Johanna cando

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
Fourth Semester
Student´s name: Johanna Lizbeth Cando Sánchez
Professor´s name: Mg. Lic. Ruth Elizabeth Infante Paredes
AMBATO – ECUADOR
October 2015 – March 2015

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TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................3
VISIÓN (VISION STATEMENT)........................................................................................3
PERFIL DE EGRESO (EXIT PROFILE) ..............................................................................4
STATEMENT OF PERSONAL LEARNING GOALS.........................................................6
SYLLABUS............................................................................................................................7
Evidence for Element 1 ........................................................................................................17
FINAL REFLECTION.........................................................................................................44
PORTFOLIO RUBRIC ........................................................................................................45

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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

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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.

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STUDENTS C.V.
Johanna Cando
1620johansem@gmail.com
Schol adress: Home adress:
Huachi Patate
De los chasquis Av; La Delicia
Rio Guayllabamba street.
Education
SINDICATO DE CHOFERES PROFESIONALES “PATATE” Patate, Tungh, 2012
Licencia de Chofer Profesional tipo “C”
UNIVERSIDAD TECNICA DE AMBATO Ambato, Tungh. 2009
Facultad Ciencias e Ingeniería en Alimentos
Carrera de Ingeniería Bioquímica.
Facultad de Ciencias Humanas y de la Educación Ambato, Tungh.2012
Carrera de Idiomas
Rumiñahui Secondary
Graduated in Chemical – Biologist Ambato, Tungh. 2009
Liceo Cristiano Emanuel Primary
first to sixth grade Ambato, Tungh. 2003
Professional
Experience
“JASON” JEANS
Secretary
performing the payroll and was counting the clothes that came out and enter.
“EXODO” Manufactures
Operator
Operated a machine used to finish off clothing in jean fabric.
COMERCIAL “EL REMATHON #1 Y #2”; FABRICAS “PELILEO”; “FASHION STORE”
Seller
Seller clothing in any of these stores.
Leadership
Experience
I.T.S.Rumiñahui Secondary Alphabetization
Participated in a literacy course for people who did not have any form of education
I.T.S.Rumiñahui Secondary
I played in the selection of football.
Liceo Cristiano Emanuel Primary
I was Participate in the student band for two years.
Skill and
Interest
Languages: Spanish, English.
Computer: basic programs, Microsoft Word, Excel, Power Point, Windows Movie Maker, Web
Sites. Reading: reading in English, Spanish.

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STATEMENT OF PERSONAL LEARNING GOALS.
Nowadays, I am an English student of fourth level. Although I find this career a
little hard, I really enjoy studying English because it is something that I like and it is
also a useful tool that will help me a lot. In this semester, I want to know more about
morphology, how a word is formed, and why a word changes the category? And as
student I want to improve my fluency and vocabulary.
There are three reasons why I decided to study this career. The most important is
because I like so much to learn new languages. It allows me to have a lot of knowledge
about other cultures. To learn a foreign language is not just to know how to
communicate with other people in a different language. It also implies to know about
new cultures and their customs. The second reason is because I want to share my
knowledge with others. As a result, I think that being an English teacher I can achieve
that. Finally, I love to travel a lot. It is easiest to travel around the world when you
master the universal language.
Related to this subject I think that morphology can help students because
through it students can develop and get more vocabulary that can use in a dialogue or in
their daily life. I think that phonology II is attached to all subjects that we study because
if we know about morphology we can guest the meaning of a word without looking for
it in a dictionary because we will know how a word is formed and all forms that it has.
In addition, this fact makes that phonology learning might be a fundamental tool
especially for students who are in English Language Teaching Training Program.
In conclusion, I like my career and I enjoy every single thing that I do here
because in a little moment I can learn a lot of new and helpful things. Therefore, I will
put all my effort in this to be an excellent student and in a near future an extraordinary
English teacher.

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SYLLABUS
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: 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, 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
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
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS

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Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view
Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.
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-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Provide their own examples about possible morphological problems presented in English
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 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

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

19
Evidence for Element 2
Summary Chapter IV from book Morphology by Ph. Matthews.

20
PHONOLOGY II
COMPOUND WORDS, BLENDS AND ACRONYMS
Campaña Deisy
Cando Johanna
Espín Ana
Ramos Gabriel
Fourth “A”
Mg. Lic. Ruth Infante

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INDEX
INTRODUCTION ........................................................................................................ 22
Exercise 1: Compound vs Phases ............................................................................ 23
Exercise 1: Answer sheet.......................................................................................... 24
Exercise 2: Compound verbs................................................................................... 25
Exercise 3: Compound Adjectives........................................................................... 27
Exercise 4: Compound Nouns ................................................................................. 29
Exercise 5: Headed and Headless Compounds ...................................................... 31
Exercise 6: Blends and Acronyms........................................................................... 33
Exercise 7: Compounds containing bound combining forms............................... 36
Exercise 8: Phrasal words........................................................................................ 38
CONCLUSION............................................................................................................. 40
BIBLIOGRAPHY .......................................................................................................... 41

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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. Activities also contains an answer sheet as a guideline for
the teacher.

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Exercise 1: Compound versus Phrases
Exercise 1: Compounds versus phrases.
Task 1: Warm up:
Write a list of words on the board using some Compounds and phrases. Ask to students
to look these words and find out the difference among them.
Black board Blackboard
Silk worm silkworm
Toy fáctory Tóy factory
white house (the) White House
Task 2: Practice:
Ask students to infer the meaning of previous words and others from the list. After that,
ask them to create new sentences with words from one side of the list.
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
Task 3: Production:
Students should share their sentences with their partners orally and look for mistakes.

24
Exercise 1: Answer sheet
Exercise 1: Compounds versus phrases.
Task 1: Warm up:
Write a list of words on the board using some Compounds and phrases. Ask to students
to look these words and find out the difference among them.
Black board: Board that is black Blackboard: board for writing on
Silk worm: Worm made of silk Silkworm: caterpillar that spins silk
Toy factory: Factory that is a toy Toy factory: Factory where toys are made
white house: house that is white (the) White House: Residence of the US president
Task 2: Practice:
Ask students to infer the meaning of previous words and others from the list. After that,
ask them to create new sentences with words from one side of the list.
1. Andres is on the blackboard writing some sentences.
2. There is an exposition of silkworms in the zoo.
3. Last year, I visited Hot Wheels’ Toy factory.
4. I was thinking to buy a white house next to my university.
Task 3: Production:
Students should share their sentences with their partners orally and look for mistakes.

25
Exercise 2: Compound verbs
Task 1: Warm up:
Guessing the word: Teacher draw some pictures related to Compound verbs and
students try to guess the word.
Task 2: Practice:
Students should recognize and write some sentences with the words presented by the
teacher.
1. Overcook: _____________________________________________
2. Underestimate: _________________________________________
3. Outrun: ________________________________________________
4. Over polish: ____________________________________________
Task 3: Production:
Students create a short paragraphs using some compound verbs. It could be possible to
use the ones learned before or news.

26
Task 1: Warm up:
Guessing the word: Teacher draw some pictures related to Compound verbs and
students try to guess the word.
Task 2: Practice:
Students should recognize and write some sentences with the words presented by the
teacher.
1. Overcook: This beef is overcooked.
2. Underestimate: I underestimated you last Sunday while we were playing soccer.
3. Outrun: For a human being is impossible to outrun from a lion.
4. Over polish: My car is a disaster, my niece overpolished it.
Task 3: Production:
Students create some sentences that could be used in real situations with the words
learned before and express them in front of the class as a short role-play situation.
Some days ago I visited one of the most beautiful national parks in Ecuador “El
Boliche”, but I was really upset because I heard some Ecuadorians saying that this
park is overestimated. I didn’t believe it. I told them that they are over criticizing it
because I think that is very beautiful. One thing that is the best reason to say it is that
the air-condition of the environment is the best that I have never breath.

27
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.
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.

28
Task 2: From the list which are not examples of compound adjectives:
3.-It was a terribly hot day.
5.-It is an amazingly good idea.
Task 3: Production:
From the groups, choose the sentence that contains a compound adjective:
B. We’d like you to be part of the decision-making process.
C. She was a well-known actress by the time she reached age five.

29
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
water tank
motorcycle
noun + verb rainfall
haircut
Ex: My mother has a new haircut.
1.-………………………………………………………………..………………………
2.-………………………………………………………………..………………………

30
Task 2: 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
Task 3:Production
From the list choose two compound nouns and write two sentences:
Ex: My mother has a new haircut.

31
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: ……………………………………………………………….

32
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.

33
Exercise 6: Blends and Acronyms
Task 1: Warm up
Recalling Words
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

34
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.

36
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) __________________________________________.

37
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.

38
Exercise 8: Phrasal words
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.
blue
moon
body
language
stick-in-the-
mud
fly-by-
night
blue-
pencil

39
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.
blue
moon
body
language
stick-in-the-
mud
fly-by-
night
blue-
pencil

40
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.

41
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/
YourDictionary,. (2015). Compound Verb Examples. Retrieved 21 December 2015, from
http://examples.yourdictionary.com/compound-verb-examples.html

42
Link for slides presentation about paradigms.
http://es.slideshare.net/JohannaCando/paradigms-chapter-10-58177945

43
The knowledge of Morphology is necessary in order to know the way the human
brain works and processes language. It will help to produce new alternatives to learn and
teach languages. Students are tending to understand how words are formed, by
combining prefixes, suffixes and roots. Morphology could help understand other
languages without thorough study, it means that students would be able to deduce
the meaning of a word just by knowing the definition of the root, suffixes and prefixes.
Morphology literally means the study of shape.
We studied morphology, we knew that one of the advantages of learning
morphology is its knowledge can help English teachers in identifying the changes of
word classes. A familiar distinction is that between nouns and verbs, and there are
several ways in which we can justify this in English. For example, teacher is derived by
adding -er to the verb teach. When the suffix - er is added to a verb, a new noun is
created. Morphology brings lots of benefits to their learner in understanding English
vocabulary and grammar better and helps us in future role as an English teacher.
Morphology helps us a lot in understanding the origins of words.
As we are studying to become teachers of English study all suffixes and prefixes
in morphology, it will help a teacher to understand English grammar and teach it to the
kids thoroughly. Besides, this learning can increase our vocabulary as well as improving
our general reading comprehension skill. The knowledge of suffix meanings and suffix
definitions in morphology also helps students see and use context and etymological
clues, allowing them to make educated guesses about the meaning of unfamiliar
words. This is how the morphology helps in the learning process.

44
FINAL REFLECTION
The knowledge of Morphology is necessary in order to know the way the human
brain works and processes language. It will help to produce new alternatives to learn and
teach languages. Students are tending to understand how words are formed, by
combining prefixes, suffixes and roots. Morphology could help understand other
languages without thorough study, it means that students would be able to deduce
the meaning of a word just by knowing the definition of the root, suffixes and prefixes.
Morphology literally means the study of shape.
We studied morphology, we knew that one of the advantages of learning
morphology is its knowledge can help English teachers in identifying the changes of
word classes. A familiar distinction is that between nouns and verbs, and there are
several ways in which we can justify this in English. For example, teacher is derived by
adding -er to the verb teach. When the suffix - er is added to a verb, a new noun is
created. Morphology brings lots of benefits to their learner in understanding English
vocabulary and grammar better and helps us in future role as an English teacher.
Morphology helps us a lot in understanding the origins of words.
As we are studying to become teachers of English study all suffixes and prefixes
in morphology, it will help a teacher to understand English grammar and teach it to the
kids thoroughly. Besides, this learning can increase our vocabulary as well as improving
our general reading comprehension skill. The knowledge of suffix meanings and suffix
definitions in morphology also helps students see and use context and etymological
clues, allowing them to make educated guesses about the meaning of unfamiliar
words. This is how the morphology helps in the learning process.

45
PORTFOLIO RUBRIC
Student´s name: Johanna Cando
Syllabus: ____________________________
Date: ____________________________
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 3
rd
to 9
th
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.
Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.

Johanna cando

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