Vaca erika portfolio

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

PORTFOLIO

“PHONOLOGY II ”

Fourth Semester

Student: Erika Jimena Vaca Rivera

Profesor: Lcda. Mg. Ruth Infante

AMBATO – ECUADOR

Abril-Septiembre 2015

TABLE OF CONTENTS.

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

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

PERFIL DEL EGRESADO .................................................................................................... 4

CURRICULUM VITAE ........................................................................................................ 6

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

SÍLABO .................................................................................................................................. 9

Evidence 1 ........................................................................................................................... 26

Evidence 2 ........................................................................................................................... 29

Evidence 3 ........................................................................................................................... 32

Evidence 4 ........................................................................................................................... 60

Evidence 5 ........................................................................................................................... 65

Final essay ............................................................................................................................ 68

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

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

VISIÓN (VISION STATEMENT)

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

PERFIL DEL EGRESADO

Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y

desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeños

como resultados de su formación profesional:

1. Usa el idioma inglés a un nivel B2 del Common European Framework.

2. Maneja competentemente los métodos y estrategias metodológicas para la

enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test

(TKT)

3. Diseña programas o cursos específicos y sus respectivos materiales

didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC´s.

5. Transforma el contexto educativo a tráves de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la

investigación participativa, el aprendizaje basado en problemas y el trabajo en

equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su

propio desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los

estudiantes para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de

ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,

Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza del

inglés y Test of English as a Foreign Language (TOEFL) para la competencia

comunicativa.

Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos optativos

seminarios taller de preparación para dichos tests, los mismos que podrán ser aprobados a

partir del séptimo semestre.

6

CURRICULUM VITAE PERSONAL DATA

Surnames: Vaca Rivera

Names: Erika Jimena

Place of birth: Ambato

Date of birth: 23th October 1995

Marital status: Single

Nationality: Ecuadorian

Address: Huachi San Francisco

Telephone Home: 2407487

Age: 20

Cell phone: 0984215813

E-mail: [email protected]

EDUCATION

Primary school: "Tres de Noviembre" 2006

High school: Instituto Superior Tecnológico "Hispano América" 2013

University: Técnica de Ambato “Carrera de idiomas”

ACADEMIC ACHIEVEMENTS:

I graduated in Hispano America high school

“BACHELOR IN INFORMATICS” 2013

REFERENCES

Julio Vaca 0983286478 My father

Mario Rivera 2406827 My uncle

Gabriela Vaca 0998820241 My sister

7

STATEMENT OF PERSONAL

LEARNING GOALS

8

STATEMENT OF PERSONAL LEARNING GOALS

The main reason to take Phonology II is because this syllabus will teach me

develop my English skills. During the semester. First, I will identify basic

concepts of related to morphology subject. Then, I will understand different

patterns of word formation.

First of all, I will learn the origin of words. I will also analyze the language

by applying morphological structures. This syllabus will help me make use of

linguistic elements, psychological processes in order to apply them in the

teaching learning process in an effective way.

Secondly, I will be able to compare different patterns of word formation and

their pronunciation. Also I am going to analyze the lexical derivation, mainly

the origin of words.

Phonology II is useful to English students because It will allow us see the

relation that English has with other languages. Also It is the main syllabus of

English learning. The main reason to take Phonology II is because this syllabus

will teach me develop my English skills.

9



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

10

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

11

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]

12

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

13

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.

14

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




15

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

Thematic Units

Class Hours

Hours of

Tutoring



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




16

U.4 Investigate the language by applying morphological structures.

Thematic Units

Class Hours

Hours of

Tutoring



the society


tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS


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

Class Hours



17

Thematic Units

Theoretical

Practical

Hours of

Tutoring

the society


tools

5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation

5.2 The historical sources of English Word Formation 2 1 5 Workshops

5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires

Mind maps

SUBTOTAL HOURS


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




18

19

V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative

Evaluation

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

Techniques and

instruments:

Interview

Knowledge survey

Oral Presentations

Written Works

Task-based activities

Portfolio

Quiz

Questionnaires

Oral presentations

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

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

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

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

Test

4. Investigate the language by applying morphological structures.

Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

5. Provide their own examples about possible morphological problems presented in English

20

Classes

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

Test

21

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

22

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

ISSUE

D

EDITION

NUMBER

23

AUTHOR/S YEAR BOOK TITLE NUMBER EDITORIAL CITY / COUNTRY

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=en&sa=X&v

ed=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

24

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

25

Evidence of element 1

26

Evidence 1

Learning outcome I: Define main concepts of morphology from a linguistic point

of view

27

28


29

Evidence 2

Learning outcome II: Distinguish parts of words according to its formation based on the

learning experience

30

31


32

Evidence 3 Learning outcome III: Summarize about lexical derivation taking into account Word etymology

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



CARRERA DE IDIOMAS

Ambato - Ecuador

33

2015

INDEX

INDEX .................................................................................................................................. 33 INTRODUCTION ................................................................................................................ 35 EXERCISE 1 : Compounds words versus Phrases. ............................................................. 38

1.1 Warm Up .................................................................................................................... 38

1.2. Practice ...................................................................................................................... 38

1.3. Production .................................................................................................................. 38

1.4. Answer sheet ............................................................................................................. 39

EXERCISE 2: Compounds verbs ......................................................................................... 40 2.1 Warm Up .................................................................................................................... 40

2.2. Practice ...................................................................................................................... 40

2.3. Production .................................................................................................................. 40

2.4. Answer Sheet ............................................................................................................. 41

EXERCISE 3: Compound Adjectives .................................................................................. 42

3.1. Warm up .................................................................................................................... 42

3.2. Practice ...................................................................................................................... 42

3.3. Production .................................................................................................................. 43

3.4 Answer sheet .............................................................................................................. 44

EXERCISE 4: Compound nouns .......................................................................................... 45 4.1. Warm up .................................................................................................................... 45

4.2. Practice ...................................................................................................................... 45

4.3. Production .................................................................................................................. 46

4.4. Answer sheet ............................................................................................................. 46

EXERCISE 5: Headed and Headless Compounds. .............................................................. 47 5.1 Warm Up .................................................................................................................... 47

5.2 Practice ....................................................................................................................... 47

5.3 Production ................................................................................................................... 48

EXERCISE 6: Blends and acronyms ................................................................................... 49 6.1. Warm up ................................................................................................................ 49

6.2. Practice ...................................................................................................................... 49

6.2. Production .............................................................................................................. 50

34

6.4. Answer sheet .......................................................................................................... 51

EXERCISE 7: Compounds Containing Bound Combining Forms ...................................... 52

7.1 Warm Up .................................................................................................................... 52

7.2 Practice ....................................................................................................................... 52

7.3 Production ................................................................................................................... 52

7.4 Answer sheet .............................................................................................................. 53

EXERCISE 8: Phrasal words ............................................................................................... 54 8.1. Warm up .................................................................................................................... 54

8.2. Practice ...................................................................................................................... 54

8.3. Production .................................................................................................................. 55

8.4. Answer sheet ............................................................................................................. 56

CONLCUSION .................................................................................................................... 57 BIBLIOGRAPHY ................................................................................................................ 58

35

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 to choose two

compound verbs and research their definition. In the third task students have to make a dialogue

using compound verbs correctly.

36

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 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

37

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.

38

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.

39

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.

40

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.

41

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.

42

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.

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. 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……………..

3.3. Production

Speaking

Describe yourself using the following compound adjectives

open-minded well-informed absent-minded

self-reliant tight-fisted well-earned

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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

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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.

1. Spend

2. Cheap

3. Tight

5. Work

4. Sweet

a) wad

e) heart

d) skate

c) thrift

b) aholic

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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.

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.

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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

- 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

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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4. po(tato + to)mato=

a) potato b) tomato c) pomato

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.

http://dictionary.reference.com/browse/virus

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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 w

earing 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.

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8.4. Answer sheet

Answer for 8.2.

I try to stand out from the crowd by w

earing 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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60

Evidence 4 Learning outcome IV: Make pedagogical decisions on how to teach morphological structures from a

communicative point of view.

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Universidad Técnica de Ambato

Facultad de Ciencias Humanas Y de la Educación

Carrera de Idiomas

Phonology II

Name: Erika Vaca Date: 12/02/2016

Evidence 5 Learning outcome V: Evaluate the morphological problems in EFL classrooms from a linguistic

point of view

How has this syllabus contributed to the improvement of your English skills?

Even though many Ecuadorian students think that morphology is very

important in learning English. I think that morphology is a part very important in

learning English because it contributes in different ways; it helps to improve our

English skills. Also we can study the structure of a word. Morphology teaches us

different grammatical combinations allowing discovery of meaning.

First of all, Morphology is greatly helpful for students because, when words

have identifiable parts such as prefixes or suffixes, they can be predictable at some

extent. Morphological analysis can help to infer the meaning of some words, and,

at the same time, to learn new words.

Eventually, morphology can help students to familiarize with lexical derivations

and with the meaning or morphemes. Another utility of morphology is that it

helps us to have better writing skills.

66

In conclusion, the study of morphology is not only an option. It is indispensable

to fulfill adequate abilities to understand the language, and to be able to

communicate successfully. Knowing the terminations of the words and its

meanings can come in handy for English teachers and for students when we don’t

know exactly the meaning of some words or when we don’t have a dictionary at

hand. This syllabus contributes in students because It is important in

understanding how a language system works and how words can be used and

modified.

67

Final essay

68

Final essay

Even though many Ecuadorian students think that morphology is very

important in learning English. I think that morphology is a part very important in

learning English because it contributes in different ways; it helps to improve our

English skills. Also we can study the structure of a word. Morphology teaches us

different grammatical combinations allowing discovery of meaning.

First of all, Morphology is greatly helpful for students because, when words

have identifiable parts such as prefixes or suffixes, they can be predictable at some

extent. Morphological analysis can help to infer the meaning of some words, and,

at the same time, to learn new words.

Eventually, morphology can help students to familiarize with lexical derivations

and with the meaning or morphemes. Another utility of morphology is that it

helps us to have better writing skills.

In conclusion, the study of morphology is not only an option. It is indispensable

to fulfill adequate abilities to understand the language, and to be able to

communicate successfully. Knowing the terminations of the words and its

meanings can come in handy for English teachers and for students when we don’t

know exactly the meaning of some words or when we don’t have a dictionary at

hand. This syllabus contributes in students because It is important in

understanding how a language system works and how words can be used and

modified.