Unit 3: Section A
Where Principles Come First
By Tang Qiongling
Ⅰ.Teaching aims
Help students to catch the main idea of the text, to understand the structure of the text, to analyze some difficult sentences, to master the use of some key words and phrases, to do some oral practice about the text.
Ⅱ. Teaching steps
⒈Questions & Answers
Warming up questions
⑴.What does the Hyde School see its main job as when educating children? Different from other schools, the Hyde School never sees itself as one only for a type of kid but as preparing kids for a way of life by cultivating a comprehensive set of principles which include the values of truth, integrity, leadership, curiosity and concern. They also see their main job as developing each student’s unique potential by measuring his / her success in terms of growth, not academic achievement.
⑵. How does the Hyde School achieve this goal?
To achieve this goal, the Hyde School reforms the conventional education system and develops a program that values attitude over aptitude, effort over ability, and character over talent. And more importantly, the school demands the commitment of the students’ parents. They must accept the school’s philosophies and outlook, which includes to meet monthly in regional groups, to go once a year to a three-day regional retreat or camp and to attend at least 3 workshops, discussion groups and seminars at the home of the school, Bath.
⑶.How important are the parents in Hyde’s goal in respect of children?
Parents play a significant role in the Hyde program, because the parents, as their kids’ primary teachers in everyday life, usually produce much influence on their kids’ growth. As much evidence reveals, the children tend to do their utmost when they see their parents making similar efforts. So, once the parents make a commitment to the program, they will be daily role models for their children, unlike parents whose children are in boarding schools.
Introductory questions
⑴. What are the principles? (Paras. 1-2)
⑵. Are they accepted by other schools?(Paras.3-11)
⑶. What are the Hyde’s detailed principles and approaches?(Paras.12-16)
⑷. Are they beneficial to children?(Paras.17-20)
2.Text Analysis:
Main idea of the text
The text is about the Hyde School’s successful search for a new approach in education, which is centered upon teaching students the merit of such values as truth, integrity, leadership, curiosity and concern.
Part I (Paras. 1-2)Main idea :
To feed the reader’s curiosity about “Where Principles Come First”, the author starts his article with an introduction to the principles on which the Hyde School operates.
Part II (Paras. 3-11)Main idea :
Since the Hyde principles are somewhat different from those of other schools, they are rejected by some schools, as described in Para. 3, and appreciated by others, as described in Paras. 4 – 11.
Part III (Paras. 12 - 16)Main idea:
This partdeals with detailed principles and approaches in the Hyde School program: valuing each student’s character-based unique potential, and requiring both students’ responsibility for each other and parents’ commitment to the program.
Part IV (Paras.17-20)Main idea:
This part is about how beneficial or good the program is to both the teachers and the students.
3 .The in-put of the key words and phrases:
to see ourselves as (L. 6)
see…as: consider sb. or sth. to be
His frequent questions were seen as interrupting the class.
to cultivate a comprehensive set of principles(L. 8)
comprehensive：a. including everything or nearly everything that is connected with a particular subject
The writer has created a comprehensive set of vivid images in her novel.
to spread his idea to public schools (L. 10)
spread to:(cause to)reach sb. or sth. else, as by touching or other means of passing
If you allow your child to attend school he could spread the bad cold to the other children.
(sth.) to be suspended (L. 13)
The air service in some countries has been suspended because of the alarming spread of this disease.
to be associated with (L. 14): to be connected with something in some way
People often complain about the mental strain associated with modern life.
to be scheduled to (L. 15):be arranged to do
This school’s new educational reform project is scheduled to be started up in three months.
to eye the program (L. 17)
eye: look at sb.or sth. clearly
Many people are eyeing the progress of the new project.
to open a magnet program (L. 19)
magnet : sth. or sb .that attracts much attention
The market-oriented economy has opened up the market to those with great competence and learning.
over parents’ protests (L. 21 )
over one’s protest : in spite one’s protest
The nurse gave the boy an injection over his protest.
the quest for truth (L. 24)
quest: a long search for sth .that is difficult to find
There will be no limit to our quest for a better life.
in an energetic exchange (L. 26)
energetic: of or needing energy
They tend to reach an agreement in an energetic exchange.
to put one’s best effort forth (L. 32)
put forth: use, show or bring sth. such as strength into action
I will put my best effort forth if it is for the sake of my motherland.
(sth.) to be based on …, not … (L. 37)
One’s success is based largely on his internal factors, not external factors.
to be measured by …, not … ( L. 38)
The value of one’s life should be measured by how much good he does to society, not how long he lives in the world.
(sb.) to be required to do sth. (L. 43)
With the situation being urgent, we are required to make an immediate decision.
to have nothing to do with
Success in teaching has everything to do with a strong sense of responsibility.
complete with English (L. 43)
complete with: including; having as an additional part
There is a good hotel not far from the city, complete with a swimming pool and a garden leading to the beach.
to work out (L. 55 / 60): invent, develop, or produce by thinking
We will leave it to the committee to work out the details of the plan.
at the outset of sth. (L. 58)
outset：beginning
The committee did not run into any difficulty from the outset of the investigation.
kind of (L. 74): rather; a little bit
I’m not sure why, but, I feel kind of sorry for him.
Expressions & Patterns
1). Typical patterns for explaining one’s ideas
Sb. does sth. on the principle that …
He deals with complicated matters on the principle that if you seize hold of the key link, then everything falls into place.
She conducts herself in society on the principle that, if you make things easy for others, things would be easy for you.
2). Explaining sth., sb. notes / emphasizes / points out (that) …
Explaining how to reach one’s grand objective, he notes “no amount of effort through petty tricks will achieve great things”.
Explaining the meaning of “All roads lead to Rome”, he emphasizes that, when it is dark in the east, it is bright in the west, but the key point is never to give up trying.
- Assignments
1.Doing the exercises in the textbook.
2.Making sentences with the following expressions.
1to be suspended
2to be associated with
3to be scheduled to
4to eye the program
5over parents’ protests
6the quest for truth
7to be based on…, not …
8to be required to do sth.
9to have nothing to do with
⑶. Writing
A Letter to the College President
1. 就学校的某些变化给校长写封信
2. 分析变化主要表现在哪些方面
3. 提出（进一步）改进的意见
Unit 3: Section B
Cultural Differences in Western and Japanese Decision-Making
Ⅰ．Reading Skills
Predicting an Author’s Ideas
One way to read effectively is to predict. Making predictions or anticipating the writer’s next point is an important skill in active reading. Although we may not be able to predict every detail and although a writer may surprise us with unexpected ideas, we can often anticipate the general direction the author is going. Making predictions while you read keeps your mind alert and involved with the passage; it’s a way to double-check your comprehension of what you’ve read so far, and it can be a great aid to understanding what comes next. Take a look at the title of Passage A and think about what the article is possibly about:
Title of Passage A: Where Principles Come First
The passage might be about the following points:
1．What are the principles that come first?
2. Why should we put forward the principles first?
3. How are the principles accepted or appreciated or even rejected by some others?
4. Who put forward the principles?
5. Why did he or she put forward the principles?
6.Whatarethestriking characteristics of the person who put forward the principles?
7. Are the principles being beneficial to others?
8. What can we learn from the principles?
If we read the passage with care, we can find that the article only deals with some of the questions listed above, not all the questions. This is the process which is going on all the time when we are reading something with active understanding.
Ⅱ.Language Points
complex:a. made up of several connected
parts and often difficult to understand;
complicated 复杂的
2. Mental illness is by its nature very complex.
come to grips with: start dealing with (a problem, etc.) in an effective way 着手解决问题
1. The new president’s first task is to come to grips with the economy.
2. The government is still trying to come to grips with inflation.
extreme: a. very great in degree 极端的, 极度的 n. the largest possible amount or degree of something 极端
1. Extreme poverty still exists in many rural areas.
2. Sometimes he eats enormous amounts and sometimes nothing. He goes from one extreme to the other.
stability:n. the condition of being strong, steady and not changing 稳定性
After so much change we now need a period of stability.
superior:a. 1) better than usual or than sb. or sth. else 优秀的, 上好的, 出众的 2) higher in rank 上级的
a superior actor 优秀的演员
superior beef 上等牛肉
a superior officer 上级官员
a superior court 上级法庭
provide a superior education 提供优质的教育
1. He is clearly superior to all the other doctors.
2. I’ll report you to your superior officer.
inferior:a. lower in rank, social position, importance, quality, etc. 级别低的, 社会地位低的; 次要的, 次等的 n. a person of lower rank, esp. in a job 下级, 下属
They felt inferior to the others until the team’s international success gave them some pride.
be related to: be connected or associated with 与······相关，与······有联系
1. Experts believe that a great number of cancer cases in the area are directly related to the polluted environment.
2. The fall in the cost of living is directly related to the drop in the oil price.
negotiation:n. official discussion between the representatives of opposing groups 谈判
commercial negotiations 商务谈判
diplomatic / peace negotiations 外交/和平谈判
high-level negotiations 高层谈判
enter into negotiations with sb. 开始与某人谈判
break off negotiations 中断谈判
settle a dispute by negotiation 通过协商解决争端
in negotiation with sb. 与某人进行谈判
1. The treaty was a result of long and complex negotiations.
2. The price is a matter of / for negotiation.
distinguish from: show the difference between; set apart from 与······相区别
1. Elephants are distinguished from other animals by their long noses.
2. His red hair distinguished him from his brothers.
thereby:adv. with the result that sth. else happens 借此，由此，从而
1. I missed the last flight, and thereby decided to stay the night at the airport.
2. We started our journey early, thereby avoiding most of the traffic.
harmony:n. a state of complete agreement (in feelings, ideas, etc.) 和谐，融洽，和睦，一致
1. Imagine a society in which all lived together in harmony.
2. We now come to realize that the idea that man should dominate nature rather than live in harmony with it is wrong.
consensus:n. an opinion that everyone in a group will agree with or accept 共识
1. There is no consensus among the experts on some foods. Advice changes depending on whom you listen to.
2. The consensus among the world’s scientists is that the world is likely to warm up over the next decades.
be true of: be valid, relevant, or applicable to 对······适用，符合于
1. I accept that the romance may have gone out of my marriage, but surely this is true of many couples.
2. Research shows that what is true of ability is also true of achievement.
consult: v. 1. go to sb. for information, advice, etc. 请教，咨询，找······商量
1. I’m going to consult my best friend on the matter.
2. Have you consulted your doctor about your illness?
consult:v. 2. go to a book, etc. for information 查阅，查看
1. Most of my students are able to consult English dictionaries for unknown words.
2. He consulted the map to find the shortest route.
consult:v. 3. exchange opinion, information, etc. with a person 交换意见,商议
1. Before we can accept the firm’s offer we must consult with the workers.
2. He consulted with his partners before taking action.
fall through: fail to be completed; come to nothing 失败，成为泡影
The plan fell through when it proved too costly.
successive:a. coming one after the other in a series 继续的，连续的
1. It was the team’s third successive defeat and their fourth defeat in five matches.
2. Jackson was the winner for a second successive year.
lag behind: move, advance or develop slowly; fall behind 走得慢，落后
1. We must not lag behind other nations in our efforts to help those people made homeless by the floods.
2. He deliberately lagged behind so he could have a cigarette.
discard:vt. throw sth. away because it is not useful 丢弃，抛弃
1. Should they discard the present system entirely?
2. He is not the one who would discard his old friends.
transaction: n. a piece of business conducted or carried out 交易，业务
1. Each transaction at the foreign exchange counter seems to take forever.
2. The store manager attended to the transaction of important matters himself.
feasible:a. that can be done; possible可行的，可能的，行得通的
1. It’s quite feasible we’ll get the money.
2. She questioned whether it was feasible to increase investment in those regions.
sophisticated:a. 1. complicated 复杂的, 尖端的 2. having or showing much experience and knowledge 世故的，精通的
1. I think a more sophisticated way is needed to deal with the problem.
2. Sophisticated readers understood the book’s hidden meaning.
dismiss:vt. 1. remove sb. from a position 解雇，开除
1. She was dismissed from her job for breaking the company’s safety regulations.
2. He was dismissed for refusing to obey orders.
dismiss:vt. 2. allow sb. to leave 解散
1. The teacher dismissed the class ten minutes early.
2. He dismissed the children as soon as they got back to the school.
provided:conj. on the condition or understanding that 如果，假若
1. Provided that they are fit I see no reason why they shouldn’t go on playing for another four or five years.
2. She agreed to go and work abroad provided that her family could go with her.
exert:vt. make use of sth. (e.g. influence, strength, etc.) 产生(影响), 使出(力量)
exert one’s influence on sb. 对某人施加影响
exert all one’s strength to do sth. 用尽全力做某事
exert one’s authority 行使权力
exert every effort 尽一切力量
exert oneself 努力，尽力
1. He exerted considerable influence on the thinking of his students on this issue.
2. You won’t make any progress if you don't exert yourself a bit more.
loyalty:n. being loyal 忠诚，忠心
1. Children suffer from divided loyalties when their parents separate. 2. She showed loyalty to him throughout his misfortune.