysis, some language errors that don´t affect comprehension.

Statement may be short and insincere, demonstrates little reflection about goals and how it relates to class, many language errors.

Many language errors that make it difficult to understand, little or no reflection about future goals and current syllabus.

Final essay (Students from 3rd to 9th semester)

The final essay explains how the learning outcomes of the current syllabus respond to the Program´s exit profile in a very clear and complete way.

The final essay explains how the learning outcomes of the current syllabus responds to the Program´s exit profile in a very good way.

The final essay explains how the learning outcomes of the current syllabus responds to the Program´s exit profile in a good way.

The final essay does not give a good explanation of how the learning outcomes of the current syllabus responds to the Program´s exit profile in a good way.

Mechanics grammar, punctuation, capitalization and spelling.

The portfolio does not have major mistakes that distract the reader from the context. One to three minor mistakes in grammar, punctuation, capitalization, or spelling are tolerated.

The portfolio has four to six mistakes in grammar, punctuation, capitalization, or spelling.

The portfolio has seven to ten mistakes in grammar, punctuation, capitalization, or spelling.

The portfolio has more than ten mistakes in grammar, punctuation, capitalization, or spelling. It is difficult for the reader to understand the content.

Total /10

Comments About Portfolio: PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.

Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.