Lopez Alvarez Ana Belen Portfolio Phonology II

1

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: Lopez Alvarez Ana Belen

Professor´s name: Lic. Mg. Ruth Infante

AMBATO – ECUADOR

October 2015 – March 2016

2

TABLE OF CONTENTS.

MISIÓN (MISION STATEMENT) .................................................................................. 3

VISIÓN (VISION STATEMENT) ................................................................................... 3

PERFIL DE EGRESO (EXIT PROFILE) ......................................................................... 4

STUDENT´S C.V. ............................................................................................................ 6

STATEMENT OF PERSONAL LEARNING GOALS. ................................................... 7

SYLLABUS ...................................................................................................................... 8

Evidence for Element 1 ................................................................................................... 18





FINAL REFLECTION .................................................................................................... 61

PORTFOLIO RUBRIC ................................................................................................... 62

3


EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

Formar profesionales líderes competentes, con visión humanista y

pensamiento crítico a través de la Docencia, la Investigación y la

Vinculación, que apliquen, promuevan y difundan el conocimiento

respondiendo a las necesidades del país.

VISIÓN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la

Educación de la Universidad Técnica de Ambato por sus niveles de

excelencia se constituirá como un centro de formación superior con

liderazgo y proyección nacional e internacional

4


EDUCACIÓN

CARRERA DE IDIOMAS

PERFIL DE EGRESO (EXIT PROFILE)

o Determinación de competencias de entrada

Los estudiantes que ingresan a la Carrera de Inglés deben tener actitud y aptitud para

el aprendizaje del idioma inglés. También deben demostrar competencias cognitivas de

argumentación, interpretación, análisis, síntesis y propositivas para la solución de

problemas que se resume en el cuadro de la siguiente página.

COMPETENCIAS

COGNITIVAS (Procesos)

COMPETENCIAS

COGNOSCITIVAS

(Productos)

COMPETENCIAS

METACOGNITIVAS

(Reflexión sobre sus

conocimientos

INTERPRETATIVAS

Interpreta textos, gráficos,

modelos u otros símbolos de

representación.

Tiene conocimientos

básicos del idioma inglés.

Sabe elaborar resúmenes.

Esquematiza textos y

contenidos.

Está consciente de la carrera

que elige.

Tiene conocimientos de sus

fortalezas y debilidades.

ARGUMENTATIVAS

Sabe explicar científicamente

fenómenos sociales, políticos

y culturales.

Justifica su ingreso a la

Universidad y a la Carrera

de Inglés.

Defiende sus ideas y acepta

críticas.

Demuestra

conocimientos de inglés,

adquiridos en el colegio.

Le gusta el idioma como

para usarlo como su

segunda lengua.

Ha descubierto su

vocación de servicio y

ayuda a los demás.

Sabe plantear estrategias

para solucionar dificultades.

Busca formas de apoyo para

mejorar sus aprendizajes.

5

PROPOSITIVAS

Propone soluciones a

problemas de estudio.

Construye modelos de una

realidad estudiada.

Es creativo frente a las

dificultades del entorno.

Comparte sus criterios

con los demás.

Sabe formular hipótesis.

Se plantea retos para mejorar

sus aprendizajes.

Analiza consecuencias de sus

estrategias.

6

STUDENT´S C.V.

PERSONAL INFORMATION:

NAME: López Álvarez Ana Belén

AGE: 20 years

I.C: 1804462834

DATE AND PLACE OF BORN: Ambato, Tungurahua 31st, 1996

ADRESS: Ambato- Ecuador

TELEPHONE: 0999400767 / (03) 2872492

E-MAIL: [email protected]

STUDIES:

ELLEMENTARY SCHOOL: “Juana de Arco” (2008)

HIGH SCHOOL: Colegio Técnico Agroindustrial Pedro Fermín

Cevallos (2013)

UNIVERSITY: Universidad Técnica de Ambato.

7

STATEMENT OF PERSONAL LEARNING GOALS.

The English language is one of the most spoken languages around the world and

everything that we know is being develop based on this language. English is useful

worldwide because it allows us to communicate with others and know about their past

and current times culture.

I am really interested in learning how to speak English correctly because it gives

us many opportunities and makes our lives easier, for example: if you speak English you

can have more and better job opportunities. Also English can help you to continue

studying another career that requires the knowledge of this language.

Through this syllabus called Phonology II, I really want to learn the correct

pronunciation of all the words that I read, the correct intonation and how to speak the

language like a native speaker.

I think the most important thing to become good at something is the practice and

the perseverance. To be good at Phonology, I will do my best into the hours of classes

but also by myself checking all the available sources to learn the language and practicing

pronunciation activities at home, that will help me to improve my languages skills.

8


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

9

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: [email protected]

10

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

11

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


12



U.3 Analyze the lexical derivation, mainly the origin of words.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


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




U.4 Investigate the language by applying morphological structures.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS


13

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

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


Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view




14

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


Quiz

Questionnaires

Oral presentations Projects

Test

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works


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

15

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

16

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

1

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

2



EDUCACIÓN

PHONOLOGY II

EVIDENCE ELEMENT 1

Identify basic concepts of L2 related to

morphophonemic subject.

LEARNING OUTCOME

Define main concepts of morphology from a

linguistic point of view

ELEMENT: Quiz

3

Learning Outcome 1

5



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

ELEMENT: Summary

6

Learning Outcome 2

8



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 ethymolgy

ELEMENT: Exercises Level B2

9

Learning Outcome 3

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE

CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA

IDIOMAS

PHONOLOGY II

FOURTH SEMESTER

Students: López

Ana Belén

Mendoza Valeria

Rengifo Mónica

Sanipatín Mario

Professor:

Lic. Mg. Ruth Infante

Ambato - Ecuador

2015-2016

10

INDEX

Introduction ........................................................................................................................................ 4

EXERCISE 1...................................................................................................................................... 6

TOPIC: COMPOUNDS VERSUS PHRASES. ................................................................................. 6

Task 1 ................................................................................................................................................. 6

Task 2 ................................................................................................................................................. 7

Task 3 ................................................................................................................................................. 7

Answer Sheet ..................................................................................................................................... 8

EXERCISE 2...................................................................................................................................... 9

TOPIC: COMPOUND VERBS ......................................................................................................... 9

Task 1 ................................................................................................................................................. 9

Task 2 ............................................................................................................................................... 10

Task 3 ............................................................................................................................................... 10

Answer sheet. ................................................................................................................................... 11

EXERCISE 3.................................................................................................................................... 12

TOPIC: COMPOUND ADJECTIVES............................................................................................. 12

Task 1 ............................................................................................................................................... 12

Task 2 ............................................................................................................................................... 12

Task 3 ............................................................................................................................................... 13

Answer Sheet ................................................................................................................................... 14

EXERCISE 4.................................................................................................................................... 15

TOPIC: COMPOUNDS NOUNS .................................................................................................... 15

Task 1 ............................................................................................................................................... 15

Task 2 ............................................................................................................................................... 15

Task 3 ............................................................................................................................................... 15

Answer Sheet ................................................................................................................................... 16

EXERCISE 5.................................................................................................................................... 17

TOPIC: HEADED AND HEADLESS COMPOUNDS................................................................... 17

Task 1 ............................................................................................................................................... 17

Task 2 ............................................................................................................................................... 18

Task 3 ............................................................................................................................................... 18

Answer Sheet ................................................................................................................................... 19

EXERCISE 6.................................................................................................................................... 20

TOPIC: BLENDS AND ACRONYMS ........................................................................................... 20

Task 1 ............................................................................................................................................... 20

11

Task 2 ............................................................................................................................................... 20

Task 3 ............................................................................................................................................... 21

Answer Sheet ................................................................................................................................... 22

EXERCISE 7.................................................................................................................................... 23

TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS. .................................. 23

Task 1. .............................................................................................................................................. 23

Task 2. .............................................................................................................................................. 23

Task 3. .............................................................................................................................................. 24

Answer Sheet ................................................................................................................................... 25

EXERCISES 8 ................................................................................................................................. 26

TOPIC: PHRASAL WORDS........................................................................................................... 26

Task 1. .............................................................................................................................................. 26

Task 2. .............................................................................................................................................. 26

Task 3 ............................................................................................................................................... 27

Answer Sheet ................................................................................................................................... 28

Conclusions ...................................................................................................................................... 29

Bibliography..................................................................................................................................... 30

12

Introduction

Compounds as words formed by combining roots and the much smaller category of phrasal

words according to Andrew Carstairs will be performed in this work to be applied in different

exercises to students from 17 to 25 years old with the level B2. As a group we want to develop

8 exercises and each of them has 3 tasks which ones will consist on the warm up, the practice

and the production respectively. These exercises will help students to recognize different

ways in which an English word may itself be composed of words.

Into the first exercise we are going to give a brief explanation about compound words and

compound phrases and then in task 1 through a search word puzzle would be useful to find

compound words and compound phrases, task 2 and 3 consist in writing sentences containing

compound words and phrases.

Into the second exercise we are going to explain about the four categories of compound verbs

then in task 1 through a reading students would find the 4 compound verbs categories

and in task 2 and 3 consist in writing statements containing the four categories.

Then, to clarify that compounds nouns and adjectives are very important to morphology,

but sometimes we have problems because of many confusions at the time to use them, we

think the best way to learn them is inferring what the meaning is. Both of the exercises

three and four have a big similarity because the techniques to achieve the objectives of

learning.

Exercise three task 1, infers to give an idea and write definitions in their own words of

compounds adjectives. Task 2, match definitions to the compounds adjectives. Task 3,

consists in produce writing with a familiar topic and related to themselves and their

personalities.

13

Exercise fourth task 1, infers to give an idea and write definitions in their own words of

compound nouns. Task 2, choose the right alternative to make compound nouns. Task 3,

consists in a paragraph of four hundred words about the traffic in your city using the

compound nouns of the task two.

Exercise fifth, task 1 will consist of a brief definition of headed and headless compounds

with examples and students have to match the words according to a coherent meaning.

Task 2 consists of completing sentences with the words that are into the box. And task 3

consists of writing sentences with each word.

Exercise six, task 1 consists of a brief explanation of blends and acronyms with two examples

and it has a matching exercise. Task 2 consists of recognizing the acronyms of each

definition. And task 3 consists of writing examples acronyms and write according each

blend formation.

Exercise 7, task 1students will organize words to recognize what are combining forms, task

2 match words to match the elements of combining forms and task 3 identify and write the

combining forms from a reading.

Finally, exercise 8, task 1 they will match phrasal word with their correct meaning, task 2

complete sentences with different phrasal words and task 3 create a history using some

phrasal words from a box.

14

COMPOUNDS VERSUS PHRASES.

- Compounds they have a name giving function meanwhile phrases they have

merely a descriptive function and generally they have the stress in the first part.

Compounds are words formed by roots but it is represented just in one word.

1. Blackbird: “a type of bird”

2. Whiteboard: “board for writing on”

- Phrases are formed by two or more roots and they are represented in two or more

words but not containing a verb in its structure and also they are stressed in the

second part of the phrase.

1. Black bird “a bird that is black”

2. White board: “a board that is white”.

EXERCISE 1.

TOPIC: COMPOUNDS VERSUS PHRASES.

Identify compounds and phrases by giving examples of both of them and evaluate the

students’ comprehension trough grammar practice and writing production.

Task 1

Word search puzzle Warmup. Find the following compound words and phrases in the

following word search puzzle.

-Blackbird -Green House -White Board -Black bird

-Firework -Crossword -Silkworm -Hair net

15

Task 2

Complete with the following given examples the blanks in the following sentences.

-Blackbird -Green House -Whiteboard -Crossword -Hairnet

1. David has a beautiful ….. ….. In California where he and his family live.

2. Ecuador has a variety of animals such as the ……… and the red parrot.

3. Mary is trying to solve a very complicated.........

4. They are writing the class on the ……….

5. She is wearing a ……. at work.

Task 3

Write four sentences using the following given words and write in bold type the words that

carry the stress in.

-Typewriter -yellow jacket -trapdoor -windmill

1. 2. 3. 4.

16

Answer Sheet

Exercise 1

Identify compounds and phrases by giving examples of both of them and evaluate the

students’ comprehension trough grammar practice and writing production.

Task 2

-Blackbird -Green House -Whiteboard -Crossword - Hairnet

1. David has a beautiful green house in California where he and his family live.

2. Ecuador has a variety of animals such as the blackbird and the red parrot.

3. Mary is trying to solve a very complicated crossword

4. They are writing the class on the whiteboard

5. She is wearing a hairnet at work.

Task 3

-Typewriter -yellow jacket -trapdoor -windmill

1. John uses his old typewriter to write poems or romantic novels.

2. Ana wears her yellow jacket for going out at night.

3. The Cullen family have a trapdoor for killing rats.

4. I can see the windmill of the town from my window.

17

EXERCISE 2

TOPIC: COMPOUND VERBS

- We have four classes of compound verbs and they are:

Verb-verb “stir- fry” (VV): Where we have the first verb as the light verb or the heavy

verb and it is usually used to show a process or a sequence.

Noun-verb “heat-bath” (NV): Where the noun is converted into a verbal structure.

Adjective-verb “dry-clean” (AV): Where the adjective is converted into a verbal

structure.

Preposition-verb “overcook” (PV): Where the verb is preceded by a preposition that

affects the meaning of the verb or action or creates a transitive verb. (Under- over- out).

Task 1

Into the following reading you would find in bold type the four categories of compound

verbs.

Knead- fry (VV) overcook (PV) heat- bath (NV) cool- rest (AV)

Preparing donuts it is very easy. First you have to get all the ingredients: floor,

milk, yeast, salt, and sugar, chocolate. Second you have to knead- fry the formed dough

and don’t leave it overcook. Then you have to get the chocolate melted by a process of heat-

bath with vapor. Finally you let the donuts in a cool- rest time and then you serve them.

18

Task 2

Complete the blank with the following sentences with the given compound verbs.

(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean

1. Preparing bread you have to do a process of …. …. to get the bread done.

2. When you wash your car at the car wash it pass by a …. …. process.

3. Judging is a bad habit because sometimes you can ………… the people or despise them.

4. The Santos family uses ......... to paint her house this summer.

Task 3

Write four sentences using the given examples of compound verbs classes.

(VV): Freeze-conserve

1

(NV): soft clean

2

(AV): safe drive

3

(PV): underscore

4

19

Answer sheet.

Exercise 2

Task 2

(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean

1. Preparing bread you have to do a process of knead-bake to get the bread done.

2. When you wash your car at the car wash it pass by a steam-clean process.

3. Judging is a bad habit because sometimes you can overestimate the people or despise

them.

4. The Santos family uses whitewash to paint her house this summer.

Task 3

(VV): freeze-conserve

1 Preserving food in good taste it is easy to do it you just have to get food pass by a

process of freeze-conserve it

(NV): soft clean

2 The babies’ clothes need to be soft clean enough.

(AV): safe drive

3 Having your security belt with you is a good idea for a safe drive time.

(PV): underline

4 There are some phrases you need to underline for having a better comprehension of your

reading.

12

EXERCISE 3

TOPIC: COMPOUND ADJECTIVES

Task 1

Infer.

Try to infer and write what is the meaning of these compound adjectives in your own

words self-centered, self-confident, self-conscious, and self-critical. Compare your meanings

with your partner.

Task 2

Match the definitions to the compound adjectives.

Badly-behaved strong-minded big-headed level-headed

Thick-skinned well-behaved open-minded narrow-minded

Cold-hearted warm-hearted two-faced short-tempered

a) Robert always gets what he wants. He is ,

b) You shouldn’t trust him. He is . He smiles at your face but he keeps

talking behind you.

c) The characters in that play were horrible. They were .

d) My mom gets angry very easily. He is .

e) Alex does a lot of work for charity (helping others). She is .

f) Homer is very calm. He can overcome most difficulties easily. He is .

g) The new manager never accepts other people’s ideas. He is .

13

Task 3

Write a paragraph and describe each of your classmates using these compound adjectives

self-centered, self-confident, self-conscious, and self-critical.

14

Answer Sheet

Task 2

Match the definitions to the compound adjectives.

Badly-behaved strong-minded big-headed level-headed

Thick-skinned

well-behaved

open-minded

narrow-minded

Cold-hearted

warm-hearted

two-faced

short-tempered

a) Robert always gets what he wants. He is STRONG-MINDED,

b) You shouldn’t trust him. He is TWO-FACED. He smiles at your face but he

keeps talking behind you.

c) The characters in that play were horrible. They were COLD-HEARTED.

d) My mom gets angry very easily. He is SHORT-TEMPERED.

e) Alex does a lot of work for charity (helping others). She is WARM-HEARTED.

f) Homer is very calm. He can overcome most difficulties easily. He is LEVEL-

HEADED.

g) The new manager never accepts other people’s ideas. He is NARROW-MINDED.

15

EXERCISE 4

TOPIC: COMPOUNDS NOUNS

Task 1 Try to infer and write what is the meaning of compound nouns in your own words.

Compare your meanings with your partner.

Task 2

Choose the right alternative to make compound nouns:

1. SUBWAY 5. PARKING

2. POLICE 6. BUS

3. BIKE 7. TAXI

4. TRAFFIC 8. NEWS

a) Station e) stand

b) Stand f) stop

c) Space g) jam

d) Lane h) line

Task 3

Write a paragraph of four hundred words about the traffic in your city using the compound

nouns of the task two.

16

Answer Sheet

Task 2

Choose the right alternative to make compound nouns:

1. SUBWAY LINE 5. PARKING SPACE

2. POLICE

STATION

6. BUS STOP

3. BIKE

LANE

7. TAXI STAND

4. TRAFFIC

JAM

8. NEWS STAND

a) Station e) stand

b) Stand f) stop

c) Space g) jam

d) Lane h) line

17

EXERCISE 5

TOPIC: HEADED AND HEADLESS COMPOUNDS.

You can infer the meaning because the meaning is specified by any of the words that

compose only one word.

BLACK BIRD

= kind of bird

You can’t infer the meaning because the meaning is not specified by any of the words.

SABRE TOOTH

= is not a kind of tooth,

it is a prehistoric tiger

Task 1

Matching the words according to a coherent meaning. Then rewrite the two words that give

one meaning.

house board

life black

dog still

1 2

3

18

Task 2

Place the compounds into the correct sentence below. Not all these are going to use.

Flatfoot doghouse maple leaves blackboard four eyes sabre tooths

still life blackbird sabre tooth maple leaf highbrow

1

2

3

4

Task 3

Everyone should buy a for their pets.

The was a kind of tiger in the prehistoric.

A image reproduced in oil paint.

The teacher Carla wrote good examples about compounds on the .

Write one sentence for each of the following words.

Blackbird

Smalltalk

Doghouse

High school

Tray table

19

Answer Sheet

Task 1

1. Black board

2. Still life

3. Dog house

Task 2

1. Everyone should buy a dog house for their pets.

2. The sabre tooth was a kind of tiger in the prehistoric.

3. A still-life image reproduced in oil paint.

4. The teacher Carla wrote good examples about compounds on the blackboard.

Task 3

Blackbird is a bird having shiny black or mostly black coloring, as the red-winged

blackbird.

We engage in some small talk.

Marco’s dog has a big doghouse.

When I was 12 years old I studied at the high school “Luis Andino”

Dario eat his lunch on the tray table.

20

EXERCISE 6

TOPIC: BLENDS AND ACRONYMS

Blend words

smoke fog

SMOG

Acronyms.

AIDS (from acquired immune deficiency syndrome)

Task 1

Match the following words with their origin.

Motel Frequently Asked Question

Movies Motor and hotel

FAQ Movies and Pictures

Task 2 From the following list write the acronym of each definition.

Compact Disc read-only memory Liquid Crystal Display _

Joint Photographic Experts Group Short Message Systems

down low laughing out loud

girl friend random access memory_

21

Task 3

Write some example of acronyms and answer the spaces.

Acronyms

Blends (Fornication - Breakfast – cybernetic - lunch – organism – California –

marathon – talk)

Californication is a blend of

Brunch is a blend of

Cyborg is a blend of

Talkathon is a blend of _

22

Answer Sheet

Task 1

Motel

Motor and hotel

Movies

Movies and Pictures

FAQ Frequently Asked Question

Task 2

Compact Disc read-only memory CD-ROOM Liquid Crystal Display LCD

Joint Photographic Experts Group JPEG Short Message Systems SMS

down low DL laughing out loud LOL

girl friend GF random access memory RAM

Task 3

Californication is a blend of California and Fornication

Brunch is a blend of breakfast and lunch

Cyborg is a blend of cybernetic and organism

Talkathon is a blend of talk and marathon

23

EXERCISE 7.

TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS.

Task 1. Order these words to find the correct one.

margoidram

sortertcep

logyocios

pothroangylo

phomorgylo

Task 2.

Match these words correctly with the word formation of each of them.

Slowness Drink

Glorify Delivery

Delivery Slow

Drinkable Glory

Powerful Power

24

Task 3.

Read this reading, underline the phrasal words and then write them above

I really admire my Uncle Bob, I’ve always looked up to him as someone I can go for

advice. What is nice that now and then he comes to me. My Uncle Bob is looking for a

new flat. He spent the weekend looking through the newspapers trying to find something in

his price range. He decided he needed some advice so he looked up my phone number in

his address book and gave me a ring. The next day we spent the afternoon looking at some

possibilities on the outskirts of San Sebastian, in a suburb called Renteria. He was looking

for a bargain but I told him to look out for flats which needed a lot of work. doing. In every

flat we looked over the electrics and the plumbing. All the flats we saw were quite pricey

so we looked into the possibility of getting a mortgage from the bank. In the end we managed

to find the perfect flat and Uncle Bob is really looking forward to moving in. It was pricey

but I think Uncle Bob´ll look after it well.

25

Answer Sheet

Task 1.

Cardiogram

Retrospect

Sociology

Anthropology

Morphology

Task 2.

Slowness Drink

Glorify Delivery

Delivery Slow

Drinkable Glory

Powerful Power

Task 3.

Looked up to

Looking for

Looking through

Look out for

Looked up

Looking at Looked

over Looking

forward to Looked

into

Look after

26

EXERCISES 8

TOPIC: PHRASAL WORDS.

Task 1.

Match these words with their correct meaning.

Come back To investigate

To get To return

Look for To obtain

Task 2.

Complete these sentences using a word from list A and a word from List B.

A: along – away – back – forward – out – up B: at – of – to - with

1. You are walking too fast. I cannot keep you

2. My vacation is almost over. next week I will be work

3. we have nearly run money. we hardly have any left

4. martin is not very happy in his job because he does not get

his boss

5. I love to look the stars in the sky at night.

27

Task 3

Write a short history with these words.

People in the Street Brother in law Book on the shelf

28

Answer Sheet

Task 1.

Come back To investigate

To get To return

Look for To obtain

Task 2

1. You are walking too fast. I cannot keep up with you

2. My vacation is almost over. Next week I will be back to work

3. We have nearly run away from money. We hardly have any left

4. Martin is not very happy in his job because he does not get along with his

boss

5. I love to look out at the stars in the sky at night.

29

Conclusions

- Students would be able to recognize how to form compound words and

phrases and to use the four categories of compound verbs in context.

- Students are going to build simple definitions and recognize in their own

words the compound adjectives and nouns.

- Students will learn how we can obtain other words through blends words

and recognize acronyms.

- Student who will perform those activities will be able to identify and

determine the difference between phrasal words and compounds

combining forms.

30

Bibliography

Userpage.fu-berlin.de,. (2015). Retrieved 17 December 2015, from

http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf

Profile, V. (2008). bradshaw of the future: the grammar of the Maple

Leafs . Bradshawofthefuture.blogspot.com. Retrieved 17 December 2015,

from http://bradshawofthefuture.blogspot.com/2008/10/grammar-of- maple-

leafs.html

Es.slideshare.net,. (2012). Compounding. Retrieved 17 December 2015,

from http://es.slideshare.net/Velnar/compounding-15019809

Uni-kassel.de,. (2015). Retrieved 17 December 2015, from https://www.uni-

kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanistik/

Dateien/Linguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pdf

Wikipedia,. (2015). Compound verb. Retrieved 17 December 2015, from

https://en.wikipedia.org/wiki/Compound_verb



http://bradshawofthefuture.blogspot.com/2008/10/grammar-of-maple-leafs.html



http://es.slideshare.net/Velnar/compounding-15019809

https://www.uni-kassel.de/fb02/fileadmin/datas/fb02/Institut_fÃ¼r_Anglistik_Amerikanistik/Dateien/Linguistik/Presentations/BÃ¶er_Kotowski_HÃ¤rtl_talk_IMM15.pdf







31



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

ELEMENT: Oral Presentation.

32

Learning Outcome 4

34



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

ELEMENT: Final Essay.

35

Learning Outcome 5


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

PHONOLOGY II

ELEMENT V

ANA BELEN LOPEZ

MG. RUTH ELIZABETH INFANTE

AMBATO - ECUADOR

2015-2016

36

Essay:

How the Morphology subject contributes in the process of teaching the English

language in Ecuador?

First of all, Morphology studies the form of words that means know how words are

formed and all the variations they may have in the English. We can state that Morphology is

the base of our knowledge of the English Language.

Taking into account the importance of the Morphology subject in my process of

studying to become an English Teacher, I have to pay extra attention to this subject and

getting all the necessary knowledge to be a competitive language’s user.

Moreover, I consider the Morphology subject very important because it is going to be

helpful for me while teaching in my local country Ecuador. If I had a good Morphology

knowledge I would be able to teach my students in an easier, faster and more appropriate

way. I would be able to teach correctly and help them to be successful in learning this foreign

language.

As a conclusion Morphology subject is and it will be a very useful tool for me as a

future teacher and for my Ecuadorian students because I would teach them how words and

language are formed guarantying their success and improvement of their language skills

while studying.

37

FINAL REFLECTION

Phonology II as a subject has been very useful to me, taking into account that is the

base of our knowledge of English language because it helped me to understand why the sound

is produced in the way that we know, how to pronounce words correctly so it is very

important to learn to write appropriately.

I consider the Phonology subject as a very useful tool while studying to become an

English Teacher because it will allows me to know the bases of the English language and in

a near future how to teach it appropriately.

For example here in our Castilian spoken country called Ecuador, “If I have a good

knowledge background of Phonology, I could teach my future students this second language

in the correct way, and giving them the necessary grammar and oral tools helping them to

learn the language in a good and easier way.

To conclude Phonology as a subject it will help me to improve my language skills

and to be a competitive user of English language being successful in my studies and my

future career as an English Teacher.

38

CARRERA DE IDIOMAS PORTFOLIO RUBRIC

Student´s name: ____________________________

Syllabus: ____________________________ Date: ____________________________

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.

Lopez Alvarez Ana Belen Portfolio Phonology II

Career

Transcript of Lopez Alvarez Ana Belen Portfolio Phonology II