1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“PHONOLOGY II”
FORTH SEMESTER “A”
Student´s name: Mario Sanipatín
Professor´s name: Lcda. Mg. Ruth Infante
AMBATO – ECUADOR
October 2015 –April 2016

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TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................3
VISIÓN (VISION STATEMENT)........................................................................................3
STUDENT´S C.V................................................................ Error! Bookmark not defined.
STATEMENT OF PERSONAL LEARNING GOALS.........................................................5
I. SYLLABUS GENERAL INFORMATION.................. Error! Bookmark not defined.
II. PROFESSOR'S TEACHING PROFILE ......................... Error! Bookmark not defined.
III. COURSE DESCRIPTION AND OBJECTIVES ........... Error! Bookmark not defined.
IV. COURSE STUDY PROGRAM..................................... Error! Bookmark not defined.
V. NORMATIVE STANDARDS EVALUATION ............. Error! Bookmark not defined.
VI. BIBLIOGRAPHY .......................................................... Error! Bookmark not defined.
Evidence for Element 1 ..........................................................................................................2
Evidence for Element 2 ..........................................................................................................3
Evidence for Element 3 ..........................................................................................................5
Evidence for Element 4 ........................................................................................................31
Evidence for Element 5 ........................................................................................................32
FINAL REFLECTION.........................................................................................................33
PORTFOLIO RUBRIC ........................................................................................................34

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

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HOJA DE VIDA
DATOS PERSONALES
NOMBRES: Mario Alberto Sanipatín Mayorga
CÉDULA DE IDENTIDAD:1805152723
FECHA DE NACIEMIENTO:19 de Diciembre 1991 EDAD:24
ESTADO CIVIL: Soltero
DIRECCIÓN: Rodríguez Labandera y Arístides Sartorio.
CIUDAD: Ambato.
TÉLEFONOS: 0998373202 - 0984981635
EMAIL: brosstecdj@yahoo.com
FORMACIÓN ACADÉMICA
PRIMARIA: Liceo “Juan Montalvo”.
SECUNDARIA: Instituto Tecnológico Superior “Bolívar”.
Colegio a Distancia República de “Argentina”.
Unidad Educativa “Shekina”.
Bachiller en Administración y Aplicaciones
Informáticas.
SUPERIOR: Universidad Técnica de Ambato (cursando)
Segundo Semestre, aprobado,Idiomas (Docencia en Inglés).
EXPERIENCIA LABORAL
 Tecnicentro Andina Service (Ayudante).
 Comercial Panamá Sucursal (Atención al cliente).
 Cabinas Telefónicas Gladys (Atención al Cliente).
 Mantenimiento, asesoramiento, venta de equipos y sistemas contables Infordata
(Técnico).
 Bar-Discoteca Mojito Chill Out (Atención al Cliente).
 Bar Tijuana (Atención al cliente).
 Bar-Discoteca La Catedral (Atención al cliente)
 Bar-Discoteca Play (Atención al cliente)

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STATEMENT OF PERSONAL LEARNING GOALS.
There are many reasons to take this course. This course contributes to overcome
my objectives. I believe that this course open new opportunities to be a better person in
professional and social environment. Also, and obviously to understand and learn
English language to teach in the future with a correct pedagogy.
Phonology II gives us a global idea to how teach in a correct way English
language. I have good expectations, but I have to be honest. I work a lot at night and it’s
very hard to study at the same time. Sometimes I forget to do homework or most of the
time I can’t study for lessons and Quizzes because my schedule is full. I try to do my
best, but sometimes I can’t. However I hope to past this semester without problems.
This course contributes to discover new things to be more culture. So, when
you are more culture, you can show and test your knowledge. Phonology II will help me
to understand new grammar, vocabulary, etc. because it is the most important subject to
take and overcome all the goals that I have and after that I want to speak as American
Speaker without travel to other country.

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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:
StudyModality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/06
Curricular OrganizationUnit:Profesional
Credits: 3
Level:FourthSemester
Corequisites:
Subject Code
1. Oral III FCHE/I/MP/02129/04/03
Hours per Week
ClassHours:
3
Theoretical:
2
Practical:
1
TutoringStudentHours: On Campus: 0 Virtual: 0
TOTAL LEARNING HOURS : 120
Weekhours 3
Hoursduringthesemester: 48
Independenthoursforthesemester: 72
AcademicTutoringhours: 0
II. PROFESSOR'S TEACHING PROFILE
Professor'sname: Infante Paredes Ruth Elizabeth
Academicdegree:Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledgearea: (01)Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training withsubjectspecialization
Bachelor'sdegree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledgearea:(01)Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training withsubjectspecialization
Professional experience: 12 years
Teachingexperience: 12 years
ProgramAcademicarea: 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'sschedule (Academictutoring): 0
Phonenumbers: 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
CourseSpecificObjectives :
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.
ThematicUnits
ClassHours Tutoring
Hours
Independent hours including
research and community
service
Assessmenttools
Theoretical Practical
1.1 What is Morphology? 1 1 1 DiagnosticObservation
1.2Thescope of morphology 1 1 2 Workshops
1.3Morpholigicalsystem 1 1 4 Questionnaires
1.4Words, sentences and dictionaries 1 1 5 Mindmaps
1.5 A Word and itsparts: rootsaffixes and theirshapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
Learningoutcome:Define mainconcepts of morphologyfrom a linguisticpoint of view
LearningMethodologies: CollaborativeLearning; Problem based learning PBL and Project Based Learning.
EducationalStrategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
DidacticResources: Overheadprojector, internet, coursebook and e-books.
U.2 Compare different patterns of word formation and their pronunciation.
ThematicUnits
ClassHours
Hours of
Tutoríng
Independent study including
research and relationship
with the society
Mechanisms and
assessmenttools
Theoretical Practical
2.1-Word, word-form and lexeme 1 1 3 DiagnosticObservation
2.2-Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and itsforms: inflections 1 1 3 Mindmaps
2.5 A Word and itsrelativederivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25
UnitLearningoutcome:Distinguishparts of wordsaccordingtoitsformationbasedonthelearningexperience
LearningMethodologies: CollaborativeLearning; Problem based learning PBL and Project Based Learning.
EducationalStrategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
DidacticResources: Overheadprojector, internet, coursebook and e-books.

10
U.3 Analyze the lexical derivation, mainly the origin of words.
ThematicUnits
ClassHours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and
assessmenttools
Theoretical Practical
3.1Compounds 1 1 5 DiagnosticObservation
3.2Morphemes and Allomorphs 1 1 5 Workshops
3.3Compoundwords, blends and phrasalwords 2 2 5 Questionnaires
3.4 A Word and itsstructure 1 1 3 Mindmaps
SUBTOTAL HOURS
5 5 18 TOTAL HOURS 28
UnitLearningoutcome: Summarizeabout lexical derivationtakingintoaccount Word ethymolgy
LearningMethodologies: CollaborativeLearning; Problem based learning PBL and Project Based Learning.
EducationalStrategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
DidacticResources: Overheadprojector, internet, coursebook and e-books.
U.4 Investigate the language by applying morphological structures.
ThematicUnits
ClassHours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and
assessmenttools
Theoretical Practical
4.1 MorphologicalProcesses 2 3 5 DiagnosticObservation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
5 5 11 TOTAL HOURS 21
UnitLearningoutcome: Makepedagogicaldesicionsonhowtoteaachmorphologicalstructuresfrom a communicativepoint of view
LearningMethodologies: ColaborativeLearning; Problem based learning PBL and Project Based Learning.
EducationalStrategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
DidacticResources: Overheadprojector, internet, coursebook and e-books.

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U.5 Provide their own examples about possible morphological problems presented in English Classes
ThematicUnits
ClassHours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and
assessmenttools
Theoretical Practical
5.1 Inflectionalmorphology and syntax 1 2 5 DiagnosticObservation
5.2 Thehistoricalsources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langaugeGenerally 1 1 3 Questionnaires
Mindmaps
SUBTOTAL HOURS
4 4 13 TOTAL HOURS 21
UnitLearningoutcome: Evaluatethemorphologicalproblems in EFL classroomsfrom a linguisticpoint of view
LearningMethodologies: CollaborativeLearning; Problem based learning PBL and Project Based Learning.
EducationalStrategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
DidacticResources: Overheadprojector, internet, coursebook and e-books.

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V. NORMATIVE STANDARDS EVALUATION
SpecificObjectives DiagnosticEvaluatio
n
FormativeEvaluati
on
Summative
Evaluation
1. Identify basic concepts of L2 related to morphophonemic subject.
Techniques and
instruments:
Interview
Knowledgesurvey
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
Checklist
Oral Presentations
Written Works
Task-basedactivities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3.Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Checklist
Oral Presentations
Written Works
Task-basedactivities
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-basedactivities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Provide their own examples about possible morphological problems presented in English
Classes
Techniques and
instruments:
Observation
Checklist
Oral Presentations
Written Works
Task-basedactivities
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 UnitedKingdom 251
CODE/ DATABASE LOCATION: COMMENTARY:
This a linguisticbookthatshould be analysedcarefully. In
ordertounderstandthelinguisticvocabularyitiscompulsorutoknowtermsrelatedtothestudy of
morphology.
NUMBER
OF
ISSUES
PRINTED:
CodigoBiblioteca:
CódigoBiblioteca: 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
UniversityPress
Edinburgh 352
CODE/ DATABASE LOCATION: COMMENTARY:
Th bookprovides a framework of linguisticswhichincludesimportant ideas aboutmorphology.
Thisbookissupportforthemaincoursbook.
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 AbyaYala 291
CODE/ DATA BASE: COMMENTARY:
Este texto pone a disposición de los profesores elementos generales del conocimiento
lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en
general y de la educación intercultural bilingüe en particular; no solo en relación con la
lengua sino con el conocimiento en si. La información que contiene corresponde a diversas
teorías que han servido de base para el desarrollo.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: x
VIRTUAL:
URL:https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM
&hl=en&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

1
VII. SYLLABUS APPROVAL
Date prepared: September 21st, 2015
-------------------------------------
Lic. Mg. Ruth Infante
SUBJECT PROFESSOR
Date of approval: September 23rd, 2015
-------------------------- -------------------------------
Lic. Mg. DorysCumbe Mg. VerónicaChicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval

2
Evidence for Element 1

3
Evidence for Element 2

4

5
Evidence for Element 3
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA IDIOMAS
PHONOLOGY II
FOURTH SEMESTER
Students:
López Ana Belén
Mendoza Valeria
Rengifo Mónica
Sanipatín Mario
Professor:
Lic. Mg. Ruth Infante
Ambato - Ecuador
2015-2016

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INDEX
Introduction........................................................................................................................................ 4
EXERCISE 1...................................................................................................................................... 6
TOPIC: COMPOUNDS VERSUS PHRASES. ................................................................................. 6
Task 1................................................................................................................................................. 6
Task 2................................................................................................................................................. 7
Task 3................................................................................................................................................. 7
Answer Sheet ..................................................................................................................................... 8
EXERCISE 2...................................................................................................................................... 9
TOPIC: COMPOUND VERBS ......................................................................................................... 9
Task 1................................................................................................................................................. 9
Task 2............................................................................................................................................... 10
Task 3............................................................................................................................................... 10
Answer sheet.................................................................................................................................... 11
EXERCISE 3.................................................................................................................................... 12
TOPIC: COMPOUND ADJECTIVES............................................................................................. 12
Task 1............................................................................................................................................... 12
Task 2............................................................................................................................................... 12
Task 3............................................................................................................................................... 13
Answer Sheet ................................................................................................................................... 14
EXERCISE 4.................................................................................................................................... 15
TOPIC: COMPOUNDS NOUNS .................................................................................................... 15
Task 1............................................................................................................................................... 15
Task 2............................................................................................................................................... 15
Task 3............................................................................................................................................... 15
Answer Sheet ................................................................................................................................... 16
EXERCISE 5.................................................................................................................................... 17
TOPIC: HEADED AND HEADLESS COMPOUNDS................................................................... 17
Task 1............................................................................................................................................... 17
Task 2............................................................................................................................................... 18
Task 3............................................................................................................................................... 18
Answer Sheet ................................................................................................................................... 19
EXERCISE 6.................................................................................................................................... 20
TOPIC: BLENDS AND ACRONYMS ........................................................................................... 20
Task 1............................................................................................................................................... 20

7
Task 2............................................................................................................................................... 20
Task 3............................................................................................................................................... 21
Answer Sheet ................................................................................................................................... 22
EXERCISE 7.................................................................................................................................... 23
TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS. .................................. 23
Task 1............................................................................................................................................... 23
Task 2............................................................................................................................................... 23
Task 3............................................................................................................................................... 24
Answer Sheet ................................................................................................................................... 25
EXERCISES 8 ................................................................................................................................. 26
TOPIC: PHRASAL WORDS........................................................................................................... 26
Task 1............................................................................................................................................... 26
Task 2............................................................................................................................................... 26
Task 3............................................................................................................................................... 27
Answer Sheet ................................................................................................................................... 28
Conclusions...................................................................................................................................... 29
Bibliography..................................................................................................................................... 30

8
Introduction
Compounds as words formed by combining roots and the much smaller category of phrasal
words according to Andrew Carstairs will be performed in this work to be applied in
different exercises to students from 17 to 25 years old with the level B2. As a group we
want to develop 8 exercises and each of them has 3 tasks which ones will consist on the
warm up, the practice and the production respectively. These exercises will help students
to recognize different ways in which an English word may itself be composed of words.
Into the first exercise we are going to give a brief explanation about compound words and
compound phrases and then in task 1 through a search word puzzle would be useful to find
compound words and compound phrases, task 2 and 3 consist in writing sentences
containing compound words and phrases.
Into the second exercise we are going to explain about the four categories of compound
verbs then in task 1 through a reading students would find the 4 compound verbs
categories and in task 2 and 3 consist in writing statements containing the four categories.
Then, to clarify that compounds nouns and adjectives are very important to morphology,
but sometimes we have problems because of many confusions at the time to use them, we
think the best way to learn them is inferring what the meaning is. Both of the exercises
three and four have a big similarity because the techniques to achieve the objectives of
learning.
Exercise three task 1, infers to give an idea and write definitions in their own words of
compounds adjectives. Task 2, match definitions to the compounds adjectives. Task 3,
consists in produce writing with a familiar topic and related to themselves and their
personalities.

9
Exercise fourth task 1, infers to give an idea and write definitions in their own words of
compound nouns. Task 2, choose the right alternative to make compound nouns. Task 3,
consists in a paragraph of four hundred words about the traffic in your city using the
compound nouns of the task two.
Exercise fifth, task 1 will consist of a brief definition of headed and headless compounds
with examples and students have to match the words according to a coherent meaning.
Task 2 consists of completing sentences with the words that are into the box. And task 3
consists of writing sentences with each word.
Exercise six, task 1 consists of a brief explanation of blends and acronyms with two
examples and it has a matching exercise. Task 2 consists of recognizing the acronyms of
each definition. And task 3 consists of writing examples acronyms and write according
each blend formation.
Exercise 7, task 1students will organize words to recognize what are combining forms, task
2 match words to match the elements of combining forms and task 3 identify and write the
combining forms from a reading.
Finally, exercise 8, task 1 they will match phrasal word with their correct meaning, task 2
complete sentences with different phrasal words and task 3 create a history using some
phrasal words from a box.

1
0
COMPOUNDS VERSUS PHRASES.
- Compounds they have a name giving function meanwhile phrases they have
merely a descriptive function and generally they have the stress in the first part.
Compounds are words formed by roots but it is represented just in one word.
1. Blackbird: “a type of bird”
2. Whiteboard: “board for writing on”
- Phrases are formed by two or more roots and they are represented in two or more
words but not containing a verb in its structure and also they are stressed in the
second part of the phrase.
1. Black bird “a bird that is black”
2. White board: “a board that is white”.
EXERCISE 1.
TOPIC: COMPOUNDS VERSUS PHRASES.
Identify compounds and phrases by giving examples of both of them and evaluate the
students’ comprehension trough grammar practice and writing production.
Task 1
Word search puzzle Warmup. Find the following compound words and phrases in the
following word search puzzle.
-Blackbird -Green House -White Board -Black bird
-Firework -Crossword -Silkworm -Hair net

1
1
Task 2
Complete with the following given examples the blanks in the following sentences.
-Blackbird -Green House -Whiteboard -Crossword -Hairnet
1. David has a beautiful ….. ….. In California where he and his family live.
2. Ecuador has a variety of animals such as the ……… and the red parrot.
3. Mary is trying to solve a very complicated.........
4. They are writing the class on the ……….
5. She is wearing a ……. at work.
Task 3
Write four sentences using the following given words and write in bold type the words that
carry the stress in.
-Typewriter -yellow jacket -trapdoor -windmill
1. 2. 3. 4.

1
2
Answer Sheet
Exercise 1
Identify compounds and phrases by giving examples of both of them and evaluate the
students’ comprehension trough grammar practice and writing production.
Task 2
-Blackbird -Green House -Whiteboard -Crossword - Hairnet
1. David has a beautiful green house in California where he and his family live.
2. Ecuador has a variety of animals such as the blackbird and the red parrot.
3. Mary is trying to solve a very complicated crossword
4. They are writing the class on the whiteboard
5. She is wearing a hairnet at work.
Task 3
-Typewriter -yellow jacket -trapdoor -windmill
1. John uses his old typewriter to write poems or romantic novels.
2. Ana wears her yellow jacket for going out at night.
3. The Cullen family have a trapdoor for killing rats.
4. I can see the windmill of the town from my window.

1
3
EXERCISE 2
TOPIC: COMPOUND VERBS
- We have four classes of compound verbs and they are:
Verb-verb “stir- fry” (VV): Where we have the first verb as the light verb or the heavy
verb and it is usually used to show a process or a sequence.
Noun-verb “heat-bath” (NV): Where the noun is converted into a verbal structure.
Adjective-verb “dry-clean” (AV): Where the adjective is converted into a verbal
structure.
Preposition-verb “overcook” (PV): Where the verb is preceded by a preposition that
affects the meaning of the verb or action or creates a transitive verb. (Under- over- out).
Task 1
Into the following reading you would find in bold type the four categories of compound
verbs.
Knead- fry (VV) overcook (PV) heat- bath (NV) cool- rest (AV)
Preparing donuts it is very easy. First you have to get all the ingredients: floor,
milk, yeast, salt, and sugar, chocolate. Second you have to knead- fry the formed dough
and don’t leave it overcook. Then you have to get the chocolate melted by a process of
heat- bath with vapor. Finally you let the donuts in a cool- rest time and then you serve
them.

10
Task 2
Complete the blank with the following sentences with the given compound verbs.
(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean
1. Preparing bread you have to do a process of …. …. to get the bread done.
2. When you wash your car at the car wash it pass by a …. …. process.
3. Judging is a bad habit because sometimes you can ………… the people or despise them.
4. The Santos family uses ......... to paint her house this summer.
Task 3
Write four sentences using the given examples of compound verbs classes.
(VV): Freeze-conserve
1
(NV): soft clean
2
(AV): safe drive
3
(PV): underscore
4

11
Answer sheet.
Exercise 2
Task 2
(AV): whitewash (PV): overestimate (VV): knead-bake (NV): steam-clean
1. Preparing bread you have to do a process of knead-bake to get the bread done.
2. When you wash your car at the car wash it pass by a steam-clean process.
3. Judging is a bad habit because sometimes you can overestimate the people or despise
them.
4. The Santos family uses whitewash to paint her house this summer.
Task 3
(VV): freeze-conserve
1 Preserving food in good taste it is easy to do it you just have to get food pass by a
process of freeze-conserve it
(NV): soft clean
2 The babies’ clothes need to be soft clean enough.
(AV): safe drive
3 Having your security belt with you is a good idea for a safe drive time.
(PV): underline
4 There are some phrases you need to underline for having a better comprehension of your
reading.

12
EXERCISE 3
TOPIC: COMPOUND ADJECTIVES
Task 1
Infer.
Try to infer and write what is the meaning of these compound adjectives in your own
words self-centered, self-confident, self-conscious, and self-critical. Compare your
meanings with your partner.
Task 2
Match the definitions to the compound adjectives.
Badly-behaved strong-minded big-headed level-headed
Thick-skinned well-behaved open-minded narrow-minded
Cold-hearted warm-hearted two-faced short-tempered
a) Robert always gets what he wants. He is ,
b) You shouldn’t trust him. He is . He smiles at your face but he keeps
talking behind you.
c) The characters in that play were horrible. They were .
d) My mom gets angry very easily. He is .
e) Alex does a lot of work for charity (helping others). She is .
f) Homer is very calm. He can overcome most difficulties easily. He is .
g) The new manager never accepts other people’s ideas. He is .

13
Task 3
Write a paragraph and describe each of your classmates using these compound adjectives
self-centered, self-confident, self-conscious, and self-critical.

14
Answer Sheet
Task 2
Match the definitions to the compound adjectives.
Badly-behaved strong-minded big-headed level-headed
Thick-skinned well-behaved open-minded narrow-minded
Cold-hearted warm-hearted two-faced short-tempered
a) Robert always gets what he wants. He is STRONG-MINDED,
b) You shouldn’t trust him. He is TWO-FACED. He smiles at your face but he
keeps talking behind you.
c) The characters in that play were horrible. They were COLD-HEARTED.
d) My mom gets angry very easily. He is SHORT-TEMPERED.
e) Alex does a lot of work for charity (helping others). She is WARM-HEARTED.
f) Homer is very calm. He can overcome most difficulties easily. He is LEVEL-
HEADED.
g) The new manager never accepts other people’s ideas. He is NARROW-MINDED.

15
EXERCISE 4
TOPIC: COMPOUNDS NOUNS
Task 1
Try to infer and write what is the meaning of compound nouns in your own words.
Compare your meanings with your partner.
Task 2
Choose the right alternative to make compound nouns:
1. SUBWAY 5. PARKING
2. POLICE 6. BUS
3. BIKE 7. TAXI
4. TRAFFIC 8. NEWS
a) Station e) stand
b) Stand f) stop
c) Space g) jam
d) Lane h) line
Task 3
Write a paragraph of four hundred words about the traffic in your city using the compound
nouns of the task two.

16
Answer Sheet
Task 2
Choose the right alternative to make compound nouns:
1. SUBWAY LINE 5. PARKING SPACE
2. POLICE STATION 6. BUS STOP
3. BIKE LANE 7. TAXI STAND
4. TRAFFIC JAM 8. NEWS STAND
a) Station e) stand
b) Stand f) stop
c) Space g) jam
d) Lane h) line

17
EXERCISE 5
TOPIC: HEADED AND HEADLESS COMPOUNDS.
You can infer the meaning because the meaning is specified by any of the words that
compose only one word.
= kind of bird
You can’t infer the meaning because the meaning is not specified by any of the words.
= is not a kind of tooth,
it is a prehistoric tiger
Task 1
Matching the words according to a coherent meaning. Then rewrite the two words that give
one meaning.
1 2
3
house
board
life black
dog still
BLACK BIRD
SABRE TOOTH

18
Task 2
Place the compounds into the correct sentence below. Not all these are going to use.
1
2
3
4
Task 3
Write one sentence for each of the following words.
Blackbird
Smalltalk
Doghouse
High school
Tray table
Flatfoot
still life
doghouse
blackbird
maple leaves
sabre tooth
blackboard four eyes sabre tooths
maple leaf highbrow
Everyone should buy a for their pets.
The was a kind of tiger in the prehistoric.
A image reproduced in oil paint.
The teacher Carla wrote good examples about compounds on the .

19
Answer Sheet
Task 1
1. Black board
2. Still life
3. Dog house
Task 2
1. Everyone should buy a dog house for their pets.
2. The sabre tooth was a kind of tiger in the prehistoric.
3. A still-life image reproduced in oil paint.
4. The teacher Carla wrote good examples about compounds on the blackboard.
Task 3
Blackbird is a bird having shiny black or mostly black coloring, as the red-winged
blackbird.
We engage in some small talk.
Marco’s dog has a big doghouse.
When I was 12 years old I studied at the high school “Luis Andino”
Dario eat his lunch on the tray table.

20
EXERCISE 6
TOPIC: BLENDS AND ACRONYMS
Blend words
Acronyms.
AIDS (from acquired immune deficiency syndrome)
Task 1
Match the following words with their origin.
Task 2
From the following list write the acronym of each definition.
Compact Disc read-only memory Liquid Crystal Display _
Joint Photographic Experts Group Short Message Systems
down low laughing out loud
girl friend random access memory_
Movies and PicturesFAQ
Motor and hotelMovies
smoke fog
SMOG
Motel Frequently Asked Question

21
Task 3
Write some example of acronyms and answer the spaces.
Acronyms
Blends (Fornication - Breakfast – cybernetic - lunch – organism – California –
marathon – talk)
Californication is a blend of
Brunch is a blend of
Cyborg is a blend of
Talkathon is a blend of _

22
Answer Sheet
Task 1
Task 2
Compact Disc read-only memory CD-ROOM Liquid Crystal Display LCD
Joint Photographic Experts Group JPEG Short Message Systems SMS
down low DL laughing out loud LOL
girl friend GF random access memory RAM
Task 3
Californication is a blend of California and Fornication
Brunch is a blend of breakfast and lunch
Cyborg is a blend of cybernetic and organism
Talkathon is a blend of talk and marathon
Motel
Motor and hotel
Movies Movies and Pictures
FAQ Frequently Asked Question

23
EXERCISE 7.
TOPIC: COMPOUNDS CONTAINING BOUND COMBINING FORMS.
Task 1.
Order these words to find the correct one.
margoidram
sortertcep
logyocios
pothroangylo
phomorgylo
Task 2.
Match these words correctly with the word formation of each of them.
Slowness Drink
Glorify Delivery
Delivery Slow
Drinkable Glory
Powerful Power

24
Task 3.
Read this reading, underline the phrasal words and then write them above
I really admire my Uncle Bob, I’ve always looked up to him as someone I can go for
advice. What is nice that now and then he comes to me. My Uncle Bob is looking for a
new flat. He spent the weekend looking through the newspapers trying to find something in
his price range. He decided he needed some advice so he looked up my phone number in
his address book and gave me a ring. The next day we spent the afternoon looking at some
possibilities on the outskirts of San Sebastian, in a suburb called Renteria. He was looking
for a bargain but I told him to look out for flats which needed a lot of work. doing. In every
flat we looked over the electrics and the plumbing. All the flats we saw were quite pricey
so we looked into the possibility of getting a mortgage from the bank. In the end we
managed to find the perfect flat and Uncle Bob is really looking forward to moving in. It
was pricey but I think Uncle Bob´ll look after it well.

25
Answer Sheet
Task 1.
Cardiogram
Retrospect
Sociology
Anthropology
Morphology
Task 2.
Slowness Drink
Glorify Delivery
Delivery Slow
Drinkable Glory
Powerful Power
Task 3.
Looked up to
Looking for
Looking through
Look out for
Looked up
Looking at
Looked over
Looking forward to
Looked into
Look after

26
EXERCISES 8
TOPIC: PHRASAL WORDS.
Task 1.
Match these words with their correct meaning.
Come back To investigate
To get To return
Look for To obtain
Task 2.
Complete these sentences using a word from list A and a word from List B.
A: along – away – back – forward – out – up B: at – of – to - with
1. You are walking too fast. I cannot keep you
2. My vacation is almost over. next week I will be work
3. we have nearly run money. we hardly have any left
4. martin is not very happy in his job because he does not get
his boss
5. I love to look the stars in the sky at night.

27
Task 3
Write a short history with these words.
People in the Street Brother in law Book on the shelf

28
back
Answer Sheet
Task 1.
Come To investigate
To get To return
Look for To obtain
Task 2
1. You are walking too fast. I cannot keep up with you
2. My vacation is almost over. Next week I will be back to work
3. We have nearly run away from money. We hardly have any left
4. Martin is not very happy in his job because he does not get along with his
boss
5. I love to look out at the stars in the sky at night.

29
Conclusions
- Students would be able to recognize how to form compound words and
phrases and to use the four categories of compound verbs in context.
- Students are going to build simple definitions and recognize in their own
words the compound adjectives and nouns.
- Students will learn how we can obtain other words through blends words
and recognize acronyms.
- Student who will perform those activities will be able to identify and
determine the difference between phrasal words and compounds
combining forms.

Bibliography
 Userpage.fu-berlin.de,. (2015). Retrieved 17 December 2015, from
http://userpage.fu-berlin.de/~flohaas/Handout%203_morphII_SoSe06.pdf
 Profile, V. (2008). bradshaw of the future: the grammar of the Maple
Leafs . Bradshawofthefuture.blogspot.com. Retrieved 17 December 2015,
from http://bradshawofthefuture.blogspot.com/2008/10/grammar-
of- maple-leafs.html
 Es.slideshare.net,. (2012). Compounding. Retrieved 17 December 2015,
from http://es.slideshare.net/Velnar/compounding-15019809
 Uni-kassel.de,. (2015). Retrieved 17 December 2015, from
https://www.uni-
kassel.de/fb02/fileadmin/datas/fb02/Institut_für_Anglistik_Amerikanisti
k/
Dateien/Linguistik/Presentations/Böer_Kotowski_Härtl_talk_IMM15.pd
f
 Wikipedia,. (2015). Compound verb. Retrieved 17 December 2015,
from https://en.wikipedia.org/wiki/Compound_verb

31
Evidence for Element 4

32
Evidence for Element 5
PHONOLOGY II
HOW INFLUENCE MORPHOLOGY IN EDUCATION OF ENGLISH IN
ECUADOR?
NAME: Mario Alberto Sanipatín Mayorga
LEVEL: 4th Level
Morphology is one of the most important subjects in any English career in
Ecuador; I believe that Morphology is essential to understand how the word
construction of English and other languages are. It helps to us to find, to differ sounds
and meanings of words in a correct context. It helps to learn how English was
constructed according the necessities and culture of the people that speak this language.
Morphology shows us that languages (English) always change and evolve in variety of
branches to accomplish the people necessities.
In Ecuador is very important to learn Morphology and all Linguistics branches.
As Spanish speaker, morphology helps me to understand in a correct way English. Not
only understand also differ and know how is constructed, something like mathematics.
This branch of linguistics helps us to know how form is each word in a sentence or
paragraph, what the function is, and why the word changes according to the context.
All of Ecuadorians that study English or other foreign language need to know
Morphology. This is the correct way to star study any language because we have to
know what culture necessities were. We have to know how each word are write, form,
construct in all the text that we read.
Morphology shows us that all the languages change through the time. We always
have to learn new vocabulary, terms that appear while the time passes. Ecuadorians are
not an English speaker so we have to learn morphology to see each detail of each
English word to do not commit mistakes when we teach English in the future.

33
FINAL REFLECTION
There many things and skills that I learned in this syllabus, but some of them are
important for me. At the beginning I didn’t know what the correct way to recognize
inflexions, compounds, roots, etc. Also, how I learn new strategies to understand in a
better way English language. These strategies that I know helped to me to achieve my
main goal which is speak as an American.
Six months ago I didn’t know anything about morphology, but nowadays I
know. As I said, I have to work at nights and it’s hard to study in the correct way but I
think that I increased my level of English. I learned that where proceed the affixs.
The strategies help me to achieve my goals, but I need practice to improve my
English. I don’t know how to make more time to study more. However, I’m sure that I
have improved my English and the languages come to necessities of any culture. I’m
still far to speak as an American, but I know that I going to do.
In conclusion, this syllabus as the previous ones help to me to achieve my goals
and objectives and some of them are more important. So, I have to practice more to
speak as American or Australian and British.

34
CARRERA DE IDIOMAS
PORTFOLIO RUBRIC
Student´s name: ____________________________
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 3rd
to 9th
semester)
The final essay
explains how the
learning outcomes of
the current syllabus
respond to the
Program´s exit
profile in a very clear
and complete way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile
in a very good way.
The final essay
explains how the
learning outcomes
of the current
syllabus responds
to the Program´s
exit profile in a good
way.
The final essay
does not give a
good explanation of
how the learning
outcomes of the
current syllabus
responds to the
Program´s exit
profile in a good
way.
Mechanics grammar,
punctuation,
capitalization and
spelling.
The portfolio does
not have major
mistakes that
distract the reader
from the context.
One to three minor
mistakes in
grammar,
punctuation,
capitalization, or
spelling are
tolerated.
The portfolio has four
to six mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
seven to ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
more than ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling. It is difficult
for the reader to
understand the
content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.
Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.