Phonology II Portfolio

1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“PHONOLOGY II ”
Fourth Semester
Student: Erika Jimena Vaca Rivera
Profesor: Lcda. Mg. Ruth Infante
AMBATO – ECUADOR
Abril-Septiembre 2015

2. TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................3
VISIÓN (VISION STATEMENT).........................................................................................3
PERFIL DEL EGRESADO....................................................................................................4
CURRICULUM VITAE ........................................................................................................6
STATEMENT OF PERSONAL LEARNING GOALS.........................................................7
SÍLABO..................................................................................................................................9
Evidence 1...........................................................................................................................26
Evidence 2...........................................................................................................................29
Evidence 3...........................................................................................................................32
Evidence 4...........................................................................................................................60
Evidence 5...........................................................................................................................65
Final essay ............................................................................................................................68

3. FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
Formar profesionales líderes competentes, con visión humanista y
pensamiento crítico a través de la Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y difundan el conocimiento
respondiendo a las necesidades del país.
VISIÓN (VISION STATEMENT)
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la
Educación de la Universidad Técnica de Ambato por sus niveles de
excelencia se constituirá como un centro de formación superior con
liderazgo y proyección nacional e internacional

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

5. 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.

6. 6
CURRICULUM VITAE
PERSONAL DATA
Surnames: Vaca Rivera
Names: Erika Jimena
Place of birth: Ambato
Date of birth: 23th October 1995
Marital status: Single
Nationality: Ecuadorian
Address: Huachi San Francisco
Telephone Home: 2407487
Age: 20
Cell phone: 0984215813
E-mail: Jimenahis_1995@hotmail.com
EDUCATION
Primary school: "Tres de Noviembre" 2006
High school: Instituto Superior Tecnológico "Hispano América" 2013
University: Técnica de Ambato “Carrera de idiomas”
ACADEMIC ACHIEVEMENTS:
I graduated in Hispano America high school
“BACHELOR IN INFORMATICS” 2013
REFERENCES
Julio Vaca 0983286478 My father
Mario Rivera 2406827 My uncle
Gabriela Vaca 0998820241 My sister

7. 7
STATEMENT OF PERSONAL
LEARNING GOALS

8. 8
STATEMENT OF PERSONAL LEARNING GOALS
The main reason to take Phonology II is because this syllabus will teach me
develop my English skills. During the semester. First, I will identify basic
concepts of related to morphology subject. Then, I will understand different
patterns of word formation.
First of all, I will learn the origin of words. I will also analyze the language
by applying morphological structures. This syllabus will help me make use of
linguistic elements, psychological processes in order to apply them in the
teaching learning process in an effective way.
Secondly, I will be able to compare different patterns of word formation and
their pronunciation. Also I am going to analyze the lexical derivation, mainly
the origin of words.
Phonology II is useful to English students because It will allow us see the
relation that English has with other languages. Also It is the main syllabus of
English learning. The main reason to take Phonology II is because this syllabus
will teach me develop my English skills.

9. 9
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

10. 10
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

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II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday
from 9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec

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III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the word formation of English. That knowledge will let
them make teaching desicions when planning, organizing and evalauating the English Teaching and
Learning process.
Course Description: (Abstract)
The course will aim to develop phonological knowledge and strategies in order to use them when
learning and teaching English.
This course will develop 5 main elements during the semester. First, students will identify basic
concepts of L2 related to morphology subject. Then, they will understand different patterns of word
formation. After that, students will be aware of the lexical derivation, mainly the origin of words. They
will also analyze the language by applying morphological structures. Finally, students will predict
examples about possible morphological problems presented in L2.
The methodology that will be applied in the development of the module is Kolb´s strategies and
basically ABP, and English methodology as cognitive and meta-cognitive strategies which may help
students develop an independent learning. Some of the evaluation instruments such a mind maps, charts,
oral presentations will be applied in order to get critical thinking and students´ own conclusion
according to each topic.
This course will contribute with the development of accuracy of language, in other words, the correct
use of words in context depending on the origin of word and the different uses of the lexis.
Course General Objective:
Make use of linguistic elements, psychological processes, and the sociocultural aspects in order to apply
them in the teaching-learning process in an effective way
Course Specific Objectives :
1. Identify basic concepts of L2 related to morphophonemic subject.
2. Compare different patterns of word formation and their pronunciation.
3. Analyze the lexical derivation, mainly the origin of words.
4. Investigate the language by applying morphological structures.
5. Provide their own examples about possible morphological problems presented
in L2

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IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify basic concepts of L2 related to morphophonemic subject.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretical Practical
1.1 What is Morphology? 1 1 1 Diagnostic Observation
1.2 The scope of morphology 1 1 2 Workshops
1.3 Morpholigical system 1 1 4 Questionnaires
1.4 Words, sentences and dictionaries 1 1 5 Mind maps
1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Learning outcome: Define main concepts of morphology from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.

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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
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.

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U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship with
the society
Mechanisms and assessment
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
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.

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U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship with
the society
Mechanisms and assessment
tools
Theoretical Practical
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
5 5 11 TOTAL HOURS 21
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.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.5 Provide their own examples about possible morphological problems presented in English Classes
Class Hours
Independent study including
research and relationship with

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Thematic Units
Theoretical Practical Hours of
Tutoring
the society
Mechanisms and assessment
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
4 4 13 TOTAL HOURS 21
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms 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.

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19. 19
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
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Provide their own examples about possible morphological problems presented in English

20. 20
Classes
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test

21. 21
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

22. 22
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
ADDITIONAL BIBLIOGRAPHY
ISSUE
D
EDITION NUMBER

23. 23
AUTHOR/S YEAR BOOK TITLE NUMBER EDITORIAL CITY / COUNTRY 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=en&sa=X&v
ed=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

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VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval

25. 25
Evidence of element 1

26. 26
Evidence 1
Learning outcome I: Define main concepts of morphology from a linguistic point
of view

27. 27

28. 28
Evidence of element 2

29. 29
Evidence 2
Learning outcome II: Distinguish parts of words according to its formation based on the
learning experience

30. 30

31. 31
Evidence of element 3

32. 32
Evidence 3
Learning outcome III: Summarize about lexical derivation taking into account Word etymology
PHONOLOGY II
ELEMENT 3
COMPOUND WORDS, BLENDS AND PHRASAL VERBS EXERCISES
AUTORES:
Jonathan Esteban Arcentales Santana, Yesenia Nataly Mesias Barrionuevo, Ana Gabriela Ramirez
Chicharrón, Erika Jimena Vaca Rivera
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
Ambato - Ecuador

33. 33
2015
INDEX
INDEX..................................................................................................................................33
INTRODUCTION................................................................................................................35
EXERCISE 1 : Compounds words versus Phrases. .............................................................38
1.1 Warm Up ....................................................................................................................38
1.2. Practice ......................................................................................................................38
1.3. Production..................................................................................................................38
1.4. Answer sheet .............................................................................................................39
EXERCISE 2: Compounds verbs.........................................................................................40
2.1 Warm Up ....................................................................................................................40
2.2. Practice ......................................................................................................................40
2.3. Production..................................................................................................................40
2.4. Answer Sheet.............................................................................................................41
EXERCISE 3: Compound Adjectives..................................................................................42
3.1. Warm up ....................................................................................................................42
3.2. Practice ......................................................................................................................42
3.3. Production..................................................................................................................43
3.4 Answer sheet ..............................................................................................................44
EXERCISE 4: Compound nouns..........................................................................................45
4.1. Warm up ....................................................................................................................45
4.2. Practice ......................................................................................................................45
4.3. Production..................................................................................................................46
4.4. Answer sheet .............................................................................................................46
EXERCISE 5: Headed and Headless Compounds. ..............................................................47
5.1 Warm Up ....................................................................................................................47
5.2 Practice .......................................................................................................................47
5.3 Production...................................................................................................................48
EXERCISE 6: Blends and acronyms ...................................................................................49
6.1. Warm up ................................................................................................................49
6.2. Practice ......................................................................................................................49
6.2. Production..............................................................................................................50

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6.4. Answer sheet..........................................................................................................51
EXERCISE 7: Compounds Containing Bound Combining Forms......................................52
7.1 Warm Up ....................................................................................................................52
7.2 Practice .......................................................................................................................52
7.3 Production...................................................................................................................52
7.4 Answer sheet ..............................................................................................................53
EXERCISE 8: Phrasal words ...............................................................................................54
8.1. Warm up ....................................................................................................................54
8.2. Practice ......................................................................................................................54
8.3. Production..................................................................................................................55
8.4. Answer sheet .............................................................................................................56
CONLCUSION ....................................................................................................................57
BIBLIOGRAPHY ................................................................................................................58

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

36. 36
The third activity is about compound adjectives, it is formed when two or more adjectives are
joined together to modify the same adjectives. This activity contains three parts: first, it has a
warm up about listening and repeating the compound adjectives and then matching the numbers
with the letters. Second, it has a practice which contains vocabulary, in that part, students have to
match the definitions to the compound adjectives. Third, it has a production about speaking,
describe yourself using compound adjectives.
The fourth activity is about compound nouns which compounding comes into its own as a word
forming process. To improve students’ knowledge, this activity contains three parts: the first part
contains individual words which matching comes to form compound nouns. The second part
contains a practice about reading, listening and practicing a dialogue. In the third part students
have to make a conversation using any of the compounds of the first part.
The fifth activity is focused on headed and headless compounds. The three exercises, a warm
up, a practice and a production are meant to help students to recognize the meaning of certain
compounds that have a specific root and some others in which the meaning is confusing because
the root is not well stated. At the end of the activity, the students must be able to distinguish
between headed and headless compounds about personality adjectives and produce a dialogue
using some of the compounds given.
The sixth activity is about blends and acronyms. Blending is the fusion of two words into one,
usually the first part, one word with the last part of the other so that the resultant blend consists
of both original meanings. Acronyms are the result of forming a word from the first letter or
letters of each word in a phrase. This exercise contains three parts: first, a warm up about reading
and listening to a vocabulary about blend and acronyms. The second part is a practice about

37. 37
choosing the correct blend and finding acronyms in a word search. The third activity is a
production about a dialogue using blends and acronyms.
The seventh activity is a little stronger, here students must learn how to form and recognize
certain words that are compounds which contain bound combining forms. This activity consists of
three exercises; a warm up, a practice and a production. The warm up and the practice will help
students to recognize some of the various compounds related with science and medicine. The
production will develop students speaking skill by searching information and presenting it orally.
The eighth activity is about phrasal words, which are complex items that function as words and
whose internal structure is that of a clause or phrase rather than of compound. This exercise
contains three parts: first, students have to describe fashions and hairstyles in their own way. The
second part is a practice phrasal words. The third activity is a production about creating a short
presentation about fashion styles using the phrasal words learned.
All these activities will help adult students of the level C1 to overcome pronunciation difficulties,
to recognize certain word-meanings and to apply the acquired knowledge in the speaking skill. At
the same time, these activities will develop student’s vocabulary and knowledge of grammatical
structures.

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EXERCISE 1 : Compound words versus Phrases.
Places
1.1 Warm Up
Read the next words aloud. Emphasize the underlined words.
White house White house
Green house Green house
Toy factory Toy factory
1.2. Practice
According to the table below, read the next sentences and recognize which words are compounds
words or phrasal words. Then explain your answers to your classmates.
Compounds words Phrasal Words
They are two or more words linked
together to produce a word with a new
meaning. The meaning of the
compound is usually different from the
meanings of its components They have
the stress on their first component.
They are words that have the internal
structure of phrases but function
syntactically as words. They have the
stress on their second component.
1. We sat in the airport and watched the planes take off.
2. The man had never flown before, so he was so nervous during takeoff.
3. The builders arrived late. Work on the house was set back a few days.
4. There was a small fire on the construction site, but that was a minor setback.
1.3. Production
Pair work. Make a dialogue using the compounds and phrasal words form task 2. Imagine you have
to travel to another city, but you have a problem with the engineer who is building your new
house. Don’t forget emphasize the compound and phrasal words correctly.

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

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

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

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EXERCISE 3: Compound Adjectives
People description
3.1. Warm up
Vocabulary
Listen and repeat the compound adjectives, then match the numbers with the letters.
3.2. Practice
Vocabulary
a. Listen to the correct pronunciation of the following compound adjectives. Then
repeat.
badly-behaved strong-minded big-headed level-headed
thick-skinned well-behaved open-minded narrow-minded
cold-hearted warm-hearted two-faced short-tempered
b. Match the definitions to the compound adjectives. Use the words in part a
1. Anna always gets what she wants. She is ………………
2. You shouldn’t trust him. He is ……………… . He smiles at your face but he
keeps talking behind you.
Compound adjectives Meaning
1. well-earned
a- deserved
2. self-reliant
b- eternal
3. narrow-minded
c- inflexible
4. ever-lasting
e- depressed
5. heart-broken
f- independent

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3. The characters in that film were horrible. They were …………………
4. My dad gets angry very easily. He is ……………………………
5. Maria does a lot of work for charity (helping others). She is ………………..
6. David is very calm. He can overcome most difficulties easily. He is……………..
3.3. Production
Speaking
Describe yourself using the following compound adjectives
open-minded well-informed absent-minded
self-reliant tight-fisted well-earned

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Evidence of element 4

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Evidence 4
Learning outcome IV: Make pedagogical decisions on how to teach morphological structures from a
communicative point of view.

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Evidence of element 5

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Universidad Técnica de Ambato
Facultad de Ciencias Humanas Y de la Educación
Carrera de Idiomas
Phonology II
Name: Erika Vaca Date: 12/02/2016
Evidence 5
Learning outcome V: Evaluate the morphological problems in EFL classrooms from a linguistic
point of view
How has this syllabus contributed to the improvement of your English skills?
Even though many Ecuadorian students think that morphology is very
important in learning English. I think that morphology is a part very important in
learning English because it contributes in different ways; it helps to improve our
English skills. Also we can study the structure of a word. Morphology teaches us
different grammatical combinations allowing discovery of meaning.
First of all, Morphology is greatly helpful for students because, when words
have identifiable parts such as prefixes or suffixes, they can be predictable at some
extent. Morphological analysis can help to infer the meaning of some words, and,
at the same time, to learn new words.
Eventually, morphology can help students to familiarize with lexical derivations
and with the meaning or morphemes. Another utility of morphology is that it
helps us to have better writing skills.

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In conclusion, the study of morphology is not only an option. It is indispensable
to fulfill adequate abilities to understand the language, and to be able to
communicate successfully. Knowing the terminations of the words and its
meanings can come in handy for English teachers and for students when we don’t
know exactly the meaning of some words or when we don’t have a dictionary at
hand. This syllabus contributes in students because It is important in
understanding how a language system works and how words can be used and
modified.

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Final essay

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Final essay
Even though many Ecuadorian students think that morphology is very
important in learning English. I think that morphology is a part very important in
learning English because it contributes in different ways; it helps to improve our
English skills. Also we can study the structure of a word. Morphology teaches us
different grammatical combinations allowing discovery of meaning.
First of all, Morphology is greatly helpful for students because, when words
have identifiable parts such as prefixes or suffixes, they can be predictable at some
extent. Morphological analysis can help to infer the meaning of some words, and,
at the same time, to learn new words.
Eventually, morphology can help students to familiarize with lexical derivations
and with the meaning or morphemes. Another utility of morphology is that it
helps us to have better writing skills.
In conclusion, the study of morphology is not only an option. It is indispensable
to fulfill adequate abilities to understand the language, and to be able to
communicate successfully. Knowing the terminations of the words and its
meanings can come in handy for English teachers and for students when we don’t
know exactly the meaning of some words or when we don’t have a dictionary at
hand. This syllabus contributes in students because It is important in
understanding how a language system works and how words can be used and
modified.