Post on 13-Apr-2017
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO “PHONOLOGY II”
Fourth Semester
Name: Andrés Ortiz
Professor: Lcda. Mg. Ruth Infante
AMBATO - ECUADOR
Octubre - Febrero 2016
2
TABLE OF CONTENTS.
MISIÓN ..................................................................................................................................3
VISIÓN ...................................................................................................................................3
PERFIL DE EGRESO (EXIT PROFILE)………………………………………………….. 4
STUDENT´S C.V…………………………………………………………………………... 5
STATEMENT OF PERSONAL LEARNING GOALS……………………………………. 6
SYLLABUS….....……………………………………………………………....................... 7
Evidence for Element 1……………………………………………………………………. 17
Evidence for Element 2……………………………………………………………………. 19
Evidence for Element 3... ......................................................................................................21
Evidence for Element 4……………………………………………………………………. 75
Evidence for Element 5……………………………………………………………………. 81
FINAL REFLECTION……………………………………………………………………. 82
PORTFOLIO RUBRIC…………………………………………………………………… 83
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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
CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber
adquirido y desarrollado las siguientes competencias, capacidades,
habilidades, destrezas y desempeños como resultados de su formación
profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para
la enseñanza del idioma inglés según las exigencias del Teaching
Knowledge Test
3. Diseña programas o cursos específicos y sus respectivos materiales
didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC ́s.
5. Transforma el contexto educativo a través de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la
investigación participativa, el aprendizaje basado en problemas y el trabajo
en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de
su propio desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los
estudiantes para promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación interno del
perfil de ingreso dos simulaciones de exámenes con estándares
internacionales. Siendo así, Teaching Knowledge Test (TKT) test de
acreditación internacional para la enseñanza del inglés y Test of English as
a Foreign Language (TOEFL) para la competencia comunicativa.
Para ello la Coordinación de Carrera de Idiomas organizará dentro de los
módulos optativos seminarios taller de preparación para dichos tests, los
mismos que podrán ser aprobados a partir del séptimo semestre.
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CURRICULUM VITAE
PERSONAL INFORMATION
NAME: Renán Andrés Ortiz Miranda
ADRESS: Av. Rumiñahui and Antonio Arellano
TELEPHONE: 0983577453 BIRTH
DATE: 26/07/1986
PLACE OF BIRTH: Ambato
CI: 1804161337
EMAIL: aodjnato43@gmail.com
EDUCATION
JUAN FRANCISCO MONTALVO HIGH SCHOOL Ambato Bachelor in Biology - Chemistry Sciences GONZALES SUAREZ SCHOOL Ambato
PROFESSIONAL EXPERIENCE
SPORTS CHAMPION Ambato Customer Attention Designed sport equipment, school uniforms sales, especially soccer teams. HOUSE MUSIC Ambato Customer Attention Movies, music and video games burning and sale.
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STATEMENT OF PERSONAL LEARNING GOALS
When I finished high school I was looking for a career. On the other
hand I did not like any, until the idea of starting a career in English
language was taking intensity day by day. I get many reasons for studying
at “Carrera de Idiomas”. However, there are three important reasons why I
study it. First of all, I like English language. Furthermore it is one of the
most speaking languages around the world, whether for business, working
or traveling. Second, I would like to be an English teacher. But I won´t like
to be a mediocre professional, I would like to improve the teaching system
to my future students. Third, Fields of English Career are extended. On the
other hand if I can´t work as a Teacher, maybe I could find a job as a Tour
Guide, or an Interpreter, or as a Translator. Anyway, these are the most
important reasons why I study at “Carrera de Idiomas”.
I must progress step by step before to finish my career. Right now I
am studying in fourth semester; therefore if I want to earn the right of go
through fifth semester, I must improve and demonstrate my English
knowledge and skills whether in listening, reading comprehension, writing,
pronunciation and speech too.
I know the road is very difficult, however if I want to achieve my
goals I must be a worker person. In bad times, do not to lost fealty and
confidence in myself. Finally, to keep me focused in the things that I want
and why I am here.
To learn a foreign language could be difficult to perform, but if I
attend to class constantly, listening carefully to my teacher, it could not be
too difficult. Of course I must develop some activities at home to reinforce
the knowledge acquired in class, because sometimes to attend to class is not
enough. But especially doing homework by myself every day and searching
new learning techniques. That is the only way that I can improve my
English knowledge.
It does not matter what kind of career you have chosen, the most
important is that you can feel good and happy with that, because it will be
your future life. In conclusion if I become a professional through this career
I could change my life style and of my family too in a good way.
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SYLLABUS
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015
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I. SYLLABUS GENERAL INFORMATION Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406
Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I
FCHE/I/MP/02129/03/06
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
Theoretical
Practical
2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation
2.2 -Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and its forms: inflections 1 1 3 Mind maps
2.5 A Word and its relative derivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
11
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical
Practical
3.1Compounds 1 1 5 Diagnostic Observation
3.2 Morphemes and Allomorphs 1 1 5 Workshops
3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires
3.4 A Word and its structure 1 1 3 Mind maps
SUBTOTAL HOURS
5 5 18 TOTAL HOURS 28
Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical
Practical
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
5 5 11 TOTAL HOURS 21
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.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.5 Provide their own examples about possible morphological problems presented in English Classes
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical
Practical
5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation
5.2 The historical sources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires
Mind maps
SUBTOTAL HOURS
4 4 13 TOTAL HOURS 21
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
13
V. NORMATIVE STANDARDS EVALUATION
Specific Objectives
Diagnostic
Evaluation
Formative
Evaluation
Summative Evaluation
1. Identify basic concepts of L2 related to morphophonemic subject.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities Portfolio
Quiz
Questionnaires
Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Observation
Check list
Oral Presentations Written Works
Task-based activities
Portfolio
Quiz Questionnaires
Oral presentations
Projects
3. Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities Portfolio
Quiz
Questionnaires
Oral presentations Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Task-based activities Portfolio
Quiz
Questionnaires
Oral presentations Projects
5. Provide their own examples about possible morphological problems presented in English
Classes
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works Task-based activities
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
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
ADDITIONAL BIBLIOGRAPHY
15
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
Evidence for Element 1
18
19
Evidence for Element 2
20
21
Evidence for Element 3
INDEX
Index .......................................................................................... ¡Error! Marcador no definido. Introduction ......................................................................................................................................... 3 Task 1 – Warm – up ............................................................................................................................ 6
Task 2 – Practice ............................................................................................................................. 7
Task 3 – Production......................................................................................................................... 8
Task 1 – Answers ............................................................................................................................ 9
Task 2 – Answers .......................................................................................................................... 10
Task 3 – Answer ............................................................................................................................ 11 Compound verbs ............................................................................................................................... 12
Task 1 – Warm–up ........................................................................................................................ 12
Task 2 – Practice ........................................................................................................................... 13
Task 3 – Production....................................................................................................................... 14
Task 1 – Answers .......................................................................................................................... 15
Task 2 – Answers .......................................................................................................................... 16
Task 3 – Answers .......................................................................................................................... 17 Compound adjectives. ....................................................................................................................... 18
Task 1 – Warm – up ...................................................................................................................... 18
Task 2 – Practice ........................................................................................................................... 19
Task 3 – Production....................................................................................................................... 19
Task 1 – Answers .......................................................................................................................... 20
Task 2 – Answers .......................................................................................................................... 21
Task 3 – Answers .......................................................................................................................... 21 Compound Nouns .............................................................................................................................. 22
Task 1- Warm-up .......................................................................................................................... 22
Task 2 - Practice ............................................................................................................................ 23
Task 3 - Production ....................................................................................................................... 24
Task 1 - Answers ........................................................................................................................... 25
Task 2 – Answers .......................................................................................................................... 26
Task 3 - Answers ........................................................................................................................... 27
22
Headed and headless compound........................................................................................................ 28
Task 1- Warm up ........................................................................................................................... 28
Task 2 - Practice ............................................................................................................................ 29
Task 3 - Production ....................................................................................................................... 30
Task 1 - Warm up .......................................................................................................................... 31
Task 2 – Answers .......................................................................................................................... 32
Task 3 – Answers .......................................................................................................................... 33 Phrasal word ...................................................................................................................................... 34
Task 1 - Warm -up ........................................................................................................................ 34
Task 2 - Practice ............................................................................................................................ 36
Task 3 - Produce ............................................................................................................................ 38
Task 2 - Answer ............................................................................................................................ 39
Task 3 - Answers ........................................................................................................................... 41 Blends and Acronyms ....................................................................................................................... 42 TASK 1 Warmup .............................................................................................................................. 43
TASK 2 –Practice.......................................................................................................................... 43
Task 3 –Production........................................................................................................................ 44
ANSWER FOR THE TASK 1 ...................................................................................................... 45
ANSWER FOR THE TASK 2 ...................................................................................................... 45
ANSWER FOR TASK 2 .......................................................... ¡Error! Marcador no definido.
ANSWER FOR TASK 3 ............................................................................................................... 45 Compounds containing bound combining forms .............................................................................. 46
Task 1-Warmup ............................................................................................................................. 47
Task 2-Practice .............................................................................................................................. 47
Task 3-Production ......................................................................................................................... 47
ANSWER FOR TASK 1 ............................................................................................................... 48
ANSWER FOR TASK 3 ............................................................................................................... 48
ANSWER FOR Task 3 ................................................................................................................. 48 Conclusion ......................................................................................................................................... 48 Bibliography. ..................................................................................................................................... 49
2
23
Introduction “I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit”. John Steinbeck Nowadays teaching children depends of teachers, in what way they teach. For that reason in
this document we will provide some activities for A2, it will help students to develop their
skills especially speaking and improve their knowledge about compound words, blends and
phrasal words without mistakes.
We are going to focus in the study of compound words, blends and phrasal words. The first
are formed by combining roots, the second are roots that are reproduced only partially in
the compound, and the third have the structure of phrases but function as words.
On the other hand, the distinction between compounds and phrases depends on sound and
meaning. For example: “hair nét” and “háirnet” in the first expression the main stress is on
net, while in the second is on hair. The first expression is a phrase, because in English
language phrases are stressed on the last word, whereas the second one is a compound,
because they are stressed on the first element. However, this stress only applies to
compound nouns. Otherwise, consider the compound word “overactive” the head of the
compound is the adjective active derived from the verb act.
In contrast, the word faintheart is headless, because as a noun is not determined by either of
its two components. As a result, headless are nouns in which the second element is not a
noun at all. Furthermore, some nouns are formed by a verb and a preposition or adverb
(e.g.) “take-off”. Some nouns are formed from verbs by conversion where the base could
be a verb plus another word and they could constitute a lexical item (e.g.) “The plane took
off at noon”. Hence, the headless compounds are called exocentric, because they are not
determined by any element inside them, and headed compounds are called endocentric,
because they have an internal center.
Blends are roots that are reproduced only partially in the compound (e.g.) “smog” blended
from “smoke and fog”. Besides, partial blends are compounds where only one component
is truncated (e.g.) “talkathon” from “talk plus marathon”. Otherwise, Acronyms are
reductions to just one sound of a blend (e.g.) RAM (random access memory). Instead,
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24
“sonar” is an intermediate between and acronym and a blend (from sound navigation and
ranging).
Combining forms are compounds that are made up of bound roots. Especially the
vocabulary in scientific and technical areas of English language (e.g.) anthropology, the
meaning of the word is determined from each part (anthrop (o) - “human”, plus - (o) logy - “science or study”) this word means “science or study of human beings”, most of these
words come from Greek or Latin borrowed in western Europe in the XV and XVI centuries,
known as “The Renaissance”. As a consequence, when compounds are expressed different
because of syntax are called Phrasal Words (e.g.) “hair restorer” (this substance restores
hair) not (this substance hair-restores) because there is a difference between compound
word structure and sentence structure. In contrast, to make the plural in the phrasal word
jack-in-the-box we need to add the suffix -s, but not in the head noun “jack” but to the
whole expression “jack-in-the-boxes” because it behaves as a word.
The first activity is about the distinction between compounds and phrasal words. This task
offers multiple choices where students will be able to recognize them. Moreover, they will
have the opportunity to practice their speaking skills through it. Finally, they will be able to
make sentences using them. The main aim of this activity is teach them the difference
among compounds and phrasal words pronunciation, because the compound words have the
stress on the first word, while the phrasal words have on the last one.
The second activity is about compound verbs. We will provide exercises of writing and
speaking where they could learn what a compound verb is and the classification to form
compound verbs which may be distinguished according to their structure. First, they will
learn about these compounds with some examples. Second, they will practice and recognize
what is the correct compound. In the task three, we could notice if they learn because they
have to complete a chart depending the classification to form compound verbs.
The third activity is similar to the previous activity because the compound adjective and
compound verbs are alike in their structure a classification. This activity has three
exercises, too. The student have the opportunity to practice their speaking and work with
partners to know and identify compound adjectives. First, they will know how is formed a
4
25
compound adjective. Second, they will recognize these type of compounds and finally they
will create sentences and share them with other people.
The fourth activity is about compound nouns. The first task offers the opportunity to
recognize this kind of words, but at the same time memorize it. The next task, helping
students to develop their knowledge with compound nouns with the writing method.
Finally, they will be supposed to know a lot about compound nouns and create it.
The fifth activity is about headed and headless compounds. In this task will offer some
words to understand the topic. After, we should be associated the words with the correct
picture to understand better that the first activity. Finally, they will be able to recognize,
read and write about the topic.
The activity number sixth is about phrasal word. This activity offers a new vocabulary
about the phrasal word related to family members. Students will be able to recognize and
familiarized with the new words. Furthermore, students will be able to develop reading and
speaking skills through drill in the structure of a conversation .Finally they are going to
practice the phrasal word in a real situation.
The activity number seventh is about blends and acronyms words. This activity offers good
examples to learn what is blends words and acronyms .Students will be able to differentiate
between blends and acronyms words .Also they will able to understand how blends words
are composed.
The activity number eight is about compounds containing bound combining forms, the first
activity is about identify Compounds containing bound combining forms and evaluate the
student comprehension trough speaking practice and writing practice. Students will be able
to recognize the root of bound combining forms.
In conclusion, through this chapter we are going to contrast the distinction between
compound words, blends and phrasal words. In order to achieve this aim we have
developed some exercises focused in speaking skills applied to children from 9 – 10 years
old (basic users) from A2 level according to the Common European Framework. Also,
these tasks could be apply for a fifteen student class.
5
26
Task 1 – Warm – up a)
Underline the correct word according to the picture. Workaholic
Sweetheart Housewife
Caretaker Injury
Quadriplegic
Pic
1
Pic
2
Pic
3
b) Read the correct answers to your class.
6
27
Task 2 – Practice a) Match each word, phrasal or compound word with a word, phrasal or compound
word that is similar in meaning.
1. Quadriplegic a. daily
2. Flick on b. my mother´s husband
3. Day-to-day c. paralyzed
4. Caretaker d. turn on
5. Step-father e. attendant - Complete the following sentences using the phrasal or compound words from
the left in exercise a.
1. Some paralyzed people need a trained pet to the lights at home.
2. When I feel sick, I need a to help me get out of bed.
3. People that can´t use their hands or legs are called
4. My mom wants to marry again, that means I am going to get a
5. My dad feels tired with his tasks at work.
c) Read the sentences in task b to your class.
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Task 3 – Production a) Choose one phrasal or compound word from the left in Part a, from Task 2, make
your own sentence, make a draw about it and explain to your classmates.
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Answer Sheet
Task 1 – Answers a) Underline the correct word according to the picture.
Workaholic
Sweetheart Housewife
Caretaker Injury
Quadriplegic
Pic
1
Pic
2
Pic
3
b) Read the correct answers to your class.
Workaholic, caretaker and quadriplegic.
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Task 2 – Answers a) Match each word, phrasal or compound word with a word, phrasal or compound
word that is similar in meaning.
c 1. Quadriplegic a. daily
d 2. Flick on b. my mother´s husband
a 3. Day-to-day c. paralyzed
e 4. Caretaker d. turn on
b 5. Step-father e. attendant b) Complete the following sentences using the phrasal or compound words
from the left in exercise a.
1. Some paralyzed people need a trained pet to flick on the lights at home.
2. When I feel sick, I need a caretaker to help me get out of bed.
3. People that can´t use their hands or legs are called quadriplegic
4. My mom wants to marry again, that means I am going to get a step-father
5. My dad feels tired with his day-to-day tasks at work.
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Task 3 – Answer a) Choose one phrasal or compound word from the left in Part a, from Task 2, make
your own sentence, make a draw about it and explain to your classmates. My step-father had an accident and now he is quadriplegic, he can´t use his legs.
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Compound verbs
Compound verbs are verbs formed by compounding. You will notice that all these
compounds have a verb as the rightmost element. There is a classification to form
compound verbs which may be distinguished according to their structure:
verb–verb (VV): freeze-dry
noun–verb (NV): steam-clean
adjective–verb (AV): whitewash
preposition–verb (PV): overcook
Task 1 – Warm–up
a) There are fifteen compound verbs in the worm, find them in the word search puzzle.
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b) Every student has to tell the teacher one word that they find in the word search
puzzle. They can’t repeat what others say.
Task 2 – Practice a) Repeat after the teacher every compound verb that you have in the boxes, then
Picture 1 Picture 2
according to the pictures
underline
the correct compound verb.
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Picture 3 Picture 4
stir-fry rainfall
dry-clean air-condition
rainfall outrun
Task 3 – Production a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this
chart.
Compound verbs
verb–verb noun–verb adjective–verb preposition–verb
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Answer Sheet
Task 1 – Answers a) There are fifteen compound verbs in the worm, find them in the word search puzzle.
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b) Every student has to tell the teacher one word that they find in the word
search puzzle. They can’t repeat what others say.
Task 2 – Answers a) Repeat every compound verb that you have in the boxes, after according the
Picture 1 Picture 2
pictures underline the correct compound verb.
babysit outrun
housesit rainfall
dry-clean doorstop
Picture 3 Picture 4
stir-fry rainfall
dry-clean air-condition
rainfall outrun
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Task 3 – Answers
a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this
chart.
Compound verbs
verb–verb noun–verb adjective–verb preposition–verb
stir-fry air-condition dry-clean outrun
freeze-dry rainfall whitewash underestimate
babysit overcook
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Compound adjectives. The head of the compound is the adjective. They are similar to compounds verbs because
these compounds adjectives are right-headed, but there are also a few compound adjectives
that are not right-headed. There is a classification to form compound adjectives which may
be distinguished according to their structure:
noun–adjective: sky-high
adjective–adjective: grey-green
preposition–adjective: underfull
Task 1 – Warm – up a) Find the two words that make each compound adjective. Tell the teacher one
compound adjective and the two words that you find.
sky-high
deaf-mute
red-hot
well-known
overactive 18
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Task 2 – Practice a) Identify and paint the compound adjectives. In groups of three read and compare
your answers with your partners.
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-green tumbledown blue-eyed
Task 3 – Production a) Continue in groups of three, every person of the group has to select one compound
adjective founded in the task 2 and write one sentence. After, everyone has to tell
his/her partners his/her sentence. Finally they have to have three sentences.
1…………………………………………………………………………………………...
2…………………………………………………………………………………………...
3…………………………………………………………………………………………...
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Answer Sheet
Task 1 – Answers a) Find the two words that make each compound adjective. Tell the teacher one
compound adjective and the two words that you find.
sky-high sky high
deaf-mute deaf mute
red-hot red hot
well-known well known
overactive over active
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Task 2 – Answers a) Identify and paint the compound adjectives. In groups of three read and compare
your answers with your partners.
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-green tumbledown blue-eyed
Task 3 – Answers a) Continue in groups of three, every person of the group has to select one compound
adjective founded in the task 2 and write one sentence. After, everyone has to tell
his/her partners his/her sentence. Finally they have to have three sentences.
1 I want to paint my room blue-green.
2 Wine of over-ripe grapes is famous in Patate.
3 A poor deaf-mute, he can't hear or speak.
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Compound Nouns A compound noun is a noun that is made with two or more words. A compound noun is
usually [noun + noun] or [adjective + noun], but there are other combinations. It is
important to understand and recognize compound nouns. Each compound noun acts as a
single unit and can be modified by adjectives and other nouns.
Task 1- Warm-up
a) Recognize the following pictures, then match the picture with the appropriate
word and repeat each word.
Sailboat
Watermelon
Butterfly
Snowman
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Task 2 - Practice a) Read carefully each sentence. Choose the correct compound noun. After that
complete it with the correct word and repeat as many times as possible the
compound noun words.
My ______________ is very big. The ______________ is sitting on the chair. Maria is the best ___________ . Ms. Angela is a good ______________ .
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Task 3 - Production a) Look at the pictures, then create a compound noun with it. Finally write the
correct compound noun and repeat ten times until to know it.
Glasses – Coat – Man – Brush – Tail – Fly – Pig – Tooth – Rain – Butter – Snow – Sun.
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Answer sheet
Task 1 - Answers a) Recognize the following pictures, then match the picture with the appropriate word
and repeat each word.
Sailboat
Watermelon
Butterfly
Snowman
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Task 2 – Answers
a) Read carefully each sentence. Choose the correct compound noun. After that
complete it with the correct word and repeat as many times as possible the
compound noun words.
My backpack is very big.
The grandmother is sitting on the chair. Maria is the best cheerleader. Ms. Angela is a good housewife.
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Task 3 - Answers
a) Look at the pictures, then create a compound noun with it. Finally write the correct
compound noun and repeat ten times until to know it.
Glasses – Coat – Man – Brush – Tail – Fly – Pig – Tooth – Rain – Butter – Snow – Sun.
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Headed and headless compound. Headless compounds are compound words where the meaning is not specified by any of
parts. While, headed compounds are specified by the head word in the whole compound.
Task 1- Warm up a) Underline the correct headed compound, then repeat the words ten times.
Blackboard
Greenstone
Highchair
Jellyfish
Bathroom
b) Choose the headless, list it and repeat the words.
Vegeburger
Bathroom
Faintheart
Pickpocket
Highchair
Cutpurse
Turncoat
Greenstone
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Task 2 - Practice
a) Associate the picture with the correct word. Write the word below the correct
picture, then practice in group of three and repeat the words.
________________________ ______________________ ________________________ ______________________
Highchair Blackboard
Jellyfish Greenstone
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Task 3 - Production
a) Complete with the correct noun the headed and the headless compounds that is in
the chart. After that, work in pairs and tell your classmate the noun for complete the
words. Finally repeat each word.
Stone Fish Board Chair Pocket
Purse Heart Coat Joy Tooth
Sabre_______ Kill__________
Cut________ Jelly__________
Green________ Faint___________
Black_________ High___________
Pick_________ Turn___________
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Answer sheet
Task 1 - Warm up
a) Underline the correct headed compound, then repeat the words ten times.
Blackboard
Greenstone
Highchair
Jellyfish
Bathroom
b) Choose the headless, list it and repeat the words.
Vegeburger Faintheart
Bathroom Pickpocket
Faintheart Cutpurse
Pickpocket Turncoat
Highchair
Cutpurse Turncoat Greenstone
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Task 2 – Answers
a) Associate the picture with the correct word. Write the word below the correct
picture, then practice in group of three and repeat the words.
Blackboard Greenstone
Jellyfish Highchair
Highchair Blackboard
Jellyfish Greenstone
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Task 3 – Answers a) Complete with the correct noun the headed and the headless compounds that is in
the chart. After that, work in pairs and tell your classmate the noun for complete the
words. Finally repeat each word.
Stone Fish Board Chair Pocket
Purse Heart Coat Joy Tooth
Sabretooth Killjoy
Cutpurse Jellyfish
Greenstone Faintheart
Blackboard Highchair
Pickpocket Turncoat
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Phrasal word Phrasal words have a structure like a phrase, they function as a word. An example could
be mother-in-law.
Task 1 - Warm -up
Relatives using In-Laws Teacher explains the meaning of each relative -in law after students are going to repeat each word so,
teacher explains that are phrasal word. Then teacher shows a picture of Mary's and John’s family
relatives
The in-laws are the members of the family of the person you are married to
father-in-law: the father of your future wife/ husband
mother-in-law: the mother of your future wife/ husband
son-in-law: the husband of your future daughter
daughter-in-law: the wife of your future son brother-
in-law: the husband of your sister sister-in-law: the wife
of your brother
Pict 1
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John’s family Mary’s family
Pict 2
Mary's mother-in-law Mary's father-in-law John’s mother-in-law John’s father-in-law
Pict 3
Mary's brother-in-law Mary's sister-in-law Jhon Mary John’s
sisther-in-law
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Task 2 - Practice
a) Match according the pictures of Mary's and John’s relatives.
He is John’s father-in-law
She is Mary's mother- in –law
She is John’s mother- in –law
She is John’ss sister- in –law
He is Mary's brother- in –law
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b) Red the conversation and underline the phrasal words.
A: Hello, Miley. How are you?
B: Hi, Lucas. I am fine thanks and you?
A: Me too. Well tell me something about your family
Do you have any relatives in law?
B: Well, My mother-in-law is Carmen and my father-in-law is Esteban
A: Does your husband have siblings?
B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My
husband has just two siblings
A: and what about you? Is your son married with someone?
B: Yes, actually he is married and my daughter-in law is Karina. They work in the
same high school as teachers.
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Task 3 – Produce
a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your
parents.
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Answer sheet
Task 2 - Answer
a) Match according the pictures of Mary's and John’s relatives.
He is John’s father-in-law
She is Mary's mother- in –law
She is John’s mother- in –law
She is John’ss sister- in –law
He is Mary's brother- i
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b) Red the conversation and underline the phrasal words
A: Hello, Miley. How are you?
B: Hi, Lucas. I am fine thanks and you?
A: Me too. Well tell me something about your
family Do you have any relatives in law?
B: Yes, My mother-in-law is Carmen and my father-in-law is Esteban
A: Does your husband have siblings?
B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My
husband has just two siblings
I. and what about you? Is your son married with someone?
J. Yes, actually he is married and my daughter-in law is Karina. They work in the
same high school as teachers
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Task 3 – Answers
a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your
parents.
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Blends and Acronyms
Blends There are words with a kind of compound where at least one component is reproduce
only partially Example: 1.-smog blended from smoke and fog 2. - cheeseburger blended from cheese and hamburger. Acronyms There are words with a kind of truncation that a component of a blend can undergo is
reduction to just one sound or letter,usually the first. An acronym is a word that is that is made by taking the first letter of the full name
or sentence. Blends made up of initial letters are known as acronyms. Example: 1.- NATO from North Atlantic Treaty Organization 2.-AIDS from acquired immune deficiency syndrome Note.Blends and acronyms are different from the way they are pronounced.
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Exercise 1
Identify blends and acronyms words and evaluate the student comprehension trough speaking practice and writing practice.
TASK 1 Warmup
WARMUP IDENTIFICATION .-Read and try to guess how blends words are blended. 1,.Simulcast 2.-brunch (breakfast + lunch) 3.-multiplex (multiple + complex) 4.-intercom (international + communication) 5.-WiFi (wireless + fidelity)
TASK 2 –Practice A- Read and try to guess the meaning of each acronym. 1.- UNICEF - The United Nations International Children's Emergency Fund. 2.-WASP - White anglo saxon protestant. 3.-BBC (British Broadcasting Corporation) 4.-EFL means English as a foreign language. 5.-CNN (Cable News Network). B.-Identify and put inside each box the correct blend or acronym word .
1.-simulcast (simultaneous + broadcast)
2.-RADAR - Radio detecting and ranging 3.-internet (international + network) 4.-LASER - Light amplification by the stimulated emission of radiation. 5.-because (by + cause) 6.-UNICEF - The United Nations International Children's Emergency Fund. 7.-emoticon (emotion + icon) 8.-SCUBA - Self-contained underwater breathing apparatus. 9.-spanglish (spanish + english)
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Task 3 –Production Give more examples about blends words.
1.- 2.- 3.- 4.-
5.-
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ANSWER SHEET
TASK 1 WARMUP IDENTIFICATION.-Read and try to guess how blends words are blended.
1,.Simulcast (simultaneous + broadcast)
2.-brunch (breakfast + lunch) 3.-
multiplex (multiple + complex) 4.-intercom (international + communication) 5.-WiFi (wireless + fidelity)
ANSWER FOR THE TASK 2 A.- Read and try to guess the meaning of each acronym.
1.- UNICEF - The United Nations International Children's Emergency Fund. 2.-WASP - White anglo saxon protestant. 3.-BBC -British Broadcasting Corporation
4.-EFL -means English as a foreign language.
5.-CNN -Cable News Network
B.-Identify and put inside each box the correct blend or acronym word. 1.-simulcast (simultaneous + broadcast) 2.-RADAR - Radio detecting and ranging 3.-internet (international + network) 4.-LASER - Light amplification by the stimulated emission of radiation. 5.-because (by + cause) 6.-UNICEF - The United Nations International Children's Emergency Fund. 7.-emoticon (emotion + icon) 8.-SCUBA - Self-contained underwater breathing apparatus. 9.-spanglish (spanish + english)
Blends Acronyms
Simulcast
spanglish RADAR
Internet SCUBA
Because LASER
emoticon UNICEF
ANS WER FOR
TASK
3
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1.-alcopop (alcohol + pop) 2.-chexting (cheating + texting) 3.-docudrama (documentary + drama) 4.-electrocute (electricity + execute) 5.-flare (flame + glare)
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Compounds containing bound combining forms Vocabulary of English, especially in scientific and technical areas, includes a huge
repertoire of compounds that are made up bound roots, known as combining forms.
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Apart from containing bound roots differ in two other ways from most compounds nouns.
Example:
1.-Anthropolo = human plus logy= science or study that means the study of human beings .
Task 1-Warmup A.-Match each word identified bound combining forms with the correct meaning.
1.-hematology the science dealing with the chemical changes in and the composition of the earth's crust. 2.-geochemistry the study of the nature, function, and diseases of the blood and of blood-forming organs. 3.-Geology the science that deals with the dynamics and physical history of the earth, the rocks of which it is composed, and the physical, chemical, and
biological changes that the earth has undergone or is undergoing.
Task 2-Practice
B.-Separate each bound combining forms in bound roots: geology, etymology, geography
and photography. 1.- 2.- 3.- 4.-
Task 3-Production Try to guess what the meaning of this word with the roots is. Phonology. - phono- + -logy
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ANSWER SHEET
TASK 1 A.-Match each word identified bound combining forms with the correct meaning.
1.-hematology the study of the nature, function, and diseases of the blood and of
blood-forming organs.
2.-geochemistry
the science dealing with the chemical changes in and the composition
of the earth's crust.
3.- Geology the science that deals with the dynamics and physical history of the earth, the rocks of which it is composed, and the physical, chemical, and biological changes that
the earth has undergone or is undergoing.
ANSWER FOR TASK 2
B.-Separate each bound combining forms in bound roots: geology, etymology, geography and
photography . 1.-geology=geo + logy 2.-etimology etimo+logy 3.-geography =geo+-graphy 4.-photography= geo+graphy
ANSWER FOR TASK 3
1.-Try to guess what is the meaning of this word: Phono=indicating a sound or voice Logy=study
Phonology.- The study of the distribution and patterning of speech sounds in a language and of
the tacit rules governing pronunciation
Conclusion The work helps us to clarify concepts about the chapter six: “Compound words, blends and
phrasal verbs” thanks to the different exercises applying in this element. We could say that
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this kind of activities also will help the teacher and students to develop their skills. Most of
these activities teach specific skills.
However, in our group we tried to focus on speaking skill but also we consider that it is an
opportunity for Basic Users to learn social skills like cooperation, integration, and
socialization between classmates. It is important to clarify that the participation in these
activities can readily show them how to appropriately interact with others in order to use
the different words in a correct way.
Furthermore, it will be useful for teachers because they can use these activities in different
ways most of these activities encourage creativity. So, not only help Basic Users learn
problem-solving skills but also encourage their natural curiosity as a result the students will
be motivated to learn the second language in an interactive way.
In our case we thought that the following activities such as word search, fill in gaps, match
pictures, underline words, conversation, etc. They are kind of activities that will help
student to develop their skills. Additionally, Basic Users can explore their individual talents
and feel greater confidence as they discover their abilities practicing these kinds of
activities.
Finally, from our point of view we regard that the purpose of this chapter was to understand
and clarify doubts about this chapter with the help of the exercises that will be very useful
for us as future teachers
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Bibliography. Carstairs-McCarthy, A. (2002). An Introduction to English Morphology: words and their
structure. Edinburg. Editorial Board.
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Compounds versus phrases – Task 1 Picture 1
https://www.google.com.ec/search?q=workaholic&biw=1280&bih=637&source=lnms&tb
m=isch&sa=X&ved=0ahUKEwinrNTf9ejJAhWEVyYKHXErDXEQ_AUIBigB#tbm=isch
&q=workaholic+clipart&imgrc=cft347l_zi1wSM%3A Picture 2 https://www.google.com.ec/search?q=caretaker+cartoon&biw=1280&bih=637&tbm=isch
&imgil=pfXfGO_wdu_i8M%253A%253BJh52M4YjlvtB9M%253Bhttp%25253A%25252
F%25252Fwww.jantoo.com%25252Fcartoons%25252Fkeywords%25252Fcaretaker&sour
ce=iu&pf=m&fir=pfXfGO_wdu_i8M%253A%252CJh52M4YjlvtB9M%252C_&usg=__6s
utmSUg44F7qKl0LTADB7z7VEU%3D&ved=0ahUKEwjo59-C_-
jJAhXHSSYKHZPZC3UQyjcIJw&ei=zNx1VuhRx5OZAZOzr6gH#imgrc=pfXfGO_wdu_
i8M%3A&usg=__6sutmSUg44F7qKl0LTADB7z7VEU%3D
Picture 3 https://www.google.com.ec/search?q=translator&biw=1280&bih=637&source=lnms&tbm
=isch&sa=X&sqi=2&ved=0ahUKEwiwuK3y_-
jJAhWCNSYKHZx2A18Q_AUIBigB#tbm=isch&q=quadriplegic+cartoon&imgrc=cGcKq
hXWv2rRcM%3A
Compound verbs – Task 2
Picture 1:
https://www.google.com.ec/search?q=babysit&espv=2&biw=1280&bih=699&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjrkoi5_erJAhWDlR4KHVoMD-
EQ_AUIBigB#imgrc=-ZtDDEPJhyd_eM%3A Picture 2: https://www.google.com.ec/search?q=rainfall&espv=2&biw=1280&bih=699&tbm=isch&t
bo=u&source=univ&sa=X&ved=0ahUKEwjM6svc_OrJAhXDJh4KHT0vDDkQsAQIGQ#t
bm=isch&q=rainfall+drawing&imgdii=TA4r1eOeRTDAdM%3A%3BTA4r1eOeRTDAdM
%3A%3BRBDRbnkLxdsorM%3A&imgrc=TA4r1eOeRTDAdM%3A Picture 3: https://www.google.com.ec/search?q=dry-
cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0ah
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UKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#imgdii=hvkgyXr1BkrbjM%3A%3Bhv
kgyXr1BkrbjM%3A%3BNCQCHSVjRhxURM%3A&imgrc=hvkgyXr1BkrbjM%3A Picture 4: https://www.google.com.ec/search?q=dry-
cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0ah
UKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#tbm=isch&q=juego+de+carreras+de+c
oches&imgrc=6PbcDU8_xUi_jM%3A Compound nouns – Task 1 Picture 1: https://beebalm.wordpress.com/2013/05/16/english-280-headless-compound-example/ Picture 2: http://tx.english-ch.com/teacher/albert/level-a/compound-words/ Picture 3: https://www.google.cm/search?hl=es&site=imghp&tbm=isch&source=hp&biw=1366&bih
=659&q=compound+nouns&oq=compound+nouns&gs_l=img.3.0.0l6.32749.36255.0.3772
0.14.9.0.2.2.0.417.1255.2-2j1j1.4.0....0...1ac.1.64.img..8.6.1278.5foPlrBK-
S8#imgrc=Bndu2UPiX8p1hM%3A Picture 4:
http://www.smileandproduce.com/uncategorized/compound-nouns/
Phrasal words – Task 1 and task 2
Picture 1
https://www.google.com.ec/search?q=FAMILY&biw=1366&bih=667&source=lnms&tbm
=isch&sa=X&ved=0ahUKEwjh7-
L_vOnJAhWISSYKHQfQAs4Q_AUIBigB#tbm=isch&q=FAMILY+tree&imgrc=tniTetfF
GMvrDM%3A
Picture2 https://www.google.com.ec/imgres?imgurl=http://st.depositphotos.com/1032749/3313/v/95
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0/depositphotos_33136121-People-faces
cartoon.jpg&imgrefurl=http://sp.depositphotos.com/33136121/stock-illustration-people-
faces-
cartoon.html&h=905&w=1023&tbnid=g0K_by7v5Gv3qM:&docid=LDsz3ulK22csyM
&ei
=6sl1VuahG4P3mAGqvovYCg&tbm=isch&ved=0ahUKEwjmvvaB7ejJAhWDOyYKH
Srf AqsQMwgqKBAwEA
Picture 3
https://www.google.com.ec/search?q=tree+family+members&biw=1366&bih=667&sou
rce
=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjM5uGX7OjJAhVE1CYKHTr5BaQQ
_A UIBigB#tbm=isch&q=critas+de+personas+en+dibujos&imgrc=0wOhW-
zisWku0M%3A
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Evidence for Element 4
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79
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81
Evidence for Element 5
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FINAL REFLECTION
Within this syllabus I could realize that most of English language
words are compound by suffixes and prefixes. In addition, as a foreing
language learner it is very important to known words structure in order
to understand it better. Furthermore, I could realize that teaching English
is hard, I must learn methods and strategies to apply in my future classes,
it not depends only to know the language, and I must know how to teach
it.
On the other hand, I realized the distinction among languages, for
example the agglutinating languages add meanings to create new words,
such as Turkish or when a meaning is expressed in one word are called
Isolating like Chinese. Moreover, English language only has suffixes and
prefixes, it doesn´t have infix in contrast with Spanish language that has
it.
In addition, there are two sorts of lexical items, monomorphemic
and polymorphemic. The first are composed for just one morpheme, and
the second for two or more of them. Furthermore, free morphemes can
produce an own expression while the bound morphemes can´t. Besides,
the root is a free morpheme, and the bound morphemes are affixes. They
are called prefixes when they precede the root, and suffixes when they
follow it.
[e.g. { unlimited } (prefix) { un- } (root) { -limit- } { -ed } (suffix) ]
In conclusion, for learning English language for me, it is through
the relationship among words, for example with the use of suffixes and
prefixes and the construction of new words within the root in order to
make a new group of words and increase my vocabulary. Also, the
morphology is the branch of the linguistic that study words that means
how the morphemes operate in the processes of derivation and inflection
in order to construct new words (e.g. if we add the prefix –dis to the verb
like we acquire the opposite meaning dislike). As a result, understand the
morphological structure of words provide the opportunity of organize the
language knowledge, infer meanings, and achieve a better acquisition of
the language.
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CARRERA DE IDIOMAS
PORTFOLIO RUBRIC Student´s name: Andrés Ortiz Syllabus: Phonology II Date: February 15th, 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.