1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
Four Semester “A”
Student´s name: Deisy Campaña
Professor´s name: Licda. Mg. Ruth Infante
AMBATO – ECUADOR
September 2015- February 2016
1

2. TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT)...............................................................................3
VISIÓN (VISION STATEMENT)...............................................................................3
PERFIL DE EGRESO (EXIT PROFILE).....................................................................4
CURRICULUM VITAE................................................................................................5
STATEMENT OF PERSONAL LEARNING GOALS.................................................6
SYLLABUS..................................................................................................................7
Evidence for Element 1...............................................................................................17
Evidence for Element 2...............................................................................................20
Evidence for Element 3...............................................................................................22
Evidence for Element 4...............................................................................................38
Evidence for Element 5...............................................................................................44
FINAL REFLECTION................................................................................................46
PORTFOLIO RUBRIC...............................................................................................47
2

3. 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
3

4. FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL DE EGRESO (EXIT PROFILE)
Al concluir la Carrera de Idiomas los estudiantes demostrarán
haber adquirido y desarrollado las siguientes competencias,
capacidades, habilidades, destrezas y desempeños como
resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European
Framework.
2. Maneja competentemente los métodos y estrategias
metodológicas para la enseñanza del idioma inglés según las
exigencias del Teaching Knowledge Test (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 través de la práctica de
valores.
6. Genera escenarios de aprendizaje significativos dando lugar a
la investigación participativa, el aprendizaje basado en
problemas y el trabajo en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como
también de su propio desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos
de los estudiantes para promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación
interno del perfil de ingreso dos simulaciones de exámenes con
estándares internacionales. Siendo así, Teaching Knowledge Test
(TKT) test de acreditación internacional para la enseñanza del
inglés y Test of English as a Foreign Language (TOEFL) para la
competencia.
4

5. 5
CURRICULUM VITAE
Deisy CAMPAÑA
23 años
Tomate y Berenjenas, Ambato, Ecuador
Tel : 2425637
Email : diesyc7m@gmail.com
2003 Eduacción Primaria
Ambato- Ecuador Escuela Fiscal “República de Venezuela”
2010 Educación Secundaria
Ambato- Ecuador Instituto Tecnológico Superior “Rumiñahui”
2016 Estudiante de Idiomas
Ambato- Ecuador Universidad Técnica de Ambato
Idiomas: Español: Natal
Ingles: Avanzado
Frances: Avanzado
Programas manejados: Windows. Procesadores de Texto: WordPerfect, Microsoft Word,
Hojas de Cálculo: Excel.Bases de Datos: Access. Internet
ESTUDIOS
Deportes Hobbies: Basketball, Baie- Grupo Folklorico Tungurahua.

6. STATEMENT OF PERSONAL LEARNING GOALS.
Since a student is part of the English Language Teaching Training Program from
Universidad Técnica de Ambato the main purpose is being competent professionals but
also form good human beings. English students during the first four semesters acquire
the correct bases and strategies to understand the language since its grammatical context
and composition.
Studied a language since their grammatical composition is what Phonology II module
develops. On my view, the most important knowledge I have acquired is how
morphology contributes to the learning process of a language. Identify word formation
and classification which facilitates to understand the relations between words.
As future English teacher it is important to know that learn language is not only to
develop the four principal skills: reading, speaking, writing, and listening. Contrary to
these aspects, it is to understand the language since its formation and also by the
context. During this semester we are going to learn different concepts, do activities and
develop different elements about morphology.
Finally, I must contribute with the main purpose of this module achieving all my goals
for this semester. I consider the main characteristic that I should have to become
successful English teacher are perseverance, attitude and aptitude to be able to acquire
the correct bases in order to apply this concepts and strategies in classes.
6

7. SYLLABUS
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015
7

8. 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/02129/03/0
6
Curricular Organization Unit: Profesional
Credits: 3
Level: Fourth Semester
Corequisites:
Subject Code
1. Oral III FCHE/I/MP/02129/04/03
Hours per Week
Class Hours:
3
Theoretical:
2
Practical:
1
Tutoring Student
Hours:
On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS : 120
Week hours 3
Hours during the semester: 48
Independent hours for the semester: 72
Academic Tutoring hours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday
from 9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec
8

9. III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the word formation of English.
That knowledge will let them make teaching desicions when planning,
organizing and evalauating the English Teaching and Learning process.
Course Description: (Abstract)
The course will aim to develop phonological knowledge and strategies in order to
use them when learning and teaching English.
This course will develop 5 main elements during the semester. First, students will
identify basic concepts of L2 related to morphology subject. Then, they will
understand different patterns of word formation. After that, students will be
aware of the lexical derivation, mainly the origin of words. They will also
analyze the language by applying morphological structures. Finally, students will
predict examples about possible morphological problems presented in L2.
The methodology that will be applied in the development of the module is Kolb´s
strategies and basically ABP, and English methodology as cognitive and meta-
cognitive strategies which may help students develop an independent learning.
Some of the evaluation instruments such a mind maps, charts, oral presentations
will be applied in order to get critical thinking and students´ own conclusion
according to each topic.
This course will contribute with the development of accuracy of language, in
other words, the correct use of words in context depending on the origin of word
and the different uses of the lexis.
Course General Objective:
Make use of linguistic elements, psychological processes, and the sociocultural
aspects in order to apply them in the teaching-learning process in an effective
way
Course Specific Objectives :
1. Identify basic concepts of L2 related to morphophonemic subject.
2. Compare different patterns of word formation and their pronunciation.
3. Analyze the lexical derivation, mainly the origin of words.
4. Investigate the language by applying morphological structures.
5. Provide their own examples about possible morphological problems presented
in L2
9

10. IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify basic concepts of L2 related to morphophonemic subject.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretical Practical
1.1 What is Morphology? 1 1 1 Diagnostic Observation
1.2 The scope of morphology 1 1 2 Workshops
1.3 Morpholigical system 1 1 4 Questionnaires
1.4 Words, sentences and dictionaries 1 1 5 Mind maps
1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Learning outcome: Define main concepts of morphology from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.2 Compare different patterns of word formation and their pronunciation.
Thematic Units
Class Hours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation
2.2 -Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and its forms: inflections 1 1 3 Mind maps
2.5 A Word and its relative derivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
10

11. U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
3.1Compounds 1 1 5 Diagnostic Observation
3.2 Morphemes and Allomorphs 1 1 5 Workshops
3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires
3.4 A Word and its structure 1 1 3 Mind maps
SUBTOTAL HOURS
5 5 18 TOTAL HOURS 28
Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
5 5 11 TOTAL HOURS 21
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.
11

12. U.5 Provide their own examples about possible morphological problems presented in English Classes
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation
5.2 The historical sources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires
Mind maps
SUBTOTAL HOURS
4 4 13 TOTAL HOURS 21
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
12

13. V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Identify basic concepts of L2 related to morphophonemic subject.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Provide their own examples about possible morphological problems presented in English
Classes
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
13

14. V. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251
CODE/ DATABASE LOCATION: COMMENTARY:
This a linguistic book that should be analysed carefully. In order to understand the linguistic
vocabulary it is compulsoru to know terms related to the study of morphology.
NUMBER
OF
ISSUES
PRINTED:
Codigo Biblioteca:
Código Biblioteca: 7002
x
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Bauer, Laurie Linguistics Student's Handbook third Edinburgh
University Press
Edinburgh 352
CODE/ DATABASE LOCATION: COMMENTARY:
Th book provides a framework of linguistics which includes important ideas about
morphology. This book is support for the main coursbook.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: 1
1 x
URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310
14

15. ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATABASE: 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=0CBsQ6AEwAGoV
ChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false
15

16. VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval
16

17. 17
Evidence for
Element 1

18. QUIZ
18

19. 19

20. Evidence for
Element 2
20

21. SUMMARY
INFLECTIONS AND WORD- FORMATION
According to Mathews this chapter makes reference to the difference
between word-formation and inflection. While the first makes the change in the
part of the speech. The second is syntactically determined.
On the other hand, this chapter makes reference to formatives " relating
to any of the smallest meaningful units that are used to form words in a
language, typically combining forms and inflections" ( Oxford dictionary). For
example, in the ending of –ion→ demonstration and – s –demonstrations. In
addition, the ending “ing” as inflectional and lexica like in the next example, the
suffix -ing→ making
In addition, the author makes the distinction in word formation because
words have different entries in a dictionary. Moreover, a difficulty in dictionaries
is presented when words are given separately but are syntactically similar. For
example, In an Italian dictionary-ZIO “uncle” and ZIA “aunt” Cugino→ “male
cousin” and Cugina→ “female cousin”.
Finally, the author mentions about participial adjectives that can modify
nouns and function as descriptive adjectives and can be identify by their
endings –er, -ing, and –ed; for example, a worried girl→ participial adj. It is
modified by very→ a very worried girl. In addition, in other languages such as
Latin or French formed with the suffix –al; Latin→ origine , French→original,
and English→original
21

22. Evidence for
Element 3
22

23. ACTIVITIES
PHONOLOGY II
COMPOUND WORDS, BLENDS AND ACRONYMS
Campaña Deisy
Cando Johanna
Espín Ana
Ramos Gabriel
Fourth “A”
Licda. Ruth Infante
23

24. INDEX
INTRODUCTION...........................................................................................................3
Exercise 1: Compound vs Phases.......................................................................4
Exercise 1: Answer sheet.......................................................................................5
Exercise 2: Compound verbs................................................................................6
Exercise 2: Answer sheet.......................................................................................7
Exercise 3: Compound Adjectives.......................................................................8
Exercise 3: Answer sheet.......................................................................................9
Exercise 4: Compound Nouns............................................................................10
Exercise 4: Answer sheet.....................................................................................11
Exercise 5: Headed and Headless Compounds.............................................12
Exercise 5: Answer sheet.....................................................................................13
Exercise 6: Blends and Acronyms.....................................................................14
Exercise 6: Answer sheet......................................................................................15
Exercise 7: Compounds containing bound combining forms...................16
Exercise 7: Answer sheet.....................................................................................18
Exercise 8: Phrasal words...................................................................................19
Exercise 8: Answer sheet.....................................................................................20
CONCLUSION..............................................................................................................21
BIBLIOGRAPHY...........................................................................................................22
24

25. INTRODUCTION
The principal aim of an English teacher is to encourage students to learn the
language easily. An important part of language is Vocabulary. The main reason to
develop these activities based on vocabulary is because it deals with words that are the
entire vocabulary of a language. The next activities are based on Chapter 6 from
Matthews’s book about Compound words, Blends and Phrasal words. These activities
are developed for groups of fifteen teenager students of B1 level. This activities get
students involved into three main tasks. First, task one get students involved in a warm
up to introduce the new vocabulary. Second, task two develop a practice activity in class
and; finally, task three where the student have to produce different activities to
strengthen their knowledge. Actives also contains an answer sheet as a guideline for the
teacher.
25

26. Exercise 3: Compound Adjectives
Task 1: Warm up
Competition game, divide the class into two groups and ask one by one student
to pass to the board and write as many compound adjectives as they can, in
one minute.
Task2: Practice
From the list which are not examples of compound adjectives:
1.-This is a four-foot table.
2.-David is a part-time worker.
3.-It was a terribly hot day.
4.-Mary’s dog is well-behaved.
5.-It is an amazingly good idea
Task3: Production
From the groups, choose the sentence that contains a compound adjective:
A. Kathy was horribly moody.
26

27. B. We’d like you to be part of the decision-making process.
C. The company showed steady improvement in their stock trades.
A. Cameron’s adopted son is five years old today.
B. My new car has leather upholstery.
C. She was a well-known actress by the time she reached age five
Exercise 4: Compound Nouns
Task 1: Warm up
Divide the class into two groups and play the game “Hot seat”, it is that one
student from each group pass to the front and sit on a chair without watching to
the board, while the teacher is writing a compound noun on it, so the members
of the group has to help each member to guess the compound noun, just using
key words.
Task2: Practice
Match the examples with the correct combinations:
Noun + Noun toothpaste
Adjective + Noun monthly ticket
Verb + Noun underground
Preposition + Noun swimming pool
Noun + Verb dry-cleaning
Adjective + Verb haircut
Task3: Production
From the list choose two compound nouns and write two sentences:
noun + noun bedroom
27

28. water tank
motorcycle
noun + verb rainfall
haircut
Ex: My mother has a new haircut.
1.-………………………………………………………………..………………………
2.-………………………………………………………………..………………………
28

29. Exercise 5: Headed and Headless Compounds
Task 1: Warm up
1. Try this little test. The teacher provides students the following list of
words for about a minute. Then, students turn away from the screen and
write down on paper all the words they remember.
Doghouse pickpocket blackboard in-house textbook download
Over-budget airplane still life wrap-up white collar Open minded
Ask the next questions:
Did you remember the first word …….?
What about ‘……….’?
Did you write your words in groups?
Task2: Practice
Circle the main core of the headed and headless compound if it is possible.
Then classify all of words in the following chart.
 Doghouse
 Pickpocket
 in-house
 download
 Over-budget
 airplane
 wrap-up
 white collar
 Open minded
HEADED COMPOUNDS HAEDLESS
COMPOUNDS
Task3: Production
Write the possible definition of the following compounds.
 Textbook: ……………………………………………………………………
 Pickpocket: ………………………………………………………………….
 Download: …………………………………………………………………..
 Open-minded: ……………………………………………………………….
Exercise 5: Answer sheet
29

30. Task2: Practice
Circle the main core of the headed and headless compound if it is possible.
Then classify all of words in the following chart.
 doghouse
 pickpocket
 in-house
 download
 over-budget
 airplane
 wrap-up
 white collar
 open minded
HEADED COMPOUNDS HAEDLESS COMPOUNDS
 doghouse
 in-house
 download
 airplane
 open minded
 pickpocket
 in-house
 over-budget
 wrap-up
 white collar
Task3: Production
Write the possible definition of the following compounds.
 Textbook: a book that contains detailed information about a subject.T
 Pickpocket: to steal things out of people’s pockets or bags.
 Download: to copy programs or information to a computer, usually
over the Internet.
 Open-minded: willing to listen to other people and consider new
ideas, suggestions, and opinions.
Exercise 6: Blends and Acronyms
Task 1: Warm up
Recalling Words
30

31. Write up to 15 blends and acronyms on the board that you want to review.
Make sure they understand all of the words. Give students a couple minutes to
look at the words and then erase or cover them. In groups of five, have
students try to remember as many words as they can and write them down.
Task2: Practice
Write the definition for each acronym. In blends write the original combining
parts.
 Spanglish:
 Brunch:
 Spork:
 Because:
 RADAR:
 LASER:
 UNICEF:
Task3: Production
Write a brief paragraph of 50 words introducing the next blends:
Internet wifi emoticon email malware
31

32. Exercise 6: Answer sheet
Task 1: Warm up
 smog
 sport
 internet
 because
 UNICEF
 RADAR
 emoticon
 oxbridge
 motel
 email
 KISS
 LASER
 bionic
 liger
 intercom
Task2: Practice
Write the definition for each acronym. In blends write the original combining
parts.
 Spanglish: Spanish + English
 Brunch: breakfast + lunch
 Spork: spoon + fork
 Because: by + cause
 RADAR: Radio Detection and Ranging.
 LASER: Light Amplification Treaty Organization.
 UNICEF: The United Nations International Children’s Emergency
Fund.
Task3: Production
Write a brief paragraph of 50 words introducing the next blends:
Internet wifi emoticon email malware
I was surfing in internet last night. I was trying to send an important
email to my classmate Mauricio. It contains important information for the next
homework. I take advantage of the free wifi connection at home and send it to
him. But I when I try to introduce an emoticon to show my satisfaction to him. I
could not find a perfect one so I decided to download one from internet.
Unfortunately, it was a malware that download on my computer and affects it.
32

33. Exercise 7: Compounds containing bound combining forms
Task 1: Warm up
Ask to students to come to the board and choose one word from the right and
match it with one word from the left in order to form a new word.
bio -ology
photo
neuro
psyco -phobia
hydro
-pathy
Task2: Practice
Ask to students some possible meanings for next words. Also ask them to write two
new words with its meanings. Use the meanings below.
-(o)logy: “science or study” -phaty: “disease” -phobia: “fear of a specific
object”
a) biology.-
b) photophobia.-
c) neuropathy.-
d) psycology.-
e) hydrophobia.-
f) ___________.-
g) ___________.-
Task3: Production
With the meanings for previous exercise write a simple sentences for each one.
a) __________________________________________.
b) __________________________________________.
c) __________________________________________.
d) __________________________________________.
e) __________________________________________.
f) __________________________________________.
g) __________________________________________.

34. Exercise 7: Answer sheet
Task 1: Warm up
Ask to students to come to the board and choose one word from the right and
match it with one word from the left in order to form a new word.
bio -ology
photo
neuro
psycho -phobia
hydro
-pathy
Task2: Practice
Ask to students some possible meanings for next words. Also ask them to write two
new words with its meanings. Use the meanings below.
-(o)logy: “science or study” -phaty: “disease” -phobia: “fear of a specific
object”
a) biology.- the science of life.
b) photophobia.- a big fear or sensitivity to light.
c) psychology.- the science of the mind or of mental states and processes.
d) hydrophobia.- exaggerated fear of water.
e) dermatology.- the branch of medicine dealing with the skin and its
diseases.
Task3: Production
With the meanings for previous exercise write a simple sentences for each one.
a) I am studying physics, chemistry and biology.
b) I think my mother has photophobia.
c) Albert used psychology on his parents to get a larger allowance.
d) Kristine has seen more than one hydrophobia patient meet death.
e) I would like to teach dermatology at Universidad Técnica de Ambato.
Exercise 8: Phrasal words
34

35. Task 1: Warm up
Ask for some volunteers; tell them to circle phrasal words on the board. Also
ask for what they understand for each one.
Task2: Practice
Choose 5 phrasal words for previous exercise and ask them for a possible
meaning. After that ask for their meanings and tell them to copy the exactly
meaning.
Blue moon: _______________________________________.
Body language: ___________________________________.
stick-in-the-mud:___________________________________.
fly-by-night: _______________________________________.
blue-pencil: _______________________________________.
Task3: Production
Fill in the gaps with a phrasal words from the box.
I am very careful about what I eat so it is only once in a ______________ I eat junk
food.
When he begins to _________ that pay-roll, some employees are going to be
hungry.
Christian, that __________________! He never goes to a party.
My mother put her money in a _______________ company and lost it all.
Your _______________ in an exposition tells me that you are comfortable.
35
blue moon stick-in-the-mud blue-pencilfly-by-nightbody language

36. Exercise 8: Answer sheet
Task 1: Warm up
Ask for some volunteers; tell them to circle phrasal words on the board. Also ask
for what they understand for each one.
Wake up blow up pick up
Fly-by-night blue-pencil stick-in-the-mud
Take off run out catch on
Turn on body language blue moon
Task2: Practice
Choose 5 phrasal words for previous exercise and ask them for a possible
meaning. After that ask for their meanings and tell them to copy the exactly
meaning.
Blue moon: It happens very rarely.
Body language: body movements that show feelings.
stick-in-the-mud: One who does not go out.
fly-by-night: bad, dishonest, not to be trusted.
blue-pencil: edit or make outs in (a manuscript, movie or other work).
Task3: Production
Fill in the gaps with a phrasal words from the box.
I am very careful about what I eat so it is only once in a blue moon I eat junk food.
When he begins to blue-pencil that pay-roll, some employees are going to be
hungry.
Christian, that stick-in-the-mud! He never goes to a party.
My mother put her money in a fly-by-night company and lost it all.
Your body language in an exposition tells me that you are comfortable.
36
blue moon stick-in-the-mud blue-pencilfly-by-nightbody language

37. CONCLUSION
The activities presented in these exercises illustrate how English words can be
composed and determines by meaning and structure. Vocabulary is an important part of
leaning a new language; it is not only the knowledge of a word but also implies how that
word fits into the world. Students Vocabulary is acquired incidentally through indirect
exposure. It is important to develop word-learning strategies and word-play activities to get
students involved and motivate them to learn the vocabulary.
37

38. BIBLIOGRAPHY
Mattews, P. (1974). Morphology. New York: Cambridge.
Esl-bits.net,. (2015). Wayne Magnuson: English Idioms. Retrieved 21 December 2015,
from http://esl-bits.net/idioms/index.htm
WordHippo,. (2015). What is another word for blue-pencil?. Retrieved 21 December 2015,
from http://www.wordhippo.com/what-is/another-word-for/blue-pencil.html
Collinsdictionary.com,. (2015). Collins Dictionaries | Always Free Online.. Retrieved 21
December 2015, from http://www.collinsdictionary.com/
Ecenglish.com,. (2015). Phrases | Learn English. Retrieved 21 December 2015, from
http://www.ecenglish.com/learnenglish/
Dictionary.com,. (2015). Dictionary.com - The world's favorite online English dictionary!.
Retrieved 21 December 2015, from http://dictionary.reference.com/
38

39. Evidence for
Element 4
39

40. PRESENTATION
40

41. 41

42. 42

43. 43

44. 44

45. Evidence for
Element 5
45

46. ESSAY
THE IMPORTANCE OF MORPHOLOGY IN THE TEACHING OF ENGLISH
LANGUAGE IN ECUADOR.
English considered a foreign language in Ecuador is one of the most studied
languages in the country. When people start to learn a second language find that it is not
only use grammar and know how to write it, it is important to acquire a new language since
their grammatical construction. In the case of students who are involved in the study of a
language in depth can understand it easily. When an English student is able to identify and
articulate English sounds is ready to start with morphology. Morphology contributes to the
learning process of any language. On my view, there are three important points why it is
important to teach morphology to English students. First, teach to the student to identify
root words and affixes, there could be words which are difficult to understand, when a
student is able to identify the meaning of any affixation (prefix, suffix) is able to define the
meaning of the word easily. Second, making students understand clearly about inflection
and derivation. Inflection to understand the grammatical variants of a word and derivation
to understand the change of the grammatical categories when forming a new words those
based on an existing one. Finally, identifying words with predictable and unpredictable
meaning. The vocabulary plays an important role in the learning process; that is why
teachers should develop strategies and techniques to teach new vocabulary to help students
to be able to predict the meaning in relation to the context. Those aspects make students
develop their learning process and acquire the language faster.
46

47. FINAL REFLECTION
As future English teacher Phonology II module contributed and strengthened to my
teaching process, learning thought methods and strategies for the teaching of English
language. In addition, I am able to elaborate different materials and activities using
Morphological basic concepts that I have learned during this semester.
The main goal of taking Phonology module II was learn the language since its construction,
what it is important because now I am able to identify relations between words, roots and
predict meaning. Evaluations, activities and also the studied of two books were part of the
syllabus that contributes to the improvement of my English skills. As future English
teacher am able I to develop different kind of activities to my future students. For example,
design activities which contains affixation, these activities help students to recognize
(suffixes, prefixes), learn the meaning and guest the correct use of affixation by the context
and meaning. Morphology is not only study basic concepts but also apply them in class.
As future professional I consider the main goal is to be competent and responsible of what
students learn. For that reason, it is important to achieve the main purposes of this module
because are the basis to understand and learn a language.
47

48. CARRERA DE IDIOMAS
PORTFOLIO RUBRIC
Student´s name: Deisy Campaña
Syllabus: Phonology II
Date: February 15th
, 2016.
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness and
Organization
(1. Cover page & index,
(2. Vision statement, Mision
statement, Exit profile
(3. C.V.
(4. Syllabus
(5. Statement of personal goals
according to each syllabus.
(6. Five evidences
(7. Final Essay
8. Rubric with grade of portfolio)
The portfolio
contains all the
elements (8
elements described
below) in a very
organized way.
The portfolio is
somewhat organized
and may miss one or
two elements.
The portfolio shows
little organization
and may miss three
or four elements.
The portfolio shows
no organization and
may miss more than
four elements.
Statement of
Personal Learning
Goals
Demonstrates
honest and complex
understanding of
learning goals,
relates goals to
current syllabus,
few or no language
errors.
Good reflection about
future goals, some
parts could use
elaboration or further
analysis, some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about
goals and how it
relates to class,
many language
errors.
Many language
errors that make it
difficult to
understand, little or
no reflection about
future goals and
current syllabus.
Final essay
(Students from 3rd
to 9th
semester)
The final essay
explains how the
learning outcomes of
the current syllabus
respond to the
Program´s exit
profile in a very clear
and complete way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile
in a very good way.
The final essay
explains how the
learning outcomes
of the current
syllabus responds
to the Program´s
exit profile in a good
way.
The final essay
does not give a
good explanation of
how the learning
outcomes of the
current syllabus
responds to the
Program´s exit
profile in a good
way.
Mechanics grammar,
punctuation,
capitalization and
spelling.
The portfolio does
not have major
mistakes that
distract the reader
from the context.
One to three minor
mistakes in
grammar,
punctuation,
capitalization, or
spelling are
tolerated.
The portfolio has four
to six mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
seven to ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
more than ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling. It is difficult
for the reader to
understand the
content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.
48

49. Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.
49