Branch
educational/ developmental
occupational/ organizational
biopsychological/ comparative
forensic
Activity in the picture testing a child
job interview
Other activities
write tests, diagnose learning difficulties and challenging behaviour, advise education authorities on learning programmes, research
design advertising surveys, advise on advertising campaigns, advise on organizational issues, interview job candidates, designs and applies psychometric tests
researching into animal behaviour
interviewing a prisoner
research into human behaviour in experimental conditions
profile criminal behaviour from evidence, serve as expert witness in court, devise rehabilitation programmes
Exercise C
Students may or may not be able to articulate preparation for reading. Elicit ideas. One thing they must identify – reading for a purpose. Point out that they should always be clear about the purpose of their reading. A series of questions to answer, or research questions, is one of the best purposes.
Refer students to the Skills bank at this stage if you wish.
Exercise D 1 Set for pairwork. Elicit some ideas, but do not confirm or correct.
2 Refer students to the Hadford University research questions at the bottom of the page. Check comprehension. If students have come up with better research questions, write them on the board for consideration during the actual reading.
Exercise E
Remind students about topic sentences if they haven’t mentioned them already in Exercise C. Give them time to read the topic sentences in this exercise. Make sure they have noticed the three names. Point out that the topic sentences are in order, so they give a rough overview of the whole text. Some topic sentences clearly announce what the paragraph will be about. Others may only give a hint of how it will develop.
1 Set for group discussion.
2 Remind students of the research questions. Look at the first research question as an example, then set for pairwork. Point out that they may match a research question to more than one topic sentence, and that some topic sentences may not relate to the research questions (i.e., they don’t have to write a number for each topic sentence).
3 Explain that here students look at the topic sentences they didn’t number in question 2, and try to work out the likely content of each paragraph. Do the first as an example, then set for pairwork.
32
Approach(es) process/person
process/person
process person
Feed back, eliciting and checking that they are reasonable possibilities, based on the topic sentence. You can accept multiple ideas for the same paragraph provided they are all possible.
Answers
Possible answers: 1 Science, approach, theory, field. 2 The following is a reasonable prediction:
As psychology is such a wide discipline, it can be classified in a variety of ways.
When its main function is to research basic principles, psychology is regarded as a pure science.
Although psychology may be classed as a pure science, it can also be an applied science
As well as being classified as a science, psychology can also be divided into two main approaches: process and person.
An alternative method of classifying psychology is by its major theories.
Psychology can also be divided into its applied fields.
3 Answers depend on the students. Discuss. Exercise F
Point out, if students have not already said this, that the topic sentences are normally the first sentences of each paragraph. Tell students to compare the contents of each paragraph with their predictions. Encourage them to take notes as they read.
If necessary, the reading can be set for homework.
Closure 1 Unless you have set the reading for homework, do some extra work on oral summarizing as a comprehension check after reading (see Skills bank – Using topic sentences to summarize). Students work in pairs. One student says a topic sentence
1 1 2 2 2 3
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261
