Chango lissette phonology II portfolio

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UNIVERSIDAD TÉCNICA DE
AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
‘’PHONOLOGY II”
Fourth Semester
Student´s name: Lissette Paulina Chango Cerón
Professor´s name: Lic. Mg. RUTH ELIZABETH INFANTE PAREDES
AMBATO – ECUADOR
Octubre 2015 –Marzo 2016

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TABLE OF CONTENTS
COVER PAGE ............................................................................................................... 1
TABLE OF CONTENTS ................................................................................................ 2
MISIÓN ............................................................................................................................ 3
VISIÓN............................................................................................................................. 3
CURRICULUM VITAE................................................................................................... 4
SÍLABO ............................................................................................................................ 5
STATEMENT OF PERSONAL LEARNING GOALS. ................................................ 16
Evidence for Element 1 .................................................................................................. 17
Evidence for element 3 ................................................................................................... 22
Final Reflection .............................................................................................................. 43
RUBRIC TO ASSESS PORTFOLIO ........................................................................... 44

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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a
través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y
difundan el conocimiento respondiendo a las necesidades del país.
VISIÓN
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la
Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un
centro de formación superior con liderazgo y proyección nacional e internacional

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CARRERA DE IDIOMAS
CURRICULUM VITAE
Name:Lissette Paulina Chango Cerón
Age: 22 years.
ID: 0503329872
Civil status: Married.
Email: lispauli20@hotmail.com.
Nationality: Ecuadorian.
Address: Verde Loma Street in front of Fairis
Telephone number: 0958842605
EDUCATION.
“Eugenio Espejo ‘’ SCHOOL.
Experimental ‘’Ambato’’ HIGH SCHOOL
PROFESSIONAL EXPERIENCE.
Café Internet
Worked doing transcripts and customer care in 2011
Dayacell
Worked selling cell phones and accessories.in 2013-2014
Book Shop Entertainment
Nowadays I work in customer care
SKILLS & INTERESTS.
Computer: Power
Language: English
Hobbies: Play basketball,do handicrafts.

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UNIVERSIDAD TÉCNICA DE AMBATO
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015

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I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/06
Curricular Organization Unit: Profesional
Credits: 3
Level: Fourth Semester
Corequisites:
Subject Code
1. Oral III FCHE/I/MP/02129/04/03
Hours per Week
Class Hours:
3
Theoretical:
2
Practical:
1
Tutoring Student
Hours:
On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS : 120
Week hours 3
Hours during the semester: 48
Independent hours for the semester: 72
Academic Tutoring hours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Infante Paredes Ruth Elizabeth
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Tuesday from
10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday from
9h00 to 12h00
Professor's schedule (Academic tutoring): 0
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec

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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, coursebookand 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
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

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U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
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
Analyze the lexical derivation, mainly the origin of words.
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools

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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
Thematic Units
Class Hours
Hours of
Tutoring
with 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

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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-basedactivities
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
Classes
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
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 ofmorphology.
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 LinguisticsStudent'sHandbook 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

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ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:
https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e
n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

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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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STATEMENT OF PERSONAL LEARNING GOALS.
My reasons for studying in the “Carrera de Idiomas” is to learn a different language
to be an excellent teacher to work in a school teaching children, be a good professional,
and contribute in Ecuadorian education in a positive way .For this reason it’s important
learn and develop my knowledge about different topics.
My expectations in “Phonology II ” is to achieve my goals being a responsible person,
doing my homework, studying for the quizzes and paying attention in each class for
improve my pronunciation , have the ability to understand new topic such as word
formation ,derivational morphology and inflectional. This course help me to learn about
many topics that are of great importance in my future as a professional, to be a good
professional.
The objective to achieve is that I will learn with practice, responsibility and effort in
class every day. To meet all my goals every week I have to read two books one written
by Carstairs and the other by Mathew and review pages online. I think that is very
important to apply this aspects because this will help us in the course of our career. All
this help to improve and to have abilities, and strategies in the English language with
effort and perseverance.

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Evidence for Element 1
Identify basic concepts of L2 related to
morphophonemic subject.
Learning outcome
Define main concepts of morphology from
a linguistic point of view
Identify basic concepts of L2 related to
morphophonemic subject.

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Unit learning outcome
Distinguish parts of words according to
its formation based on the learning
experience

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NDEX
Summarize about lexical
derivation taking into account
Word ethymolgy
Analyze the lexical derivation,
mainly the origin of words.

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Introduction
“I have come to believe that a great teacher is a great artist and that there are as few as
there are any other great artists. Teaching might even be the greatest of the arts since the
medium is the human mind and spirit”. John Steinbeck
Nowadays teaching children depends of teachers, in what way they teach. For that reason
in this document we will provide some activities for A2, it will help students to develop
their skills especially speaking and improve their knowledge about compound words,
blends and phrasal words without mistakes.
We are going to focus in the study of compound words, blends and phrasal words. The
first are formed by combining roots, the second are roots that are reproduced only partially
in the compound, and the third have the structure of phrases but function as words.
On the other hand, the distinction between compounds and phrases depends on sound and
meaning. For example: “hair nét” and “háirnet” in the first expression the main stress is
on net, while in the second is on hair. The first expression is a phrase, because in English
language phrases are stressed on the last word, whereas the second one is a compound,
because they are stressed on the first element. However, this stress only applies to
compound nouns. Otherwise, consider the compound word “overactive” the head of the
compound is the adjective active derived from the verb act.
In contrast, the word faintheart is headless, because as a noun is not determined by either
of its two components. As a result, headless are nouns in which the second element is not
a noun at all. Furthermore, some nouns are formed by a verb and a preposition or adverb
(e.g.) “take-off”. Some nouns are formed from verbs by conversion where the base could
be a verb plus another word and they could constitute a lexical item (e.g.) “The plane
took off at noon”. Hence, the headless compounds are called exocentric, because they are
not determined by any element inside them, and headed compounds are called
endocentric, because they have an internal center.
Blends are roots that are reproduced only partially in the compound (e.g.) “smog”
blended from “smoke and fog”. Besides, partial blends are compounds where only one
component is truncated (e.g.) “talkathon” from “talk plus marathon”. Otherwise,
Acronyms are reductions to just one sound of a blend (e.g.) RAM (random access
memory). Instead, “sonar” is an intermediate between and acronym and a blend (from

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sound navigation and ranging). They are written in capital letters. However, the whole
string of capital letters are not an acronym (e.g.) USA is an abbreviation.
Combining forms are compounds that are made up of bound roots. Especially the
vocabulary in scientific and technical areas of English language (e.g.) anthropology, the
meaning of the word is determined from each part (anthrop (o) - “human”, plus - (o) logy
- “science or study”) this word means “science or study of human beings”, most of these
words come from Greek or Latin borrowed in western Europe in the XV and XVI
centuries, known as “The Renaissance”. As a consequence, when compounds are
expressed different because of syntax are called Phrasal Words (e.g.) “hair restorer” (this
substance restores hair) not (this substance hair-restores) because there is a differe nce
between compound word structure and sentence structure. In contrast, to make the plural
in the phrasal word jack-in-the-box we need to add the suffix -s, but not in the head noun
“jack” but to the whole expression “jack-in-the-boxes” because it behaves as a word.
The first activity is about the distinction between compounds and phrasal words. This
task offers multiple choices where students will be able to recognize them. Moreover,
they will have the opportunity to practice their speaking skills through it. Finally, they
will be able to make sentences using them. The main aim of this activity is teach them the
difference among compounds and phrasal words pronunciation, because the compound
words have the stress on the first word, while the phrasal words have on the last one.
The second activity is about compound verbs. We will provide exercises of writing and
speaking where they could learn what a compound verb is and the classification to form
compound verbs which may be distinguished according to their structure. First, they will
learn about these compounds with some examples. Second, they will practice and
recognize what is the correct compound. In the task three, we could notice if they learn
because they have to complete a chart depending the classification to form compound
verbs.
The third activity is similar to the previous activity because the compound adjective and
compound verbs are alike in their structure a classification. This activity has three
exercises, too. The student have the opportunity to practice their speaking and work with
partners to know and identify compound adjectives. First, they will know how is formed
a compound adjective. Second, they will recognize these type of compounds and finally
they will create sentences and share them with other people.
The fourth activity is about compound nouns. The first task offers the opportunity to
recognize this kind of words, but at the same time memorize it. The next task, helping

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students to develop their knowledge with compound nouns with the writing method.
Finally, they will be supposed to know a lot about compound nouns and create it.
The fifth activity is about headed and headless compounds. In this task will offer some
words to understand the topic. After, we should be associated the words with the correct
picture to understand better that the first activity. Finally, they will be able to recognize,
read and write about the topic.
The activity number sixth is about phrasal word. This activity offers a new vocabulary
about the phrasal word related to family members. Students will be able to recognize and
familiarized with the new words. Furthermore, students will be able to develop reading
and speaking skills through drill in the structure of a conversation .Finally they are going
to practice the phrasal word in a real situation.
The activity number seventh is about blends and acronyms words. This activity offers
good examples to learn what is blends words and acronyms .Students will be able to
differentiate between blends and acronyms words .Also they will able to understand how
blends words are composed.
The activity number eight is about compounds containing bound combining forms, the
first activity is about identify Compounds containing bound combining forms and
evaluate the student comprehension trough speaking practice and writing practice.
Students will be able to recognize the root of bound combining forms.
In conclusion, through this chapter we are going to contrast the distinction between
compound words, blends and phrasal words. In order to achieve this aim we have
developed some exercises focused in speaking skills applied to children from 9 – 10 years
old (basic users) from A2 level according to the Common European Framework. Also,
these tasks could be apply for a fifteen student class.
Task 1 – Warm – up
a) Underline the correct word according to the picture.
Workaholic
Sweetheart
Housewife
Caretaker
Pic 1
Pic 2

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Injury
Quadriplegic
b) Read the correct answers to your class.
Task 2 – Practice
a) Match each word, phrasal or compound word with a word, phrasal or compound
word that is similar in meaning.
1. Quadriplegic a. daily
2. Flick on b. my mother´s husband
3. Day-to-day c. paralyzed
4. Caretaker d. turn on
5. Step-father e. attendant
b) Complete the following sentences using the phrasal or compound words from
the left in exercise a.
1. Some paralyzed people need a trained pet to the lights at home.
2. When I feel sick, I need a to help me get out of bed.
Pic 3

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3. People that can´t use their hands or legs are called
4. My mom wants to marry again, that means I am going to get a
5. My dad feels tired with his tasks at work.
c) Read the sentences in task b to your class.
Task 3 – Production
a) Choose one phrasal or compound word from the left in Part a, from Task 2,
make your own sentence, make a draw about it and explain to your classmates.
Answer Sheet
Task 1 – Answers
a) Underline the correct word according to the picture.
Workaholic
Pic 1

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Sweetheart
Housewife
Caretaker
Injury
Quadriplegic
b) Read the correct answers to your class.
Workaholic, caretaker and quadriplegic.
Task 2 – Answers
a) Match each word, phrasal or compound word with a word, phrasal or
compound word that is similar in meaning.
1. Quadriplegic a. daily
2. Flick on b. my mother´s husband
3. Day-to-day c. paralyzed
4. Caretaker d. turn on
5. Step-father e. attendant
c
d
a
e
b
Pic 2
Pic 3

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b) Complete the following sentences using the phrasal or compound words
from the left in exercise a.
1. Some paralyzed people need a trained pet to flick on the lights at home.
2. When I feel sick, I need a caretaker to help me get out of bed.
3. People that can´t use their hands or legs are called quadriplegic
4. My mom wants to marry again, that means I am going to get a step-
father
5. My dad feels tired with his day-to-day tasks at work.
Task 3 – Answer
a) Choose one phrasal or compound word from the left in Part a, from Task 2,
make your own sentence, make a draw about it and explain to your classmates.
My step-father had an accident and now he is quadriplegic, he can´t use his legs.
Compound verbs

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Compound verbs are verbs formed by compounding. You will notice that all these
compounds have a verb as the rightmost element. There is a classification to form
compound verbs which may be distinguished according to their structure:
verb–verb (VV): freeze-dry
noun–verb (NV): steam-clean
adjective–verb (AV): whitewash
preposition–verb (PV): overcook
Task 1 – Warm–up
a) There are fifteen compound verbs in the worm, find them in the word search
puzzle.

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b) Every student has to tell the teacher one word that they find in the word search
puzzle. They can’t repeat what others say.
Task 2 – Practice
a) Repeat after the teacher every compound verb that you have in the boxes, then
according to the pictures underline the correct compound verb.
 babysit
 housesit
 dry-clean
 outrun
 rainfall
 doorstop
Picture 1 Picture 2

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a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this
chart.
Compound verbs
verb–verb noun–verb adjective–verb preposition–verb
Answer Sheet
 stir-fry
 dry-clean
 rainfall
 rainfall
 air-condition
 outrun
Picture 3 Picture 4

33
Task 1 – Answers
a) There are fifteen compound verbs in the worm, find them in the word search
puzzle.
b) Every student has to tell the teacher one word that they find in the word search
puzzle. They can’t repeat what others say.
Task 2 – Answers
a) Repeat every compound verb that you have in the boxes, after according the
pictures underline the correct compound verb.
 stir-fry
 dry-clean
 rainfall
 rainfall
 air-condition
 outrun
Picture 1 Picture 2
Picture 3 Picture 4

34
Task 3 – Answers
a) Use compounds verbs from the previous exercises (Task 1 and 2) to complete this
chart.
Compound verbs
verb–verb noun–verb adjective–verb preposition–verb
stir-fry air-condition dry-clean outrun
freeze-dry rainfall whitewash underestimate
babysit overcook
Compound adjectives.
The head of the compound is the adjective. They are similar to compounds verbs because
these compounds adjectives are right-headed, but there are also a few compound
adjectives that are not right-headed. There is a classification to form compound adjectives
which may be distinguished according to their structure:
noun–adjective: sky-high
adjective–adjective: grey-green
preposition–adjective: underfull
Task 1 – Warm – up
a) Find the two words that make each compound adjective. Tell the teacher one
compound adjective and the two words that you find.
sky-high
deaf-mute
red-hot

35
Task 2 – Practice
a) Identify and paint the compound adjectives. In groups of three read and compare
your answers with your partners.
a) Continue in groups of three, every person of the group has to select one compound
adjective founded in the task 2 and write one sentence. After, everyone has to tell
his/her partners his/her sentence. Finally they have to have three sentences.
1………………………………………………………………………………………
…...
2………………………………………………………………………………………
…...
3………………………………………………………………………………………
…...
Answer Sheet
Task 1 – Answers
a) Find the two words that make each compound adjective. Tell the teacher one
compound adjective and the two words that you find.
well-known
overactive
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-eyedtumbledownblue-green
sky-high
deaf-mute
highsky
deaf mute

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Task 2 – Answers
a) Identify and paint the compound adjectives. In groups of three read and compare
your answers with your partners.
Task 3 – Answers
a) Continue in groups of three, every person of the group has to select one compound
adjective founded in the task 2 and write one sentence. After, everyone has to tell
his/her partners his/her sentence. Finally they have to have three sentences.
1 I want to paint my room blue-green.
2 Wine of over-ripe grapes is famous in Patate.
3 A poor deaf-mute, he can't hear or speak.
red-hot
well-known
overactive
red hot
well known
over active
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-eyedtumbledownblue-green

37
Compound Nouns
A compound noun is a noun that is made with two or more words. A compound noun is
usually [noun + noun] or [adjective + noun], but there are other combinations. It is
important to understand and recognize compound nouns. Each compound noun acts as a
single unit and can be modified by adjectives and other nouns.
Task 1- Warm-up
a) Recognize the following pictures, then match the picture with the appropriate
word and repeat each word.
Sailboat
Watermelon
Butterfly
Snowman
Task 2 - Practice
a) Read carefully each sentence. Choose the correct
compound noun. After that complete it with the correct word and repeat as many
times as possible the compound noun words.
My
______________ is very big. The
______________ is sitting on the chair.

38
Maria is the
best
___________ .
Ms. Angela is a good ______________ .
Picture2
https://www.google.com.ec/imgres?imgurl=http://st.depositphotos.com/1032749/3313/v
/950/depositphotos_33136121-People-faces
cartoon.jpg&imgrefurl=http://sp.depositphotos.com/33136121/stock-illustration-people-
faces-
cartoon.html&h=905&w=1023&tbnid=g0K_by7v5Gv3qM:&docid=LDsz3ulK22csyM
&ei=6sl1VuahG4P3mAGqvovYCg&tbm=isch&ved=0ahUKEwjmvvaB7ejJAhWDOyY
KHSrfAqsQMwgqKBAwEA
Picture 3
https://www.google.com.ec/search?q=tree+family+members&biw=1366&bih=667&sou
rce=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjM5uGX7OjJAhVE1CYKHTr5Ba
QQ_AUIBigB#tbm=isch&q=critas+de+personas+en+dibujos&imgrc=0wOhW-
zisWku0M%3A

39
Make pedagogical desicions on
how to teaach morphological
structures from a communicative
point of view

41
Evaluate the morphological
problems in EFL classrooms from a
linguistic point of view

43
Final Reflection
It’s important to use the English language in our country to
express ourselves with other people from other countries by this
requires practice and use the language in our daily lives. This
contributes to students proficientin language, with its own criteria on
familiar topics.
This module allows us to learn about word formation and the
construction of words. Also to have more knowledge about the
English language, know types and classification of words , compound
words, blends and phrasal words and inflections .Making summaries in order
to learn about different topics about word formation . Also, doing
presentations we can understood and explain to each classmate a
new topic about morphology . Phonology II help me to improve my
knowledge about word formation.
In the future allow us to open dozens of doors and opportunities for
student exchange, travel, work and study. It’s beneficial to know the
English in our country gives us many advantages in life to be great
successful professionals.

Chango lissette phonology II portfolio

Chango lissette phonology II portfolio

Chango lissette phonology II portfolio

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