Ramos gabriel phonology ii potfolio

UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“Phonology II”
Sixth Semester “ A”
Student´s name: Ramos Corrales Juan Gabriel
AMBATO – ECUADOR

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TABLE OF CONTENTS.
.......................................................................................................................................... 1
UNIVERSIDAD TÉCNICA DE AMBATO................................................................. 1
MISION AND VISION.................................................................................................... 3
PERFIL DE EGRESO (EXIT PROFILE)........................................................................ 4
STUDENT´S C.V.......................................................... ¡Error! Marcador no definido.
STATEMENT OF PERSONAL LEARNING GOALS................................................... 6
SYLLABUS ..................................................................................................................... 6
I. SYLLABUS GENERAL INFORMATION............ ¡Error! Marcador no definido.
II. PROFESSOR'S TEACHING PROFILE ................... ¡Error! Marcador no definido.
III. COURSE DESCRIPTION AND OBJECTIVES .... ¡Error! Marcador no definido.
IV. COURSE STUDY PROGRAM............................... ¡Error! Marcador no definido.
V. NORMATIVE STANDARDS EVALUATION ....... ¡Error! Marcador no definido.
VI. BIBLIOGRAPHY .................................................... ¡Error! Marcador no definido.
Evidence for Element 1 .................................................................................................. 16
........................................................................................................................................ 20
FINAL REFLECTION................................................................................................... 46
RUBRIC ......................................................................................................................... 47

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MISION AND VISION
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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FACULTAD DE CIENCIAS HUMANAS Y DE LA
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 tráves de la práctica de valores. 6.
Genera escenarios de aprendizaje significativos dando lugar a la investigación
participativa, el aprendizaje basado en problemas y el trabajo en equipo. 7. Maneja leyes
y reglamentos de Educación Ecuatoriana. 8. Aplica técnicas de valoración de los
aprendizajes, así como también de su propio desempeño docente. 9. Manejo de los
aspectos sociales, intelectuales y psicológicos de los estudiantes para promover el
aprendizaje. La Carrera de Idiomas adopta como instrumentos de evaluación interno del
perfil de ingreso dos simulaciones de exámenes con estándares internacionales. Siendo
así, Teaching Knowledge Test (TKT) test de acreditación internacional para la
enseñanza del inglés y Test of English as a Foreign Language (TOEFL) para la
competencia comunicativa. Para ello la Coordinación de Carrera de Idiomas organizará
dentro de los módulos optativos seminarios taller de preparación para dichos tests, los
mismos que podrán ser aprobados a partir del séptimo semestre.

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CURRICULUM VITAE
Name: Juan Gabriel Ramos Corrales
Age: 28 years.
ID: 120414393-5
Civil status: Single
Email: gabrielramoscorrales1@gmail.com
Nationality: Ecuadorian.
Address: Latacunga, Eloy Alfaro, Av. 5 de Junio y Pasaje Betania
Telephone number: 0984979073
Education
“MIGUEL ANGEL MARTINEZ SALINAS”SCHOOL Quevedo.
Accomplished to be the bearer of the Local Flag.
“CENTEBAD” HIGH SCHOOL. Latacunga
Participate in groups of Dance and volunteer.
Professional Experience
PAPELERIA GALLARDO. LATACUNGA
Worked supporting systems and as a salesman.
Skills & Interests
Computer: Microsoft Word, Excel and Power Point and some Web 2.0 tools.
Language: English, French and Spanish.
Hobbies: Play basketball, tennis and videogames.

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STATEMENT OF PERSONAL LEARNING GOALS.
Phonology II is a module of great importance because through
it, I could learn the ability to write and pronounce words in a
coherent way, also realize my grammar and spelling errors.
In addition, I believe that the knowledge acquired in this subject
will be of great benefit to the subsequent levels of the program.
Thus, I hope to acquire the necessary skills to express better
my ideas and pronounce correctly every word without mistakes.
I think this course will contribute to my future career because it
will enrich my knowledge about English Language and help me
to have a greater fluency in it, which will give me excellent
opportunities to get a good job and also travel and
communicate with people around the world successfully.
Moreover, I hope to learn a lot and take advantage of the
knowledge in order to apply it during my program and future
career. So it will be very helpful when I start to work because
I would like to get a job as an English teacher and travel to
several countries. Therefore, it is essential a good
understanding of the module Phonology II because it will be a
guide to learn new things about English Language and provide
a good basis to continue acquiring more knowledge in it. I will
contribute to attain the learning outcomes successfully with
some good behaviors such as: attending classes, participating
as much as possible, being punctual and responsible. So I will
achieve it with hard work and dedication.

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SYLLABUS
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas
Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015
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I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/0
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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

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Academic Tutoring hours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Linguistica y Didactica de la Ensenanza de Idiomas Extranjeros
Knowledge area: (01) Educacion
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Linguistica Aplicada a la Ensenanza de Lenguas
Knowledge area: (01) Educacion
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 Pedagogica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) :
Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and
Friday
from 9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec
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III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the word formation of
English.
That knowledge will let them make teaching desicions when planning,
organizing and evalauating the English Teaching and Learning process.
Course Description: (Abstract)
The course will aim to develop phonological knowledge and strategies in
order to
use them when learning and teaching English.
This course will develop 5 main elements during the semester. First,
students will
identify basic concepts of L2 related to morphology subject. Then, they
will
understand different patterns of word formation. After that, students will
be
aware of the lexical derivation, mainly the origin of words. They will also

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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
metacognitive
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

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1.4 Words, sentences and dictionaries 1 1 5 Mind maps
1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Learning outcome: Define main concepts of morphology from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and
Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.2 Compare different patterns of word formation and their pronunciation.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society Mechanisms and assessment
tools
2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation
2.2 -Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and its forms: inflections 1 1 3 Mind maps
2.5 A Word and its relative derivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Unit Learning outcome: Distinguish parts of words according to its formation based on the
learning experience
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U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
tools
3.1Compounds 1 1 5 Diagnostic Observation
3.2 Morphemes and Allomorphs 1 1 5 Workshops
3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires
3.4 A Word and its structure 1 1 3 Mind maps
SUBTOTAL HOURS
5 5 18 TOTAL HOURS 28

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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
tools
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
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
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U.5 Provide their own examples about possible morphological problems presented in
English Classes
Thematic Units
Class Hours
Hours of
Tutoring
tools
5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation
5.2 The historical sources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires
Mind maps
SUBTOTAL HOURS
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a
linguistic point of view

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Identify basic concepts of L2 related to morphophonemic subject.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.

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Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Provide their own examples about possible morphological problems presented in
English
Classes
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
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V. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251
CODE/ DATABASE LOCATION: COMMENTARY:
This a linguistic book that should be analysed carefully. In order to understand the linguistic
vocabulary it is compulsoru to know terms related to the study of morphology.
NUMBER
OF
ISSUES
PRINTED:
Codigo Biblioteca:
Codigo Biblioteca: 7002
x
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION

14
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
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 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposicion de los profesores elementos generales del conocimiento
linguistico que pueden representar aportes valiosos para el desarrollo de la educacion en
general y de la educacion intercultural bilingue en particular; no solo en relacion con la
lengua sino con el conocimiento en si. La informacion que contiene corresponde a diversas
teorias 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=zrOqzvG9EPYvk
9Hb_teMm6vt0nM&hl=en&sa=X&ved=0CBsQ6AEwAGoV
ChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false
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VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015

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-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Veronica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nunez
Faculty Sub-Dean
Approval

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Evidence for Element 2
PHONOLOGY II
Name: Gabriel Ramos.
Teacher: Ruth Infante. Date: November 23th, 2015
In this chapter, McCarthy talks about compound words blends and phrasal words.
Compound words are formed by two or more words which carry the stress in different
position to change its meaning. Stress is the first criterion to distinguished compound
words, the second one is semantic, compounds words or phrases with a unique or
unpredictable meaning. For differentiating compound words or phrases, e.g. I have a
green house (having the stress on the right, it refers to the color of the house) I have a
greenhouse (having the stress on the left, it refers to the place where we can grow up
some plants). Most compound nouns are made up by nouns modified by other nouns
and adjectives (Tooth (n) + paste (n)= Toothpaste) compounds nouns are sometimes one
word, like; bedroom or haircut (closed or solid compound nouns). Also, compound
nouns could be connected with a hyphen, such as; dry-clean or six-pack (hyphenated
compound nouns). Finally some compound nouns appear in separated words, for
example; full moon or Christmas tree (open or spaced compound nouns). Blends refer
to a word produced combining parts of other words (no roots or complete words) e.g.
internet (internet + network) or malware (malicious + software) these words are very
common in our lexical. In addition, Acronyms are the abbreviation of words joining the
initial letters in order to create a word shortened the phrase into a just word, for example
RADAR = Radio detecting and ranging.
Bibliography
- Carstairs-McCarthy, A. (2002). An Introduction to English Morphology: Words and
Their

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PHONOLOGY II
COMPOUND WORDS, BLENDS AND ACRONYMS
Campaña Deisy
Cando Johanna
Espín Ana
Ramos Gabriel

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Fourth “A”
Licda. Ruth Infante
UNIVERSIDAD TECNICA DE AMBATO

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INDEX
INTRODUCTION ........................................................................................................ 23
Exercise 1: Compound vs Phases ............................................................................ 24
Exercise 1: Answer sheet.......................................................................................... 25
Exercise 2: Compound verbs................................................................................... 26
Exercise 3: Compound Adjectives........................................................................... 28
Exercise 4: Compound Nouns ................................................................................. 31
Exercise 5: Headed and Headless Compounds...................................................... 33
Exercise 6: Blends and Acronyms........................................................................... 34
Exercise 7: Compounds containing bound combining forms............................... 38
Exercise 8: Phrasal words........................................................................................ 39
CONCLUSION............................................................................................................. 41
BIBLIOGRAPHY .......................................................................................................... 42

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INTRODUCTION
The principal aim of an English teacher is to encourage students to learn the
language easily. An important part of language is Vocabulary. The main reason to
develop these activities based on vocabulary is because it deals with words that are the
entire vocabulary of a language. The next activities are based on Chapter 6 from
Matthews’s book about Compound words, Blends and Phrasal words. These activities
are developed for groups of fifteen teenager students of B1 level. This activities get
students involved into three main tasks. First, task one get students involved in a warm
up to introduce the new vocabulary. Second, task two develop a practice activity in class
and; finally, task three where the student have to produce different activities to
strengthen their knowledge. Actives also contains an answer sheet as a guideline for the
teacher.

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Exercise 1: Compound versus Phrases
Exercise 1: Compounds versus phrases.
Task 1: Warm up:
Write a list of words on the board using some Compounds and phrases. Ask to students
to look these words and find out the difference among them.
Black board Blackboard
Silk worm silkworm
Toy fáctory Tóy factory
white house (the) White House
Task 2: Practice:
Ask students to infer the meaning of previous words and others from the list. After that,
ask them to create new sentences with words from one side of the list.
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
Task 3: Production:
Students should share their sentences with their partners orally and look for mistakes.

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Exercise 1: Answer sheet
Exercise 1: Compounds versus phrases.
Task 1: Warm up:
Write a list of words on the board using some Compounds and phrases. Ask to students
to look these words and find out the difference among them.
Black board: Board that is black Blackboard: board for writing on
Silk worm: Worm made of silk Silkworm: caterpillar that spins silk
Toy factory: Factory that is a toy Toy factory: Factory where toys are made
white house: house that is white (the) White House: Residence of the US president
Task 2: Practice:
Ask students to infer the meaning of previous words and others from the list. After that,
ask them to create new sentences with words from one side of the list.
1. Andres is on the blackboard writing some sentences.
2. There is an exposition of silkworms in the zoo.
3. Last year, I visited Hot Wheels’ Toy factory.
4. I was thinking to buy a white house next to my university.
Task 3: Production:
Students should share their sentences with their partners orally and look for mistakes.

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Exercise 2: Compound verbs
Task 1: Warm up:
Guessing the word: Teacher draw some pictures related to Compound verbs and
students try to guess the word.
Task 2: Practice:
Students should recognize and write some sentences with the words presented by the
teacher.
1. Overcook: _____________________________________________
2. Underestimate: _________________________________________
3. Outrun: ________________________________________________
4. Over polish: ____________________________________________
Task 3: Production:
Students create a short paragraphs using some compound verbs. It could be possible to
use the ones learned before or news.

27
Task 1: Warm up:
Guessing the word: Teacher draw some pictures related to Compound verbs and
students try to guess the word.
Task 2: Practice:
Students should recognize and write some sentences with the words presented by the
teacher.
1. Overcook: This beef is overcooked.
2. Underestimate: I underestimated you last Sunday while we were playing soccer.
3. Outrun: For a human being is impossible to outrun from a lion.
4. Over polish: My car is a disaster, my niece overpolished it.
Task 3: Production:
Students create some sentences that could be used in real situations with the words
learned before and express them in front of the class as a short role-play situation.
Some days ago I visited one of the most beautiful national parks in Ecuador “El
Boliche”, but I was really upset because I heard some Ecuadorians saying that this
park is overestimated. I didn’t believe it. I told them that they are over criticizing it
because I think that is very beautiful. One thing that is the best reason to say it is that
the air-condition of the environment is the best that I have never breath.

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Exercise 3: Compound Adjectives
Task 1: Warm up
Competition game, divide the class into two groups and ask one by one student to pass
to the board and write as many compound adjectives as they can, in one minute.
Task2: Practice
From the list which are not examples of compound adjectives:
1.-This is a four-foot table.
2.-David is a part-time worker.
3.-It was a terribly hot day.
4.-Mary’s dog is well-behaved.
5.-It is an amazingly good idea
Task3: Production
From the groups, choose the sentence that contains a compound adjective:
A. Kathy was horribly moody.
B. We’d like you to be part of the decision-making process.
C. The company showed steady improvement in their stock trades.
A. Cameron’s adopted son is five years old today.
B. My new car has leather upholstery.
C. She was a well-known actress by the time she reached age five.

30
Task 2: From the list which are not examples of compound adjectives:
3.-It was a terribly hot day.
5.-It is an amazingly good idea.
Task 3: Production:
From the groups, choose the sentence that contains a compound adjective:
B. We’d like you to be part of the decision-making process.
C. She was a well-known actress by the time she reached age five.

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Exercise 4: Compound Nouns
Task 1: Warm up
Divide the class into two groups and play the game “Hot seat”, it is that one student
from each group pass to the front and sit on a chair without watching to the board, while
the teacher is writing a compound noun on it, so the members of the group has to help
each member to guess the compound noun, just using key words.
Task2: Practice
Match the examples with the correct combinations:
Noun + Noun toothpaste
Adjective + Noun monthly ticket
Verb + Noun underground
Preposition + Noun swimming pool
Noun + Verb dry-cleaning
Adjective + Verb haircut
Task3: Production
From the list choose two compound nouns and write two sentences:
noun + noun bedroom
water tank
motorcycle
noun + verb rainfall
haircut
Ex: My mother has a new haircut.
1.-………………………………………………………………..………………………
2.-………………………………………………………………..………………………

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Task 2: Practice
Match the examples with the correct combinations:
Noun + Noun toothpaste
Adjective + Noun monthly ticket
Verb + Noun underground
Preposition + Noun swimming pool
Noun + Verb dry-cleaning
Adjective + Verb haircut
Task 3:Production
From the list choose two compound nouns and write two sentences:
Ex: My mother has a new haircut.

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Exercise 5: Headed and Headless Compounds
Task 1: Warm up
1. Try this little test. The teacher provides students the following list of words for
about a minute. Then, students turn away from the screen and write down on
paper all the words they remember.
Doghouse pickpocket blackboard in-house textbook download Over-
budget airplane still life wrap-up white collar Open minded
Ask the next questions:
Did you remember the first word …….?
What about ‘……….’?
Did you write your words in groups?
Task2: Practice
Circle the main core of the headed and headless compound if it is possible. Then
classify all of words in the following chart.
 Doghouse
 Pickpocket
 in-house
 download
 Over-budget
 airplane
 wrap-up
 white collar
 Open minded
HEADED COMPOUNDS HAEDLESS COMPOUNDS
Task3: Production
Write the possible definition of the following compounds.
 Textbook: ……………………………………………………………………
 Pickpocket: ………………………………………………………………….
 Download: …………………………………………………………………..
 Open-minded: ……………………………………………………………….

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Task2: Practice
Circle the main core of the headed and headless compound if it is possible. Then
classify all of words in the following chart.
 doghouse
 pickpocket
 in-house
 download
 over-budget
 airplane
 wrap-up
 white collar
 open minded
HEADED COMPOUNDS HAEDLESS COMPOUNDS
 doghouse
 in-house
 download
 airplane
 open minded
 pickpocket
 in-house
 over-budget
 wrap-up
 white collar
Task3: Production
Write the possible definition of the following compounds.
 Textbook: a book that contains detailed information about a subject.T
 Pickpocket: to steal things out of people’s pockets or bags.
 Download: to copy programs or information to a computer, usually over the
Internet.
 Open-minded: willing to listen to other people and consider new ideas,
suggestions, and opinions.
Exercise 6: Blends and Acronyms

35
Task 1: Warm up
Recalling Words
Write up to 15 blends and acronyms on the board that you want to review. Make
sure they understand all of the words. Give students a couple minutes to look at the
words and then erase or cover them. In groups of five, have students try to remember as
many words as they can and write them down.
Task2: Practice
Write the definition for each acronym. In blends write the original combining parts.
 Spanglish:
 Brunch:
 Spork:
 Because:
 RADAR:
 LASER:
 UNICEF:
Task3: Production
Write a brief paragraph of 50 words introducing the next blends:
Internet wifi emoticon email malware

36
Task 1: Warm up
 smog
 sport
 internet
 because
 UNICEF
 RADAR
 emoticon
 oxbridge
 motel
 email
 KISS
 LASER
 bionic
 liger
 intercom

37
Task2: Practice
Write the definition for each acronym. In blends write the original combining parts.
 Spanglish: Spanish + English
 Brunch: breakfast + lunch
 Spork: spoon + fork
 Because: by + cause
 RADAR: Radio Detection and Ranging.
 LASER: Light Amplification Treaty Organization.
 UNICEF: The United Nations International Children’s Emergency Fund.
Task3: Production
Write a brief paragraph of 50 words introducing the next blends:
Internet wifi emoticon email malware
I was surfing in internet last night. I was trying to send an important email to my classmate
Mauricio. It contains important information for the next homework. I take advantage of the free wifi
connection at home and send it to him. But I when I try to introduce an emoticon to show my
satisfaction to him. I could not find a perfect one so I decided to download one from internet.
Unfortunately, it was a malware that download on my computer and affects it.

38
Exercise 7: Compounds containing bound combining forms
Task 1: Warm up
Ask to students to come to the board and choose one word from the right and match it with one word
from the left in order to form a new word.
bio -ology
photo
neuro
psyco -phobia
hydro
-pathy
Task2: Practice
Ask to students some possible meanings for next words. Also ask them to write two new words with
its meanings. Use the meanings below.
-(o)logy: “science or study” -phaty: “disease” -phobia: “fear of a specific object”
a) biology.-
b) photophobia.-
c) neuropathy.-
d) psycology.-
e) hydrophobia.-
f) ___________.-
g) ___________.-
Task3: Production
With the meanings for previous exercise write a simple sentences for each one.
a) __________________________________________.
b) __________________________________________.
c) __________________________________________.
d) __________________________________________.
e) __________________________________________.
f) __________________________________________.
g) __________________________________________.

39
Task 1: Warm up
Ask to students to come to the board and choose one word from the right and match it with one word
from the left in order to form a new word.
bio -ology
photo
neuro
psycho -phobia
hydro
-pathy
Task2: Practice
Ask to students some possible meanings for next words. Also ask them to write two new words with
its meanings. Use the meanings below.
-(o)logy: “science or study” -phaty: “disease” -phobia: “fear of a specific object”
a) biology.- the science of life.
b) photophobia.- a big fear or sensitivity to light.
c) psychology.- the science of the mind or of mental states and processes.
d) hydrophobia.- exaggerated fear of water.
e) dermatology.- the branch of medicine dealing with the skin and its diseases.
Task3: Production
With the meanings for previous exercise write a simple sentences for each one.
a) I am studying physics, chemistry and biology.
b) I think my mother has photophobia.
c) Albert used psychology on his parents to get a larger allowance.
d) Kristine has seen more than one hydrophobia patient meet death.
e) I would like to teach dermatology at Universidad Técnica de Ambato.
Exercise 8: Phrasal words

40
Task 1: Warm up
Ask for some volunteers; tell them to circle phrasal words on the board. Also ask for what they
understand for each one.
Task2: Practice
Choose 5 phrasal words for previous exercise and ask them for a possible meaning. After that ask for
their meanings and tell them to copy the exactly meaning.
Blue moon: _______________________________________.
Body language: ___________________________________.
stick-in-the-mud:___________________________________.
fly-by-night: _______________________________________.
blue-pencil: _______________________________________.
Task3: Production
Fill in the gaps with a phrasal words from the box.
I am very careful about what I eat so it is only once in a ______________ I eat junk food.
When he begins to _________ that pay-roll, some employees are going to be hungry.
Christian, that __________________! He never goes to a party.
My mother put her money in a _______________ company and lost it all.
Your _______________ in an exposition tells me that you are comfortable.
Task 1: Warm up
Ask for some volunteers; tell them to circle phrasal words on the board. Also ask for what they
understand for each one.
Wake up blow up pick up
blue
moon
body
language
stick-in-the-
mud
fly-by-
night
blue-
pencil

41
Fly-by-night blue-pencil stick-in-the-mud
Take off run out catch on
Turn on body language blue moon
Task2: Practice
Choose 5 phrasal words for previous exercise and ask them for a possible meaning. After that ask for
their meanings and tell them to copy the exactly meaning.
Blue moon: It happens very rarely.
Body language: body movements that show feelings.
stick-in-the-mud: One who does not go out.
fly-by-night: bad, dishonest, not to be trusted.
blue-pencil: edit or make outs in (a manuscript, movie or other work).
Task3: Production
Fill in the gaps with a phrasal words from the box.
I am very careful about what I eat so it is only once in a blue moon I eat junk food.
When he begins to blue-pencil that pay-roll, some employees are going to be hungry.
Christian, that stick-in-the-mud! He never goes to a party.
My mother put her money in a fly-by-night company and lost it all.
Your body language in an exposition tells me that you are comfortable.
CONCLUSION
The activities presented in these exercises illustrate how English words can be composed and
determines by meaning and structure. Vocabulary is an important part of leaning a new language; it is
not only the knowledge of a word but also implies how that word fits into the world. Students
Vocabulary is acquired incidentally through indirect exposure. It is important to develop word-learning
strategies and word-play activities to get students involved and motivate them to learn thevocabulary.
blue
moon
body
language
stick-in-the-
mud
fly-by-
night
blue-
pencil

42
BIBLIOGRAPHY
Mattews, P. (1974). Morphology. New York: Cambridge.
Esl-bits.net,. (2015). Wayne Magnuson: English Idioms. Retrieved 21 December 2015, from http://esl-
bits.net/idioms/index.htm
WordHippo,. (2015). What is another word for blue-pencil?. Retrieved 21 December 2015, from
http://www.wordhippo.com/what-is/another-word-for/blue-pencil.html
Collinsdictionary.com,. (2015). Collins Dictionaries | Always Free Online.. Retrieved 21 December
2015, from http://www.collinsdictionary.com/
Ecenglish.com,. (2015). Phrases | Learn English. Retrieved 21 December 2015, from
http://www.ecenglish.com/learnenglish/
Dictionary.com,. (2015). Dictionary.com - The world's favorite online English dictionary!. Retrieved
21 December 2015, from http://dictionary.reference.com/
YourDictionary,. (2015). Compound Verb Examples. Retrieved 21 December 2015, from
http://examples.yourdictionary.com/compound-verb-examples.html

45
Name: Gabriel Ramos
Date: february 12, 2016
Essay
Nowadays, the use of morphology in the classroom is very important during English’s learning process. It
helps to students to get a better understanding about language. In addition, is easier for learners to
recognize and interpret new words that they could see daily. Learners could relate English with other
languages that have the same root.
Having the necessary knowledge from morphology, is easy to understand how some words are formed, and
at the same time learners could create new words using affixation, once they recognize roots and prefixes
and suffixes. At the same time, they could avoid some problems with new words, for example; someone is
reading a book, in the text is a new word, the reader just infer the meaning of the word guided by the root
and their affixes, like; “omnipresent (omni(all)-present)”. In Ecuador, this is an important aspect to have in
mind at the moment to teach English, morphology helps to students to acquire the language in a better way
following rules or word structure in a better way. Furthermore, most of the teachers will notice a big
difference working with students guided by morphology instead some that know nothing about it. In some
cases, students make relations between English and Spanish to understand some words. Morphology
teaches them that both languages come from the same root “latin”, e.g. final-moral-animal-local. Which
have the same morphology in both languages and the same meaning. However, is important to have in
mind that some words are very similar in both languages, but their meanings are totally different (false
friends) “Arena” (is normal to confuse it with sand, but is the word used for “estadio”)
In conclusion, morphology is very important for students, while they are learning English, the most
important thing is the understanding of the structure or nature of words, and use them in the correct
context. It helps to improve their creativity of new words based on the knowledge gotten from morphology.

46
FINAL REFLECTION
This module has been of great importance because throughout
the semester I have acquired many basic skills that will allow
me to fulfill the tasks set in a good way in later levels. The
topics have been easy to understand and helpful in order to
learn to speak and write the English language effectively, with
this module I learnt to express my ideas and to participate in an
active manner using English. Also I learned to speak more
fluent with a correct pronunciation. However, the most important
thing was to learn about morphology and its structure, even
though some definitions and words were a little difficult to
understand I think that the knowledge of morphology will be
very helpful because now I can know about word-formation:
affixation, derivation, inflections, compounds, and all of those
Important things that help me to realize how complex a
language can be. Therefore, Phonology II has been a guide to
understand and use English Language in a better way.

47
RUBRIC
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.

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