This document contains a portfolio for a Phonology II course. The portfolio includes sections such as a cover page, index, vision and mission statements of the university and language program, curriculum vitae of the student, course syllabus, and evidence of assignments completed for various elements of the course. The portfolio was created by a student named Ana Belen Acurio Armas for the Phonology II course taught from October 2015 to March 2016.

1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“PHONOLOGY II”
Fourth Semester “A”
Student´s name: Ana Belen Acurio Armas
Professor´s name: Mg. Ruth Elizabeth Infante Paredes
AMBATO – ECUADOR
October 2015 – March 2016

2. INDEX
1. Cover Page
2. Index
3. Vision and Mision
4. Perfil de Egresado
5. Curriculum Vitae
6. Personal Goals
7. Syllabus
8. Evidence of Element 1
9. Evidence of Element 2
10. Evidence of Element 3
11. Evidence of Element 4
12. Evidence of Element 5
13. Final Essay
14. Rubric

3. UNIVERSIDAD TECNICA DE AMBATO
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.

4. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRRA DE IDIOMAS
Perfil del egresado
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 tráves 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

5. CURRICULUM VITAE
Name: Ana Belén Acurio Armas
ID: 18043933-4.
Civil status: Single.
Email: anibelen7@hotmail.com.
Date of birth: on February 7th
.
Place of birth: Latacunga.
Nationality: Ecuadorian.
Address: Eloy Alfaro y Lizardo Ruiz.
Telephone number: 0987357374
Education.
“ELOY ALFARO” and “EUGENIA MERA”SCHOOL. Ambato
I started my studies in “Eloy Alfaro” School, I studied one year there. Then, I studied
in “Eugenia Mera” School. I get good grades and finished my primary studies there.
“HISPANO AMERICA” HIGH SCHOOL. Ambato
Graduated with good grades in accounting in 2011.
Professional Experience.
Printing Megagraf. Ambato
Worked making books and magazines for six months in 2013.
Giving private classes of English, especially in grammar.
Skills & Interests.
Computer: Power Point and Microsoft Word.
Language: English
Hobbies: Play basketball, swim and read.

6. STATEMENT OF PERSONAL LEARNING GOALS
English is considered an important language around the word, it is universal.
Nowadays to know a second language is significant in our country, it will help us to
improve our life style as a future professional. There are a lot of people who want to learn
English to travel another country or other activities. As a student of languages career, I
consider that each module is a step to become an excellent teacher.
During this semester, I am going to study Phonology II. It is a great opportunity to
improve my English skills and also to have an extensive vocabulary. I hope to understand
all about morphology how words are formed and their structure by the end of this
semester. I could use my English in a better ways. It will be very helpful because all my
life I will know how to use my English correctly. Also, as a future teacher I’ll have a lot
of knowledge with every module. I could teach my students about linguistic because this
part is difficult to learn as a student.
Knowing how Phonology II works will help me at the moment of creating simple
sentences, and more than that, I could create interesting paragraphs, essays and
compositions using in a better way some words. Phonology II will give me the knowledge
about how to define the meaning of some words which are so difficult to find in a
dictionary, so I will understand in a better way some books. In addition, having some
knowledge about Morphology will help me to teach in a better and original way to my
future students. I will have a nice speaking using a very big vocabulary, and specially
avoid repeating the same words.
Finally, in order to achieve my goals in the study of Phonology II, I’m going to read
several books and web pages which have important content about what Morphology is
and how it works. Also, to learn morphology will be a way to understand more about a
language. It will help me to start improving my skills.

7. 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

8. I. SYLLABUS GENERAL INFORMATION
Subject: Phonology II
Program: Carrera de Idiomas
Code: FCHE/I/MP/P/021290406 Prerequisites:
Study Modality: On campus
Subject Code
1. Phonology I FCHE/I/MP/02129/03/06
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

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

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

11. 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
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.4 Investigate the language by applying morphological structures.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS
5 5 11 TOTAL HOURS 21

12. 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.

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

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

15. ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 200
1
Una Introducción a la Lingüística
General
1 Abya Yala 291
CODE/ 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

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

17. 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.

18. EVIDENCE ELEMENT 1
Acurio Armas Ana Belén
UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
Amabato – Ecuador
2015 – 2016

21. EVIDENCE FOR
ELEMENT 2
Compare different patterns of word
formation and their pronunciation.
Learning outcome: Distinguish parts of
words according to its formation based on
the learning experience.

22. EVIDENCE ELEMENT 2
Acurio Armas Ana Belén
UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
Amabato – Ecuador
2015 – 2016

24. EVIDENCE FOR
ELEMENT 3
Analyze the lexical derivation, mainly the
origin of words.
Learning outcome: Summarize about
lexical derivation taking into account Word
etymology.

25. 1
PRONUNCIATION ACTIVITIES
Acurio Ana Belén
Chango Lissette
Yanes Thalia
Ortiz Andres
Christopher Torres
UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
Amabato – Ecuador
2015 - 2016

26. 2
INDEX
Index.................................................................................................. ¡Error! Marcador no definido.
Introduction......................................................................................................................................... 4
Task 1 – Warm – up............................................................................................................................ 7
Task 2 – Practice............................................................................................................................. 8
Task 3 – Production ........................................................................................................................ 9
Task 1 – Answers.......................................................................................................................... 10
Task 2 – Answers.......................................................................................................................... 11
Task 3 – Answer............................................................................................................................ 12
Compound verbs ............................................................................................................................... 13
Task 1 – Warm–up........................................................................................................................ 13
Task 2 – Practice........................................................................................................................... 14
Task 3 – Production ...................................................................................................................... 15
Task 1 – Answers.......................................................................................................................... 16
Task 2 – Answers.......................................................................................................................... 17
Task 3 – Answers.......................................................................................................................... 18
Compound adjectives........................................................................................................................ 19
Task 1 – Warm – up...................................................................................................................... 19
Task 2 – Practice........................................................................................................................... 20
Task 3 – Production ...................................................................................................................... 20
Task 1 – Answers.......................................................................................................................... 21
Task 2 – Answers.......................................................................................................................... 22
Task 3 – Answers.......................................................................................................................... 22
Compound Nouns.............................................................................................................................. 23
Task 1- Warm-up .......................................................................................................................... 23
Task 2 - Practice............................................................................................................................ 24
Task 3 - Production....................................................................................................................... 25
Task 1 - Answers........................................................................................................................... 26
Task 2 – Answers.......................................................................................................................... 27
Task 3 - Answers........................................................................................................................... 28
Headed and headless compound. ...................................................................................................... 29

27. 3
Task 1- Warm up........................................................................................................................... 29
Task 2 - Practice............................................................................................................................ 30
Task 3 - Production....................................................................................................................... 31
Task 1 - Warm up.......................................................................................................................... 32
Task 2 – Answers.......................................................................................................................... 33
Task 3 – Answers.......................................................................................................................... 34
Phrasal word...................................................................................................................................... 35
Task 1 - Warm -up ........................................................................................................................ 35
Task 2 - Practice............................................................................................................................ 37
Task 3 - Produce............................................................................................................................ 39
Task 2 - Answer ............................................................................................................................ 40
Task 3 - Answers........................................................................................................................... 42
Blends and Acronyms ....................................................................................................................... 43
TASK 1 Warmup .............................................................................................................................. 44
TASK 2 –Practice ......................................................................................................................... 44
Task 3 –Production ....................................................................................................................... 45
ANSWER FOR THE TASK 1...................................................................................................... 46
ANSWER FOR THE TASK 2...................................................................................................... 46
ANSWER FOR TASK 2............................................................... ¡Error! Marcador no definido.
ANSWER FOR TASK 3............................................................................................................... 47
Compounds containing bound combining forms .............................................................................. 48
Task 1-Warmup............................................................................................................................. 48
Task 2-Practice.............................................................................................................................. 48
Task 3-Production......................................................................................................................... 49
ANSWER FOR TASK 1............................................................................................................... 49
ANSWER FOR TASK 3............................................................................................................... 49
ANSWER FOR Task 3 ................................................................................................................. 49
Conclusion......................................................................................................................................... 50
Bibliography...................................................................................................................................... 51

28. 4
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

29. 5
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 sound navigation and ranging).
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 difference 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

30. 6
adjective. Second, they will recognize these type of compounds and finally they will create
sentences and share them with other people.
The fourth activity is about compound nouns. The first task offers the opportunity to
recognize this kind of words, but at the same time memorize it. The next task, helping
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.

31. 7
Task 1 – Warm – up
a) Underline the correct word according to the picture.
Workaholic
Sweetheart
Housewife
Caretaker
Injury
Quadriplegic
b) Read the correct answers to your class.
Pic 1
Pic 2
Pic 3

32. 8
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.
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.

33. 9
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.

34. 10
Answer Sheet
Task 1 – Answers
a) Underline the correct word according to the picture.
Workaholic
Sweetheart
Housewife
Caretaker
Injury
Quadriplegic
b) Read the correct answers to your class.
Workaholic, caretaker and quadriplegic.
Pic 1
Pic 2
Pic 3

35. 11
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
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.
c
d
a
e
b

36. 12
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.

37. 13
Compound verbs
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.

38. 14
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

39. 15
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
 stir-fry
 dry-clean
 rainfall
 rainfall
 air-condition
 outrun
Picture 3 Picture 4

40. 16
Answer Sheet
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.

41. 17
Task 2 – Answers
a) Repeat every compound verb that you have in the boxes, after according the pictures
underline the correct compound verb.
 babysit
 housesit
 dry-clean
 outrun
 rainfall
 doorstop
 stir-fry
 dry-clean
 rainfall
 rainfall
 air-condition
 outrun
Picture 1 Picture 2
Picture 3 Picture 4

42. 18
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

43. 19
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
well-known
overactive

44. 20
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…………………………………………………………………………………………...
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-eyedtumbledownblue-green

45. 21
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.
sky-high
deaf-mute
red-hot
well-known
overactive
highsky
deaf mute
red hot
well known
over active

46. 22
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.
breakwater playtime fear-free
over-ripe deaf-mute overcoat
blue-eyedtumbledownblue-green

47. 23
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

48. 24
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.
Maria is the best ___________ . Ms. Angela is a good ______________ .

49. 25
Task 3 - Production
a) Look at the pictures, then create a compound noun with it. Finally write the correct
compound noun and repeat ten times until to know it.
Glasses – Coat – Man – Brush – Tail – Fly – Pig – Tooth – Rain – Butter – Snow – Sun.

50. 26
Answer sheet
Task 1 - Answers
a) Recognize the following pictures, then match the picture with the appropriate word
and repeat each word.
Sailboat
Watermelon
Butterfly
Snowman

51. 27
Task 2 – Answers
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 backpack is very big. The grandmother is sitting on the chair.
Maria is the best cheerleader. Ms. Angela is a good housewife.

52. 28
Task 3 - Answers
a) Look at the pictures, then create a compound noun with it. Finally write the correct
compound noun and repeat ten times until to know it.
Glasses – Coat – Man – Brush – Tail – Fly – Pig – Tooth – Rain – Butter – Snow – Sun.
raincoat
butterfly
toothbrush
pigtail
snowman
sunglasse
s

53. 29
Headed and headless compound.
Headless compounds are compound words where the meaning is not specified by any of
parts. While, headed compounds are specified by the head word in the whole compound.
Task 1- Warm up
a) Underline the correct headed compound, then repeat the words ten times.
Blackboard
Greenstone
Highchair
Jellyfish
Bathroom
b) Choose the headless, list it and repeat the words.
Vegeburger
Bathroom
Faintheart
Pickpocket
Highchair
Cutpurse
Turncoat
Greenstone

54. 30
Task 2 - Practice
a) Associate the picture with the correct word. Write the word below the correct picture,
then practice in group of three and repeat the words.
________________________ ______________________
________________________ ______________________
Highchair Blackboard
Jellyfish Greenstone

55. 31
Task 3 - Production
a) Complete with the correct noun the headed and the headless compounds that is in the
chart. After that, work in pairs and tell your classmate the noun for complete the
words. Finally repeat each word.
Sabre_______ Kill__________
Cut________ Jelly__________
Green________ Faint___________
Black_________ High___________
Pick_________ Turn___________
Stone Fish Board Chair Pocket
Purse Heart Coat Joy Tooth

56. 32
Answer sheet
Task 1 - Warm up
a) Underline the correct headed compound, then repeat the words ten times.
Blackboard
Greenstone
Highchair
Jellyfish
Bathroom
b) Choose the headless, list it and repeat the words.
Vegeburger
Bathroom
Faintheart
Pickpocket
Highchair
Cutpurse
Turncoat
Greenstone
Faintheart
Pickpocket
Cutpurse
Turncoat

57. 33
Task 2 – Answers
a) Associate the picture with the correct word. Write the word below the correct picture,
then practice in group of three and repeat the words.
Blackboard Greenstone
Jellyfish Highchair
Highchair Blackboard
Jellyfish Greenstone

58. 34
Task 3 – Answers
a) Complete with the correct noun the headed and the headless compounds that is in the
chart. After that, work in pairs and tell your classmate the noun for complete the
words. Finally repeat each word.
Sabretooth Killjoy
Cutpurse Jellyfish
Greenstone Faintheart
Blackboard Highchair
Pickpocket Turncoat
Stone Fish Board Chair Pocket
Purse Heart Coat Joy Tooth

59. 35
Phrasal word
Phrasal words have a structure like a phrase, they function as a word. An example could be
mother-in-law.
Task 1 - Warm -up
Relatives using In-Laws
Teacher explains the meaning of each relative -in law after students are going to repeat each word so,
teacher explains that are phrasal word. Then teacher shows a picture of Mary's and John’s family
relatives
The in-laws are the members of the family of the person you are married to
father-in-law: the father of your future wife/ husband
mother-in-law: the mother of your future wife/ husband
son-in-law: the husband of your future daughter
daughter-in-law: the wife of your future son
brother-in-law: the husband of your sister
sister-in-law: the wife of your brother
Pict 1

60. 36
Pict 2
Mary's mother-in-law Mary's father-in-law
Mary's brother-in-law Mary's sister-in-law Jhon
John’s mother-in-law John’s father-in-law
John’s sisther-in-lawMary
Pict 3
John’s family
Mary’s family

61. 37
Task 2 - Practice
a) Match according the pictures of Mary's and John’s relatives.
She is Mary's mother- in –law
He is John’s father-in-law
He is Mary's brother- in –law
She is John’ss sister- in –law
She is John’s mother- in –law

62. 38
b) Red the conversation and underline the phrasal words.
A: Hello, Miley. How are you?
B: Hi, Lucas. I am fine thanks and you?
A: Me too. Well tell me something about your family
Do you have any relatives in law?
B: Well, My mother-in-law is Carmen and my father-in-law is Esteban
A: Does your husband have siblings?
B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My
husband has just two siblings
A: and what about you? Is your son married with someone?
B: Yes, actually he is married and my daughter-in law is Karina. They work in the same
high school as teachers.

63. 39
Task 3 – Produce
a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your
parents.

64. 40
Answer sheet
Task 2 - Answer
a) Match according the pictures of Mary's and John’s relatives.
She is Mary's mother- in –law
He is John’s father-in-law
He is Mary's brother- in –law
She is John’ss sister- in –law
She is John’s mother- in –law

65. 41
b) Red the conversation and underline the phrasal words
A: Hello, Miley. How are you?
B: Hi, Lucas. I am fine thanks and you?
A: Me too. Well tell me something about your family
Do you have any relatives in law?
B: Yes, My mother-in-law is Carmen and my father-in-law is Esteban
A: Does your husband have siblings?
B: Yes, the name of my brother-in law is Christopher and my sister-in law is Vivian. My
husband has just two siblings
A: and what about you? Is your son married with someone?
B: Yes, actually he is married and my daughter-in law is Karina. They work in the same
high school as teachers

66. 42
Task 3 – Answers
a) Draw a family tree similar to Mary’s and John’s relatives. Using the information of your
parents.

67. 43
Blends and Acronyms
Blends
There are words with a kind of compound where at least one component is reproduce only
partially
Example:
1.-smog blended from smoke and fog
2. - cheeseburger blended from cheese and hamburger.
Acronyms
There are words with a kind of truncation that a component of a blend can undergo is
reduction to just one sound or letter,usually the first.
An acronym is a word that is that is made by taking the first letter of the full name or
sentence.
Blends made up of initial letters are known as acronyms.
Example:
1.- NATO from North Atlantic Treaty Organization
2.-AIDS from acquired immune deficiency syndrome
Note.Blends and acronyms are different from the way they are pronounced.

68. 44
Exercise 1
Identify blends and acronyms words and evaluate the student comprehension trough
speaking practice and writing practice.
TASK 1 Warmup
WARMUP IDENTIFICATION .-Read and try to guess how blends words are blended.
1,.Simulcast
2.-brunch (breakfast + lunch)
3.-multiplex (multiple + complex)
4.-intercom (international + communication)
5.-WiFi (wireless + fidelity)
TASK 2 –Practice
A- Read and try to guess the meaning of each acronym.
1.- UNICEF - The United Nations International Children's Emergency Fund.
2.-WASP - White anglo saxon protestant.
3.-BBC (British Broadcasting Corporation)
4.-EFL means English as a foreign language.
5.-CNN (Cable News Network).
B.-Identify and put inside each box the correct blend or acronym word .
1.-simulcast (simultaneous + broadcast)
2.-RADAR - Radio detecting and ranging
3.-internet (international + network)
4.-LASER - Light amplification by the stimulated emission of radiation.
5.-because (by + cause)
6.-UNICEF - The United Nations International Children's Emergency Fund.
7.-emoticon (emotion + icon)
8.-SCUBA - Self-contained underwater breathing apparatus.
9.-spanglish (spanish + english)

69. 45
Task 3 –Production
Give more examples about blends words.
1.-
2.-
3.-
4.-
5.-

70. 46
ANSWER SHEET
TASK 1
WARMUP IDENTIFICATION.-Read and try to guess how blends words are blended.
1,.Simulcast (simultaneous + broadcast)
2.-brunch (breakfast + lunch)
3.-multiplex (multiple + complex)
4.-intercom (international + communication)
5.-WiFi (wireless + fidelity)
ANSWER FOR THE TASK 2
A.- Read and try to guess the meaning of each acronym.
1.- UNICEF - The United Nations International Children's Emergency Fund.
2.-WASP - White anglo saxon protestant.
3.-BBC -British Broadcasting Corporation
4.-EFL -means English as a foreign language.
5.-CNN -Cable News Network
B.-Identify and put inside each box the correct blend or acronym word.
1.-simulcast (simultaneous + broadcast)
2.-RADAR - Radio detecting and ranging
3.-internet (international + network)
4.-LASER - Light amplification by the stimulated emission of radiation.
5.-because (by + cause)
6.-UNICEF - The United Nations International Children's Emergency Fund.
7.-emoticon (emotion + icon)
8.-SCUBA - Self-contained underwater breathing apparatus.
9.-spanglish (spanish + english)
Blends Acronyms
Simulcast
spanglish
Internet
Because
emoticon
RADAR
SCUBA
LASER
UNICEF

71. 47
ANSWER FOR TASK 3
1.-alcopop (alcohol + pop)
2.-chexting (cheating + texting)
3.-docudrama (documentary + drama)
4.-electrocute (electricity + execute)
5.-flare (flame + glare)

72. 48
Compounds containing bound combining forms
Vocabulary of English, especially in scientific and technical areas, includes a huge repertoire
of compounds that are made up bound roots, known as combining forms.
Apart from containing bound roots differ in two other ways from most compounds nouns.
Example:
1.-Anthropolo = human plus logy= science or study that means the study of human beings .
Task 1-Warmup
A.-Match each word identified bound combining forms with the correct meaning.
1.-hematology the science dealing with the chemical changes in and the
composition of the earth's crust.
2.-geochemistry the study of the nature, function, and diseases of the blood and of
blood-forming organs.
3.-Geology the science that deals with the dynamics and physical history of
the earth, the rocks of which it is composed, and the physical, chemical, and biological
changes that the earth has undergone or is undergoing.
Task 2-Practice
B.-Separate each bound combining forms in bound roots: geology, etymology, geography
and photography.
1.-
2.-
3.-
4.-

73. 49
Task 3-Production
Try to guess what the meaning of this word with the roots is.
Phonology. - phono- + -logy
ANSWER SHEET
TASK 1
A.-Match each word identified bound combining forms with the correct meaning.
1.-hematology the study of the nature, function, and diseases of the blood and of
blood-forming organs.
2.-geochemistry the science dealing with the chemical changes in and the composition
of the earth's crust.
3.- Geology the science that deals with the dynamics and physical history of the
earth, the rocks of which it is composed, and the physical, chemical, and biological changes that the
earth has undergone or is undergoing.
ANSWER FOR TASK 2
B.-Separate each bound combining forms in bound roots: geology, etymology, geography and
photography .
1.-geology=geo + logy
2.-etimology etimo+logy
3.-geography =geo+-graphy
4.-photography= geo+graphy
ANSWER FOR TASK 3
1.-Try to guess what is the meaning of this word:
Phono=indicating a sound or voice
Logy=study
Phonology.- The study of the distribution and patterning of speech sounds in a language and of the
tacit rules governing pronunciation

74. 50
Conclusion
The work helps us to clarify concepts about the chapter six: “Compound words, blends and
phrasal verbs” thanks to the different exercises applying in this element. We could say that
this kind of activities also will help the teacher and students to develop their skills. Most of
these activities teach specific skills.
However, in our group we tried to focus on speaking skill but also we consider that it is an
opportunity for Basic Users to learn social skills like cooperation, integration, and
socialization between classmates. It is important to clarify that the participation in these
activities can readily show them how to appropriately interact with others in order to use the
different words in a correct way.
Furthermore, it will be useful for teachers because they can use these activities in different
ways most of these activities encourage creativity. So, not only help Basic Users learn
problem-solving skills but also encourage their natural curiosity as a result the students will
be motivated to learn the second language in an interactive way.
In our case we thought that the following activities such as word search, fill in gaps, match
pictures, underline words, conversation, etc. They are kind of activities that will help student
to develop their skills. Additionally, Basic Users can explore their individual talents and feel
greater confidence as they discover their abilities practicing these kinds of activities.
Finally, from our point of view we regard that the purpose of this chapter was to understand
and clarify doubts about this chapter with the help of the exercises that will be very useful
for us as future teachers

75. 51
Bibliography.
Carstairs-McCarthy, A. (2002). An Introduction to English Morphology: words and their
structure. Edinburg. Editorial Board.
Compounds versus phrases – Task 1
Picture 1
https://www.google.com.ec/search?q=workaholic&biw=1280&bih=637&source=lnms&tb
m=isch&sa=X&ved=0ahUKEwinrNTf9ejJAhWEVyYKHXErDXEQ_AUIBigB#tbm=isch
&q=workaholic+clipart&imgrc=cft347l_zi1wSM%3A
Picture 2
https://www.google.com.ec/search?q=caretaker+cartoon&biw=1280&bih=637&tbm=isch
&imgil=pfXfGO_wdu_i8M%253A%253BJh52M4YjlvtB9M%253Bhttp%25253A%25252
F%25252Fwww.jantoo.com%25252Fcartoons%25252Fkeywords%25252Fcaretaker&sour
ce=iu&pf=m&fir=pfXfGO_wdu_i8M%253A%252CJh52M4YjlvtB9M%252C_&usg=__6s
utmSUg44F7qKl0LTADB7z7VEU%3D&ved=0ahUKEwjo59-C_-
jJAhXHSSYKHZPZC3UQyjcIJw&ei=zNx1VuhRx5OZAZOzr6gH#imgrc=pfXfGO_wdu_
i8M%3A&usg=__6sutmSUg44F7qKl0LTADB7z7VEU%3D
Picture 3
https://www.google.com.ec/search?q=translator&biw=1280&bih=637&source=lnms&tbm
=isch&sa=X&sqi=2&ved=0ahUKEwiwuK3y_-
jJAhWCNSYKHZx2A18Q_AUIBigB#tbm=isch&q=quadriplegic+cartoon&imgrc=cGcKq
hXWv2rRcM%3A
Compound verbs – Task 2
Picture 1:
https://www.google.com.ec/search?q=babysit&espv=2&biw=1280&bih=699&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwjrkoi5_erJAhWDlR4KHVoMD-
EQ_AUIBigB#imgrc=-ZtDDEPJhyd_eM%3A
Picture 2:
https://www.google.com.ec/search?q=rainfall&espv=2&biw=1280&bih=699&tbm=isch&t
bo=u&source=univ&sa=X&ved=0ahUKEwjM6svc_OrJAhXDJh4KHT0vDDkQsAQIGQ#t
bm=isch&q=rainfall+drawing&imgdii=TA4r1eOeRTDAdM%3A%3BTA4r1eOeRTDAdM
%3A%3BRBDRbnkLxdsorM%3A&imgrc=TA4r1eOeRTDAdM%3A
Picture 3:

76. 52
https://www.google.com.ec/search?q=dry-
cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0ah
UKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#imgdii=hvkgyXr1BkrbjM%3A%3Bhv
kgyXr1BkrbjM%3A%3BNCQCHSVjRhxURM%3A&imgrc=hvkgyXr1BkrbjM%3A
Picture 4:
https://www.google.com.ec/search?q=dry-
cleaning&sa=X&espv=2&biw=1280&bih=699&tbm=isch&tbo=u&source=univ&ved=0ah
UKEwjk5rS2_urJAhVH6x4KHTlGAFUQsAQILA#tbm=isch&q=juego+de+carreras+de+c
oches&imgrc=6PbcDU8_xUi_jM%3A
Compound nouns – Task 1
Picture 1:
https://beebalm.wordpress.com/2013/05/16/english-280-headless-compound-example/
Picture 2:
http://tx.english-ch.com/teacher/albert/level-a/compound-words/
Picture 3:
https://www.google.cm/search?hl=es&site=imghp&tbm=isch&source=hp&biw=1366&bih
=659&q=compound+nouns&oq=compound+nouns&gs_l=img.3.0.0l6.32749.36255.0.3772
0.14.9.0.2.2.0.417.1255.2-2j1j1.4.0....0...1ac.1.64.img..8.6.1278.5foPlrBK-
S8#imgrc=Bndu2UPiX8p1hM%3A
Picture 4:
http://www.smileandproduce.com/uncategorized/compound-nouns/
Phrasal words – Task 1 and task 2
Picture 1
https://www.google.com.ec/search?q=FAMILY&biw=1366&bih=667&source=lnms&tbm
=isch&sa=X&ved=0ahUKEwjh7-
L_vOnJAhWISSYKHQfQAs4Q_AUIBigB#tbm=isch&q=FAMILY+tree&imgrc=tniTetfF
GMvrDM%3A

77. 53
Picture2
https://www.google.com.ec/imgres?imgurl=http://st.depositphotos.com/1032749/3313/v/95
0/depositphotos_33136121-People-faces
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78. EVIDENCE FOR
ELEMENT 4
Investigate the language by applying
morphological structures.
Learning outcome: Make pedagogical
decisions on how to teach morphological
structures from a communicative point of
view.

84. EVIDENCE FOR
ELEMENT 5
Provide their own examples about possible
morphological problems presented in
English Classes.
Learning outcome: Evaluate the
morphological problems in EFL
classrooms from a linguistic point of view.

85. UNIVERSIDAD TÉCNICA DE AMBATO
Facultad de Ciencias Humanas y de la Educación
Carrera de Idiomas
Phonology II
Name: Belén Acurio
Level: 4th
“A”
Evidence Element 5: Essay
Morphology as part of linguistic is really relevant to learn. It helps to understand better a new
language in this case English. A language which is significant in Ecuador and around the
word. Morphology is a very important skill to help Ecuadorians learn the English language.
It helps to understand the rules by which words in English are constructed.
As native speakers of Spanish, we already understand the morphology rules of Spanish,
without even having to study them. So it is important to know them in English. English has
many words that come from Latin. Spanish has many words that come from Latin. This
means that, if we understand the morphology of English, we can apply them to the Spanish
words we know and there is a good chance that there is an English equivalent. This makes it
easier to learn, remember and apply the words and speak English better. Furthermore,
morphology helps to see the relation that English has with other languages.
Definitely, to learn morphology is a way to understand more about a language. I consider it
is essential for all the students who are futures teacher of English because they could teach
adequately a language. It is greatly helpful for teachers because, when words have
identifiable parts such as prefixes or suffixes, they can be predictable at some extent. So they
could teach students and students who has morphological knowledge could take the notion
of the meaning in a word and change it. They could familiarize with lexical derivations and
with the meaning or morphemes. I think it is the most difficult part to learn another language
because a person can learn grammar easily, but morphology is a little complicate to learn the
correct formation of every word.
In conclusion, morphology is a key to know more about a new language which is being
studied and how it works or the nature of a language system. It helps to increase the level of
knowledge and we could understand and know the words formation and their structure. It
helps to have better skills in English.

86. FINAL ESSAY
There are a lot of people of different countries that want to learn English very well
because it is necessary to know another language. Some of them consider English is difficult
to learn, especially when they have to learn linguistic. They don’t have confidence in
themselves when they speak because they don’t know how the branches of linguistic are. In
this case, I learn another step of linguistic, morphology. It helps to understand better a new
language in this occasion English.
In some cases people know a lot of grammar, vocabulary and writing, but when they
have to communicate they don’t have a lot of knowledge of morphology and they don’t know
how important it is. It helps to understand the rules by which words in English are
constructed. Personally, I didn´t know how important is morphology. For that reason, I
consider this module, “Phonology II” is helpful. People who are studying a new language
know that to have knowledge of morphology because it is a way to understand more about a
language.
I think it was the most difficult part to learn another language because a person can learn
grammar easily, but getting the study and description of how words are formed in language
is much harder. All these elements were a big contribution for me and they will be the same
way for people who decide to learn more about English. It will help all people who are not
native speakers. About Ecuador, English is our second language and I as students and futures
teachers have to know all these elements and information, and practice a lot.
In conclusion, morphology is very essential. After that, I learnt it; I could use a foreign
language (English) adequately, similar as a native speaker. Morphology helped me to
increase my level of knowledge and I could understand and know the words formation and
their structure. I could use a pedagogical approach that is just as meaningful to a student as
well as an English teacher.