Language Related Task – LRT
750-1000 words*
Task: Below is a typical text that you might have upper-intermediate level (CEFR B2) students read in class. In a text-based language lesson you would clarify language items from the text so they come from a clear context. This CELTA assignment requires you to analyse language. Before analysing the language, it’s a good idea to comprehend the text. Read it carefully before you attempt this assignment.
A Lobster Diver In Cape Cod Says A Humpback Whale Scooped Him Up And Spat Him Out
A commercial lobster diver says he escaped relatively unscathed after nearly being swallowed by a humpback whale, in a biblical-sounding encounter that whale experts describe as rare but plausible.
Michael Packard, 56, said that he was diving off the coast of Provincetown, Massachusetts, on Friday morning when the whale suddenly scooped him up.
“I was in his closed mouth for about 30 to 40 seconds before he rose to the surface and spat me out,” Packard later wrote on Facebook. “I am very bruised but have no broken bones.”
The Cape Cod Times reports that Packard was rescued from the water by his crewman and rushed back to shore, where he was transported to Cape Cod Hospital. He walked — albeit with a limp — out of the hospital that afternoon.
While he`s still recovering from soft tissue damage, Packard told the newspaper he`ll be back in the water as soon as he heals.
“Packard told WBZ-TV that he was about 45 feet down in the water when he suddenly felt “this huge bump and everything went dark.” He initially feared he had been attacked by a shark.
“Then I felt around, and I realized there was no teeth and I had felt, really, no great pain,” he said. “And then I realized, `Oh my God, I`m in a whale`s mouth. I`m in a whale`s mouth, and he`s trying to swallow me.` “
Packard was still wearing his scuba gear and breathing apparatus inside the whale`s mouth, which he said was completely dark. Fearing he wouldn`t make it out alive, he thought about his wife and sons.”
After about half a minute, the whale rose to the water`s surface and began shaking its head from side to side.
“I just got thrown in the air and landed in the water,” Packard recalled. “And I was free, and I just floated there … I couldn`t believe it. I couldn`t believe I got out of that.”
… June 12, 20213:52 PM ET
Adapted from: TREISMAN, R (2021) A Lobster Diver Was Nearly Swallowed By Humpback Whale : NPR
Note: When doing this assignment, you do not need to write in prose – bullet points are fine, but make sure you include all the specified information. Use the following form/template for your Language Analysis, responding to all the prompts in the boxes.
Cambridge English Language Assessments specifies that for this assignment successful candidates can demonstrate their learning by:
analyzing language correctly for teaching purposescorrectly using terminology relating to form, meaning and pronunciation when analyzing languageaccessing reference materials and referencing information they have learned about language to an appropriate sourceusing written language that is clear, accurate and appropriate to the task
Now, look at the items underlined in the text.
Grammar
1) he was diving
2) Packard was rescued
Vocabulary
3) relatively unscathed
4) plausible
Complete the analysis of each item by filling in the table below.
You must analyze the four items specified for your assignment – do not choose different ones
Grammar 1
Language area and use: What is the grammatical structure you intend to teach?
Past continuous
How is it used?
Target language: find another example of this structure in the text
1. he was diving off the coast…
2.
Focus on meaning: You need to: 1) explain the meaning of this grammar structure in the context of the text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include concept questions (CCQs) with answers and draw any images etc.). Use the context of the whale text. Make sure you analyse the grammar, not the lexical meaning of the word ‘diving’
Anticipated problems and solutions with meaning: Provide two problems and a solution for each. Remember to focus on the grammatical structure, not the meaning of the word “diving”.
Focus on pronunciation: Include sentence stress and weak forms with phonemic transcript of “he was diving”
Anticipated problems and solutions with pronunciation: (provide two problems and a solution for each). Again, make sure these are relevant to the grammar, not just the word ‘diving’.
Focus on form: You need to: 1) identify elements of the structure of the target language and provide a formula that would generate multiple examples of the target language 2) repeat this for the question and negative forms (presenting it as you would to the learners)
Anticipated problems and solutions with form: Provide two problems and a solution for each. You should consider word order, verb forms, potentially added or omitted parts, etc.
Sources used: (e.g. Michael Swan (2016) ‘Practical English Usage’, OUP, page numbers)
Grammar 2
Language area and use: What is the grammatical structure you intend to teach?
Passive voice (past simple)
Target language: find another example of the passive voice in the text
1. Packard was rescued
2.
Focus on meaning: You need to: 1) explain the meaning of “Packard was rescued” in the context of the whale text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include all concept questions (CCQs) with answers and draw any images etc. Use the context of the whale text.
Anticipated problems and solutions with meaning: Provide two problems and a solution for each. Remember to focus on the grammatical structure, not the meaning of the vocabulary used in the examples.
Focus on pronunciation: Include sentence stress with phonemic transcript of “Packard was rescued”
Anticipated problems and solutions with pronunciation: Provide two problems and a solution for each.
Focus on form: You need to: 1) identify elements of the structure of the target language and provide a formula that would generate multiple examples of the target language
Anticipated problems and solutions with form: Provide two problems and a solution for each. You should consider word order, verb forms, etc.
Sources used: (e.g. Martin Parrott, 2010, Grammar for English Language Teachers, Cambridge)
Vocabulary 1
Word / phrase: relatively unscathed
Teaching
*Keep to the context of the text
Meaning (Be specific but keep it simple. Look in a learner dictionary):
I will convey meaning by…
I will check meaning by… (e.g. CCQs with answers)
Anticipated problems and Solution(s) with meaning:
P1:
S1:
P2:
S2:
Pronunciation (Write ‘relatively unscathed’ in phonemes and mark the stress):
Anticipated problems and solution(s) with pronunciation:
P1:
S1:
P2:
S2:
Form (Part(s) of speech, collocation, (ir)regularity), etc.
Anticipated problems and solution(s) with form:
P1:
S1:
P2:
S2:
Sources used: (e.g. http://www.macmillandictionary.com)
Vocabulary 2
Word / phrase: plausible
Teaching
*Keep to the context of the text
Meaning (Be specific but keep it simple. Look in a learner dictionary):
I will convey meaning by
I will check meaning by… (e.g. CCQs with answers)
Anticipated problems and Solution(s) with meaning:
P1:
S1:
P2:
S2:
Pronunciation (Write ‘plausible’ in phonemes and mark the stress):
Anticipated problems and solution(s) with pronunciation:
P1:
S1:
P2:
S2:
Form (Part(s) of speech, collocation, (ir)regularity), etc.:
Anticipated problems and solution(s) with form:
P1:
S1:
P2:
S2:
Sources used: (e.g. http://www.macmillandictionary.com)
