Espin anita. phonology ii portfolio

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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY ll”
Fourth Semester “ A”
Student´s name: Anita Espin
Professor´s name: Dra. Ruth Infante
AMBATO – ECUADOR

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TABLE OF CONTENTS.
................................................................................................................................................1
UNIVERSIDAD TÉCNICA DE AMBATO.......................................................................1
MISION AND VISION..........................................................................................................3
PERFIL DE EGRESO (EXIT PROFILE)..............................................................................4
STUDENT´S C.V................................................................¡Error! Marcador no definido.
STATEMENT OF PERSONAL LEARNING GOALS.........................................................6
SÍLABO EDUCATIONAL PSYCHOLOGY II...................¡Error! Marcador no definido.
Docente Coordinador de la asignatura: ................................¡Error! Marcador no definido.
AMBATO – ECUADOR .....................................................¡Error! Marcador no definido.
I. SYLLABUS GENERAL INFORMATION ..................¡Error! Marcador no definido.
DOCENTE PLANIFICADOR UTA ..................................................¡Error! Marcador no definido.
Coordinador de Área Coordinador deCarrera.... ………………. ¡Error! Marcador no definido.
Evidence for Element 1 ..........................................................................................................7
Evidence for Element 2 ........................................................¡Error! Marcador no definido.
FINAL REFLECTION.........................................................¡Error! Marcador no definido.
RUBRIC ...............................................................................................................................38

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

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CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y desarrollado
las siguientes competencias, capacidades, habilidades, destrezas y desempeños como
resultados de su formación profesional: 1. Usa el idioma inglés a un nivel B2 del Common
European Framework. 2. Maneja competentemente los métodos y estrategias metodológicas
para la enseñanza del idioma inglés según las exigencias de e e e est .
se r r m s rs s es e s s s res e t s m ter es t s. . r
m ter es t s me te t e s. . r s rm e te t e t
tráves de la práctica de valores. 6. Genera escenarios de aprendizaje significativos dando lugar
a la investigación participativa, el aprendizaje basado en problemas y el trabajo en equipo. 7.
Maneja leyes y reglamentos de Educación Ecuatoriana. 8. Aplica técnicas de valoración de los
aprendizajes, así como también de su propio desempeño docente. 9. Manejo de los aspectos
sociales, intelectuales y psicológicos de los estudiantes para promover el aprendizaje. La
Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso dos
simulaciones de exámenes con estándares internacionales. Siendo así, Teaching Knowledge
Test (TKT) test de acreditación internacional para la enseñanza del inglés y Test of English as a
Foreign Language (TOEFL) para la competencia comunicativa. Para ello la Coordinación de
Carrera de Idiomas organizará dentro de los módulos optativos seminarios taller de
preparación para dichos tests, los mismos que podrán ser aprobados a partir del séptimo
semestre.

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STUDENT´S C.V.
ANITA ESPIN
Cantón Mocha
Tungurahua- Ecuador
October 08th
, 1993
Cellphone: 0995573007
Email: ntspn55@gmail.com
EDUCATION
JOAQUIN HERVAS SCHOOL
MARIA NATALIA VACA HIGH SCHOOL
TECHNICAL UNIVERSITY OF AMBATO
Languages, Sixth Semester “A”
PROFESSIONAL EXPERIENCE
Casa Patricia: worked as sales person on a boutique.
Ambato
Years 2011 - 2012
SKILLS
COMPUTER: Microsoft Word and Power Point.
LANGUAGE: Spanish, English.
Hobbies: basketball, soccer.

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STATEMENT OF PERSONAL LEARNING GOALS.
My expectations to take this syllabus are two; learn how to get the best classes,
and also learn how to manage and to make my future classes interesting and
originals, in order to catch student´s attention.
The principal reason for taking this course is that I am a future English teacher,
so I have to know about Educational Psychology II. Furthermore I need to acquire a
good background, in order to transmit or share knowledge to future generations.
As a future teacher I am going to guide students and to provide a new
expectation about how to get a good knowledge about Educational Psychology II,
and not only to provide knowledge, but also guide students by Psychology helping
them with their problems and teaching values in order to get etic professionals.
I consider that the best way to achieve all of the goals that I set is to study hard
this syllabus because I really like it and take advantage getting as much knowledge
as I can.
In brief, this is an important syllabus and all the topics that we are going to study
during this semester are going to contribute a lot of, not just to get a good knowledge
about English, but also it is going to help me to develop my teaching skills, as future
English teacher.

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UNIVERSIDAD TÉCNICA DE AMBATO
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015

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I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/06
Curricular Organization Unit: Profesional
Credits: 3
Level: Fourth Semester
Corequisites:
Subject Code
1. Oral III FCHE/I/MP/02129/04/03
Hours per Week
Class Hours:
3
Theoretical:
2
Practical:
1
Tutoring Student
Hours:
On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS : 120
Week hours 3
Hours during the semester: 48
Independent hours for the semester: 72
Academic Tutoring hours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday
from 9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: 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.
U.2 Compare different patterns of word formation and their pronunciation.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation
2.2 -Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and its forms: inflections 1 1 3 Mind maps
2.5 A Word and its relative derivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience

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U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
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

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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

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

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

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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

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

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Evidence for Element 1
QUIZ

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SUMMARY

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GROUP ACTIVITY
PHONOLOGY II
COMPOUND WORDS, BLENDS AND ACRONYMS
Campaña Deisy
Cando Johanna
Espín Ana
Ramos Gabriel
Fourth “A”
Licda. Ruth Infante
UNIVERSIDAD TECNICA DE AMBATO

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INDEX
INTRODUCTION........................................................................................................................... 21
Exercise 1: Compound vs Phases.................................... ¡Error! Marcador no definido.
Exercise 1: Answer sheet.................................................... ¡Error! Marcador no definido.
Exercise 2: Compound verbs............................................. ¡Error! Marcador no definido.
Exercise 2: Answer sheet................................................................................................. 22
Exercise 3: Compound Adjectives ................................................................................ 22
Exercise 4: Compound Nouns........................................................................................ 23
Exercise 4: Answer sheet.................................................... ¡Error! Marcador no definido.
Exercise 5: Headed and Headless Compounds......................................................... 24
Exercise 6: Blends and Acronyms ................................................................................ 26
Exercise 7: Compounds containing bound combining forms ............................... 29
Exercise 8: Phrasal words ............................................................................................... 31
CONCLUSION............................................................................................................................... 33
BIBLIOGRAPHY............................................................................................................................. 34

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INTRODUCTION
The principal aim of an English teacher is to encourage students to learn the
language easily. An important part of language is Vocabulary. The main reason to
develop these activities based on vocabulary is because it deals with words that are
the entire vocabulary of a language. The next activities are based on Chapter 6 from
M tt e s’s k t m r s, B e s P r s r s. ese t t es
are developed for groups of fifteen teenager students of B1 level. This activities get
students involved into three main tasks. First, task one get students involved in a warm
up to introduce the new vocabulary. Second, task two develop a practice activity in
class and; finally, task three where the student have to produce different activities to
strengthen their knowledge. Actives also contains an answer sheet as a guideline for
the teacher.

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

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Exercise 3: Answer sheet
Exercise 4: Compound Nouns
Task 1: Warm up
Divide the class into two groups and play the game “Hot seat”, it is that one
student from each group pass to the front and sit on a chair without watching to
the board, while the teacher is writing a compound noun on it, so the members
of the group has to help each member to guess the compound noun, just using
key words.
Task2: Practice
Match the examples with the correct combinations:
Noun + Noun toothpaste
Adjective + Noun monthly ticket
Verb + Noun underground
Preposition + Noun swimming pool
Noun + Verb dry-cleaning
Adjective + Verb haircut
Task3: Production
From the list choose two compound nouns and write two sentences:
noun + noun bedroom
water tank
motorcycle
noun + verb rainfall
haircut
Ex: My mother has a new haircut.
1.-………………………………………………………………..………………………

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2.-………………………………………………………………..………………………
Exercise 5: Headed and Headless Compounds
Task 1: Warm up
1. Try this little test. The teacher provides students the following list of
words for about a minute. Then, students turn away from the screen and
write down on paper all the words they remember.
Doghouse pickpocket blackboard in-house textbook download
Over-budget airplane still life wrap-up white collar Open minded
Ask the next questions:
Did you remember the first word …….?
What about „……….‟?
Did you write your words in groups?
Task2: Practice
Circle the main core of the headed and headless compound if it is possible.
Then classify all of words in the following chart.
 Doghouse
 Pickpocket
 in-house
 download
 Over-budget
 airplane
 wrap-up
 white collar
 Open minded
HEADED COMPOUNDS HAEDLESS COMPOUNDS
Task3: Production
Write the possible definition of the following compounds.
 Textbook: ……………………………………………………………………
 Pickpocket: ………………………………………………………………….

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 Download: …………………………………………………………………..
 Open-minded: ……………………………………………………………….
Task2: Practice
Circle the main core of the headed and headless compound if it is possible.
Then classify all of words in the following chart.
 doghouse
 pickpocket
 in-house
 download
 over-budget
 airplane
 wrap-up
 white collar
 open minded
HEADED COMPOUNDS HAEDLESS COMPOUNDS
 doghouse
 in-house
 download
 airplane
 open minded
 pickpocket
 in-house
 over-budget
 wrap-up
 white collar
Task3: Production
Write the possible definition of the following compounds.
 Textbook: a book that contains detailed information about a
subject.T
 Pickpocket: to steal things out of people‟s pockets or bags.
 Download: to copy programs or information to a computer, usually
over the Internet.

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 Open-minded: willing to listen to other people and consider new
ideas, suggestions, and opinions.
Exercise 6: Blends and Acronyms
Task 1: Warm up
Recalling Words
Write up to 15 blends and acronyms on the board that you want to review.
Make sure they understand all of the words. Give students a couple minutes to
look at the words and then erase or cover them. In groups of five, have
students try to remember as many words as they can and write them down.
Task2: Practice
Write the definition for each acronym. In blends write the original combining
parts.
 Spanglish:
 Brunch:
 Spork:
 Because:
 RADAR:
 LASER:
 UNICEF:
Task3: Production
Write a brief paragraph of 50 words introducing the next blends:
Internet wifi emoticon email malware

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

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

29
Exercise 7: Compounds containing bound combining forms
Task 1: Warm up
Ask to students to come to the board and choose one word from the right and
match it with one word from the left in order to form a new word.
bio -ology
photo
neuro
psyco -phobia
hydro
-pathy
Task2: Practice
Ask to students some possible meanings for next words. Also ask them to write
two new words with its meanings. Use the meanings below.
-(o)logy: “science or study” -phaty: “disease” -phobia: “fear of a specific
object”
a) biology.-
b) photophobia.-
c) neuropathy.-
d) psycology.-
e) hydrophobia.-
f) ___________.-
g) ___________.-
Task3: Production
With the meanings for previous exercise write a simple sentences for each one.
a) __________________________________________.
b) __________________________________________.
c) __________________________________________.
d) __________________________________________.
e) __________________________________________.
f) __________________________________________.
g) __________________________________________.

30
Task 1: Warm up
Ask to students to come to the board and choose one word from the right and
match it with one word from the left in order to form a new word.
bio -ology
photo
neuro
psycho -phobia
hydro
-pathy
Task2: Practice
Ask to students some possible meanings for next words. Also ask them to write
two new words with its meanings. Use the meanings below.
-(o)logy: “science or study” -phaty: “disease” -phobia: “fear of a specific
object”
a) biology.- the science of life.
b) photophobia.- a big fear or sensitivity to light.
c) psychology.- the science of the mind or of mental states and processes.
d) hydrophobia.- exaggerated fear of water.
e) dermatology.- the branch of medicine dealing with the skin and its
diseases.
Task3: Production
With the meanings for previous exercise write a simple sentences for each one.
a) I am studying physics, chemistry and biology.
b) I think my mother has photophobia.
c) Albert used psychology on his parents to get a larger allowance.
d) Kristine has seen more than one hydrophobia patient meet death.
e) I would like to teach dermatology at Universidad Técnica de Ambato.

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Exercise 8: Phrasal words
Task 1: Warm up
Ask for some volunteers; tell them to circle phrasal words on the board. Also
ask for what they understand for each one.
Task2: Practice
Choose 5 phrasal words for previous exercise and ask them for a possible
meaning. After that ask for their meanings and tell them to copy the exactly
meaning.
Blue moon: _______________________________________.
Body language: ___________________________________.
stick-in-the-mud:___________________________________.
fly-by-night: _______________________________________.
blue-pencil: _______________________________________.
Task3: Production
Fill in the gaps with a phrasal words from the box.
I am very careful about what I eat so it is only once in a ______________ I eat
junk food.
When he begins to _________ that pay-roll, some employees are going to be
hungry.
Christian, that __________________! He never goes to a party.
My mother put her money in a _______________ company and lost it all.
Your _______________ in an exposition tells me that you are comfortable.
blue
moon
body language stick-in-the-mud fly-by-night blue-pencil

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Task 1: Warm up
Ask for some volunteers; tell them to circle phrasal words on the board. Also ask
for what they understand for each one.
Wake up blow up pick up
Fly-by-night blue-pencil stick-in-the-mud
Take off run out catch on
Turn on body language blue moon
Task2: Practice
Choose 5 phrasal words for previous exercise and ask them for a possible
meaning. After that ask for their meanings and tell them to copy the exactly
meaning.
Blue moon: It happens very rarely.
Body language: body movements that show feelings.
stick-in-the-mud: One who does not go out.
fly-by-night: bad, dishonest, not to be trusted.
blue-pencil: edit or make outs in (a manuscript, movie or other work).
Task3: Production
Fill in the gaps with a phrasal words from the box.
I am very careful about what I eat so it is only once in a blue moon I eat junk
food.
When he begins to blue-pencil that pay-roll, some employees are going to be
hungry.
Christian, that stick-in-the-mud! He never goes to a party.
My mother put her money in a fly-by-night company and lost it all.
Your body language in an exposition tells me that you are comfortable.
blue
moon
body language stick-in-the-mud fly-by-night blue-pencil

33
CONCLUSION
The activities presented in these exercises illustrate how English words
can be composed and determines by meaning and structure. Vocabulary is an
important part of leaning a new language; it is not only the knowledge of a word
but also implies how that word fits into the world. Students Vocabulary is
acquired incidentally through indirect exposure. It is important to develop word-
learning strategies and word-play activities to get students involved and motivate
them to learn thevocabulary.

34
BIBLIOGRAPHY
Mattews, P. (1974). Morphology. New York: Cambridge.
Esl-bits.net,. (2015). Wayne Magnuson: English Idioms. Retrieved 21 December 2015,
from http://esl-bits.net/idioms/index.htm
WordHippo,. (2015). What is another word for blue-pencil?. Retrieved 21 December
2015, from http://www.wordhippo.com/what-is/another-word-for/blue-pencil.html
Collinsdictionary.com,. (2015). Collins Dictionaries | Always Free Online.. Retrieved 21
December 2015, from http://www.collinsdictionary.com/
Ecenglish.com,. (2015). Phrases | Learn English. Retrieved 21 December 2015, from
http://www.ecenglish.com/learnenglish/
Dictionary.com,. (2015). Dictionary.com - The world's favorite online English
dictionary!. Retrieved 21 December 2015, from http://dictionary.reference.com/

35
POWER POINT PRESENTATION
CHAPTER 11: INFLECTIONAL MORPHOLOGY

36
ESSAY: The importance of English Morphology in Ecuadorian education.
During this semester, I studied an important syllabus Morphology; in order to prepare
myself academically well to achieve a better future and professional performance. As a
future teacher, I have the obligation to train myself every day, thus respond to the needs
of the country. Basically in education, because being a teacher is to have the future in
my hands, and it depends on the progress of generations. This course is very helpful to
me, because aside from having a degree, I also speak English language and I will get
better opportunities to find a good job, to travel abroad, and why not to have my own
business.
In this syllabus of Morphology I had learn how words work and their structure or
formation, it is essential to know about affixation, word formation, compounding,
collocations, inflectional morphology, etc. It contributes to the improvement of the
English teaching-learning process in my country. I had read two important authors; Ph.
Mathews and Carstairs-McCarthy, those authors have different perspectives, but also
similarities about Morphology.
From my point of view in professional life, if a person loves what he/she does and
had an excellent preparation, then that job will be excellent, in my case, if I am good
teacher, I will have good students. Finally one of the best jobs in this world is to be a
teacher, because as a future English teacher I can train future professionals that
nowadays need to reach excellence.

37
FINAL REFLECTION
During this semester, I studied an important syllabus Morphology; in order to prepare
myself academically well to achieve a better future and professional performance. As a
future teacher, I have the obligation to train myself every day, thus respond to the needs
of the country. Basically in education, because being a teacher is to have the future in
my hands, and it depends on the progress of generations. This course is very helpful to
me, because aside from having a degree, I also speak English language and I will get
better opportunities to find a good job, to travel abroad, and why not to have my own
business.
In this syllabus of Morphology I had learn how words work and their structure or
formation, it is essential to know about affixation, word formation, compounding,
collocations, inflectional morphology, etc. It contributes to the improvement of the
English teaching-learning process in my country. I had read two important authors; Ph.
Mathews and Carstairs-McCarthy, those authors have different perspectives, but also
similarities about Morphology.
From my point of view in professional life, if a person loves what he/she does and
had an excellent preparation, then that job will be excellent, in my case, if I am good
teacher, I will have good students. Finally one of the best jobs in this world is to be a
teacher, because as a future English teacher I can train future professionals that
nowadays need to reach excellence.

38
RUBRIC
ASPECTS TO BE EVALUATED EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format, completeness and
Organization
(1.Cover page & index,
(2.Vision statement, Mision
statement, Exit profile
(3.C.V.
(4.Syllabus
(5.Statement of personal goals
according to each syllabus.
(6.Five evidences
(7.Final Essay
8. Rubric with grade of portfolio)
The portfolio contains all
the elements (8 elements
described below) in a
very organized way.
The portfolio is
somewhat organized
and may miss one or
two elements.
The portfolio shows
little organization
and may miss three
or four elements.
The portfolio shows no
organization and may miss
more than four elements.
Statement of Personal
Learning Goals
Demonstrates honest
and complex
understanding of learning
goals, relates goals to
current syllabus, few or
no language errors.
Good reflection about
future goals, some
parts could use
elaboration or further
analysis, some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about
goals and how it
relates to class,
many language
errors.
Many language errors that
make it difficult to
understand, little or no
reflection about future
goals and current
syllabus.
Final essay
(Students from 3rd
to 9th
semester)
The final essay explains
how the learning
outcomes of the current
syllabus respond to the
Program´s exit profile in a
very clear and complete
way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile
in a very good way.
The final essay
explains how the
learning outcomes
of the current
syllabus responds
to the Program´s
exit profile in a
good way.
The final essay does not
give a good explanation of
how the learning outcomes
of the current syllabus
responds to the Program´s
exit profile in a good way.
Mechanics grammar,
punctuation, capitalization and
spelling.
The portfolio does not
have major
mistakes that distract the
reader from the context.
One to three minor
mistakes in grammar,
punctuation,
capitalization, or
spelling are tolerated.
The portfolio has four
to six mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
seven to ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has more than
ten mistakes in grammar,
punctuation,
capitalization, or
spelling. It is difficult for the
reader to understand the
content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.

Espin anita. phonology ii portfolio

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