Assignment 1 Language Related Task - LRT 750-1000 Words*

3.3 Language Related Task Gr. 1 Gr. 2 Voc. 1 Voc. 2 Tutor comments 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st submission 2nd submission

Meaning ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems & solutions with ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ meaning

Pronunciation ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems & solutions with ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ pronunciation

Form ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems & solutions with ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ form

Written ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ language

Overall grade Pass / Pass / Fail Resubmit

Tutor signature(s) & date(s)

Assignment 1 Language Related Task - LRT 750-1000 words* Task: Below is a typical text that you might have intermediate level 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 analyze language. Before analyzing the language, it’s a good idea to comprehend the text. Read it carefully before you attempt this assignment.

The 'amazing' Tide detergent crime wave By The Week's Editorial Staff | Yahoo! News Thu, Mar 15, 2012

Tide laundry detergent is meant to be used for household cleaning purposes, but thieves are turning it into something dirty. Authorities are reporting a spike in thefts of Tide, and in some cities they have set up task forces where the detergent is sold to track the number of bottles in stores. Police believe thieves are using the soap on the black market, which retails for $10-$20, to buy drugs. On the black market, Tide is often referred to as "liquid gold" and can go for $5-$10 per bottle.

Last year, in St. Paul, Minnesota, a man is alleged to have stolen $25,000 worth of Tide over 15 months before he was captured by authorities. Stores such as CVS have amped up security measures to prevent theft; at some locations the detergent is kept in a locked container and an employee must retrieve it for customers.

So why is Tide the only detergent being targeted? Authorities list several reasons: It might be because Tide is instantly recognizable because of its Day-Glo orange bottle; or it may be because it is one of the most expensive brands of laundry detergent or because it does not have serial numbers, so it cannot be tracked.

On social media, people are calling the theft trend "bizarre" and many are blaming it on the tough economy and rising gas prices. One person tweeted that the thefts could “stem from inflation”. A spokesperson for Procter & Gamble, the manufacturer of Tide, called the thefts "unfortunate”.

Adapted from http://news.yahoo.com/video/trendingnow-25169353/trend-of-tide-detergent-thefts-spiking-across-the- country-28598090.html

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 purposes  correctly using terminology relating to form, meaning and pronunciation when analyzing language  accessing reference materials and referencing information they have learned about language to an appropriate source  using written language that is clear, accurate and appropriate to the task

Now, look at the items underlined in the text. 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?

How is it used?

Target language: find 2 more examples of this language item from the text

1. he was captured by authorities

Focus on meaning : You need to: 1) explain the meaning of the grammar in the context of the Tide 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 Tide text. Make sure you analyze the grammar, not the lexical meaning of the word ‘captured’.

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 “captured”. Focus on pronunciation : Include sentence stress and weak forms with phonemic transcript of “he was captured ”

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 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, spelling etc.

Sources used: ( e.g. Michael Swan (2005) ‘Practical English Usage’, OUP, page numbers)

Grammar 2 Language area and use: What is the grammatical structure you intend to teach? How are they used?

Target language : find 2 more examples of this language item from the text

1. It might be because…

Focus on meaning : You need to: 1) explain the meaning of “it might be…” in the context of the Tide 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 Tide 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 “it might be…”

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 2) repeat this for the negative and question forms, including any relevant contractions (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, etc.

Sources used: (e.g. Rosemary Aitken (2002) ‘Teaching Tenses’, Longman) Vocabulary 1 Teaching Word / phrase: set up *Keep to the context of the text Meaning (Be specific but keep it simple. Look in a I will convey meaning by… learner dictionary):

I will check meaning by… (CCQs with answers)

Anticipated problems with meaning: Solution(s)

Pronunciation (Write ‘set up’ in phonemes and Solution(s): mark the stress):

Anticipated problems with pronunciation:

Form ( Part(s) of speech, collocation, (ir)regularity), Solution(s): etc.:

Anticipated problems with form: Sources used: ( e.g. http://www.macmillandictionary.com )

Vocabulary 2 Teaching Word / phrase: a spike in thefts *Keep to the context of the text Meaning (Be specific but keep it simple. Look in a I will convey meaning by… learner dictionary):

I will check meaning by… (CCQs with answers)

Anticipated problems with meaning: Solution(s)

Pronunciation (phonemes, stress): Solution(s):

Anticipated problems with pronunciation:

Form (Part(s) of speech, collocation, (ir)regularity), Solution(s): etc.:

Anticipated problems with form:

Sources used: ( e.g. http://dictionary.cambridge.org/dictionary/american-english )