Chango lissette phonology II portfolio

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1 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

Transcript of 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 2 .................................................................................................. 20 Evidence for element 3 ................................................................................................... 22 Evidence for Element 4 .................................................................................................. 39

Evidence for Element 5 .................................................................................................. 41 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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FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

CURRICULUM VITAE

Name:Lissette Paulina Chango Cerón Age: 22 years.

ID: 0503329872 Civil status: Married. Email: [email protected].

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

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SÍLABO

PHONOLOGY II

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

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I. SYLLABUS GENERAL INFORMATION Subject: Phonology II Program: Carrera de Idiomas

Code: FCHE/I/MP/P/021290406 Prerequisites:

Study Modality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular Organization Unit: Profesional

Credits : 3

Level: Fourth Semester

Corequisites:

Subject Code

1. Oral III FCHE/I/MP/02129/04/03

Hours per Week

Class Hours:

3

Theoretical:

2

Practical: 1

Tutoring Student Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48 Independent hours for the semester: 72

Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Infante Paredes Ruth Elizabeth

Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization Professional experience: 12 years

Teaching experience: 12 years

Program Academic area: Competencia Pedagógica y Psicosociolinguistica

Professsor's schedule (practical application and learning experimentation) : Tuesday from 10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday from 9h00 to 12h00 Professor's schedule (Academic tutoring): 0

Phone numbers: 0995721088

E-mail: [email protected]

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III. COURSE DESCRIPTION AND OBJECTIVES

Purpose

The aim of the course is to introduce students to the word formation of English. That knowledge will let them make teaching desicions when planning, organizing and

evalauating the English Teaching and Learning process.

Course Description: (Abstract)

The course will aim to develop phonological knowledge and strategies in order to use them when learning and teaching English.

This course will develop 5 main elements during the semester. First, students will

identify basic concepts of L2 related to morphology subject. Then, they will understand different patterns of word formation. After that, students will be aware of the lexica l derivation, mainly the origin of words. They will also analyze the language by applying

morphological structures. Finally, students will predict examples about possible morphological problems presented in L2.

The methodology that will be applied in the development of the module is Kolb´s strategies and basically ABP, and English methodology as cognitive and meta-

cognitive strategies which may help students develop an independent learning. Some of the evaluation instruments such a mind maps, charts, oral presentations will be

applied in order to get critical thinking and students´ own conclusion according to each topic.

This course will contribute with the development of accuracy of language, in other words, the correct use of words in context depending on the origin of word and the

different uses of the lexis.

Course General Objective:

Make use of linguistic elements, psychological processes, and the sociocultural aspects

in order to apply them in the teaching- learning process in an effective way

Course Specific Objectives :

1. Identify basic concepts of L2 related to morphophonemic subject. 2. Compare different patterns of word formation and their pronunciation.

3. Analyze the lexical derivation, mainly the origin of words. 4. Investigate the language by applying morphological structures.

5. Provide their own examples about possible morphological problems presented in L2

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IV. COURSE STUDY PROGRAM

Curricular Units

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

Thematic Units

Class Hours Tutoring

Hours

Independent hours including research and community

service

Assessment tools

Theoretical Practical

1.1 What is Morphology? 1 1 1 Diagnostic Observation

1.2 The scope of morphology 1 1 2 Workshops

1.3 Morpholigical system 1 1 4 Questionnaires

1.4 Words, sentences and dictionaries 1 1 5 Mind maps

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

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

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

Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.

Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.

Didactic Resources: Overhead projector, internet, coursebook and e-books.

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

Thematic Units

Class Hours

Hours of

Tutoríng

Independent study including

research and relationship with the society

Mechanisms and assessment

tools

Theoretical

Practical

2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation

2.2 -Inflections and word formation: 1 1 3 Workshops

2.3 Lexical derivation 1 1 3 Questionnaires

2.4 A Word and its forms: inflections 1 1 3 Mind maps

2.5 A Word and its relative derivation 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

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

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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.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

Analyze the lexical derivation, mainly the origin of words.

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

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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.

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.

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V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative Evaluation

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

Techniques and

instruments:

Interview Knowledge survey

Oral Presentations Written Works

Task-based activities Portfolio

Quiz Questionnaires

Oral presentations

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

Techniques and

instruments:

Observation

Check list

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

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V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

This a linguistic book that should be analysed carefully. In order to understand the linguistic

vocabulary it is compulsoru to know terms related to the study of morphology.

NUMBER

OF ISSUES

PRINTED:

Codigo Biblioteca: Código Biblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER OF

PAGES

Bauer, Laurie Linguistics Student's Handbook third Edinburgh

University Press

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about

morphology. This book is support for the main coursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

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

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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 professiona l,

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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Evidence for Element 2

Compare different patterns of word

formation and their pronunciation.

Unit learning outcome

Distinguish parts of words according to its

formation based on the learning

experience

Evidence for Element 2

Unit learning outcome

Distinguish parts of words according to

its formation based on the learning

experience

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NDEX

Evidence for element 3

Analyze the lexical derivation, mainly

the origin of words.

Unit learning outcome

Summarize about lexical derivation

taking into account Word etymology

Evidence for Element 3

Unit learning outcome

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 fina lly

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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Task 3 – Production 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

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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

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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

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Task 2 – Practice a) Identify and paint the compound adjectives. In groups of three read and compare

your answers with your partners.

Task 3 – Production 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-eyed tumbledown blue-green

sky-high

deaf-mute

high sky

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-eyed tumbledown blue-green

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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.

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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

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Evidence for Element 4

Investigate the language by

applying morphological

structures.

Unit learning outcome

Make pedagogical decisions on

how to teach morphological

structures from a communicative

point of view.

Evidence for Element 4

Unit learning outcome

Make pedagogical desicions on

how to teaach morphological

structures from a communicative

point of view

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Evidence for Element 5

Provide their own examples about

possible morphological problems

presented in English Classes

Unit learning outcome

Evaluate the morphological problems

in EFL classrooms from a linguistic

point of view

Evidence for Element 5

Unit learning outcome

Evaluate the morphological

problems in EFL classrooms from a linguistic point of view

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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 proficient in 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.

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RUBRIC TO ASSESS PORTFOLIO