Arcentales Jonathan Phonology II Portfolio

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UNIVERSIDAD!TÉCNICA!DE!AMBATO!

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

PORTFOLIO!

“Phonology II”

Fourth!Semester!“A”!

Student´s!name:!Jonathan!Esteban!Arcentales!Santana!

Professor´s!name:!Lic.!Mg.!Ruth!Infante!

AMBATO – ECUADOR October 2015 – March 2016

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TABLE OF CONTENTS!

MISIÓN&(MISION&STATEMENT)&......................................................................................................................&3!

VISIÓN&(VISION&STATEMENT)&.........................................................................................................................&3!

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

STATEMENT&OF&PERSONAL&LEARNING&GOALS.&...............................................................................................&6!

SÍLABO&..........................................................................................................................................................&7!

EVIDENCE&FOR&ELEMENT&1&...........................................................................................................................&17!





FINAL&REFLECTION&.......................................................................................................................................&63!

RUBRIC&TO&ASSESS&PORTFOLIO&....................................................................................................................&64!

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CARRERA DE IDIOMAS

MISIÓN!(MISION!STATEMENT)! Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.

VISIÓN!(VISION!STATEMENT)!

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional

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CARRERA DE IDIOMAS

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

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.

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! Objective Full-time position of English Teacher, Full – time position of international

translator. Education Primary Stuidies at “Lana Fermi School” in Italy

Bachelor of Science, May 2014, Colegio “Nacional Bahía de Manta”. Experience French tutor at “Lana – Fermi” School (2006-2007)

Teach and help students that have problems with French language at “Lana Fermi” primary School.

English tutor at “Lana – Fermi” School (2007)

Help students that have problems with English language from my classroom at “Lana Fermi” School.

Skills Experienced with teaching strategies

Fluent in Spanish, Italian and English

Skill in teaching Italian and English

Good at learning languages

Achievements Graduated at “Colegio Bahía de Manta” as a bachelor. With a special honor in the English subject

Graduated at “Lana Fermi School”

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Jonathan Esteban Arcentales Santana Av. Víctor Hugo y Ernesto Albán

0995627813

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STATEMENT!OF!PERSONAL!LEARNING!GOALS.! The world is connected more and more every year. Technologies that made these connections possible are growing rapidly. Learning a different language is one of the most important skills nowadays. English is the second most spoken language; a language for business, science, technology and communication. In order to be a good English speaker and a future teacher; it is not enough to study and memorize the language, but it is also important to know how the language itself is structured and the internal aspects of which it is composed. That’s why I’m going to do my best in this semester to improve my knowledge about Phonology II. Phonology II is one of the most important modules that I am studying at the university. In fact, it is useful in many ways; first, it allows students to know more about grammar and some general rules about the formation of words. Second, the module helps those students that have many difficulties in pronunciation. Third, by studying phonology, one has a deeper knowledge about syntax, morphology and many other internal aspects of a language. I think I will improve a lot in this semester and I will achieve this goal by giving the best of me with this module and by practicing a lot since I have many difficulties when it comes to pronounce correctly and inferring the meaning of some words. I think the Phonology II module will help me to overcome all of these problems and reinforce the previous knowledge that I acquired the last semester in Phonology I. I think I will achieve these goals by studying and practicing English every day or at least 2 days a week because I have more subjects to study but I think I will keep improving my English to be a good teacher. Phonology is a subject that requires a lot of practice and concentration so I will do my best to attend at every single lesson and practice a lot at home. Only in this way I will be a good English teacher one day.

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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: [email protected]

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III. COURSE DESCRIPTION AND OBJECTIVES Purpose The aim of the course is to introduce students to the word formation of English. That knowledge will let them make teaching desicions when planning, organizing and evalauating the English Teaching and Learning process. Course Description: (Abstract) The course will aim to develop phonological knowledge and strategies in order to use them when learning and teaching English. This course will develop 5 main elements during the semester. First, students will identify basic concepts of L2 related to morphology subject. Then, they will understand different patterns of word formation. After that, students will be aware of the lexical derivation, mainly the origin of words. They will also analyze the language by applying morphological structures. Finally, students will predict examples about possible morphological problems presented in L2.

The methodology that will be applied in the development of the module is Kolb´s strategies and basically ABP, and English methodology as cognitive and meta-cognitive strategies which may help students develop an independent learning. Some of the evaluation instruments such a mind maps, charts, oral presentations will be applied in order to get critical thinking and students´ own conclusion according to each topic.

This course will contribute with the development of accuracy of language, in other words, the correct use of words in context depending on the origin of word and the different uses of the lexis. Course General Objective: Make use of linguistic elements, psychological processes, and the sociocultural aspects in order to apply them in the teaching-learning process in an effective way Course Specific Objectives :

1.! Identify basic concepts of L2 related to morphophonemic subject. 2.! Compare different patterns of word formation and their pronunciation. 3.! Analyze the lexical derivation, mainly the origin of words. 4.! Investigate the language by applying morphological structures. 5.! Provide their own examples about possible morphological problems presented

in L2

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IV. COURSE STUDY PROGRAM Curricular Units U.1 Identify basic concepts of L2 related to morphophonemic subject.

Thematic Units

Class Hours Tutoring Hours

Independent hours including research and community

service

Assessment tools Theoretical Practical

1.1 What is Morphology? 1 1 1 Diagnostic Observation

1.2 The scope of morphology 1 1 2 Workshops

1.3 Morpholigical system 1 1 4 Questionnaires

1.4 Words, sentences and dictionaries 1 1 5 Mind maps

1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25 Learning outcome: Define main concepts of morphology from a linguistic point of view Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning. Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.2 Compare different patterns of word formation and their pronunciation.

Thematic Units

Class Hours Hours of Tutoríng

Independent study including

research and relationship with the society

Mechanisms and assessment

tools

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.

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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




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





tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops


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Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning. 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





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


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.

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V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic Evaluation

Formative Evaluation

Summative Evaluation

1.! Identify basic concepts of L2 related to morphophonemic subject.

Techniques and instruments:

Interview Knowledge survey

Oral Presentations Written Works Task-based activities Portfolio

Quiz Questionnaires Oral presentations

2. Compare different patterns of word formation and their pronunciation. Techniques and instruments:

Observation

Check list


Quiz Questionnaires Oral presentations Projects

3. Analyze the lexical derivation, mainly the origin of words. Techniques and instruments:

Observation

Check list


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

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V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY: This a linguistic book that should be analysed carefully. In order to understand the linguistic vocabulary it is compulsoru to know terms related to the study of morphology.

NUMBER OF ISSUES

PRINTED:

Codigo Biblioteca: Código Biblioteca: 7002

x

DIGITAL: 1 VIRTUAL: URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER OF PAGES

Bauer, Laurie Linguistics Student's Handbook third Edinburgh University Press

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about morphology. This book is support for the main coursbook.

NUMBER OF ISSUES

PRINTED:

DIGITAL: 1 1 x URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310

ADDITIONAL BIBLIOGRAPHY

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AUTHOR/S

ISSUE

D YEA

R

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY / COUNTRY

NUMBER

OF PAGES

Yanez, Consuelo 2001

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=en&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

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

-------------------------------- Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean Approval

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!

!

!

!

Evidence!for!Element!1!

Element 1. Identify basic concepts of L2 related to morphophonemic subject.

Learning Outcome 1: Define main concepts of morphology from a linguistic point of view.

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19

20

!


Element 2: Compare different patterns of word formation and their pronunciation.

Learning Outcome 2: Distinguish parts of words according to its formation based on the learning experience.

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22

23

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!

!

!

!


Element 3: Analyze the lexical derivation, mainly the origin of words.

Learning Outcome 3: Summarize about lexical derivation taking into account Word etymology.

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PHONOLOGY II

ELEMENT 3

COMPOUND WORDS, BLENDS AND PHRASAL VERBS EXERCISES

AUTORES:

Jonathan Esteban Arcentales Santana, Yesenia Nataly Mesias Barrionuevo, Ana Gabriela

Ramirez Chicharrón, Erika Jimena Vaca Rivera

UNIVERSIDAD TÉCNICA DE AMBATO


CARRERA DE IDIOMAS

Ambato - Ecuador

2015

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INDEX

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INDEX&........................................................................................................................................&26&

INTRODUCTION&.........................................................................................................................&28&

EXERCISE&1&:&COMPOUNDS&WORDS&VERSUS&PHRASES.&..............................................................&31&

1.1&WARM&UP&..............................................................................................................................&31&1.2.&PRACTICE&..............................................................................................................................&31&1.3.&PRODUCTION&.........................................................................................................................&31&1.4.&ANSWER&SHEET&.......................................................................................................................&32&

EXERCISE&2:&COMPOUNDS&VERBS&..............................................................................................&33&

2.1&WARM&UP&..............................................................................................................................&33&2.2.&PRACTICE&..............................................................................................................................&33&2.3.&PRODUCTION&.........................................................................................................................&33&2.4.&ANSWER&SHEET&......................................................................................................................&34&

EXERCISE&3:&COMPOUND&ADJECTIVES&........................................................................................&35&

3.1.&WARM&UP&.............................................................................................................................&35&3.2.&PRACTICE&..............................................................................................................................&35&3.3.&PRODUCTION&.........................................................................................................................&36&3.4&ANSWER&SHEET&........................................................................................................................&36&

EXERCISE&4:&COMPOUND&NOUNS&..............................................................................................&37&

4.1.&WARM&UP&.............................................................................................................................&37&4.2.&PRACTICE&..............................................................................................................................&37&4.3.&PRODUCTION&.........................................................................................................................&37&4.4.&ANSWER&SHEET&.......................................................................................................................&38&

EXERCISE&5:&HEADED&AND&HEADLESS&COMPOUNDS.&..................................................................&39&

5.1&WARM&UP&..............................................................................................................................&39&5.2&PRACTICE&...............................................................................................................................&39&5.3&PRODUCTION&..........................................................................................................................&39&

EXERCISE&6:&BLENDS&AND&ACRONYMS&.......................................................................................&41&

6.1.& WARM&UP&.....................................................................................................................&41&6.2.&PRACTICE&..............................................................................................................................&41&6.2.& PRODUCTION&.................................................................................................................&42&6.4.& ANSWER&SHEET&..............................................................................................................&43&

EXERCISE&7:&COMPOUNDS&CONTAINING&BOUND&COMBINING&FORMS&.......................................&44&

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7.1&WARM&UP&..............................................................................................................................&44&7.2&PRACTICE&...............................................................................................................................&44&7.3&PRODUCTION&..........................................................................................................................&44&7.4&ANSWER&SHEET&........................................................................................................................&45&

EXERCISE&8:&PHRASAL&WORDS&...................................................................................................&46&

8.1.&WARM&UP&.............................................................................................................................&46&8.2.&PRACTICE&..............................................................................................................................&46&8.3.&PRODUCTION&.........................................................................................................................&47&8.4.&ANSWER&SHEET&.......................................................................................................................&47&

CONLCUSION&.............................................................................................................................&48&

BIBLIOGRAPHY&..........................................................................................................................&49&

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INTRODUCTION

Today English is the official language in many countries around the world and it is

estimated that over 2 billion of people have used English to communicate on a normal

basis. Thanks to its incredible diffusion around the continents, English has also become the

second language in a large number of countries.

In Ecuador, people have the opportunity and advantage to have English as a second

language. However, most people and specially adults, struggle a lot when it comes to use

the language efficiently; mainly because the internal structure of the language they are

studying is different in some ways from their native language.

The following work attempts to teach adults about morphology and its importance in

order to facilitate the development of vocabulary by recognizing the parts of a word

(morphemes) and therefore improve the knowledge of grammar. There are eight English

activities that are meant to help adult students or any other person who might be interested

in learning English to overcome certain troubles with meaning and construction of certain

words and their use in sentences.

The first activity is about compound words versus phrases. This activity contains three

parts: in the first task students have to read some words aloud emphasizing the underlined

words. In the second task students have to difference compounds words from phrasal

words. In the third task students have to make a dialogue using the compounds and phrasal

words.

The second activity is about compound verbs. This exercise contains three parts: in the

first task students have to discuss about compound verbs. In the second task students have

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to choose two compound verbs and research their definition. In the third task students have

to make a dialogue using compound verbs correctly.

The third activity is about compound adjectives, it is formed when two or more

adjectives are joined together to modify the same adjectives. This activity contains three

parts: first, it has a warm up about listening and repeating the compound adjectives and

then matching the numbers with the letters. Second, it has a practice which contains

vocabulary, in that part, students have to match the definitions to the compound adjectives.

Third, it has a production about speaking, describe yourself using compound adjectives.

The fourth activity is about compound nouns which compounding comes into its own as

a word forming process. To improve students’ knowledge, this activity contains three parts:

the first part contains individual words which matching comes to form compound nouns.

The second part contains a practice about reading, listening and practicing a dialogue. In

the third part students have to make a conversation using any of the compounds of the first

part.

The fifth activity is focused on headed and headless compounds. The three exercises, a

warm up, a practice and a production are meant to help students to recognize the meaning

of certain compounds that have a specific root and some others in which the meaning is

confusing because the root is not well stated. At the end of the activity, the students must be

able to distinguish between headed and headless compounds about personality adjectives

and produce a dialogue using some of the compounds given.

The sixth activity is about blends and acronyms. Blending is the fusion of two words

into one, usually the first part, one word with the last part of the other so that the resultant

blend consists of both original meanings. Acronyms are the result of forming a word from

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the first letter or letters of each word in a phrase. This exercise contains three parts: first, a

warm up about reading and listening to a vocabulary about blend and acronyms. The

second part is a practice about choosing the correct blend and finding acronyms in a word

search. The third activity is a production about a dialogue using blends and acronyms.

The seventh activity is a little stronger, here students must learn how to form and

recognize certain words that are compounds which contain bound combining forms. This

activity consists of three exercises; a warm up, a practice and a production. The warm up

and the practice will help students to recognize some of the various compounds related with

science and medicine. The production will develop students speaking skill by searching

information and presenting it orally.

The eighth activity is about phrasal words, which are complex items that function as

words and whose internal structure is that of a clause or phrase rather than of compound.

This exercise contains three parts: first, students have to describe fashions and hairstyles in

their own way. The second part is a practice phrasal words. The third activity is a

production about creating a short presentation about fashion styles using the phrasal words

learned.

All these activities will help adult students of the level C1 to overcome pronunciation

difficulties, to recognize certain word-meanings and to apply the acquired knowledge in the

speaking skill. At the same time, these activities will develop student’s vocabulary and

knowledge of grammatical structures.

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EXERCISE 1 : Compound words versus Phrases.

Places

1.1#Warm#Up#

Read the next words aloud. Emphasize the underlined words.

White house White house

Green house Green house

Toy factory Toy factory

1.2.#Practice##

According to the table below, read the next sentences and recognize which words are

compounds words or phrasal words. Then explain your answers to your classmates.

Compounds words Phrasal Words

They are two or more words linked

together to produce a word with a new

meaning. The meaning of the

compound is usually different from the

meanings of its components They have

the stress on their first component.

They are words that have the internal

structure of phrases but function

syntactically as words. They have the

stress on their second component.

1.! We sat in the airport and watched the planes take off.

2.! The man had never flown before, so he was so nervous during takeoff.

3.! The builders arrived late. Work on the house was set back a few days.

4.! There was a small fire on the construction site, but that was a minor setback.

1.3.#Production###

Pair work. Make a dialogue using the compounds and phrasal words form task 2. Imagine

you have to travel to another city, but you have a problem with the engineer who is building

your new house. Don’t forget emphasize the compound and phrasal words correctly.

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1.4.#Answer#sheet#

Answer for 1.2.

1.! take off (phrasal word)

2.! takeoff ( compound word)

3.! set back (phrasal word)

4.! setback ( compound word)

Answer for 1.3.

A: Good morning Mr. Ramirez. I have to tell you something important.

B: Good morning engineer. Tell me. What is happening?

A: There is a problem with the construction of your new house.

B: Oh no! It’s a bad new. Right now, I can’t to talk about it. I’m in the airport and I’m

going to travel to Brazil.

A: I understand the situation, but we could talk about it, before the takeoff. It will take just

a few minutes.

B: No, I can’t. The plane will take off in 5 minutes. Would you like to resolve it for

yourself?

A: Ok Mr. Ramirez. I would try to resolve it. Also you need to know that work on the

house was set back a few days.

B: Why was the work on the house set back?

A: The construction suffered a setback because some workers had to take two months off

work due to illness.

B: Excuse me, but I have to leave you. I will call you later.

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EXERCISE 2: Compound verbs Economy

2.1#Warm#Up#

Read the next sentences. Then discuss with your partner: Do you think babysit, water-proof

and carry over are common words? What class of word do you think they are?

•! Belen decide to babysit for Tom and Joan to get money for a new computer.

•! It costs a lot money to water-proof the tires of my car.

•! Will the new balance carry over to the next bill?

2.2.#Practice##

The next list of words are compound verbs (compound verbs are used when two verbs are

needed to fully explain the action taken by the subject) choose two of them and research on

the dictionary their definition. Then explain to your classmates their meaning and make an

example.

Compound verbs

•! Whitewash

•! Overcome

•! Outrun

•! Undertake

•! Understudy

•! Underwrite

2.3.#Production##

Use some words from the task 1 and 2 and make a role play about economy between three

people.

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2.4.#Answer#Sheet##

Answer for 2.2.

•! Understudy: to learn (a role) in order to replace the regular performer when

necessary. E.g. I studied the script a lot to understudy the principal actor.

•! Overcome: to defeat or gain an advantage over (someone or something) in a

struggle or conflict. E.g. We overcame the enemy on the last attack.

Answer for 2.3.

A: Hi Edgar. Hi Dana.

B: Hello Elsa. Why are you sad?

C: What is your problem, Elsa? You look terrible.

A: I don’t have money to buy the books for the University.

B: I have an idea. Why do you babysit my daughters? I would pay you enough money to

buy the books.

C: Yes, It’s a great idea. I have another idea. My brother is the director of a movie and he

needs a person who understudy the role of the principal actor. He wouldn’t pay a lot, but it

would help you.

A: Thank you a lot guys for your help. I really appreciate it.

B: It is a pleasure, darling.

C: We will be with you forever. We would help you to overcome your economic problems.

Don’t be sad.

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EXERCISE 3: Compound Adjectives People description

3.1.#Warm#up##

Vocabulary

Listen and repeat the compound adjectives, then match the numbers with the letters.

#

3.2.#Practice#

Vocabulary

a.! Listen to the correct pronunciation of the following compound adjectives. Then

repeat.

badly-behaved strong-minded big-headed level-headed

thick-skinned well-behaved open-minded narrow-minded

cold-hearted warm-hearted two-faced short-tempered

b.! Match the definitions to the compound adjectives. Use the words in part a

1.! Anna always gets what she wants. She is ………………

2.! You shouldn’t trust him. He is ……………… . He smiles at your face but he

keeps talking behind you.

3.! The characters in that film were horrible. They were …………………

4.! My dad gets angry very easily. He is ……………………………

5.! Maria does a lot of work for charity (helping others). She is ………………..

6.! David is very calm. He can overcome most difficulties easily. He is……………..

Compound adjectives Meaning

1. well-earned a- deserved

2. self-reliant b- eternal

3. narrow-minded c- inflexible

4. ever-lasting e- depressed

5. heart-broken f- independent

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3.3.#Production##

Speaking

Describe yourself using the following compound adjectives

#

#

#

3.4#Answer#sheet#

Warm up

1.! Well - earned (deserved)

2.! Self reliant (independ)

3.! Narrow-minded(inflexible)

4.! Ever-lasting (eternal)

5.! Heart-broken (depressed)

Practice b)

1.! strong-minded

2.! two-faced

3.! cold-hearted

4.! short-tempered

5.! warm-hearted

6.! level-headed

open-minded well-informed absent-minded self-reliant tight-fisted well-earned

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EXERCISE 4: Compound nouns DESCRIBE PEOPLE’S PERSONALITIES

4.1.#Warm#up#

Match the words on the left with the words on the right to find noun compounds. Then

listen and practice

#

4.2.#Practice#

Read and listen to the following dialogue. Then listen again and repeat. Practice the

dialogue with your partner.

A: Have you had a chance to meet the new neighbors?

B: The new neighbors? Actually, no. Have you?

A: Yes, I met them the last weekend and I could realize the father doesn’t like to spend

time with his family, he prefers to work the whole day.

B: Really? I can’t believe you, maybe he is workaholic.

A: It could be, even yesterday I saw him taking care of his daughter and writing some

papers at the same time.

B: It is so weird. But I think he is just doing what every father does.

A: I don’t think so, but on the other hand, his wife is a real sweetheart.

4.3.#Production#

Change the conversation model using any of the compounds of the warm up section.

1. Spend

2. Cheap

3. Tight

5. Work

4. Sweet

a) wad

e) heart

d) skate

c) thrift

b) aholic

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4.4.#Answer#sheet#

Answer for 5.1.

1 - c) Spendthrift. 3 – a) Tightwad 5 – b) Workaholic

2 – d) cheapskate 4 – e) Sweetheart

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EXERCISE 5: Headed and Headless Compounds. PEOPLE AND PERSONALITY

5.1#Warm#Up#

Vocabulary

Read and listen. Then listen again and repeat.

a)! Lazy-bones – a lazy person

b)! Numb-skull – stupid person

c)! Loud-mouth – noisy person

d)! Easy-going – calm person

e)! Wall-flower – a person who does not dance

5.2#Practice#

Vocabulary

Listen to the following dialogue. Then listen again and repeat. Practice the dialogue with a

partner.

A: Have you had the chance to meet the new manager?

B: Claire? Actually, no. Have you?

A: Not yet. I wonder what she’s like.

B: Well, everyone says, she’s a lazy-bones.

A: Really? Frank also says, she’s a loud-mouth.

B: You know; you can’t believe everything you hear. She might turn out to be an easy-

going person.

A: I don’t think so. Some co-workers also say that she’s a numb skull.

5.3#Production#

Change the conversation model using some of the following words. Then practice until you

feel confident to present it in front of the class orally.

-! Bad – tempered

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-! Open – minded

-! Big – headed

-! Well – educated

-! Soft – spoken

-! Self – confident

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EXERCISE 6: Blends and acronyms

6.1.!Warm#up##Vocabulary

Read and listen the following vocabulary. Then listen and repeat.

#

6.2.#Practice#

Blend

Choose the correct blend.

1.! br(eakfast + l)unch

a)! brunch b) breakfast c) lunch

2.! chu(nk + lu)mp=

a) chumk b) lump c) chump

3.! tele (vision + broad }cast=

a)! telecast b) broadcast c) telebroad

4.! po(tato + to)mato=

a)! potato b) tomato c) pomato

Blends Vegeburger (vegetable + burger,) Beefburger (Beef + burger) Hamburger (Ham+ burger) brunch (breakfast + lunch) cheeseburger (cheese + hamburger)

Acronyms AFC - American Football Conference PGA - Professional Golfers' Association MLB - Major League Baseball NASCAR - National Association for Stock Car Auto Racing

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5.! tang(erine + I)emon =

a)! tangemon b) tangerine c) lemon

Acronyms

Finding the following Acronyms in the wordsearch

R Y U N A T O I L

L A K M I P I U A

O H D K L P S H S

G E S A A E E C E

D T E T R L A P R

I U S I T Z X E T

K E U O N Y J R I

G O R A O R A M U

6.2.!Production##Speaking

Create a Dialogue and use the blend and acronyms (You will practice in the class room

with your classmates). Use the following words

brunch pomato MLB Laser chump tangemon radar GIF telecast beefburger NATO

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6.4.!Answer#sheet#Practice of Blend

1.! pomato

2.! telecast

3.! chump

4.! brunch

5.! tangemon

Practice of Acronyms

R Y U N A T O I L

L A K M I P I U A

O H D K L P S H S

G E S A A E E C E

D T E T R L A P R

I U S I T Z X E T

K E U O N Y J R I

G O R A O R A M U

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EXERCISE 7: Compounds Containing Bound Combining Forms HEALTH AND SCIENCE

7.1#Warm#Up#

Vocabulary

Order the letters to form the correct word. Then listen and repeat.

a)! ROLOIVYG

b)! HOCYOLGSYP

c)! LOOIYBG

d)! YHOISPYOLG

e)! LOOYGRYBME

f)! MRHPAOOLGAYC

g)! SGECNIET

#

7.2#Practice#

Vocabulary

Choose the correct option to complete the sentences. Then, listen and repeat.

1.! The science dealing with the study of viruses and the diseases caused by them is the

(virology / genetics / virus) .

2.! The science of life or living matter in all its forms and phenomena is the (genetics /

biology / herbal medicine) .

3.! The science of the mind or of mental states and processes is the (virology /

embryology / psychology) .

7.3#Production#

Investigate each of the sciences in the warm up exercise. Then prepare a short speech to

present in front of the class.

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7.4#Answer#sheet#

Answers for 7.1

a)! Virology

b)! Psychology

c)! Biology

d)! Physiology

e)! Embryology

f)! Pharmacology

g)! Genetics

Answers for 7.2

1.! Virology

2.! Biology

3.! Psychology

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EXERCISE 8: Phrasal words COMMENT ON FASHION AND STYLE

8.1.#Warm#up#

What do you and your partner think of these fashions and hairstyles? Describe them in your

own way.

8.2.#Practice#

Read each quote and match the words in bold with their meaning.

I try to stand out from the crowd by wearing clothes that no one else would wear.

John's clothes are really out of style. He doesn't care if his clothes are in or out.

a)!Refuse to go any further than b) Not fashionable c) To be very obvious or unusual d) To be very influenced by something.

I draw the line at wild and crazy clothes. I just don’t like to attract attention to myself.

Jeremy is a total slave to fashion. He can't leave the house without making sure every part of his outfit matches perfectly.

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#

8.3.#Production##

Create a short presentation about fashion styles using the phrasal words learned.

8.4.#Answer#sheet#

Answer for 8.2.

I try to stand out from the crowd by wearing clothes that no one else would wear.

John's clothes are really out of style. He doesn't care if his clothes are in or out.

a)!Refuse to go any further than b) Not fashionable c) To be very obvious or unusual d) To be very influenced by something.

I draw the line at wild and crazy clothes. I just don’t like to attract attention to myself.

Jeremy is a total slave to fashion. He can't leave the house without making sure every part of his outfit matches perfectly.

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CONCLUSION Nowadays the use of English language is very essential at national and international

level. In our country, Ecuador, we have the opportunity of using it as a second language.

This indicates that both teachers and students try to use it as correctly as possible in

developing the fourth most important skills, listening, reading, writing and speaking.

However, when it comes to develop speaking skills there are certain parameters that many

teachers tend to forget such as the correct stress, into nation and pronunciation of words.

All these activities will help adult students of the level C1 to overcome pronunciation

difficulties, to recognize certain word-meanings and to apply the acquired knowledge in the

speaking skill. At the same time, these activities will develop student’s vocabulary and

knowledge of grammatical structures by focusing special attention to compounds, blends

and phrasal words described and studied in the book “An Introduction to English

Morphology: Words and their Structure” by Andrew Carstairs – McCarthy.

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BIBLIOGRAPHY

•! Carstairs, A. (2002). An Introduction to English Morphology: Words and their structure. Edinburgh University Press: Andrew Carstairs-McCarthy.

•! Ginger Pages,. (2015). What Is a Compound Adjective? Definition & Examples.

Retrieved 20 December 2015, from http://www.gingersoftware.com/

content/grammar-rules/adjectives/compound-adjectives/

•! Zoothera (Thrush),. (2010). Blending, Clipping, Acronym . Retrieved 20 December

2015, from https://koesnandar1964.wordpress.com/2010/12/17/blending-clipping-

acronim/

•! Wordreference.com,. (2015). English to French, Italian, German & Spanish

Dictionary - WordReference.com. Retrieved 20 December 2015, from

http://www.wordreference.com/

•! UsingEnglish.com,. (2015).UsingEnglish.com. Retrieved 20 December 2015, from

http://www.usingenglish.com/reference/id

•! TheFreeDictionary.com,. (2015). fashion. Retrieved 20 December 2015, from

http://idioms.thefreedictionary.com/fashion

•! Exam English Ltd, a. (2015). Common European Framework of Reference for

Languages (CEFR) - English levels. [online] Examenglish.com. Available at:

http://www.examenglish.com/CEFR/cefr.php [Accessed 21 Dec. 2015].

•! Mml.cam.ac.uk, (2015). Phonology and Morphology. [online] Available at:

http://www.mml.cam.ac.uk/dtal/courses/ugrad/p8_PhonMorph.html [Accessed 21

Dec. 2015].

•! Academia.edu, (2015). English Morphology and Morphosyntax: Syllabi, Examples

& Exercises. [online] Available at:

http://www.academia.edu/3269937/English_Morphology_and_Morphosyntax_Sylla

bi_Examples_and_Exercises [Accessed 21 Dec. 2015].

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!

!

!


Element 4: Investigate the language by applying morphological structures.

Learning Outcome 4: Make pedagogical decisions on how to teach morphological structures from a communicative point of view.

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Evidence!for!Element!5! Element 5: Provide their own examples about possible morphological problems presented

in English Classes

Learning Outcome 5: Evaluate the morphological problems in EFL classrooms from a linguistic point of view.

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UNIVERSIDAD TECNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION

CARRERA DE IDIOMAS

Phonology II

Name: Jonathan Arcentales Date: February 12th, 2016 Class: 4th “A”

ELEMENT 5

ESSAY: The importance of morphology in the teaching of the English language in

Ecuador

The language that rules the world nowadays is English. In Ecuador, the teaching of English in schools and high-schools is considered as one of the most important subjects. That is why; most of Ecuadorian institutions want to have well prepared English teachers. However, the methodology and knowledge acquired by Ecuadorian teachers is, in most of the cases superficial and vague, so there is not an appropriate learning process in class. For this reason, morphological analysis is essential in order to overcome these difficulties. The teaching of morphology as part of the curricular grid could help both teachers and students to obtain the correct learning process for three main reasons. First, morphological analysis can help both teachers and students to infer the meaning of some words, and, at the same time, to learn how to form new words with specific patterns much easier than using the traditional word-memorizing process. In fact, knowing the terminations of the words and its meanings can help Ecuadorian teachers to learn faster and teach better. Being able to predict the meaning of a word without the use of the dictionary is probably the highest linguistic skill that a professor of a foreign language should learn. Second, morphological knowledge could be useful for Ecuadorian teachers to get more familiar with lexical derivations and morphemes. Learning to distinguish between suffixes, prefixes and infixes is important so that an Ecuadorian teacher will know that certain suffixes form a noun “ment, ness”, others form adverbs “ly” and so on. Eventually, teachers with morphological knowledge will realize that, in certain cases, the English language has some logical and applicable word-formation processes that can be useful to have a larger vocabulary knowledge. Third, morphology can help the future Ecuadorian teachers to acquire a better writing and speaking skill. Word-formation exercises are very used in advanced levels tests, that’s why most of the current Ecuadorian teachers cannot pass the international examinations

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such as TOEFL. In addition, being aware of morphological issues can have positive effects in auditory effects because of the knot between phonology and morphology. To sum up, the inclusion and study of morphology in the process of learning the English language in Ecuador is essential to have a better learning process. The study of morphology can have many positive benefits both for students and teachers. People would gradually loose the idea that English is a difficult language to learn.

FINAL!REFLECTION! Nowadays, it is very important to know the universal language “English”, when we travel to another country, because every person, whatever his nationality is, must know at least a few words in English to communicate with foreign people. Knowing grammar and vocabulary is not enough anymore. For example, in Ecuador, English as a second language, but most people and specially students, struggle a lot when it comes to understand a word that is not familiar. That’s why the module and teaching of Phonology is probably the best way to overcome those troubles. In fact, the elements in the module and the activities done at home and at the university were all very useful. The most important aspect about the module was that thanks to it, I learned many terms about morphology and I reviewed a lot of old words and authors studied in the previous semesters and I put them into practice when I had to write summaries of the chapters of the books used in class. I also learned how to distinguish between derivational and inflectional morphology. This was really helpful because I could not understand at the beginning what were these terms about. Thanks to the Phonology module, I was able to overcome those difficulties and nowadays I can differ between the two types of morphology. In addition, I learned a lot more about affixation in this semester. There were lots of different topics and points of view in the two books studied in class. All the units were plenty of new terms and rules or patterns to study in order to produce new words from existing ones. Finally, thanks to the Phonology II module, I improved my knowledge about lexical derivations and morphemes. Learning to distinguish between suffixes, prefixes and infixes was important so that I could that the English language has some logical and applicable word-formation processes that can be useful to have a larger vocabulary knowledge. I think this module was very helpful for me because I could notice many differences when I had to guess the meaning of words and use affixation. In my opinion, this module can help all those students and other people who want to improve their English in all the skills, specially in the speaking and vocabulary skill. The fact that this module teaches and includes activities and topics that made grow and train the capacity to study a language from its basis, is a point in favor for language learners.

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RUBRIC!TO!ASSESS!PORTFOLIO! !