MENDOZA_CHAVARRIA_VALERIA_CAROLINA_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 “ A”
Student´s name: Valeria Carolina Mendoza Chavarria
Professor´s name: Lic. Mg. Ruth Infante Paredes
AMBATO – ECUADOR
October 2015 – March 2016

2
TABLE OF CONTENTS.
MISIÓN............................................................................................................................ 3
VISIÓN............................................................................................................................. 3
PERFIL DEL EGRESADO.............................................................................................. 4
CURRICULUM ............................................................................................................... 5
SYLLABUS ..................................................................................................................... 6
ATTACHED SYLLABUS............................................................................................. 21
STATEMENT OF PERSONAL LEARNING GOALS................................................. 26
ELEMENT 1 .................................................................................................................. 27
ELEMENT 2 .................................................................................................................. 34
ELEMENT 3 .................................................................................................................. 50
ELEMENT 4 .................................................................................................................. 71
ELEMENT 5 .................................................................................................................. 80
FINAL REFLECTION................................................................................................. 106
FINAL PORTFOLIO RUBRIC ................................................................................... 107

3
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
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
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
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRRERA DE IDIOMAS
2.3 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.
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

5
STUDENT´S C.V.
 PERSONAL INFORMATION:
NAME: Valeria Carolina Mendoza Chavarría
I.C: 2300621063
DATE AND PLACE OF BORN: Santo Domingo June 5th, 1996
AGE: 19 years
ADRESS: Ambato- Ecuador
TELEPHONE: 0982258094
E-MAIL: valeriamendoza0@hotmail.com
 STUDIES:
ELLEMENTARY SCHOOL: “Jorge Washington” (2008)
HIGH SCHOOL: Unidad Educativa “Eloy Alfaro” (2014)
UNIVERSITY: Universidad Técnica de Ambato

6
STATEMENT OF PERSONAL LEARNING GOALS.
As we know English is one of the most important languages in the world and
especially in the most powerful countries. That´s why I think we have to learn it correctly.
This subject teaches us how to pronounce the words and where they come from. So, the
main reasons I have for taking this course are that I will learn some specific objects that
are very interesting and helpful for my studies and for my future career such as: identify
basic concepts of L2 related to morphophonemic subject, compare different patterns of
word formation and their pronunciation, analyze the lexical derivation, mainly the origin
of words, and investigate the language by applying morphological structures.
Furthermore, I think Phonology II will help me to learn more about the meaning
and origin of words. I think it will help me in my future profession because as a teacher I
will teach my students deep English knowledge and it will be possible with the study of
morphology that is going to be provided to me in this subject.
Finally, to improve my English skills and my knowledge and this important
language in a deeper way I will practice and study a lot in class and at home. Also, I will
attain the specific objects to accomplish the results that the teacher and myself expect to
have at the end of this course.

7
SYLLABUS
CARRERA DE IDIOMAS
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

8
I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/06
Curricular Organization Unit: Profesional
Credits: 3
Level: Fourth Semester
Corequisites:
Subject Code
1. Oral III FCHE/I/MP/02129/04/03
Hours per Week
Class Hours:
3
Theoretical:
2
Practical:
1
Tutoring Student
Hours:
On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS : 120
Week hours 3
Hours during the semester: 48
Independent hours for the semester: 72
Academic Tutoring hours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday from
9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec

9
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

10
IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify basic concepts of L2 related to morphophonemic subject.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretical Practical
1.1 What is Morphology? 1 1 1 Diagnostic Observation
1.2 The scope of morphology 1 1 2 Workshops
1.3 Morpholigical system 1 1 4 Questionnaires
1.4 Words, sentences and dictionaries 1 1 5 Mind maps
1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Learning outcome: Define main concepts of morphology from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.2 Compare different patterns of word formation and their pronunciation.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
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

11
U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
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
Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS

12
Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view
Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.
U.5 Provide their own examples about possible morphological problems presented in English Classes
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
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

13
V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
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

14
V. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251
CODE/ DATABASE LOCATION: COMMENTARY:
This a linguistic book that should be analysed carefully. In order to understand the linguistic
vocabulary it is compulsoru to know terms related to the study of morphology.
NUMBER
OF
ISSUES
PRINTED:
Codigo Biblioteca:
Código Biblioteca: 7002
X
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER
OF
PAGES
Bauer, Laurie Linguistics Student's Handbook third Edinburgh
University Press
Edinburgh 352
Th book provides a framework of linguistics which includes important ideas about
morphology. This book is support for the main coursbook.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: 1
1 X
URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310

15
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

16
VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval

17
PROGRAMA ANALÍTICO
CARRERA DE IDIOMAS
PROGRAMA ANALÍTICO
ADVANCED ENGLISH IV
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

18
I. 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

19
II. 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 decisions 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 :
10. Provide their own examples about possible morphological problems presented
in L2

20
III. DETAIL PROGRAM
Specific Competence Units Hour
Number
Learning Outcome
Identify basic concepts of
L2 related to
morphophonemic subject.
1.1 What is Morphology?
1.2 The scope of morphology
1.3 Morpholigical system
1.4 Words, sentences and dictionaries
1.5 A Word and its parts: roots affixes and their shapes
25 Define main concepts of
morphology from a
linguistic point of view
Compare different patterns
of word formation and their
pronunciation.
2.1 -Word, word-form and lexeme
2.2 -Inflections and word formation:
2.3 Lexical derivation
2.4 A Word and its forms: inflections
2.5 A Word and its relative derivation
25 Distinguish parts of words
according to its formation
based on the learning
experience
Analyze the lexical
derivation, mainly the origin
of words.
3.1Compounds
3.2 Morphemes and Allomorphs
3.3 Compound words, blends and phrasal words
3.4 A Word and its structure
28 Summarize about lexical
derivation taking into account
Word ethymolgy
Investigate the language by
applying morphological
structures.
4.1 Morphological Processes
4.2 Productivity
21 Make pedagogical
desicions on how to teaach
morphological structures
from a communicative
point of view
Provide their own examples
about possible
morphological problems
presented in L2
5.1 Inflectional morphology and syntax
5.2 The historical sources of English Word Formation
5.3 Conclusions: words in English and in langauge
Generally
21 Evalaute the morphological
problems in EFL
classrooms from a
linguistic point of view
Total Hours 120 hours (3 credits)
IV. METHODOLOGY
The collaborative learning will be based on:
 Problem-Based Learning (Surveys and group work to solve pedagogical problems)
 Proyect-Based- Learning (Projects: data collection and interpretation)
V. EVALUATION PROCEDURE
Type of Evaluaction First level Second Level Suplementary
Formative
assessment
40% 40% Suplementary written
text
Diagnostic Observation
Workshops
Questionnaires
Mind maps
Essays
Quiz
Projects
60% 60%
Total 100 % 100 %
The evaluation system will be governed as follows :
60 % = 6 points : product of the process as : papers, workshops, research , simulations.
40 % = 4 points : the outcome of the tests / exams.
The syllabus will be approved with a minimum of 7 points for partial and / or a total of 14 points per
semester.

21
VI. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER
OF
PAGES
Matthews, P. 1990 Morphology 2nd Cambridge United Kingdom 251
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
OF
PAGES
Bauer, L. Linguistics Student's Handbook 3rd Edinburgh
University Press
Edinburgh 352
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

22
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, C. 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

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

24
EVIDENCE FOR UNIT 1
Identify basic concepts of L2 related to
morphophonemic subject.
LEARNING OUTCOME
Define main concepts of morphology from a
linguistic point of view.

27
EVIDENCE FOR UNIT 2
Compare different patterns of word formation
and their pronunciation.
LEARNING OUTCOME
Distinguish parts of words according to its
formation based on the learning experience.

31
EVIDENCE FOR UNIT 3
Analyze the lexical derivation, mainly the
origin of words.
LEARNING OUTCOME
Summarize about lexical derivation taking
into account Word etymology.

32
CARRERA IDIOMAS
PHONOLOGY II
FOURTH SEMESTER
Students:
López Ana Belén
Mendoza Valeria
Renjifo Mónica
Sanipatín Mario
Professor:
Lic. Mg. Ruth Infante
Ambato - Ecuador
2015-2016

33
INDEX
Introduction ......................................................................................................................... 35
EXERCISE 1....................................................................................................................... 37
TOPIC: COMPOUNDS VERSUS PHRASES. .................................................................. 37
Task 1 .................................................................................................................................. 37
Task 2 .................................................................................................................................. 38
Task 3 .................................................................................................................................. 38
Answer Sheet....................................................................................................................... 39
EXERCISE 2....................................................................................................................... 40
TOPIC: COMPOUND VERBS........................................................................................... 40
Task 1 .................................................................................................................................. 40
Task 2 .................................................................................................................................. 40
Task 3 .................................................................................................................................. 41
Answer sheet. ...................................................................................................................... 42
EXERCISE 3....................................................................................................................... 43
TOPIC: COMPOUND ADJECTIVES................................................................................ 43
Task 1 .................................................................................................................................. 43
Task 2 .................................................................................................................................. 43
Task 3 .................................................................................................................................. 44
Answer Sheet....................................................................................................................... 45
EXERCISE 4....................................................................................................................... 46
TOPIC: COMPOUNDS NOUNS........................................................................................ 46
Task 1 .................................................................................................................................. 46
Task 2 .................................................................................................................................. 46
Task 3 .................................................................................................................................. 46
Answer Sheet....................................................................................................................... 47
EXERCISE 5....................................................................................................................... 48
TOPIC: HEADED AND HEADLESS COMPOUNDS...................................................... 48
Task 1 .................................................................................................................................. 48
Task 2 .................................................................................................................................. 48
Task 3 .................................................................................................................................. 49
Answer Sheet....................................................................................................................... 50
EXERCISE 6....................................................................................................................... 51

34
TOPIC: BLENDS AND ACRONYMS............................................................................... 51
Task 1 .................................................................................................................................. 51
Task 2 .................................................................................................................................. 51
Task 3 .................................................................................................................................. 51
Answer Sheet....................................................................................................................... 53
EXERCISE 7....................................................................................................................... 54
TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS. ..................... 54
Task 1. ................................................................................................................................. 54
Task 2. ................................................................................................................................. 54
Task 3. ................................................................................................................................. 55
Answer Sheet....................................................................................................................... 56
EXERCISES 8..................................................................................................................... 57
TOPIC: PHRASAL WORDS.............................................................................................. 57
Task 1. ................................................................................................................................. 57
Task 2. ................................................................................................................................. 57
Task 3 .................................................................................................................................. 57
Answer Sheet....................................................................................................................... 58
Conclusions ......................................................................................................................... 59
Bibliography........................................................................................................................ 60

35
Introduction
Compounds as words formed by combining roots and the much smaller category of phrasal
words according to Andrew Carstairs will be performed in this work to be applied in different
exercises to students from 17 to 25 years old with the level B2. As a group we want to
develop 8 exercises and each of them has 3 tasks which ones will consist on the warm up,
the practice and the production respectively. These exercises will help students to recognize
different ways in which an English word may itself be composed of words.
Into the first exercise we are going to give a brief explanation about compound words and
compound phrases and then in task 1 through a search word puzzle would be useful to find
compound words and compound phrases, task 2 and 3 consist in writing sentences containing
compound words and phrases.
Into the second exercise we are going to explain about the four categories of compound verbs
then in task 1 through a reading students would find the 4 compound verbs categories and in
task 2 and 3 consist in writing statements containing the four categories.
Then, to clarify that compounds nouns and adjectives are very important to morphology, but
sometimes we have problems because of many confusions at the time to use them, we think
the best way to learn them is inferring what the meaning is. Both of the exercises three and
four have a big similarity because the techniques to achieve the objectives of learning.
Exercise three task 1, infers to give an idea and write definitions in their own words of
compounds adjectives. Task 2, match definitions to the compounds adjectives. Task 3,
consists in produce writing with a familiar topic and related to themselves and their
personalities.
Exercise fourth task 1, infers to give an idea and write definitions in their own words of
compound nouns. Task 2, choose the right alternative to make compound nouns. Task 3,

36
consists in a paragraph of four hundred words about the traffic in your city using the
compound nouns of the task two.
Exercise fifth, task 1 will consist of a brief definition of headed and headless compounds
with examples and students have to match the words according to a coherent meaning. Task
2 consists of completing sentences with the words that are into the box. And task 3 consists
of writing sentences with each word.
Exercise six, task 1 consists of a brief explanation of blends and acronyms with two examples
and it has a matching exercise. Task 2 consists of recognizing the acronyms of each
definition. And task 3 consists of writing examples acronyms and write according each blend
formation.
Exercise 7, task 1students will organize words to recognize what are combining forms, task
2 match words to match the elements of combining forms and task 3 identify and write the
combining forms from a reading.
Finally, exercise 8, task 1 they will match phrasal word with their correct meaning, task 2
complete sentences with different phrasal words and task 3 create a history using some
phrasal words from a box.

37
COMPOUNDS VERSUS PHRASES.
- Compounds they have a name giving function meanwhile phrases they have merely
a descriptive function and generally they have the stress in the first part. Compounds
are words formed by roots but it is represented just in one word.
1. Blackbird: “a type of bird”
2. Whiteboard: “board for writing on”
- Phrases are formed by two or more roots and they are represented in two or more
words but not containing a verb in its structure and also they are stressed in the second
part of the phrase.
1. Black bird “a bird that is black”
2. White board: “a board that is white”.
EXERCISE 1.
TOPIC: COMPOUNDS VERSUS PHRASES.
Identify compounds and phrases by giving examples of both of them and evaluate the
students’ comprehension trough grammar practice and writing production.
Task 1
Word search puzzle Warmup. Find the following compound words and phrases in the
following word search puzzle.
-Blackbird -Green House -White Board -Black bird
-Firework -Crossword -Silkworm -Hair net

38
Task 2
Complete with the following given examples the blanks in the following sentences.
-Blackbird -Green House -Whiteboard -Crossword -Hairnet
1. David has a beautiful ….. ….. In California where he and his family live.
2. Ecuador has a variety of animals such as the ……… and the red parrot.
3. Mary is trying to solve a very complicated.........
4. They are writing the class on the ……….
5. She is wearing a ……. at work.
Task 3
Write four sentences using the following given words and write in bold type the words that
carry the stress in.
-Typewriter -yellow jacket -trapdoor -windmill
1. 2. 3. 4.

39
Answer Sheet
Exercise 1
Identify compounds and phrases by giving examples of both of them and evaluate the
students’ comprehension trough grammar practice and writing production.
Task 2
-Blackbird -Green House -Whiteboard -Crossword - Hairnet
1. David has a beautiful green house in California where he and his family live.
2. Ecuador has a variety of animals such as the blackbird and the red parrot.
3. Mary is trying to solve a very complicated crossword
4. They are writing the class on the whiteboard
5. She is wearing a hairnet at work.
Task 3
-Typewriter -yellow jacket -trapdoor -windmill
1. John uses his old typewriter to write poems or romantic novels.
2. Ana wears her yellow jacket for going out at night.
3. The Cullen family have a trapdoor for killing rats.
4. I can see the windmill of the town from my window.

40
EXERCISE 2
TOPIC: COMPOUND VERBS
- We have four classes of compound verbs and they are:
Verb-verb “stir- fry” (VV): Where we have the first verb as the light verb or the heavy
verb and it is usually used to show a process or a sequence.
Noun-verb “heat-bath” (NV): Where the noun is converted into a verbal structure.
Adjective-verb “dry-clean” (AV): Where the adjective is converted into a verbal structure.
Preposition-verb “overcook” (PV): Where the verb is preceded by a preposition that
affects the meaning of the verb or action or creates a transitive verb. (Under- over- out).
Task 1
Into the following reading you would find in bold type the four categories of compound
verbs.
Knead- fry (VV) overcook (PV) heat- bath (NV) cool- rest (AV)
Preparing donuts it is very easy. First you have to get all the ingredients: floor, milk,
yeast, salt, and sugar, chocolate. Second you have to knead- fry the formed dough and don’t
leave it overcook. Then you have to get the chocolate melted by a process of heat- bath
with vapor. Finally you let the donuts in a cool- rest time and then you serve them.
Task 2
Complete the blank with the following sentences with the given compound verbs.
(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean
1. Preparing bread you have to do a process of …. …. to get the bread done.
2. When you wash your car at the car wash it pass by a …. …. process.

41
3. Judging is a bad habit because sometimes you can ………… the people or despise them.
4. The Santos family uses ......... to paint her house this summer.
Task 3
Write four sentences using the given examples of compound verbs classes.
(VV): Freeze-conserve
1
(NV): soft clean
2
(AV): safe drive
3
(PV): underscore
4

42
Answer sheet.
Exercise 2
Task 2
(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean
1. Preparing bread you have to do a process of knead-bake to get the bread done.
2. When you wash your car at the car wash it pass by a steam-clean process.
3. Judging is a bad habit because sometimes you can overestimate the people or despise
them.
4. The Santos family uses whitewash to paint her house this summer.
Task 3
(VV): freeze-conserve
1 Preserving food in good taste it is easy to do it you just have to get food pass by a
process of freeze-conserve it
(NV): soft clean
2 The babies’ clothes need to be soft clean enough.
(AV): safe drive
3 Having your security belt with you is a good idea for a safe drive time.
(PV): underline
4 There are some phrases you need to underline for having a better comprehension of your
reading.

43
EXERCISE 3
TOPIC: COMPOUND ADJECTIVES
Task 1
Infer.
Try to infer and write what is the meaning of these compound adjectives in your own words
self-centered, self-confident, self-conscious, and self-critical. Compare your meanings with
your partner.
Task 2
Match the definitions to the compound adjectives.
Badly-behaved strong-minded big-headed level-headed
Thick-skinned well-behaved open-minded narrow-minded
Cold-hearted warm-hearted two-faced short-tempered
a) Robert always gets what he wants. He is ______________,
b) You shouldn’t trust him. He is ____________. He smiles at your face but he keeps
talking behind you.
c) The characters in that play were horrible. They were ____________.
d) My mom gets angry very easily. He is ____________.
e) Alex does a lot of work for charity (helping others). She is _____________.
f) Homer is very calm. He can overcome most difficulties easily. He is ___________.
g) The new manager never accepts other people’s ideas. He is _________________.

44
Task 3
Write a paragraph and describe each of your classmates using these compound adjectives
self-centered, self-confident, self-conscious, and self-critical.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

45
Answer Sheet
Task 2
Match the definitions to the compound adjectives.
Badly-behaved strong-minded big-headed level-headed
Thick-skinned well-behaved open-minded narrow-minded
Cold-hearted warm-hearted two-faced short-tempered
a) Robert always gets what he wants. He is STRONG-MINDED,
b) You shouldn’t trust him. He is TWO-FACED. He smiles at your face but he
keeps talking behind you.
c) The characters in that play were horrible. They were COLD-HEARTED.
d) My mom gets angry very easily. He is SHORT-TEMPERED.
e) Alex does a lot of work for charity (helping others). She is WARM-HEARTED.
f) Homer is very calm. He can overcome most difficulties easily. He is LEVEL-
HEADED.
g) The new manager never accepts other people’s ideas. He is NARROW-MINDED.

46
EXERCISE 4
TOPIC: COMPOUNDS NOUNS
Task 1
Try to infer and write what is the meaning of compound nouns in your own words.
Compare your meanings with your partner.
Task 2
Choose the right alternative to make compound nouns:
1. SUBWAY 5. PARKING
2. POLICE 6. BUS
3. BIKE 7. TAXI
4. TRAFFIC 8. NEWS
a) Station e) stand
b) Stand f) stop
c) Space g) jam
d) Lane h) line
Task 3
Write a paragraph of four hundred words about the traffic in your city using the compound
nouns of the task two.

47
Answer Sheet
Task 2
Choose the right alternative to make compound nouns:
1. SUBWAY LINE 5. PARKING SPACE
2. POLICE STATION 6. BUS STOP
3. BIKE LANE 7. TAXI STAND
4. TRAFFIC JAM 8. NEWS STAND
a) Station e) stand
b) Stand f) stop
c) Space g) jam
d) Lane h) line

48
EXERCISE 5
TOPIC: HEADED AND HEADLESS COMPOUNDS.
You can infer the meaning because the meaning is specified by any of the words that
compose only one word.
= kind of bird
You can’t infer the meaning because the meaning is not specified by any of the words.
= is not a kind of tooth, it
is a prehistoric tiger
Task 1
Matching the words according to a coherent meaning. Then rewrite the two words that give
one meaning.
1_______________________ 2______________________
3 ____________________________
Task 2
Place the compounds into the correct sentence below. Not all these are going to use.
BLACK BIRD
SABRE TOOTH
Flatfoot doghouse maple leaves blackboard four eyes sabre tooths
still life blackbird sabre tooth maple leaf highbrow
dog
house
still
life black
board

49
1
2
3
4
Task 3
Write one sentence for each of the following words.
Blackbird ________________________________________________________
Smalltalk ________________________________________________________
Doghouse ________________________________________________________
High school ______________________________________________________
Tray table ________________________________________________________
Everyone should buy a __________ for their pets.
The __________ was a kind of tiger in the prehistoric.
A ___________ image reproduced in oil paint.
The teacher Carla wrote good examples about compounds on the
__________.

50
Answer Sheet
Task 1
1. Black board
2. Still life
3. Dog house
Task 2
1. Everyone should buy a dog house for their pets.
2. The sabre tooth was a kind of tiger in the prehistoric.
3. A still-life image reproduced in oil paint.
4. The teacher Carla wrote good examples about compounds on the blackboard.
Task 3
Blackbird is a bird having shiny black or mostly black coloring, as the red-winged
blackbird.
We engage in some small talk.
Marco’s dog has a big doghouse.
When I was 12 years old I studied at the high school “Luis Andino”
Dario eat his lunch on the tray table.

51
EXERCISE 6
TOPIC: BLENDS AND ACRONYMS
Blend words
Acronyms.
AIDS (from acquired immune deficiency syndrome)
Task 1
Match the following words with their origin.
Task 2
From the following list write the acronym of each definition.
Compact Disc read-only memory _______ Liquid Crystal Display _________
Joint Photographic Experts Group _______ Short Message Systems ________
down low ______ laughing out loud_____________
girl friend_________ random access memory_________
Task 3
Write some example of acronyms and answer the spaces.
Acronyms
__________________________________________________________________
__________________________________________________________________
smoke fog
SMOG
Frequently Asked QuestionMotel
Motor and hotelMovies
FAQ Movies and Pictures

52
Blends (Fornication - Breakfast – cybernetic - lunch – organism – California –
marathon – talk)
Californication is a blend of ________________________
Brunch is a blend of ______________________________
Cyborg is a blend of _______________________________
Talkathon is a blend of _____________________________

53
Answer Sheet
Task 1
Task 2
Compact Disc read-only memory CD-ROOM Liquid Crystal Display LCD
Joint Photographic Experts Group JPEG Short Message Systems SMS
down low DL laughing out loud LOL
girl friend GF random access memory RAM
Task 3
Californication is a blend of California and Fornication
Brunch is a blend of breakfast and lunch
Cyborg is a blend of cybernetic and organism
Talkathon is a blend of talk and marathon
Motor and hotelMotel
Movies
FAQ
Frequently Asked Question
Movies and Pictures

54
EXERCISE 7.
TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS.
Task 1.
Order these words to find the correct one.
margoidram ________________________
sortertcep _________________________
logyocios _________________________
pothroangylo _________________________
phomorgylo _________________________
Task 2.
Match these words correctly with the word formation of each of them.
Slowness Drink
Glorify Delivery
Delivery Slow
Drinkable Glory
Powerful Power

55
Task 3.
Read this reading, underline the phrasal words and then write them above
I really admire my Uncle Bob, I’ve always looked up to him as someone I can go for advice.
What is nice that now and then he comes to me. My Uncle Bob is looking for a new flat. He
spent the weekend looking through the newspapers trying to find something in his price
range. He decided he needed some advice so he looked up my phone number in his address
book and gave me a ring. The next day we spent the afternoon looking at some possibilities
on the outskirts of San Sebastian, in a suburb called Renteria. He was looking for a bargain
but I told him to look out for flats which needed a lot of work. doing. In every flat we looked
over the electrics and the plumbing. All the flats we saw were quite pricey so we looked into
the possibility of getting a mortgage from the bank. In the end we managed to find the perfect
flat and Uncle Bob is really looking forward to moving in. It was pricey but I think Uncle
Bob´ll look after it well.
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________

56
Answer Sheet
Task 1.
Cardiogram
Retrospect
Sociology
Anthropology
Morphology
Task 2.
Slowness Drink
Glorify Delivery
Delivery Slow
Drinkable Glory
Powerful Power
Task 3.
Looked up to
Looking for
Looking through
Look out for
Looked up
Looking at
Looked over
Looking forward to
Looked into
Look after

EXERCISES 8
TOPIC: PHRASAL WORDS.
Task 1.
Match these words with their correct meaning.
Come back To investigate
To get To return
Look for To obtain
Task 2.
Complete these sentences using a word from list A and a word from List B.
A: along – away – back – forward – out – up B: at – of – to - with
1. You are walking too fast. I cannot keep ____________________ you
2. My vacation is almost over. next week I will be ________________work
3. we have nearly run _________________ money. we hardly have any left
4. martin is not very happy in his job because he does not get ____________ his boss
5. I love to look_______________ the stars in the sky at night.
Task 3
Write a short history with these words.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________
People in the Street Brother in lawBook on the shelf

58
Answer Sheet
Task 1.
Come back To investigate
To get To return
Look for To obtain
Task 2
1. You are walking too fast. I cannot keep up with you
2. My vacation is almost over. Next week I will be back to work
3. We have nearly run away from money. We hardly have any left
4. Martin is not very happy in his job because he does not get along with his boss
5. I love to look out at the stars in the sky at night.

59
Conclusions
- Students would be able to recognize how to form compound words and phrases and
to use the four categories of compound verbs in context.
- Students are going to build simple definitions and recognize in their own words the
compound adjectives and nouns.
- Students will learn how we can obtain other words through blends words and
recognize acronyms.
- Student who will perform those activities will be able to identify and determine the
difference between phrasal words and compounds combining forms.

60
Bibliography
 Userpage.fu-berlin.de,. (2015). Retrieved 17 December 2015, from
http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf
 Profile, V. (2008). bradshaw of the future: the grammar of the Maple Leafs .
Bradshawofthefuture.blogspot.com. Retrieved 17 December 2015, from
http://bradshawofthefuture.blogspot.com/2008/10/grammar-of-maple-leafs.html
 Es.slideshare.net,. (2012). Compounding. Retrieved 17 December 2015, from
http://es.slideshare.net/Velnar/compounding-15019809
 Uni-kassel.de,. (2015). Retrieved 17 December 2015, from https://www.uni-
kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanistik/Dateien/L
inguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pdf
 Wikipedia,. (2015). Compound verb. Retrieved 17 December 2015, from
https://en.wikipedia.org/wiki/Compound_verb

61
EVIDENCE FOR UNIT 4
Investigate the language by applying
morphological structures.
LEARNING OUTCOME
Make pedagogical decisions on how to teach
morphological structures from a
communicative point of view.

67
EVIDENCE FOR UNIT 5
Provide their own examples about possible
morphological problems presented in English
Classes
LEARNING OUTCOME
Evaluate the morphological problems in EFL
classrooms from a linguistic point of view.

69
FINAL REFLECTION
The language is always having changes and modifications according to speaker´s
necessities and English is a language that is becoming more and more a syntactic language
that arranges words in order synthetize sentences and expressions. Morphology is the study
of the forms of words, and it is essential in a language to study the words and its forms
because through words we express what we think and we feel to others.
The teaching process of English in Ecuador, is based more in grammar and vocabulary;
and it is good, but it is important to have a deeper teaching of the language through the subject
of Morphology. Why? Because the subject of morphology provides the student the real
meaning of each word and what really does it mean, so it helps students to express themselves
in a better way because when we don´t know the real meaning and origin of words we don´t
say clearly our ideas. Also, with morphology students will learn some important
terminologies and morphological element that will help them like terminations, affixes,
suffixes, prefixes. Students will identify predictable and unpredictable words between others.
In conclusion, morphology is an essential subject in the teaching process of English in
Ecuador because it provides a deeper study of the language to students not only grammar.
Also, morphology is essential in the way of learning the language in his pure origin because
we know where words came from.

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