Thalia travez portfolio

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UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

STUDENT PORTFOLIO

“PHONOLOGY II”

Fourth Semester “U”

Student´s name: Thalia Travez

Professor´s name: Lcda. Mg. Ruth Infante

AMBATO – ECUADOR

October – March 2016

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TABLE OF CONTENTS.

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

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

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

STUDENT´S C.V. ................................................................................................................. 5

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

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

Evidence for Element 1 ........................................................................................................ 18





FINAL REFLECTION ......................................................................................................... 74

PORTFOLIO RUBRIC ........................................................................................................ 75

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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

3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC ́s.

5. Transforma el contexto educativo a través de la práctica de valores.

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

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

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

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

desempeño docente.

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

promover el aprendizaje.

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

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

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

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

comunicativa.

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Para ello la Coordinación de Carrera de Idiomas organizar á dentro de los módulos

optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser

aprobados a partir del séptimo semestre.

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Thalía Jessenia Trávez Trávez

ADRESS: Latacunga Calle Simon Rodriguez

TELEPHONE: 0983238180

BIRTH DATE: 28/07/1993

PLACE OF BIRTH: Latacunga

CI: 0504238064

EMAIL: [email protected]

EDUCATION

VICTORIA VASCONEZ CUVI HIGH SCHOOL Latacunga Bachelor in Administration and Accounting Science ELVIRA ORTEGA SCHOOL Latacunga

PROFESSIONAL EXPERIENCE

OSCUS FINANCIAL ENTY Latacunga Administration Assistant Classified documents, edited reports on the computer, organized customer folders. Update the informative data of customers and photocopied the important documents that the secretary needed

mailto:[email protected]

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STATEMENT OF PERSONAL LEARNING GOALS

Phonology II mainly deals with the formation and structure of words. It also covers

important aspects such as roots, prefixes, suffixes, simple and complex words which

play a significant role in the understanding of a language. Phonology II is a difficult

subject, but we should keep in mind that it has an important role in the learning process

of English. I will start by explaining the reasons why which I want to take this syllabus.

In addition to this, I think it will contribute to my professional development. However, I

have to do several things in order to complete this course successfully.

The main reasons that I have for taking this module is because I would like to learn the

rules and different aspects related to word formation. Furthermore, I want to learn the

meaning of different prefixes and suffixes because it would help to infer the meaning of

unfamiliar words and could improve my English skills. The expectation for taking this

module is that I hope to acquire knowledge and skills which I could use in the professional

field. It also will contribute in my professional because I will become a good professional

having a better understanding of how words are formed and their structure. This will allow

me to teach a language effectively.

Finally, I am going to do my best effort to accomplish this course. I believe that could

be a new experience for me because there are interesting topics in this syllabus for this

reason I am going to research new information if it is necessary for understand and

clarify my doubts. The extra materials and autonomous work will be important because

as a future teacher my job will depend on my organization, responsibility and the time I

will spend to make my activities.

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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SÍLABO

PHONOLOGY II

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

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I. SYLLABUS GENERAL INFORMATION

Subject: Phonology II

Program: Carrera de Idiomas

Code: FCHE/I/MP/P/021290406

Prerequisites:

Study Modality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular Organization Unit: Profesional

Credits: 3

Level: Fourth Semester

Corequisites:

Subject Code

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

Hours per Week

Class Hours:

3

Theoretical:

2 Practical: 1

Tutoring Student

Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48

Independent hours for the semester: 72

Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Infante Paredes Ruth Elizabeth

Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas

Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Professional experience: 12 years

Teaching experience: 12 years

Program Academic area: Competencia Pedagógica y Psicosociolinguistica

Professsor's schedule (practical application and learning experimentation) : Tuesday from

10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday

from 9h00 to 12h00

Professor's schedule (Academic tutoring): 0

Phone numbers: 0995721088

E-mail: [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



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

Oral Presentations

Written Works

Task-based activities Portfolio

Quiz

Questionnaires

Oral presentations Projects

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

Techniques and

instruments:

Observation

Check list

Oral Presentations


Portfolio

Quiz


Projects Test

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations


Portfolio

Quiz


Projects

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

Classes

Techniques and

instruments:

Observation

Check list

Oral Presentations Written Works

Task-based activities Portfolio

Quiz Questionnaires

Oral presentations Projects

Test

14

V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

This a linguistic book that should be analysed carefully. In order to understand the linguistic

vocabulary it is compulsoru to know terms related to the study of morphology.

NUMBER

OF

ISSUES

PRINTED:

Codigo Biblioteca:

Código Biblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Bauer, Laurie Linguistics Student's Handbook third Edinburgh

University Press

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about

morphology. This book is support for the main coursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

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

15

ADDITIONAL BIBLIOGRAPHY

AUTHOR/S

ISSUE

D

YEA

R

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY / COUNTRY

NUMBER

OF

PAGES

Yanez, Consuelo 200

1

Una Introducción a la Lingüística

General

1 Abya Yala 291

CODE/ DATA BASE: COMMENTARY: Este texto pone a disposición de los profesores elementos generales del conocimiento

lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en

general y de la educación intercultural bilingüe en particular; no solo en relación con la

lengua sino con el conocimiento en si. La información que contiene corresponde a diversas

teorías que han servido de base para el desarrollo.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: x

VIRTUAL:

URL: https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e

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

16

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

17

18



CARRERA DE IDIOMAS

“PHONOLOGY II”

Evidence for Element 1

19

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21



CARRERA DE IDIOMAS

“PHONOLOGY II”


22

23



CARRERA DE IDIOMAS

“PHONOLOGY II”


24

INDEX

Index ..................................................................................... ¡Error! Marcador no definido.

Introduction .......................................................................................................................... 26

Task 1 – Warm – up ............................................................................................................. 29 Task 2 – Practice ........................................................................................................................... 30

Task 3 – Production ...................................................................................................................... 31

Task 1 – Answers .......................................................................................................................... 31

Task 2 – Answers .......................................................................................................................... 32

Task 3 – Answer ............................................................................................................................ 33

Compound verbs ................................................................................................................... 33 Task 1 – Warm–up ........................................................................................................................ 33

Task 2 – Practice ........................................................................................................................... 34

Task 3 – Production ...................................................................................................................... 35

Task 1 – Answers .......................................................................................................................... 36

Task 2 – Answers .......................................................................................................................... 37

Task 3 – Answers .......................................................................................................................... 38

Compound adjectives. .......................................................................................................... 38 Task 1 – Warm – up ...................................................................................................................... 39

Task 2 – Practice ........................................................................................................................... 39

Task 3 – Production ...................................................................................................................... 39

Task 1 – Answers .......................................................................................................................... 40

Task 2 – Answers .......................................................................................................................... 40

Task 3 – Answers .......................................................................................................................... 41

Compound Nouns ................................................................................................................. 41 Task 1- Warm-up .......................................................................................................................... 41

Task 2 - Practice ............................................................................................................................ 42

Task 3 - Production ....................................................................................................................... 42

Task 1 - Answers ........................................................................................................................... 44

Task 2 – Answers .......................................................................................................................... 44

Task 3 - Answers ........................................................................................................................... 45

Headed and headless compound. .......................................................................................... 46 Task 1- Warm up ........................................................................................................................... 46

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Task 2 - Practice ............................................................................................................................ 46

Task 3 - Production ....................................................................................................................... 47

Task 1 - Warm up .......................................................................................................................... 48

Task 2 – Answers .......................................................................................................................... 48

Task 3 – Answers .......................................................................................................................... 49

Phrasal word ......................................................................................................................... 49 Task 1 - Warm -up ........................................................................................................................ 50

Task 2 - Practice ............................................................................................................................ 52

Task 3 - Produce ............................................................................................................................ 53

Task 2 - Answer ............................................................................................................................ 54

Task 3 - Answers ........................................................................................................................... 56

Blends and Acronyms ........................................................................................................... 57

TASK 1 Warmup .................................................................................................................. 58 TASK 2 –Practice ......................................................................................................................... 58

Task 3 –Production ....................................................................................................................... 58

ANSWER FOR THE TASK 1 ...................................................................................................... 59

ANSWER FOR THE TASK 2 ...................................................................................................... 59

ANSWER FOR TASK 2 ............................................................................................................... 58

ANSWER FOR TASK 3 ............................................................................................................... 59

Compounds containing bound combining forms ................................................................. 60 Task 1-Warmup ............................................................................................................................. 60

Task 2-Practice .............................................................................................................................. 60

Task 3-Production ......................................................................................................................... 60

ANSWER FOR TASK 1 ............................................................................................................... 60

ANSWER FOR TASK 3 ............................................................................................................... 61

ANSWER FOR Task 3 ................................................................................................................. 61

Conclusion ............................................................................................................................ 62

Bibliography. ........................................................................................................................ 63

26

Introduction “I have come to believe that a great teacher is a great artist and that there are as few as there

are any other great artists. Teaching might even be the greatest of the arts since the medium

is the human mind and spirit”. John Steinbeck

Nowadays teaching children depends of teachers, in what way they teach. For that reason in

this document we will provide some activities for A2, it will help students to develop their

skills especially speaking and improve their knowledge about compound words, blends and

phrasal words without mistakes.

We are going to focus in the study of compound words, blends and phrasal words. The first

are formed by combining roots, the second are roots that are reproduced only partially in

the compound, and the third have the structure of phrases but function as words.

On the other hand, the distinction between compounds and phrases depends on sound and

meaning. For example: “hair nét” and “háirnet” in the first expression the main stress is

on net, while in the second is on hair. The first expression is a phrase, because in English

language phrases are stressed on the last word, whereas the second one is a compound,

because they are stressed on the first element. However, this stress only applies to

compound nouns. Otherwise, consider the compound word “overactive” the head of the

compound is the adjective active derived from the verb act.

In contrast, the word faintheart is headless, because as a noun is not determined by either of

its two components. As a result, headless are nouns in which the second element is not a

noun at all. Furthermore, some nouns are formed by a verb and a preposition or adverb

(e.g.) “take-off”. Some nouns are formed from verbs by conversion where the base could

be a verb plus another word and they could constitute a lexical item (e.g.) “The plane took

off at noon”. Hence, the headless compounds are called exocentric, because they are not

determined by any element inside them, and headed compounds are called endocentric,

because they have an internal center.

Blends are roots that are reproduced only partially in the compound (e.g.) “smog” blended

from “smoke and fog”. Besides, partial blends are compounds where only one component

27

is truncated (e.g.) “talkathon” from “talk plus marathon”. Otherwise, Acronyms are

reductions to just one sound of a blend (e.g.) RAM (random access memory). Instead,

“sonar” is an intermediate between and acronym and a blend (from sound navigation and

ranging).

Combining forms are compounds that are made up of bound roots. Especially the

vocabulary in scientific and technical areas of English language (e.g.) anthropology, the

meaning of the word is determined from each part (anthrop (o) - “human”, plus - (o) logy -

“science or study”) this word means “science or study of human beings”, most of these

words come from Greek or Latin borrowed in western Europe in the XV and XVI centuries,

known as “The Renaissance”. As a consequence, when compounds are expressed different

because of syntax are called Phrasal Words (e.g.) “hair restorer” (this substance restores

hair) not (this substance hair-restores) because there is a difference between compound

word structure and sentence structure. In contrast, to make the plural in the phrasal word

jack-in-the-box we need to add the suffix -s, but not in the head noun “jack” but to the

whole expression “jack-in-the-boxes” because it behaves as a word.

The first activity is about the distinction between compounds and phrasal words. This task

offers multiple choices where students will be able to recognize them. Moreover, they will

have the opportunity to practice their speaking skills through it. Finally, they will be able to

make sentences using them. The main aim of this activity is teach them the difference

among compounds and phrasal words pronunciation, because the compound words have the

stress on the first word, while the phrasal words have on the last one.

The second activity is about compound verbs. We will provide exercises of writing and

speaking where they could learn what a compound verb is and the classification to form

compound verbs which may be distinguished according to their structure. First, they will

learn about these compounds with some examples. Second, they will practice and recognize

what is the correct compound. In the task three, we could notice if they learn because they

have to complete a chart depending the classification to form compound verbs.

The third activity is similar to the previous activity because the compound adjective and

compound verbs are alike in their structure a classification. This activity has three

exercises, too. The student has the opportunity to practice their speaking and work with

partners to know and identify compound adjectives. First, they will know how is formed a

28

compound adjective. Second, they will recognize these type of compounds and finally they

will create sentences and share them with other people.

The fourth activity is about compound nouns. The first task offers the opportunity to

recognize this kind of words, but at the same time memorize it. The next task, helping

students to develop their knowledge with compound nouns with the writing method.

Finally, they will be supposed to know a lot about compound nouns and create it.

The fifth activity is about headed and headless compounds. In this task will offer some

words to understand the topic. After, we should be associated the words with the correct

picture to understand better that the first activity. Finally, they will be able to recognize,

read and write about the topic.

The activity number sixth is about phrasal word. This activity offers a new vocabulary

about the phrasal word related to family members. Students will be able to recognize and

familiarized with the new words. Furthermore, students will be able to develop reading and

speaking skills through drill in the structure of a conversation .Finally they are going to

practice the phrasal word in a real situation.

The activity number seventh is about blends and acronyms words. This activity offers good

examples to learn what is blends words and acronyms .Students will be able to differentiate

between blends and acronyms words .Also they will able to understand how blends words

are composed.

The activity number eight is about compounds containing bound combining forms, the first

activity is about identify Compounds containing bound combining forms and evaluate the

student comprehension trough speaking practice and writing practice. Students will be able

to recognize the root of bound combining forms.

In conclusion, through this chapter we are going to contrast the distinction between

compound words, blends and phrasal words. In order to achieve this aim we have

developed some exercises focused in speaking skills applied to children from 9 – 10 years

old (basic users) from A2 level according to the Common European Framework. Also,

these tasks could be apply for a fifteen student class.

29

Task 1 – Warm – up a) Underline the correct word according to the picture.

Workaholic

Sweetheart

Housewife

Caretaker

Injury

Quadriplegic

b) Read the correct answers to your class.

Pic 1

Pic 2

Pic 3

30

Task 2 – Practice a) Match each word, phrasal or compound word with a word, phrasal or compound

word that is similar in meaning.

1. Quadriplegic a. daily

2. Flick on b. my mother´s husband

3. Day-to-day c. paralyzed

4. Caretaker d. turn on

5. Step-father e. attendant

b) Complete the following sentences using the phrasal or compound words from the

left in exercise a.

1. Some paralyzed people need a trained pet to the lights at home.

2. When I feel sick, I need a to help me get out of bed.

3. People that can´t use their hands or legs are called

4. My mom wants to marry again, that means I am going to get a

5. My dad feels tired with his tasks at work.

c) Read the sentences in task b to your class.

31

Task 3 – Production a) Choose one phrasal or compound word from the left in Part a, from Task 2, make

your own sentence, make a draw about it and explain to your classmates.

Answer Sheet

Task 1 – Answers a) Underline the correct word according to the picture.

Workaholic

Sweetheart

Housewife

Caretaker

Injury

Quadriplegic

b) Read the correct answers to your class.

Workaholic, caretaker and quadriplegic.

Pic 1

Pic 2

Pic 3

32

Task 2 – Answers a) Match each word, phrasal or compound word with a word, phrasal or compound

word that is similar in meaning.

1. Quadriplegic a. daily

2. Flick on b. my mother´s husband

3. Day-to-day c. paralyzed

4. Caretaker d. turn on

5. Step-father e. attendant

b) Complete the following sentences using the phrasal or compound words from

the left in exercise a.

1. Some paralyzed people need a trained pet to flick on the lights at home.

2. When I feel sick, I need a caretaker to help me get out of bed.

3. People that can´t use their hands or legs are called quadriplegic

4. My mom wants to marry again, that means I am going to get a step-father

5. My dad feels tired with his day-to-day tasks at work.

c

d

a

e

b

33

Task 3 – Answer a) Choose one phrasal or compound word from the left in Part a, from Task 2, make

your own sentence, make a draw about it and explain to your classmates.

My step-father had an accident and now he is quadriplegic, he can´t use his legs.

Compound verbs

Compound verbs are verbs formed by compounding. You will notice that all these

compounds have a verb as the rightmost element. There is a classification to form

compound verbs which may be distinguished according to their structure:

verb–verb (VV): freeze-dry

noun–verb (NV): steam-clean

adjective–verb (AV): whitewash

preposition–verb (PV): overcook

Task 1 – Warm–up

a) There are fifteen compound verbs in the worm, find them in the word search puzzle.

34

b) Every student has to tell the teacher one word that they find in the word search

puzzle. They can’t repeat what others say.

Task 2 – Practice a) Repeat after the teacher every compound verb that you have in the boxes, then

according to the pictures underline the correct compound verb.

babysit

housesit

dry-clean

outrun

rainfall

doorstop

Picture 1

Picture 2

35

Task 3 – Production a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this

chart.

Compound verbs

verb–verb noun–verb adjective–verb preposition–verb

stir-fry

dry-clean

rainfall

rainfall

air-condition

outrun

Picture 3 Picture 4

36

Answer Sheet

Task 1 – Answers

a) There are fifteen compound verbs in the worm, find them in the word search puzzle.

b) Every student has to tell the teacher one word that they find in the word search

37

puzzle. They can’t repeat what others say.

Task 2 – Answers a) Repeat every compound verb that you have in the boxes, after according the

pictures underline the correct compound verb.

babysit

housesit

dry-clean

outrun

rainfall

doorstop

stir-fry

dry-clean

rainfall

rainfall

air-condition

outrun

Picture 1 Picture 2

Picture 3 Picture 4

38

Task 3 – Answers

a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this

chart.

Compound verbs

verb–verb noun–verb adjective–verb preposition–verb

stir-fry air-condition dry-clean outrun

freeze-dry rainfall whitewash underestimate

babysit overcook

Compound adjectives. The head of the compound is the adjective. They are similar to compounds verbs because

these compounds adjectives are right-headed, but there are also a few compound adjectives

that are not right-headed. There is a classification to form compound adjectives which may

be distinguished according to their structure:

noun–adjective: sky-high

adjective–adjective: grey-green

preposition–adjective: underfull

39

Task 1 – Warm – up a) Find the two words that make each compound adjective. Tell the teacher one

compound adjective and the two words that you find.

Task 2 – Practice a) Identify and paint the compound adjectives. In groups of three read and compare

your answers with your partners.

Task 3 – Production a) Continue in groups of three, every person of the group has to select one compound

adjective founded in the task 2 and write one sentence. After, everyone has to tell

his/her partners his/her sentence. Finally they have to have three sentences.

1…………………………………………………………………………………………...

2…………………………………………………………………………………………...

3…………………………………………………………………………………………...

sky-high

deaf-mute

red-hot

well-known

overactive

breakwater playtime fear-free

over-ripe deaf-mute overcoat

blue-eyed tumbledown blue-green

40

Answer Sheet

Task 1 – Answers a) Find the two words that make each compound adjective. Tell the teacher one

compound adjective and the two words that you find.

Task 2 – Answers a) Identify and paint the compound adjectives. In groups of three read and compare

your answers with your partners.

sky-high

deaf-mute

red-hot

well-known

overactive

high sky

deaf mute

red hot

well known

over active

breakwater playtime fear-free

over-ripe deaf-mute overcoat

blue-eyed tumbledown blue-green

41

Task 3 – Answers a) Continue in groups of three, every person of the group has to select one compound

adjective founded in the task 2 and write one sentence. After, everyone has to tell

his/her partners his/her sentence. Finally they have to have three sentences.

1 I want to paint my room blue-green.

2 Wine of over-ripe grapes is famous in Patate.

3 A poor deaf-mute, he can't hear or speak.

Compound Nouns A compound noun is a noun that is made with two or more words. A compound noun is

usually [noun + noun] or [adjective + noun], but there are other combinations. It is

important to understand and recognize compound nouns. Each compound noun acts as a

single unit and can be modified by adjectives and other nouns.

Task 1- Warm-up a) Recognize the following pictures, then match the picture with the appropriate word

and repeat each word.

Sailboat

Watermelon

Butterfly

42

Snowman

Task 2 - Practice a) Read carefully each sentence. Choose the correct

compound noun. After that complete it with the correct word and repeat as many

times as possible the compound noun words.

My

____________

__ is very big.

The

______________ is sitting on the chair.

Maria is the best ___________ .

Ms. Angela is a good

______________ .

Task 3 - Production a) Look at the pictures, and then create a compound noun with it. Finally write the

correct compound noun and repeat ten times until to know it.

43

Glasses – Coat – Man

– Brush – Tail – Fly –

Pig – Tooth – Rain –

Butter – Snow – Sun.

44

Answer sheet

Task 1 - Answers a) Recognize the following pictures, then match the picture with the appropriate word

and repeat each word.

Sailboat

Watermelon

Butterfly

Snowman

Task 2 – Answers

a) Read carefully each sentence. Choose the correct compound noun. After that

complete it with the correct word and repeat as many times as possible the

compound noun words.

45

My

backpack is

very big.

The

grandmother is sitting on the chair.

Maria is the best cheerleader.

Ms. Angela is a good housewife.

Task 3 - Answers

a) Look at the pictures, then create a compound noun with it. Finally write the correct

compound noun and repeat ten times until to know it.

Glasses – Coat – Man –

Brush – Tail – Fly – Pig

– Tooth – Rain – Butter

– Snow – Sun.

raincoat

butterfly

toothbrush

pigtail

snowman

sunglasse

s

46

Headed and headless compound. Headless compounds are compound words where the meaning is not specified by any of

parts. While, headed compounds are specified by the head word in the whole compound.

Task 1- Warm up a) Underline the correct headed compound, then repeat the words ten times.

Blackboard

Greenstone

Highchair

Jellyfish

Bathroom

b) Choose the headless, list it and repeat the words.

Vegeburger

Bathroom

Faintheart

Pickpocket

Highchair

Cutpurse

Turncoat

Greenstone

Task 2 - Practice

a) Associate the picture with the correct word. Write the word below the correct

picture, then practice in group of three and repeat the words.

47

________________________ ______________________

_________________

_______

_________________

_____

Task 3 - Production

a) Complete with the correct noun the

headed and the headless compounds that is in the chart. After that, work in pairs and

tell your classmate the noun for complete the words. Finally repeat each word.

Sabre_______ Kill__________

Cut________ Jelly__________

Green________ Faint___________

Black_________ High___________

Pick_________ Turn___________

Highchair Blackboard

Jellyfish

Greenstone

Stone Fish Board Chair Pocket

Purse Heart Coat Joy Tooth

48

Answer sheet

Task 1 - Warm up

a) Underline the correct headed compound, then repeat the words ten times.

Blackboard

Greenstone

Highchair

Jellyfish

Bathroom

b) Choose the headless, list it and repeat the words.

Vegeburger

Bathroom

Faintheart

Pickpocket

Highchair

Cutpurse

Turncoat

Greenstone

Task 2 – Answers

a) Associate the picture with the correct word. Write the word below the correct

picture, then practice in group of three and repeat the words.

Blackboard Greenstone

Faintheart

Pickpocket

Cutpurse

Turncoat

49

Jellyfish Highchair

Task 3 – Answers

a) Complete with the correct noun the headed and the headless compounds that is in

the chart. After that, work in pairs and tell your classmate the noun for complete the

words. Finally repeat each word.

Sabretooth Killjoy

Cutpurse Jellyfish

Greenstone Faintheart

Blackboard Highchair

Pickpocket Turncoat

Phrasal word Phrasal words have a structure like a phrase, they function as a word. An example could be

mother-in-law.

Highchair Blackboard

Jellyfish

Greenstone

Stone Fish Board Chair Pocket

Purse Heart Coat Joy Tooth

50

Task 1 - Warm -up

Relatives using In-Laws

Teacher explains the meaning of each relative -in law after students are going to repeat each word so,

teacher explains that are phrasal word. Then teacher shows a picture of Mary's and John’s family

relatives

The in-laws are the members of the family of the person you are married to

father-in-law: the father of your future wife/ husband

mother-in-law: the mother of your future wife/ husband

son-in-law: the husband of your future daughter

daughter-in-law: the wife of your future son

brother-in-law: the husband of your sister

sister-in-law: the wife of your brother

Pict 1

51

Pict 2

Mary's mother-in-law Mary's father-in-law

Mary's brother-in-law Mary's sister-in-law Jhon

John’s mother-in-law John’s father-in-law

John’s sisther-in-law Mary

Pict 3

John’s family Mary’s family

52

Task 2 - Practice

a) Match according the pictures of Mary's and John’s relatives.

She is Mary's mother- in –law

He is John’s father-in-law

He is Mary's brother- in –law

She is John’ss sister- in –law

She is John’s mother- in –law

53

b) Red the conversation and underline the phrasal words.

A: Hello, Miley. How are you?

B: Hi, Lucas. I am fine thanks and you?

A: Me too. Well tell me something about your family

Do you have any relatives in law?

B: Well, My mother-in-law is Carmen and my father-in-law is Esteban

A: Does your husband have siblings?

B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My

husband has just two siblings

A: and what about you? Is your son married with someone?

B: Yes, actually he is married and my daughter-in law is Karina. They work in the same

high school as teachers.

Task 3 – Produce

a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your

parents.

54

Answer sheet

Task 2 - Answer

a) Match according the pictures of Mary's and John’s relatives.

She is Mary's mother- in –law

He is John’s father-in-law

He is Mary's brother- in –law

She is John’ss sister- in –law

She is John’s mother- in –law

55

b) Red the conversation and underline the phrasal words

A: Hello, Miley. How are you?

B: Hi, Lucas. I am fine thanks and you?

A: Me too. Well tell me something about your family

Do you have any relatives in law?

B: Yes, My mother-in-law is Carmen and my father-in-law is Esteban

A: Does your husband have siblings?

B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My

husband has just two siblings

A: and what about you? Is your son married with someone?

B: Yes, actually he is married and my daughter-in law is Karina. They work in the same

high school as teachers

56

Task 3 – Answers

a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your

parents.

Blends and Acronyms Blends

There are words with a kind of compound where at least one component is reproduce only

partially

Example:

1.-smog blended from smoke and fog

2. - cheeseburger blended from cheese and hamburger.

Acronyms

There are words with a kind of truncation that a component of a blend can undergo is

reduction to just one sound or letter,usually the first.

An acronym is a word that is that is made by taking the first letter of the full name or

sentence.

Blends made up of initial letters are known as acronyms.

Example:

1.- NATO from North Atlantic Treaty Organization

2.-AIDS from acquired immune deficiency syndrome

Note.Blends and acronyms are different from the way they are pronounced.

Exercise 1

Identify blends and acronyms words and evaluate the student comprehension trough

speaking practice and writing practice.

TASK 1 Warmup

WARMUP IDENTIFICATION .-Read and try to guess how blends words are blended.

1,.Simulcast

2.-brunch (breakfast + lunch)

3.-multiplex (multiple + complex)

4.-intercom (international + communication)

5.-WiFi (wireless + fidelity)

TASK 2 –Practice A- Read and try to guess the meaning of each acronym.

1.- UNICEF - The United Nations International Children's Emergency Fund.

2.-WASP - White anglo saxon protestant. 3.-BBC (British Broadcasting Corporation)

4.-EFL means English as a foreign language.

5.-CNN (Cable News Network).

B.-Identify and put inside each box the correct blend or acronym word .

1.-simulcast (simultaneous + broadcast)

2.-RADAR - Radio detecting and ranging

3.-internet (international + network)

4.-LASER - Light amplification by the stimulated emission of radiation.

5.-because (by + cause)

6.-UNICEF - The United Nations International Children's Emergency Fund.

7.-emoticon (emotion + icon)

8.-SCUBA - Self-contained underwater breathing apparatus.

9.-spanglish (spanish + english)

Task 3 –Production

Give more examples about blends words.

1.-

2.-

3.-

4.-

5.-

ANSWER SHEET

TASK 1 WARMUP IDENTIFICATION.-Read and try to guess how blends words are blended.

1,.Simulcast (simultaneous + broadcast)

2.-brunch (breakfast + lunch)

3.-multiplex (multiple + complex)

4.-intercom (international + communication)

5.-WiFi (wireless + fidelity)

ANSWER FOR THE TASK 2 A.- Read and try to guess the meaning of each acronym.

1.- UNICEF - The United Nations International Children's Emergency Fund.

2.-WASP - White anglo saxon protestant. 3.-BBC -British Broadcasting Corporation

4.-EFL -means English as a foreign language.

5.-CNN -Cable News Network

B.-Identify and put inside each box the correct blend or acronym word.

1.-simulcast (simultaneous + broadcast)

2.-RADAR - Radio detecting and ranging

3.-internet (international + network)

4.-LASER - Light amplification by the stimulated emission of radiation.

5.-because (by + cause)

6.-UNICEF - The United Nations International Children's Emergency Fund.

7.-emoticon (emotion + icon)

8.-SCUBA - Self-contained underwater breathing apparatus.

9.-spanglish (spanish + english)

ANSWER FOR TASK 3

1.-

alcop

op

(alco

hol +

pop)

2.-

chexting (cheating + texting)

3.-docudrama (documentary + drama)

4.-electrocute (electricity + execute)

Blends Acronyms

Simulcast

spanglish

Internet

Because

emoticon

RADAR

SCUBA

LASER

UNICEF

5.-flare (flame + glare)

Compounds containing bound combining forms

Vocabulary of English, especially in scientific and technical areas, includes a huge

repertoire of compounds that are made up bound roots, known as combining forms.

Apart from containing bound roots differ in two other ways from most compounds nouns.

Example:

1.-Anthropolo = human plus logy= science or study that means the study of human beings

.

Task 1-Warmup

A.-Match each word identified bound combining forms with the correct meaning.

1.-hematology the science dealing with the chemical changes in and the

composition of the earth's crust.

2.-geochemistry the study of the nature, function, and diseases of the blood and

of blood-forming organs.

3.-Geology the science that deals with the dynamics and physical history

of the earth, the rocks of which it is composed, and the physical, chemical, and biological

changes that the earth has undergone or is undergoing.

Task 2-Practice

B.-Separate each bound combining forms in bound roots: geology, etymology, geography

and photography.

1.-

2.-

3.-

4.-

Task 3-Production Try to guess what the meaning of this word with the roots is.

Phonology. - phono- + -logy

ANSWER SHEET

TASK 1 A.-Match each word identified bound combining forms with the correct meaning.

1.-hematology the study of the nature, function, and diseases of the blood and of

blood-forming organs.

2.-geochemistry the science dealing with the chemical changes in and the

composition of the earth's crust.

3.- Geology the science that deals with the dynamics and physical history of

the earth, the rocks of which it is composed, and the physical, chemical, and biological changes

that the earth has undergone or is undergoing.

ANSWER FOR TASK 2

B.-Separate each bound combining forms in bound roots: geology, etymology, geography and

photography .

1.-geology=geo + logy

2.-etimology etimo+logy

3.-geography =geo+-graphy

4.-photography= geo+graphy

ANSWER FOR TASK 3

1.-Try to guess what is the meaning of this word:

Phono=indicating a sound or voice

Logy=study

Phonology.- The study of the distribution and patterning of speech sounds in a language and of the

tacit rules governing pronunciation

Conclusion The work helps us to clarify concepts about the chapter six: “Compound words, blends

and phrasal verbs” thanks to the different exercises applying in this element. We could say

that this kind of activities also will help the teacher and students to develop their skills.

Most of these activities teach specific skills.

However, in our group we tried to focus on speaking skill but also we consider that it is

an opportunity for Basic Users to learn social skills like cooperation, integration, and

socialization between classmates. It is important to clarify that the participation in these

activities can readily show them how to appropriately interact with others in order to use

the different words in a correct way.

Furthermore, it will be useful for teachers because they can use these activities in different

ways most of these activities encourage creativity. So, not only help Basic Users learn

problem-solving skills but also encourage their natural curiosity as a result the students

will be motivated to learn the second language in an interactive way.

In our case we thought that the following activities such as word search, fill in gaps,

match pictures, underline words, conversation, etc. They are kind of activities that will

help student to develop their skills. Additionally, Basic Users can explore their individual

talents and feel greater confidence as they discover their abilities practicing these kinds of

activities.

Finally, from our point of view we regard that the purpose of this chapter was to

understand and clarify doubts about this chapter with the help of the exercises that will be

very useful for us as future teachers

Bibliography. Carstairs-McCarthy, A. (2002). An Introduction to English Morphology: words and their

structure. Edinburg. Editorial Board.

Compounds versus phrases – Task 1

Picture 1

https://www.google.com.ec/search?q=workaholic&biw=1280&bih=637&source=lnms&tb

m=isch&sa=X&ved=0ahUKEwinrNTf9ejJAhWEVyYKHXErDXEQ_AUIBigB#tbm=isc

h&q=workaholic+clipart&imgrc=cft347l_zi1wSM%3A

Picture 2

https://www.google.com.ec/search?q=caretaker+cartoon&biw=1280&bih=637&tbm=isch

&imgil=pfXfGO_wdu_i8M%253A%253BJh52M4YjlvtB9M%253Bhttp%25253A%2525

2F%25252Fwww.jantoo.com%25252Fcartoons%25252Fkeywords%25252Fcaretaker&so

urce=iu&pf=m&fir=pfXfGO_wdu_i8M%253A%252CJh52M4YjlvtB9M%252C_&usg=_

_6sutmSUg44F7qKl0LTADB7z7VEU%3D&ved=0ahUKEwjo59-C_-

jJAhXHSSYKHZPZC3UQyjcIJw&ei=zNx1VuhRx5OZAZOzr6gH#imgrc=pfXfGO_wdu

_i8M%3A&usg=__6sutmSUg44F7qKl0LTADB7z7VEU%3D

Picture 3

https://www.google.com.ec/search?q=translator&biw=1280&bih=637&source=lnms&tb

m=isch&sa=X&sqi=2&ved=0ahUKEwiwuK3y_-

jJAhWCNSYKHZx2A18Q_AUIBigB#tbm=isch&q=quadriplegic+cartoon&imgrc=cGcK

qhXWv2rRcM%3A

Compound verbs – Task 2

Picture 1:

https://www.google.com.ec/search?q=babysit&espv=2&biw=1280&bih=699&source=ln

ms&tbm=isch&sa=X&ved=0ahUKEwjrkoi5_erJAhWDlR4KHVoMD-

EQ_AUIBigB#imgrc=-ZtDDEPJhyd_eM%3A

Picture 2:

https://www.google.com.ec/search?q=rainfall&espv=2&biw=1280&bih=699&tbm=isch&

tbo=u&source=univ&sa=X&ved=0ahUKEwjM6svc_OrJAhXDJh4KHT0vDDkQsAQIG

Q#tbm=isch&q=rainfall+drawing&imgdii=TA4r1eOeRTDAdM%3A%3BTA4r1eOeRTD

AdM%3A%3BRBDRbnkLxdsorM%3A&imgrc=TA4r1eOeRTDAdM%3A

Picture 3:

https://www.google.com.ec/search?q=dry-

cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0a

hUKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#imgdii=hvkgyXr1BkrbjM%3A%3B

hvkgyXr1BkrbjM%3A%3BNCQCHSVjRhxURM%3A&imgrc=hvkgyXr1BkrbjM%3A

Picture 4:

https://www.google.com.ec/search?q=dry-

cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0a

hUKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#tbm=isch&q=juego+de+carreras+de

+coches&imgrc=6PbcDU8_xUi_jM%3A

Compound nouns – Task 1

Picture 1:

https://beebalm.wordpress.com/2013/05/16/english-280-headless-compound-example/

Picture 2:

http://tx.english-ch.com/teacher/albert/level-a/compound-words/

https://www.google.com.ec/search?q=workaholic&biw=1280&bih=637&source=lnms&tbm=isch&sa=X&ved=0ahUKEwinrNTf9ejJAhWEVyYKHXErDXEQ_AUIBigB#tbm=isch&q=workaholic+clipart&imgrc=cft347l_zi1wSM%3A



https://www.google.com.ec/search?q=caretaker+cartoon&biw=1280&bih=637&tbm=isch&imgil=pfXfGO_wdu_i8M%253A%253BJh52M4YjlvtB9M%253Bhttp%25253A%25252F%25252Fwww.jantoo.com%25252Fcartoons%25252Fkeywords%25252Fcaretaker&source=iu&pf=m&fir=pfXfGO_wdu_i8M%253A%252CJh52M4YjlvtB9M%252C_&usg=__6sutmSUg44F7qKl0LTADB7z7VEU%3D&ved=0ahUKEwjo59-C_-jJAhXHSSYKHZPZC3UQyjcIJw&ei=zNx1VuhRx5OZAZOzr6gH#imgrc=pfXfGO_wdu_i8M%3A&usg=__6sutmSUg44F7qKl0LTADB7z7VEU%3D







https://www.google.com.ec/search?q=translator&biw=1280&bih=637&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwiwuK3y_-jJAhWCNSYKHZx2A18Q_AUIBigB#tbm=isch&q=quadriplegic+cartoon&imgrc=cGcKqhXWv2rRcM%3A




https://www.google.com.ec/search?q=babysit&espv=2&biw=1280&bih=699&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjrkoi5_erJAhWDlR4KHVoMD-EQ_AUIBigB#imgrc=-ZtDDEPJhyd_eM%3A



https://www.google.com.ec/search?q=dry-cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0ahUKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#tbm=isch&q=juego+de+carreras+de+coches&imgrc=6PbcDU8_xUi_jM%3A




Picture 3:

https://www.google.cm/search?hl=es&site=imghp&tbm=isch&source=hp&biw=1366&bi

h=659&q=compound+nouns&oq=compound+nouns&gs_l=img.3.0.0l6.32749.36255.0.37

720.14.9.0.2.2.0.417.1255.2-2j1j1.4.0....0...1ac.1.64.img..8.6.1278.5foPlrBK-

S8#imgrc=Bndu2UPiX8p1hM%3A

Picture 4:

http://www.smileandproduce.com/uncategorized/compound-nouns/

Phrasal words – Task 1 and task 2

Picture 1

https://www.google.com.ec/search?q=FAMILY&biw=1366&bih=667&source=lnms&tb

m=isch&sa=X&ved=0ahUKEwjh7-

L_vOnJAhWISSYKHQfQAs4Q_AUIBigB#tbm=isch&q=FAMILY+tree&imgrc=tniTetf

FGMvrDM%3A

Picture2

https://www.google.com.ec/imgres?imgurl=http://st.depositphotos.com/1032749/3313/v/9

50/depositphotos_33136121-People-faces

cartoon.jpg&imgrefurl=http://sp.depositphotos.com/33136121/stock-illustration-people-

faces-

cartoon.html&h=905&w=1023&tbnid=g0K_by7v5Gv3qM:&docid=LDsz3ulK22csyM&e

i=6sl1VuahG4P3mAGqvovYCg&tbm=isch&ved=0ahUKEwjmvvaB7ejJAhWDOyYKHS

rfAqsQMwgqKBAwEA

Picture 3

https://www.google.com.ec/search?q=tree+family+members&biw=1366&bih=667&sourc

e=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjM5uGX7OjJAhVE1CYKHTr5BaQQ_

AUIBigB#tbm=isch&q=critas+de+personas+en+dibujos&imgrc=0wOhW-

zisWku0M%3A

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CARRERA DE IDIOMAS

“PHONOLOGY II”




CARRERA DE IDIOMAS

“PHONOLOGY II”


Phonology II

Name: Thalia Travez

Date: February 12th

, 2014

The influence of the morphology in the teaching of the English language in Ecuador

The morphology is part of linguistics that studies the composition and derivation

of words. It means that the real purpose is the creation of words and another is the

modification of the existing ones. For this reason, it is a fundamental part in learning the

English language. However, its importance has not been as relevant in most of the schools

and high schools of our country. But there is an exception in the case of the university

especially universities which have career of the English language that educate futures

English teachers as our case.

So, there are essential syllabuses which are related to Linguistics according each

level. In the case of the study of morphology we can infer the meaning of some words and

at the same time, to learn new words. For instance, in roots we can notice that some words

have their origin in Latin, German and French language and understand how this affected

the pragmatic aspects of words. Also, it is greatly helpful for teachers because, we are able

to identify prefixes or suffixes and these can be predictable thus we can teach students

with real examples. Students will be able to distinguish. For instance, that the suffixes “-

ment” or “-ness” form a noun, or that the suffix “-ly” forms an adverb.

Furthermore, in the case of some kindergartens that are bilinguals there are some

techniques that teachers apply using morphology. For example the use of onomatopoeic

words those are predictable in the case of animal sounds such as miaow, cheep, woof.

On the other hand the same case happens in some high schools which mostly they

focus on the use of suffixes and prefixes. I could say that the teaching of morphology in

the English language is not in a direct way but it is according to the subject to be taught.

That is why in Ecuador there is no greater influence in direct teaching of this field.

Finally, the study of morphology is not only an option but a must for any language

student, because it is indispensable to fulfill adequate abilities to understand the target

language, and to be able to communicate successfully. For this reason, our country should

adopt this branch of linguistics as essential in the process of learning L2.

FINAL REFLECTION

During all this semester in this syllabus that I performed some activities that were

very interesting. Also, I consider that all these activities were and will be very useful for

me because they have summaries, exercises, and presentations that I can use in the future

in my professional life.

Furthermore, they are important because I can learn more vocabulary, so I can

express my ideas or thoughts in a better way. Another thing why I think that these works

are necessary is because when I started doing them I could increase my knowledge about

the English language. It was because I could understand the word formation through the

application of suffixes and prefixes.

The study of this syllabus not only helped me to clarify my ideas about the

morphology but also its contents. As a result I understood the importance of this syllabus

in the learning and teaching of the English language.

As a conclusion, I can say that all these elements were fabulous because I could

learn many things about this language that helped me to be better and I could work with

my classmates in one of the elements and thus I was able to interact with them and I could

clarify my doubts during development of this element.

CARRERA DE IDIOMAS PORTFOLIO RUBRIC

Student´sname: Thalia Travez Syllabus: Phonology II Date: February 14th, 2016

ASPECTS TO BE EVALUATED

EXEMPLARY 2,5

GOOD 2

OK 1,5

POOR 1

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

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

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

8. Rubric with grade of portfolio)

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

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

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

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

Statement of Personal Learning Goals

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

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

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

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

Final essay (Students from 3

rd

to 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.

Thalia travez portfolio

Career