Unit 3 Section A Where Principles Come First Warm up a. How the Hyde school succeeded in educating children?What causes that? b. How to improve high school education in a way to meet the damands Background information Hyde School The Hyde of today upholds Five Words as the core principles on school ampuses in Bath, Maine and Woodstock, Connecticut and in a growing number of public and private schools Courage, Integrity, Leadership, Curiosity, and Concern Hyde' s program has three emphases Character development-Hyde consists of a fully integrated program of character development Character is not an" add-on"at Hyde. It is the found ation from which all curriculum is developed, including academics, athletics, performing arts, co mmunity service. d on-campus jobs and Family renewal-results from real parent participation. The parents are not involved to support the work of the faculty; they work to develop their own character. The Family Education Program is the distinctive quality of Hyde's approach College preparation--more than 98% of Hyde' s graduates attend four-year colleges. Hyde graduates are currently enrolled at Bates, Baylor, Bucknell, Carleton, Carnegie-Mellon, Colgate, Columbia, Comell, Davidson, Denison, Duke, Georgetown, George Washington Hamilton, Middlebury, Oberlin, Ohio State, Ohio Wesleyan, RPL, Rutgers, Springfield, Trinity Union, Vanderbilt, Washington, Wheaton; and the Universities of Colorado, Denver, Virginia Maine, Michigan, Oregon, and vermont. Although some schools might excel with one of these emphases singularly, we submit that Hyde is the best, indeed the only choice for prospective families who seek to accept the challenge of all of them collectively Once enrolled at Hyde, students and their parents are expected to honor the Hyde school Statement of Purpose, a document that perhaps best expresses Hyde's mission as a community Hyde school focuses on the development of individual character, beginning with the premise that everyone is gifted with a unique potential that defines individual destiny. Both Hyde boarding campuses consist of grades 9-12 and enroll approximately 220 students
1 Unit 3 Section A Where Principles Come First I. Warm up questions a. How the Hyde school succeeded in educating children?What causes that? b. How to improve high school education in a way to meet the damands of the society? II. Background information Hyde School The Hyde of today upholds Five Words as the core principles on school campuses in Bath, Maine and Woodstock, Connecticut and in a growing number of public and private schools: Courage, Integrity, Leadership, Curiosity, and Concern. Hyde’s program has three emphases: • Character development—Hyde consists of a fully integrated program of character development. Character is not an “add-on” at Hyde. It is the foundation from which all curriculum is developed, including academics, athletics, performing arts, co mmunity service, and on-campus jobs. • Family renewal—results from real parent participation. The parents are not involved to support the work of the faculty; they work to develop their own character. The Family Education Program is the distinctive quality of Hyde's approach. • College preparation—more than 98% of Hyde's graduates attend four-year colleges. Hyde graduates are currently enrolled at Bates, Baylor, Bucknell, Carleton, Carnegie-Mellon, Colgate, Columbia, Cornell, Davidson, Denison, Duke, Georgetown, George Washington, Hamilton, Middlebury, Oberlin, Ohio State, Ohio Wesleyan, RPI, Rutgers, Springfield, Trinity, Union, Vanderbilt, Washington, Wheaton; and the Universities of Colorado, Denver, Virginia, Maine, Michigan, Oregon, and Vermont. Although some schools might excel with one of these emphases singularly, we submit that Hyde is the best, indeed the only choice for prospective families who seek to accept the challenge of all of them collectively. Once enrolled at Hyde, students and their parents are expected to honor the Hyde School Statement of Purpose, a document that perhaps best expresses Hyde’s mission as a community. Hyde School focuses on the development of individual character, beginning with the premise that everyone is gifted with a unique potential that defines individual destiny. Both Hyde boarding campuses consist of grades 9–12 and enroll approximately 220 students
The curriculum is designed to intentionally challenge students to pursue their unique potential With several areas of learning and program content that include varied academic instruction and skill and character development, the extended program not only provides students with a sound education, it also trains them to probe beyond the academic to a conscience level of This deeper level of learning places them on a path where they can identify, examine, and oftentimes redefine their principles, interests, strengths, obstacles, ideals, and ultimately their unique potential, and use that knowledge to shape and enrich their lives. While each area of discipline offers its own unique and challenging content, the character development curriculum is a common thread woven into all curricula, offering students consistency and reinforcement in learning Campus life at hyde A Typical Weekday At Hyde School 7. 30 AM-Breakfast 8:00 AM-Campus Jobs 8: 30 AM-Academics Noon -Lunch 1: 30 PM-Academics, Sports, or Discovery Groups 6: 00 PM--Dini 8: 00 PM-Study Hall or Mandatory Fun a Typical saturday At hyde school 7:30AM— Breakfast 8: 00 AM-Campus Jobs 9: 00 AM-Performing Arts 1: 30 PM-Sports 5:30PM— Dinner 6: 00 PM-Free time or movie trip Sundays at Hyde are free. During the fall and spring, students take trips to shopping areas movies, skate parks, etc. During the winter months, many trips are made to area ski mountains Ill. Text Structure Analysis
2 The curriculum is designed to intentionally challenge students to pursue their unique potential. With several areas of learning and program content that include varied academic instruction and skill and character development, the extended program not only provides students with a sound education, it also trains them to probe beyond the academic to a conscience level of thought. This deeper level of learning places them on a path where they can identify, examine, and oftentimes redefine their principles, interests, strengths, obstacles, ideals, and ultimately their unique potential, and use that knowledge to shape and enrich their lives. While each area of discipline offers its own unique and challenging content, the character development curriculum is a common thread woven into all curricula, offering students consistency and reinforcement in learning. Campus life at hyde A Typical Weekday At Hyde School 7:30 AM—Breakfast 8:00 AM—Campus Jobs 8:30 AM—Academics Noon—Lunch 1:30 PM—Academics, Sports, or Discovery Groups 6:00 PM—Dinner 8:00 PM—Study Hall or Mandatory Fun A Typical Saturday At Hyde School 7:30 AM—Breakfast 8:00 AM—Campus Jobs 9:00 AM—Performing Arts Noon—Lunch 1:30 PM—Sports 5:30 PM—Dinner 6:00 PM—Free time or movie trip Sundays at Hyde are free. During the fall and spring, students take trips to shopping areas, movies, skate parks, etc. During the winter months, many trips are made to area ski mountains. III. Text Structure Analysis
The passage looks like a report, which tries to explain some ideas, report some events and questions as a way of predicting what is to follow. If what follows is just the answer to the o io prove some conclusions. The relationship between the parts is best brought out by question question in the readers'mind then comprehension continues. If what follows is not the answer to the question in the readers'mind, the readers would look in some other directions to put in the right question to match what follows. This is a very important technique of reading comprehension or bringing out the relationship between the paragraphs. For example If the readers come across an article which starts with Mr Williams was brought into court today Then the readers would naturally ask: Why was Mr Williams brought into court? Or who/what is Mr williams? Or why was it today that Mr Williams was brought into court?. If what follows answers one of the questions in the readers'mind, then comprehension continues. If not, the readers would correct their expectations and insert some other questions to match the development of the article Now let, s examine the text structure of Reading Passage a in a way of questions and The essay is made up of 4 parts with each part answering one question Part 1:(P1-2)When we come up to the article we read the title-where Principles Come First. This naturally brings us the question: What are the principles? Part 1 is made up of 2 paragraphs: Paragraph 1 and Paragraph 2 telling us the principles of the Hyde school Part 2: (P3-11)Since the principles of the Hyde School are somewhat different from other schools, the readers would wonder whether the principles are accepted by other schools Mhen we read on, we find the author tries to answer the question in Paragraphs 3 to 11 Paragraph 3 is about one example of how the Hyde School principles were rejected by one public school with the reasons made clear to us From Paragraph 4 to Paragraph 11 there is another example of how the Hyde school principles were appreciated by another public school Part 3: (P12-16)Since the Hyde School principles have been rejected as well as appreciated we would be wondering what the detailed principles or approaches are for the Hyde School This brings in for us Part 3. Part 3 consists of 5 paragraphs, from Paragraph 12 to Paragraph 16 Paragraph 12 is about some principles for the Hyde School: every student with a unique potential based on character, high value of hard work, success measured by progress or development, and students taking responsibilities for each other. Paragraph 13 is about what is provided by the Hyde school. The Hyde school is different from other schools in additional requirements like arts, sports, and community service And the grading system includ es the fact as to how hard the students have tried in their studies. Paragraph 14 to Paragraph 16 is
3 The passage looks like a report, which tries to explain some ideas, report some events and prove some conclusions. The relationship between the parts is best brought out by questions and answers. While reading the passage, the readers would naturally ask themselves some questions as a way of predicting what is to follow. If what follows is just the answer to the question in the readers’ mind, then comprehension continues. If what follows is not the answer to the question in the readers’ mind, the readers would look in some other directions to put in the right question to match what follows. This is a very important technique of reading comprehension or bringing out the relationship between the paragraphs. For example: If the readers come across an article which starts with: Mr. Williams was brought into court today. Then the readers would naturally ask: Why was Mr. Williams brought into court? Or who/what is Mr. Williams? Or why was it today that Mr. Williams was brought into court?… If what follows answers one of the questions in the readers’ mind, then comprehension continues. If not, the readers would correct their expectations and insert some other questions to match the development of the article. Now let’s examine the text structure of Reading Passage A in a way of questions and answers. The essay is made up of 4 parts with each part answering one question. Part 1: (P1-2)When we come up to the article, we read the title — Where Principles Come First. This naturally brings us the question: What are the principles? Part 1 is made up of 2 paragraphs: Paragraph 1 and Paragraph 2 telling us the principles of the Hyde School. Part 2:(P3-11) Since the principles of the Hyde School are somewhat different from other schools, the readers would wonder whether the principles are accepted by other schools. When we read on, we find the author tries to answer the question in Paragraphs 3 to 11. Paragraph 3 is about one example of how the Hyde School principles were rejected by one public school with the reasons made clear to us. From Paragraph 4 to Paragraph 11 there is another example of how the Hyde School principles were appreciated by another public school. Part 3:(P12-16) Since the Hyde School principles have been rejected as well as appreciated, we would be wondering what the detailed principles or approaches are for the Hyde School. This brings in for us Part 3. Part 3 consists of 5 paragraphs, from Paragraph 12 to Paragraph 16. Paragraph 12 is about some principles for the Hyde School: every student with a unique potential based on character, high value of hard work, success measured by progress or development, and students taking responsibilities for each other. Paragraph 13 is about what is provided by the Hyde School. The Hyde School is different from other schools in additional requirements like arts, sports, and community service. And the grading system includ es the fact as to how hard the students have tried in their studies. Paragraph 14 to Paragraph 16 is
about another important requirement from the Hyde School: parents' commitment and participation in the program. Paragraph 14 is about what have been required of parents Paragraph 15 is about how the requirements work in some other schools and how some importance of their participation, the Hyde Schools program should work well in public schools Part 4: (P17-20)Now that we are clear about the Hyde schools principles, the acceptability of the principles to public schools and what the school's detailed principles are, we would naturally ask the question: Are these principles good or beneficial to the teachers as well as the students? Part 4 consists of 4 paragraphs: Paragraph 17 tells us how the principles prove to be beneficial to the teachers and Paragraphs 18 to 20 tell us one example of how successful the principles are to the students Word Study 1 publicity1.[ U public notice or attention公众的注意:名声- an actress who seeks/ avoid publicity一位想出风头(避免出风头)的女演员;- heads of state who live their lives in the full blaze of publicity在众目睽睽之下过生活的国家元首们 2. [U(business of) providing inf ormation in order to attract public attention; advertising(商业)广告,宣传,宣扬 conduct a publicity campaign从事一项宣传活动 publicize v.宜扬,宜传 publish v出版,发布(消息) publication n.出版发布 publicist n评 论家,宜扬者 2 cultivate1.vt. develop and improve培养,陶冶,发展- -to cultivate one' s mind修养心性 2. vt prepare and use(and,soil,etc.) for growing crops耕种,耕作- cultivate the land cultivated adj.(指人)举止文雅的,有教养的 3 comprehensive adj. that includes(nearly) everything综合的,全面的,广泛的- a man of comprehensive mind/ grasp of ideas富有理解力的人;- a comprehensive description综合性的 描述 comprehensible adj. easy to understand -a book that is comprehensible to specialists. R 有专家才能充分了解的一本书 4 sus pend vt.1. stop or cause to be not active暂停,中止- suspend a rule中止一项规则;-The shipping service has been suspended because of bad weather 因为天气恶劣,船运服务被暂停了。2. hang sth.up悬挂- We saw smoke suspended in the 我们看见悬浮在静空中的烟 Suspension n暂停,悬挂 Suspect vt猜想,怀疑 Suspect sb of sth Suspicion n. Suspicious adj.怀疑的 (be/become/feel) suspicious about/of sb/sth 5. strain n 1.[C, U] severe demand on one's mental ical strength, abilities etc.(对精力、体力、能力的)苛求,压力- Do you suffer from the strain of modem life?现代 生活使你感到紧张吗?2.[C,U] condition of being pulled tightly拉紧,绷紧
4 about another important requirement from the Hyde School: parents’ commitment and participation in the program. Paragraph 14 is about what have been required of parents. Paragraph 15 is about how the requirements work in some other schools and how some parents reject the principle. But Paragraph 16 tells us that once the parents realize the importance of their participation, the Hyde School’s program should work well in public schools. Part 4:(P17-20) Now that we are clear about the Hyde School’s principles, the acceptability of the principles to public schools and what the school’s detailed principles are, we would naturally ask the question: Are these principles good or beneficial to the teachers as well as the students? Part 4 consists of 4 paragraphs: Paragraph 17 tells us how the principles prove to be beneficial to the teachers and Paragraphs 18 to 20 tell us one example of how successful the principles are to the students. IV. Word Study 1.publicity 1. [U] public notice or attention 公众的注意；名声--an actress who seeks/avoids publicity 一位想出风头（避免出风头）的女演员;--heads of state who live their lives in the full blaze of publicity 在众目睽睽之下过生活的国家元首们 2. [U] (business of) providing information in order to attract public attention; advertising （商业）广告，宣传，宣扬 conduct a publicity campaign 从事一项宣传活动 publicize v.宣扬，宣传 publish v 出版，发布（消息）publication n.出版发布 publicist n.评 论家，宣扬者 2.cultivate 1. vt. develop and improve 培养，陶冶，发展--to cultivate one’s mind 修养心性 2. vt.prepare and use (land, soil, etc.) for growing crops 耕种，耕作--cultivate the land cultivated adj.（指人）举止文雅的，有教养的 3comprehensive adj. that includes (nearly) everything 综合的，全面的，广泛的--a man of comprehensive mind/grasp of ideas 富有理解力的人；--a comprehensive description 综合性的 描述 comprehensible adj.easy to understand --a book that is comprehensible to specialists.只 有专家才能充分了解的一本书 4suspend vt. 1. stop or cause to be not active 暂停，中止—suspend a rule 中止一项规则；--The shipping service has been suspended because of bad weather. 因为天气恶劣，船运服务被暂停了。 2. hang sth. up 悬挂-- We saw smoke suspended in the still air. 我们看见悬浮在静空中的烟。 Suspension n 暂停，悬挂 Suspect vt 猜想，怀疑 Suspect sb of sth Suspicion n. Suspicious adj.怀疑的 （be/become/feel）suspicious about/of sb/sth 5.strain n. 1. [C, U] severe demand on one's mental or physical strength, abilities, etc.（对精力、体力、能力的）苛求，压力—Do you suffer from the strain of modern life?现代 生活使你感到紧张吗？ 2. [C, U] condition of being pulled tightly 拉紧，绷紧
The rope broke under the strain.绳被拉断了 vt 1 hurt or weaken(esp. a part of the body) by stretching too much or trying too hard扭伤,损伤- strain a muscle/one' s heart 2. stretch sth tightly by pulling拉紧,绷紧- strain a rope to breaking- point把绳子抓緊到快断 的地步3. use to the greatest possible degree尽力使用,使紧张- strain one' s eyes全神贯 注的看ⅵi. use all one' s power, energy,etc.( to do sth)竭力,尽全力- She strained against the ropes which tied her.她使劲挣扎试图使捆在她身上的绳子松开。 restrain vt hold back restrain.from阻止去做某事,但是后面有反身代词,可以意思为克制 不做某事— If you can't restrain your dog from biting the milkman, you must lock him up.如果你 不能阻止你的狗咬送奶人,你该把它关起来。- He is unable to restrain himself from getting excited.他控制不了自己,变的兴奋起来 refrain from控制自己不做某事 The boy refrained from tears.男孩止住没哭 6. preliminary adj. coming bef ore or preparing for a more important action or event 预备的,初步的一 a preliminary exam初试n.usu.pl)sth. done first, to introduce or prepare for later things初步做法,准备工作- After a few polite preliminaries, we stated our main ideas.几句开场白后,我们陈述了主要观点。 7 quest[c] a long search for sth. that is difficult to find探寻,寻求,研究- the quest for gold 寻找金子 vi quest for: look for寻找,一般指狗的寻找,或者用于修辞,指到处寻找,为历时较 久的找寻 the quest for truth对真理的寻求 search搜身,在中搜寻,后面跟物,一般指找的地点,跟人,一般指搜身,其目的为找到东西 Search for搜寻,后面的宾语为搜寻的目的 They searched the woods( for the lost child)他们在森林里找寻(走失的孩子) 8 energetic adj full of energy; very active精力充沛的,充满活力的- I dont feel energetic enough to rush about, so Ill sit dow我感到没有力气东奔西跑,所以要坐下来 Energy n精力 Enervate v cause to lose strength使衰弱- a country with an enervating climate.其气候使人衰 弱无力的国家 9.conventional adj. based on some agreement about how people should act or behave in certain situations常规的,惯例的,传统的,守旧的- a few conventional remarks几句老生常谈 的话一 conventional art传统艺术 n. convention公认的标准,习俗,惯例,尤指行为— When men wore hats, convention required them to raise them when they met a women they kno Conventionality n.因袭,老式 tradition传说,意见,信仰,风俗的世代相传的传统 The stories of Robin hood are based mainly on tradition.罗宾汉的故事大多根据传说而来。 custom个人的习惯,社会的习俗 Social customs vary in different countries.社会风俗各国不同 customary adj合乎风俗习惯的 habit个人习惯,但是经常做,不轻易放弃 10.controversy [U, C] strong disagreement about sth, esp. that is important to, or influences, or is of interest to many people争议,争论- facts that are beyond controversy无可置辩的事 实- a bitter controversy over sth对..激烈的争论
5 --The rope broke under the strain. 绳被拉断了 vt.1 hurt or weaken (esp. a part of the body) by stretching too much or trying too hard 扭伤，损伤--strain a muscle/one’s heart 2. stretch sth. tightly by pulling 拉紧，绷紧—strain a rope to breaking-point 把绳子抓紧到快断 的地步 3. use to the greatest possible degree 尽力使用，使紧张--strain one’s eyes 全神贯 注的看 vi.1use all one's power, energy, etc. (to do sth.)竭力，尽全力-- She strained against the ropes which tied her. 她使劲挣扎试图使捆在她身上的绳子松开。 restrain vt hold back restrain…from 阻止去做某事，但是后面有反身代词，可以意思为克制 不做某事—If you can’t restrain your dog from biting the milkman, you must lock him up.如果你 不能阻止你的狗咬送奶人，你该把它关起来。--He is unable to restrain himself from getting excited.他控制不了自己，变的兴奋起来 refrain from 控制自己不做某事 The boy refrained from tears. 男孩止住没哭 6.preliminary adj. coming before or preparing for a more important action or event 预备的，初步的—a preliminary exam 初试 n. (usu. pl.) sth. done first, to introduce or prepare for later things 初步做法，准备工作-- After a few polite preliminaries, we stated our main ideas.几句开场白后，我们陈述了主要观点。 7quest [C] a long search for sth. that is difficult to find 探寻，寻求，研究—the quest for gold 寻找金子 vi.quest for :look for 寻找,一般指狗的寻找，或者用于修辞，指到处寻找，为历时较 久的找寻 the quest for truth 对真理的寻求 search 搜身，在…中搜寻,后面跟物，一般指找的地点，跟人，一般指搜身，其目的为找到东西。 Search for 搜寻，后面的宾语为搜寻的目的。 --They searched the woods (for the lost child)他们在森林里找寻（走失的孩子） 8energetic adj full of energy; very active 精力充沛的，充满活力的--I don't feel energetic enough to rush about, so I'll sit down.我感到没有力气东奔西跑，所以要坐下来。 Energy n.精力 Enervate v.cause to lose strength 使衰弱--a country with an enervating climate.其气候使人衰 弱无力的国家 9.conventional adj. based on some agreement about how people should act or behave in certain situations 常规的，惯例的，传统的,守旧的—a few conventional remarks 几句老生常谈 的话—conventional art 传统艺术 n. convention 公认的标准，习俗，惯例，尤指行为—When men wore hats, convention required them to raise them when they met a women they know. Conventionality n.因袭，老式 tradition 传说，意见，信仰，风俗的世代相传的传统 The stories of Robin hood are based mainly on tradition.罗宾汉的故事大多根据传说而来。 custom 个人的习惯,社会的习俗 Social customs vary in different countries.社会风俗各国不同 customary adj.合乎风俗习惯的 habit 个人习惯，但是经常做，不轻易放弃 10.controversy [U, C] strong disagreement about sth., esp. that is important to, or influences, or is of interest to many people 争议，争论—facts that are beyond controversy 无可置辩的事 实-- a bitter controversy over sth 对…激烈的争论