Piedra sadi portfolio phonology ii

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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
Fourth Semester “A”
Student’s Name: Sadi Piedra Aguirre
Professor’s Name: Lcda. Mg. Ruth Infante
AMBATO – ECUADOR
October 2015 – March 2016

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TABLE OF CONTENTS
MISIÓN (MISION STATEMENT)....................................................................................... 3
VISIÓN (VISION STATEMENT) ........................................................................................ 3
PERFIL DE EGRESO (EXIT PROFILE).............................................................................. 4
STUDENT´S C.V.................................................................................................................. 7
SSTATEMENT OF PERSONAL LEARNING GOALS ...................................................... 8
SYLLABUS. .......................................................................................................................... 9
Evidence for Element 1........................................................................................................ 19
FINAL REFLECTION......................................................................................................... 94
PORTFOLIO RUBRIC........................................................................................................ 95

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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

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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 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 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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Elaboración de Plan de Estudios
La Carrera de Idiomas tendrá diez niveles, que al concluirlos, los estudiantes obtendrán
la Licenciatura en Ciencias de la Educación, mención inglés.
PRIMER SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0101 Técnicas de Estudio 3
FCHEIP0102 Lenguaje y Comunicación 4
FCHEIP0103 Integrated Skills I 8
FCHEIP0104 Reading I 4
FCHEIP0105 Audio I 3
FCHEIP0106 NTIC’s I 3
TOTAL 25
SEGUNDO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0201 Metodología de la Investigación 3
FCHEIP0202 Integrated Skills II 8
FCHEIP0203 Reading II 4
FCHEIP0204 Audio II 3
FCHEIP0205 Oral I 4
FCHEIP0206 NTIC’s II 3
TOTAL 25
TERCER SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0301 Integrated Skills III 8
FCHEIP0302 Reading III 4
FCHEIP0303 Audio III 3
FCHEIP0304 Oral II 3
FCHEIP0305 Writing I 4
FCHEIP0306 Phonology I 3
TOTAL 25
CUARTO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0401 Integrated Skills IV 8
FCHEIP0402 Reading IV 4
FCHEIP0403 Oral III 3
FCHEIP0404 Writing II 4
FCHEIP0405 Business (Emprendimiento) 3
FCHEIP0406 Phonology II 3
TOTAL 25

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QUINTO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0501 Educational Psychology I 4
FCHEIP0502 Internet and Multimedia Resources 4
FCHEIP0503 Advanced English I 6
FCHEIP0504 EFLT Methods and Approaches 4
FCHEIP0505 Lesson Planning and Observation 4
FCHEIP0506 Phonology III 3
TOTAL 25
SEXTO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0601 Diseño de Proyectos de
Investigación
3
FCHEIP0602 Teaching Children 4
FCHEIP0603 Educational Psychology II 4
FCHEIP0604 Advanced English II 7
FCHEIP0605 Language Teaching Strategies 4
FCHEIP0606 Grammar I 3
TOTAL 25
SÉPTIMO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0701 Realidad Nacional 2
FCHEIP0702 Advanced English III 7
FCHEIP0703 Elaboration of Teaching Materials 5
FCHEIP0704 The History and Language of
English Culture
3
FCHEIP0705 Psycholinguistics 4
FCHEIP0706 Grammar II 4
TOTAL 25
OCTAVO SEMESTRE
CÓDIGO
MÓDULOS CRÉDITOS
FCHEIP0801 Advanced English IV 10
FCHEIP0802 Language Assessment 8
FCHEIP0803 Gestión / Proyectos Socio
Productivos
3
FCHEIP0804 Grammar III 4
TOTAL 25

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STUDENT’S CURRICULUM VITAE
PERSONAL INFORMATION
Full name: Sadi Nohemí Piedra Aguirre
ID: 1500896376
Date of birth: 06/10/1996
Place of birth: Tena, Napo, Ecuador
Address: Cuenca St and Castillo St, Ambato
Contact: 0999070677
E-mail: sadi96@hotmail.com
EDUCATION
2001-2007 School
José Peláez, Tena, Ecuador
2008-2013 High School
San José, Tena, Ecuador
Bachelor of Sciences, Applied Mathematics and Physics
ACHIEVEMENTS
- Graduated at José Peláez School with honors
- Graduated at San José high school with honors
SKILLS
- Experienced with spelling
- Skill in writing
OBJECTIVE
- Graduate at “Languages” Career
- Full-time position of English Teacher

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STATEMENT OF PERSONAL LEARNING GOALS
I am studying at this career because English is recognized as the universal language
around the world and it gives us many job opportunities. So I want to get a good job in
the future and although I know that studying a second language is not something easy, I
will put all my effort in order to learn all the rules and the necessary things in order to
express my thoughts and ideas by using this language.
I think Phonology II is an important module because it will help me to develop
phonological knowledge and strategies in order to use them when learning and teaching
English. I will develop 5 main elements during the semester. First, I will identify basic
concepts of L2 related to morphology subject. Then, I will understand different patterns
of word formation. After that, I will be aware of the lexical derivation, mainly the origin
of words. I will also analyze the language by applying morphological structures.
Finally, I will predict examples about possible morphological problems presented in L2.
So at the end of this semester I will be able to 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.
I will achieve all these goals by committing myself to study every day,
attending to classes, and doing my homework. Furthermore, I will practice at home
by reading articles about morphology . I’ll be patient, disciplined, and responsible and
I will keep improving my learning more and more every day.

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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

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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

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EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 1
Identify basic concepts of L2 related to morphophonemic
subject.
LEARNING OUTCOME
Compare different patterns of word formation and their
pronunciation.

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EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 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.

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EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 3
Analyze the lexical derivation, mainly the origin of words.
LEARNING OUTCOME
Summarize about lexical derivation taking into account
Word etymology.

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COMPOUND ACTIVITIES
Jessica Lizbeth Carrasco Carrasco
Tamara Johana Naranjo Chuiza
Sadi Nohemi Piedra Aguirre
Juan Miguel Tanguil Chiles
CARRERA DE IDIOMAS
Ambato - Ecuador
2015

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INDEX
INTRODUCTION................................................................................................................31
COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS........................................33
1. Compounds versus phrases. ..........................................................................................33
Compounds....................................................................................................................33
Phrases...........................................................................................................................33
Exercise 1 .............................................................................................................................34
Task 1. Painting warm up activity 1....................................................................................34
Writing warm up activity 2...............................................................................................35
Task 2. Practice activity........................................................................................................36
Task 3. Writing Production. ................................................................................................36
ANSWER SHEET................................................................................................................41
Answer for Exercise 1 ..........................................................................................................41
Task 1. - Writing warm up activity 2....................................................................................41
Task 2. - Practice activity .....................................................................................................42
Task 3. - Writing production. ...............................................................................................43
2. Compound verbs. ..........................................................................................................46
Exercise 2 .............................................................................................................................47
Task 1. Warm up. .................................................................................................................47
Task 2. Practice.....................................................................................................................47
..............................................................................................................................................48
Task 3. Writing Production. .................................................................................................49

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ANSWER SHEET................................................................................................................50
Task 1. Warm up ..................................................................................................................50
Task 2. Grammar practice. ...................................................................................................51
Task 3. Writing production...................................................................................................51
3. Compound Adjectives ......................................................................................................52
Exercise 3 .............................................................................................................................53
Task 1. Warm up. .................................................................................................................53
Task 2. Practice.....................................................................................................................54
ANSWER SHEET................................................................................................................55
Task 1. Warm up. .................................................................................................................55
Task 2. Practice.....................................................................................................................56
4. Compound Nouns.............................................................................................................57
ANSWER SHEET................................................................................................................57
Task 1. Warm up. .................................................................................................................58
Task 2. Practice.....................................................................................................................59
ANSWER SHEET................................................................................................................61

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Task 1. Warm up. .................................................................................................................61
Task 2. Practice.....................................................................................................................62
5. Headed and headless compounds .....................................................................................64
Exercises 5............................................................................................................................65
Task 1. Warm up. .................................................................................................................65
Task 2. Practice.....................................................................................................................66
ANSWER SHEET................................................................................................................68
Task 1. Warm up. .................................................................................................................68
Task 2. Practice.....................................................................................................................68
Task 3. Writing Production. A: blackbird ...........................................................................68
6. Blends and Acronyms.......................................................................................................69
Exercise 6 .............................................................................................................................70
Task 1. Warm up. .................................................................................................................70
Task 2. Practice.....................................................................................................................71
ANSWER SHEET................................................................................................................73
Task 1. Warm up. .................................................................................................................73
Task 2. Practice.....................................................................................................................74

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7. Compounds containing bound combining forms. ............................................................75
Exercise 7 .............................................................................................................................76
Task 1. Warm up. .................................................................................................................76
Task 2. Practice.....................................................................................................................77
ANSWER SHEET................................................................................................................78
Task 1. Warm up. .................................................................................................................78
Task 2. Practice.....................................................................................................................78
Task 1. Warm up. .................................................................................................................80
Task 2. Practice.....................................................................................................................81
ANSWER SHEET................................................................................................................82
Task 1. Warm up. .................................................................................................................82
Task 2. Practice.....................................................................................................................83
BIBLIOGRAPHY ................................................................................................................84

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INTRODUCTION
Nowadays the English has been become an important tool of work and
communication, because the English is considered as the universal language.
Furthermore, the English language is considered as a second language in many
countries of the world. Studying English today is a very easy option to practice it.
Before you start studying English we must consider the reasons why it is important to
study this language.
Perhaps the main reason why learning English is so important is because English is
essential when it comes to finding work. The English will give us access to better
education and so much the possibility of a better job. Learning English is important
because it will show other cultures, lifestyles and ways of thinking. Given the
importance of the English language we must focus on the areas that are required to
speak English. The English in an analytical language which requires several skills to
learn it, one of these abilities is the study of Morphology that is a branch of linguistics
which is concerned with the “form of words and the meaning” in different uses and
constructions. That’s why this work is focused on someone activities to help students
who are learning English. Especially for preschoolers children corresponding to a level
A1. The first activity task one is focused on analyzing the different compounds trough
painting pumpkins and hearts and filling in gaps of everyday words. The second task is
focused on recognizing and relating compound words though painting the correct
image. The third task consists in writing compound words relating each pair of a
picture. The second activity task one is focused on identifying Verbs through the
painting the verbs with different color. In the task two students are going to identify the
compound verbs through joining the verb with its right element in order to form a

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compound verb. In the third task students are going to rewrite the compound verbs in
order to get in touch with them. In the third activity task one is based on describing
personalities in order to have an idea about compound adjectives. In task two students
are going to identify different types of compound adjectives through the relation with
two pairs of words. In the task three students are going to discover new compound
adjectives through the writing of vowels in spaces in white.
In the fourth activity task one, students are going to draw different types of balls in
order to have a previous knowledge about compounds nouns. In the second task
students are going to relate different words in order to find new compound nouns related
with sport. In the task three students are going to relate different nouns in order to write
different compound nouns. In the fifth activity students will be able to learn some
vocabulary compounds. In task one, they can recognize it. In the task two they should
form new words that are called compounds and finally in the task three students will
learn new words that are very useful.
In the sixth activity the students are going to find new ways to forms expressions or
words. In these three tasks students are going to find new words that at the beginning
will be very difficult to learn but with these exercise they will learn easily. In the
seventh activity the students will be able to learn some vocabulary compounds
containing bound combining forms and also to practice how to link two words and make
a new one with fun activities. The eighth activity the students will practice a little what
are phrasal words and put them in the correct order with help of their teacher. Also they
will learn some words that almost always are linked with body parts. All these activities
will help to students to identify the different types of compounds.

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COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS
1. Compounds versus phrases.
Compounds. - Are words formed by combining roots, and the much smaller category
of phrasal words but it is represented just in one word. Compounds are stressed on the
first element (e.g. tóy factory). Compounds tend to have unpredictable meaning.
Phrases are formed by two or more roots and they are represented in two or more
words. Phrases in English are stressed on the last word (e.g. toy fáctory).

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Exercise 1
Identify compounds and phrases by giving examples of pre-writing exercises and
evaluate the students’ comprehension through their production.
Task 1. Painting warm up activity1.
With different color paint the following pumpkins and hearts that contain compound
words.

35
Writing warm up activity 2.
Fill in the missing vowel (a,e,i,o,u) in each word and circle the long vowel in them.

36
Task 2. Practice activity.
Find the correct compound
Task 3. Writing Production.

37
Use each pair of picture to write a compound word.

41
ANSWER SHEET.
Answer for Exercise 1
Task 1. - Writing warm up activity 2

42
Task 2. - Practice activity

43
Task 3. - Writing production.

46
2. Compound verbs.
Verbs formed by compounding are much less usual than verbs derived by affixation.
Nevertheless, a variety of types exist which may be distinguished according to their
structure:
- Verb–verb (VV): stir-fry, freeze-dry
- Noun–verb (NV): hand-wash, air-condition, steam-clean
- Adjective–verb (AV): dry-clean, whitewash
- Preposition–verb (PV): underestimate, outrun, overcook
All these compounds have a verb as the rightmost element. These kind of compounds
are called compounds right-headed, the rightmost element being the head.

47
Exercise 2
Identify the different types of compound verbs and evaluate the students’ knowledge
trough their production in different activities.
Task 1. Warm up.
Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it
is not a verb color it purple.
Task 2. Practice.

48
Joining the verb with its right element in order to form a compound verb.

49
Rewriting the following compound verbs.
Freeze-dry
Whitewash
Overcook

50
ANSWER SHEET.
Task 1. Warm up
Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it
is not a verb color it purple.
Nouns Verbs
Pencil Talk
She Jump
Tree Sit
Bird Skip
Old Make
Bed Swim
I Add
Six Run
Kick Sleep
Book Work
Two
A
Flour
Green

51
Task 2. Grammar practice.
Joining the verb with its right element in order to form a compound verb.
Task 3. Writing production.

52
3. Compound Adjectives
A compound adjective is an adjective that contains two or more words. In general we
put a hyphen between two or more words (before a noun) when we want them to act as
a single idea (adjective) that describes something. E.g. I live in an English-speaking
country.
English-speaking is an adjective (used to describe the country). We use a hyphen to
connect the word English withspeaking to show that it is one adjective (or one idea).
Here are some examples of right-headed compound adjectives:
* Noun-adjective (NA): oil-rich
* Adjective-adjective (AA): red-hot
* Preposition-adjective (PA): overactive

53
Exercise 3
Task 1. Warm up.
Describing people and personality
Cutting and pasting the words under the picture
left-handed green-eyed baby-faced
good-looking well–educated

54
Task 2. Practice.
Joining words (adjectives)
well eyed
good educated
baby faced
green looking
left handed
Writing
b_by-f_ced
w_ll - _ducat_d
gr_ _n - _y_d
l_ft - hand_d
g_ _d-l_ _king

55
ANSWER SHEET
Describing people and personality
Task 1. Warm up.
Cutting and pasting the words under the picture
good-looking baby-faced well–educated
left-handed green-eyed

56
Task 2. Practice.
Joining words (adjectives)
well eyed
good educated
baby faced
green looking
left handed
-Writing
baby-faced
well - educated
green - eyed
left - handed
good-looking

57
4. Compound Nouns
A compound noun is a noun that is made up of two or more words. A compound noun is
usually [noun + noun] or [adjective + noun], but there are other combinations, such as:
* Verb-noun (VN): breakfast
* Noun-noun(NN): football
* Adjective-noun(AN): blackboard
* Preposition-noun(PN): underworld

58
Exercise 4
Sports
Task 1. Warm up.
Drawing Balls

59
Task 2. Practice.
Joining word with picture
Painting
Vocabulary
Football
Baseball
Basketball
Volleyball

60
foot
+
ball = football
base
+
ball =
basket
+
ball =
volley
+
ball =

61
ANSWER SHEET
Sports
Task 1. Warm up.
Drawing Balls

62
Task 2. Practice.
Joining word with picture
Painting
Vocabulary
Football
Baseball
Basketball
Volleyball

63
Writing
foot + ball = Football
base + ball = Baseball
basket + ball = Basketball
volley + ball = Volleyball

64
5. Headed and Headless compounds
Headless and Headed Compounds
Headless compounds are compound words where the meaning is not specified by
any of parts. Headless compounds are usually pluralized by adding /s/. It’s as if the
headless compounds an indivisible unit and the plural marker cannot see inside it to
pluralize it according to the how the head word is normally pluralized.
Headed compounds are specified by the head word in the whole compound.
On the other hand, headed compounds from their plurals the same way their head words
from their plurals. So the headed compound maple leaf a kind of leaf ± is pluralized
maple leaves.

65
Exercises 5
Presentations
Task 1. Warm up.
Write the name of the things under each picture
A:
________________ B:________________
C:_______________ D:__________________
E:__________________
E:____________________

66
Task 2. Practice.
Match the pictures with their respectively answers
A
B
3C
2
1

67
Use the answers of task 1 and 2 write the right names next to the pictures
A: B____________K B_____________D
B: H____________E
D_______________G
C: G____________N H_______________E

68
ANSWER SHEET.
Task 1. Warm up.
A: HOUSE
B: DOG
C: BLACK
D: BIRD
E: GREEN
F: HOUSE
Task 2. Practice.
A-3
B-2
C-1
A: blackbird
B: doghouse
C: greenhouse

69
6. Blends and Acronyms
7.
A blending is a combination of two or more words to create a new one, usually by
taking the beginning of the other word and the end of the other one. So new words like
spork (spoon + fork), fanzine (fan + magazine), bromance (brother + romance) or
Spanglish (Spanish + English) are created.
An acronym is way to form word, it is similar to abbreviation, when each first letter
of the source word is taken and to form new acronym. In English we can find like
NASA (national aeronotics and space administration), VIP (very important person),
NATO (north Atlantic treaty organization), etc. Acronym is forming words from the
initials of a group of words that designate one concept.

70
Exercise 6
Food
Task 1. Warm up.
Match the picture on the right hand side with the correct meaning on the left.
PEPPA PIG
PLAY STATION
TOY STORY

71
Task 2. Practice.
In the task one there are three words write again on the following boxes. After, just take
the first letters of each word and write in capital letters on the left of the boxes.
a) ____________
b) ___________
c) __________

72
Analyzing the following words and put your own example about it.
Electronic + MAIL = Email
SPANish + EnGLISH = Spanglish
EMOTIon + iCON = Emoticon

73
ANSWER SHEET.
Task 1. Warm up.
Match the picture on the right hand side with the correct meaning on the left.

74
Task 2. Practice.
PEPPA PIG ---------- PP
TOY STORY--------- TS
PLAY STATION -------- PS

75
7. Compounds containing bound combining forms.
Compounds containing bound combining forms. - Compounds that include a huge
repertoire of compounds that are made up of bounds roots .The meaning of the whole is
clearly determinable from that of the parts.

76
Exercise 7
Vocabulary
Task 1. Warm up.
With your teachers help write the complete word.
photo- + -graphy mini- +skirt electro+magnet
aero+bic grand+mother air+plane

77
Task 2. Practice.
Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M
I’m the compound word whiz.
Listen to what I’ve heard.
Put two words together to make a compound word.
Sun and shine, is sunshine
Rain and bow make rainbow
Sun and flower make sunflower
Two word together make a compound word.
Join the two words that have the same color. Repeat the new word after the teacher.
photo
mother graphy plane skirt
Airgrandmini

78
ANSWER SHEET.
Task 1. Warm up.
With your teachers help write the complete word.
 Photography
 Miniskirt
 Electromagnet
 Aerobic
 Grandmother
 Airplane
Task 2. Practice.
Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M
Join the two words that have the same color. Repeat the new word after the teacher.
photo graphy mini skirt
planeAir grand mother

79
8. Phrasal Words
Phrasal Words. – It is a noun that has the appearance of a noun phrase in which the head
noun ,is modified by a prepositional phrase, exactly parallel to the phrases.

80
Exercise 8
Task 1. Warm up.
Listen and write the word RESTORE in the correct place.
Vocabulary
__________ Hair ___________
____________ Eyes __________
__________ Skin ___________

81
Task 2. Practice.
Playing the game: Run or Stop
This game consists on if you heard the correct order of the word you should run, but if
it’s in the wrong order you should stop. The words are:
Hair- restore Eyes-restore Skin-restore
With your teachers help, listen and write the parts of the body that you hear in the circle.
Do it fast!
Restore

82
ANSWER SHEET.
Task 1. Warm up.
Listen and write the word RESTORE in the correct place.
Hair - RESTORE
Eyes- RESTORE
Skin- RESTORE

83
Task 2. Practice.
Playing the game: Run or Stop
This game consists on if you heard the correct order of the word you should run, but if
it’s in the wrong order you should stop. The words are:
Hair- restore Eyes-restore Skin-restore
With your teachers help, listen and write the parts of the body that you hear in the circle.
Do it fast!
Hair
Skin
Eyes
Restore

84
BIBLIOGRAPHY
- Learninggamesforkids.com,. (2015).Compound Words | Learning Games For
Kids. Retrieved 20 December 2015, from
http://www.learninggamesforkids.com/vocabulary_games/compound-
words.html
- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words
Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from
http://www.k5learning.com/free-preschool-kindergarten-worksheets/compound-
words
- Superteacherworksheets.com,. (2015).Compound Words Worksheets. Retrieved
20 December 2015, from https://www.superteacherworksheets.com/
- Turtlediary.com,. (2015). Compound Words Worksheets - Kindergarten | Turtle
Diary. Retrieved 20 December 2015, from
http://www.turtlediary.com/worksheets/ela-topics/kindergarten/compound-
words.html
- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words
Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from
http://www.k5learning.com/free-preschool-kindergarten-worksheets/compound-
words
- Vocabulary.co.il,. (2015). Compound WordsVocabulary Games and Resources.
Retrieved 20 December 2015, from http://www.vocabulary.co.il/compound-
words/

85
- Thayer, A. (2014). 10 Pre-Writing Activities for Preschoolers. Teaching Mama.
Retrieved 20 December 2015, from http://teachingmama.org/prewriting-
activities-for-preschoolers/
- I Can Teach My Child!,. (2013). Five Pre-Writing Activities for Preschoolers - I
Can Teach My Child!. Retrieved 20 December 2015, from
http://www.icanteachmychild.com/five-pre-writing-activities-for-preschoolers/
- Wikipedia,. (2015). English compound. Retrieved 20 December 2015, from
https://en.wikipedia.org/wiki/English_comp
- Kelly, C. (2015). English Vocabulary Word List - Compound
Words . Manythings.org. Retrieved 20 December 2015, from
http://www.manythings.org/vocabulary/lists/a/words.php?f=compound_word
- Spellingcity.com,. (2015). Compound Words. Retrieved 20 December 2015,
from http://www.spellingcity.com/compound-words.html
- Google.com.ec,. (2015). exercises with compound words for preschoolers -
Buscar con Google. Retrieved 20 December 2015, from
https://www.google.com.ec/search?q=exercises+with+compound+words+for.
- Myenglishpages.com,. (2015). Vocabulary Exercises - Compound Adjectives .
Retrieved 17 December 2015, from
http://www.myenglishpages.com/site_php_files/vocabulary-exercise-compound-
adjectives(2).php
- Therapystreetforkids.com,. (2015). Pre-writing skills. Retrieved 18 December
2015, from http://therapystreetforkids.com/PreWritingSkills.html

86
- Adjectives, C. (2015). ExtraBase - by Le Nogueira: Compound
Adjectives.Extrabase.blogspot.com. Retrieved 18 December 2015, from
http://extrabase.blogspot.com/2013/10/compound-adjectives.html
- Camus, L. (2015). Compound adjectives-English. Tolearnenglish.com.
Retrieved 18 December 2015, from
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-
76003.php

87
EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 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.

91
EDUCACIÓN
PHONOLOGY II
EVIDENCE ELEMENT 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.

92
Universidad Técnica de Ambato
Facultad de Ciencias Humanas y de la Educación
Carrera de Idiomas
Morphology I
Professor : Licda. Mg. Ruth Infante
Students : Sadi Piedra Aguirre
Date : February 12th
, 2016
Learning Outcome 5: Essay about the importance of morphology in the teaching of
English language in Ecuador
Ecuador occupies the 35th place in countries with low levels of English, according to
the recent publication of English Proficiency Index (EF EPI), an annual report that
compiles global language training company Education First. This reflects the need to
create educational proposals that encourage bilingualism in the population in order to
have a complete education and to be ready to enter to the occupational world.
Morphology is the part of linguistics that deals with studying the internal structure of
words. Thus, it attempts to define, classify and define the basic units that make up
words, the types of words that can be formed with them and the types of processes by
which they are formed. For this reason, this discipline could become an important pillar
to improve every student's abilities, since the word is a basic tool for understanding and
expression of concepts, and the mastery of it powers capabilities such as knowing,
understanding, analyzing, and evaluating. That is, if students develop a good linguistic
competence based on the correct spelling of words in English, they are on the right way
for the development of core competencies of the basic communication skills of this
language.

93
In conclusion, due to the importance of English today, learning this language should
always be a continuous process by using a set of methods and procedures, particularly
with the use of semantic phenomena in order to relate them, which must accompany the
grammar, audio lingualism, and vocabulary, to better understand the construction of
words, the rules of formation and structures of them. It will allow grammatical
creativity and exploration, and discovery of meaning, which are characteristic of human
language.
Bibliography
Diario El Mercurio - Cuenca Ecuador Vía @mercurioec,. (2015). La importancia del
bilingüismo en la infancia. Retrieved 10 February 2016, from
http://www.elmercurio.com.ec/478095-la-importancia-del-bilinguismo-en-la-
infancia/#.Vr2s6rThDIV

94
FINAL REFLECTION
English is a language that has adopted a significant international importance in all
areas and because of that, it has created a need in society to learn English in order to use
it as a means of communication. The main goal that most students have when they are
learning a second language, in this case English, is to get to communicate effectively
because learning a new language is learning a new way to express what we feel and
what we have in mind.
Today's society requires efficient communication skills. The possibilities of work,
study, and social relations depend largely on our ability to interact with others and
because of this it is very important to learn how to identify, analyze and describe the
structure of a English morphemes and other linguistic units, such as root
words, affixes, parts of speech, intonations and stresses, or implied context. That is why
I really believe Phonology II is a very useful module that has helped me to develop
phonological knowledge and strategies in order to use them when learning and teaching
English.
In conclusion, this module helped me as a future teacher to learn the correct use of
words in context depending on the origin of them and the different uses of the lexis and
because of that I want to continue improving and become a skilled student by making
use of linguistic elements, psychological processes, and the sociocultural aspects in
order to apply them in the teaching-learning process in an effective way someday.

95
CARRERA DE IDIOMAS
PORTFOLIO RUBRIC TO ASSESS
PORTFOLIO
Student´s name: Sadi Piedra Aguirre
Syllabus: Phonology II
Date: February 15
th,
2016
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness and
Organization
(1. Cover page & index,
(2. Vision statement, Mision
statement, Exit profile
(3. C.V.
(4. Syllabus
(5. Statement of personal goals
according to each syllabus.
(6. Five evidences
(7. Final Essay
8. Rubric with grade of portfolio)
The portfolio contains
all the elements (8
elements described
below) in a very
organized way.
The portfolio is
somewhat organized and
may miss one or two
elements.
The portfolio shows
little organization
and may miss three
or four elements.
The portfolio shows
no organization and
may miss more than
four elements.
Statement of Personal
Learning Goals
Demonstrates honest
and complex
understanding of
learning goals, relates
goals to current
syllabus, few or no
language errors.
Good reflection about
future goals, some parts
could use elaboration or
further analysis, some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about
goals and how it
relates to class, many
language errors.
Many language
errors that make it
difficult to
understand, little or
no reflection about
future goals and
current syllabus.
Final essay (Students
from 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.
Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.

Piedra sadi portfolio phonology ii

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