Exercise A


Ask students to work in pairs to discuss the possible causes of the disorders in the box. They are not expected to know the answers yet, but may have ideas about which mental illnesses have organic origins and which are the result of traumatic or childhood experiences.


Revise concepts from Lesson 8.1: (elicit schizophrenia, psychosis, delusion, hallucination, aggression, dissociation). Ask for suggestions of disorders that are commonly confused.


Set the three questions for pairwork discussion with whole class feedback.


Answers Possible answers:


a schizophrenia, depression b dissociative identity disorder, phobias c anxiety, hysteria


d schizophrenia, depression e dissociative identity disorder f schizophrenia


1 Schizophrenia and dissociative identity disorder are popularly associated with violence.


2 Discuss any common beliefs that arise from student suggestions: for example that schizophrenia and dissociative identity disorder are both characterized by split personality; that all schizophrenics are violent; that hysteria is exclusive to middle-aged women.


Subject note


Hysteria here does not refer to the female hysteria commonly diagnosed by physicians in the 19th century.


Tell students that they will find out more about this subject in this lesson.


Exercise B


1 Refer students to the lecture slide. Discuss this question with the whole class. Build up the table in the Answers section on the board.


2 Set for pairwork. Feed back with the whole class. Ask the class to say which are the key words in each title which tell you what type of writing it is.


3 Set for pairwork. Feed back using the second table in the Answers section, discussing with the whole class what topics which will need to be included in each essay. Add the notes in the third column.


Comparison


Argument writing


Practical report


Answers


Possible answers: 1


What the writer should do


Descriptive writing


describe or summarize key ideas/key


events/key points. Give the plain facts. Could involve writing about: a narrative description (a history of something); a process (how something happens); key ideas in a theory; main points of an article (answers the question What is/are …?)


Analytical writing


try to analyze (= go behind the plain facts)


or explain something or give reasons for a situation; may also question accepted ideas and assumptions (answers the question Why/how …?)


compare two or more aspects/ideas/things/ people, etc.; usually also evaluate, i.e., say which is better/bigger, etc.


give an opinion and support the opinion


with evidence/reasons, etc.; may also give opposing opinions (counter-arguments) and show how they are wrong


outline background of experiment


(previous experiments/literature); give reasons for conducting experiment; state hypothesis; describe the design, materials and methodology; report results; discuss results (e.g., identify problems with design, materials, methodology); evaluate results of experiment (in relation to hypothesis); recommend future research


2/3 See table on next page.


Exercise C 1 Set for individual work. Feed back with the whole class. Accept all reasonable answers.


2 If necessary, remind students of the purpose of research questions and do one or two examples as a class. Set for individual work and pairwork checking. Feed back, getting good research questions for each essay topic on the board.


Answers Possible answers:


1 The title of the text suggests that the text will discuss common approaches to mental illness. The expression ‘You must be crazy’, is an example of the way language related to mental illness is used colloquially. The title implies that misuse of language supports popular misunderstandings about psychiatric disorders.


Paragraph 1 will outline the historical and cultural background of attitudes to mental illness.


Paragraph 2 will describe the misconception that mental illness is not real.


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