Language note


In English, speakers emphasize the stressed syllable in a multi-syllable word. Sometimes listeners may not even hear the unstressed syllables. Vowels, in any case, often change to schwa or a reduced form in unstressed syllables. Therefore it is essential that students can recognize key words from the stressed syllable alone when they hear them in context.


Transcript ≤1.16


1 apˈproach 2 ˈphobia 3 schizoˈphrenia 4 deˈpression 5 anxˈiety 6 disˈorder 7 ˈtreatment 8 bioˈmedical 9 pracˈtitioner


10 psyˈchiatrist 11 psychoˈanalyst 12 ˈtherapist 13 multiˈcausal 14 reinˈterpret 15 diagˈnosis 16 antideˈpressants 17 mediˈcation 18 environˈmental


Exercise B


Erase the words or turn off the OHP. Ask students to guess or remember where the stressed syllable is on each word. Tell them to mark their idea with a light vertical stroke in pencil. Elicit and drill. Refer students to the Vocabulary bank at this stage if you wish.


Answers


See transcript for Exercise A. Exercise C


Set for pair or group work. Go round and assist/correct.


Exercise D


Refer students to the pictures and the table. Put students in groups. Encourage them to use the language from the Skills bank to get information from others. Feed back, building up the table in the Answers section on the board. The more phobias students can


52 Closure


Dictate sentences with words from Exercise A in context for students to identify the words again.


Exercise F


Set for pairwork, giving each member of the pair a different research task. If students have access in class to reference material, allow them to at least start the activity in class. Otherwise, set for homework. Before the feed back to partner stage, refer students to the Skills bank – Reporting information to other people.


name, the better. Make sure they are only looking at pictures 1–6 for questions 1 and 2.


Answers 1/2


Phobia 1 acrophobia


Fear of heights


2 arachnophobia spiders 3 ophidiophobia snakes 4 agoraphobia 5 cynophobia 6 astraphobia


not being able to escape dogs


thunder and lightning


3 Biological causes, chemical imbalances, and/or environmental causes, such as loss, grief, illness, death of a family member, etc.


Exercise E


Remind students again about the four Ps. Refer students to the lecture topics and the questions. Make sure they understand that all three questions relate to before, rather than during, the lecture. Work through as a whole class if you wish.


Answers Model answers:


1 Look up key words in a dictionary/encyclopedia/on the Internet. Check pronunciation so you will recognize the words in the lecture.


2 Lecture 1: meanings of these key words; examples.


Lecture 2: key dates and famous people if any; main causes of bipolar disorder.


Lecture 3: key dates and famous people if any; comparison of treatments for depression.


Lecture 4: definitions and causes of stress, evaluation of effects of stress on behaviour.


3 Perhaps do a spidergram so that it is easier to brainstorm with fellow students, and cover all the possible areas that the lecturer might focus on.


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