Unit 3

A Teaching Plan for Unit 3Ⅰ. Time: 10 class hoursⅡ. Contents:Listening and SpeakingSection A : Where Principles Come FirstSection B: Cultural Differences in Western and Japanese Decision-MakingⅢ. Suggested Timetable:1.The first two-class-hour session for listening and speaking2.Next four-class-hour session for Section A3.The fourth two-class-hour session for exercise of Section A4.The fifth two-class-hour session for Section B and Section CⅣ. Aims and Requirements:Listening and Speaking:1.Train the students’ ability to understand the main idea and grasp important detailsof the listening texts.2.Give the students a chance to exchange views on the texts they have heard toenable them to have a deeper understanding of the texts.Section A: Where Principle Come First1.understand the main idea and structure of the text;2.learn some rules of interpreting new vocabulary and usage related to culture inEnglish;3.grasp the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to thetheme of the text.Section B: Cultural Differences in Western and Japanese Decision-Making1. Learn the reading skill of predicting the author’s ideas2. Master some basic language points in the text3. Use the reading skill to revise section AⅤ. Focal Points and Difficult Points:Listening and Speaking:1.Enable students to be familiar with the passage listening skill2.Grasp some words and expressions which often appear in CET-4Section A: Where Principle Come First1. Understand of the operating principle of the Hyde School.2. Try to know how to use examples to support a general statement.3. Grasp several CET-4 key words.Section B: Cultural Differences in Western and Japanese Decision-Making1.Ask the students to retell the story2.Grasp several important wordsⅥ. Suggested Teaching Procedure and Methodology:Listening and Speaking:1.Pre-listening Task: arrange the students in pairs and ask them to discuss thefollowing questions:①What does the Hyde School see its main job as when educating children?②How does the Hyde School achieve this goal?③How important are the parents in Hyde’s goal in respect of children?2.Listening to Text 13.Speaking Tasks: ask the students to get into pairs and select a pair to present theirviews in class.Section A: Where Principle Come FirstPart One Pre-reading ActivitiesStep 1: Use 2 minutes read the introduction about 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, community 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.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.The Hyde Promise:Hyde helps students learn, embrace, and adopt a character compass that will guide them for the rest of their lives. This compass has four points:1. An explicit philosophy of character in the form of Five Words: Courage, Integrity, Leadership, Curiosity, and Concern;2. The most dynamic student peer culture in American education;3. A dedicated faculty that will go to the ends of the earth to help teenagers and families connect with their potentials;4. The opportunity for parents, the primary teachers, and the entire family to participate and gain individual and collective strength.Step 2: Answer the following questions:Question One: What are the core principles of the Hyde School ?Question Two: What are the three emphases of Hyde’s program?Part Two Text AnalysisThe essay is made up of 4 parts with each part answering one question:Part 1: (paras:1--2)Step 1: Question---What are the principles?The principles of the Hyde School:Teach students the merit of such values as truth, courage, integrity…and academic achievement naturally follows; the school has received considerable publicity for its work with troubled youngsters.And the school advocates that they prepare kids for a way of life by cultivating a comprehensive set of principles that can affect all kids.Step 2: Language points1. Publicity: providing information in order to attract public attention; advertising.---a publicity campaign宣传运动(campaign: series of planned activities with a particular social, commercial or political aim.)eg: a campaign against nuclear weaponsan advertising campaignan election campaignanti-corruption campaign)---public---publish--publication--publishing2 Comprehensive: that includes (nearly) everything综合的，全面的eg: a comprehensive description / reporta guide book giving comprehensive information on the area.---comprehensible: that can be understood fully能充分理解的eg: The book is written in clear, comprehensible language---Comprehend---Comprehensioneg: a comprehensive test综合测试a comprehension test理解力测试Part 2: (paras:3---11)Step 1: Question---Are the Hyde principles accepted by other schools?The efforts to make the Character First idea accepted by public schools:A)Failure in spreading the Hyde principles: (3)The first Hyde public school program opened in September 1992, which was suspended within months.Reasons: Teachers protested the program’s demands and the strain associated with more intense work.B)The Hyde School principles being appreciated: (4--11)The Hyde Foundation opened another program in a public high school in the suburbs of New Haven, Connecticut. At the school the quest for truth is also widespread. Students were asked to exchange their evaluations on their class performance.Step 2: Language points1 Suspend:a.) stop or cause to be not activeeg: some rail services were suspended during the strike.b.) hang sth upeg: a lamp was suspended from the ceiling.---Suspender--Suspension suspension bridge吊桥---Suspect suspect sb (of sth / doing sth): feel that sb is guilty of sth without certain proof.Eg: suspect sb’s motivesWho do the police suspect (of the crime) ?怀疑The police are interrogating two suspects.嫌疑犯His statements are suspect.不可信的---Suspicion---suspicious词汇扩展：specifyspecificSu spect(看)-----special------------------------------------------------------ speciallyaspect specialityprospect specialistperspective especiallyinspect -------inspection specimenexpect------expectation-----unexpectedrespect----respectful-----respectiveSeveral usages:In the right/ proper/ historical perspective 以…的观点an eye specialist眼科医生2Minority:a.) a small group in a nation differing from others in race, religion, language.Eg: They have called for greater numbers of women and minorities on the faculty.b.) (usu. sing) a small number or part.Eg: Only a minority of British households do/does not have a car.---m ajorityEg: The majority of people seem to prefer TV to radio.---majorEg: Her major is English.She is an English major.She majors in English.Part 3: (paras:12---16)Step 1: Question---What are the detailed principles or approaches advocated by the Hyde School?The Hyde School’s approaches to education:A)The school assumes: (12)Every human being has a unique potential based on character, not intelligence orwealth.Conscience and hard work are valued.Success is measured by growth, not academic achievement.Students are required to take responsibility for each other.B) Cause and management: (13)The school provides preparation for college, with a curriculum complete with English, history, math and science.All students are required to take performing arts and sports, and to provide a community service.For each course, students get a grade for academic achievement and for “best effort”.C) A key ingredient in the Hyde mixture is requiring commitment and participation from parents.(14)Some public school parents find it difficult for them to participate.(15)Once the parents are convinced, Hyde’s requirement of parents ‘ participation should work well in public schools. (16)Step 2: language points1. moral:(pl) standards of behavior; principles of right and wrong.行为标准，道德规范Eg: Western ideas and morals 西方理念和道德观They have no morals.---Morale: state of confidence, enthusiasm, determination .. of a person or group at a particular time. 士气，精神状态Eg: The team’s morale was high before the match.2. admission: permission to enter a school, a club, a public place…Eg: All those who were not wearing a tie were refused admission to the club.---Admittance: being allowed to enter a place (esp. a private one); the right to enter. Eg: No admittance!The journalist tried to gain admittance to the minister’s office.3. attendance:a.) the number of people presenteg: They are expecting a large attendance at the meeting.b.) being present somewhere.Eg: Attendance at lecture is necessary.---AttendEg: Attend to your work and stop talking.专心，仔细考虑A nurse attends to his needs.照顾，关照They have a quiet wedding—only a few friends attended (it).出席---Attendant服务员4. utmosta.) the greatest, furthest or most extreme degree or point.Eg: The best is to continue to attack him to the utmost of our power.b. )the greatest, the most possible.Eg: a message of utmost importance.----Do /try one’s utmost (to do sth):try one’s bestEg: I did my utmost to help.He will try his utmost to help them by means of his conventional medical knowledge.Part 4: (paras: 17--20)Step 1: Question 4---What are the beneficial results of the Hyde School’s principles?Beneficial results for the teachers as well as the students:A)Beneficial results for the teachers: (17)We really begin to focus on having a fruitful relationship with each student, but not teacher to the material and then to the student.The teacher-student relationship is taken even further at Hyde: Faculty evaluations are conducted by the students.B)Beneficial results for the students: (18--20)One example: Jimmy DiBattista, 19, who had seen his future as jail, not college, had been turned to the positive attitude. Now he plans to attend a university.Step 2: Language Points1.Faculty:a.) the people who teach in a school or a college.eg: The faculty has /have been invited to the meeting.b.) the special ability to do sth.eg: the faculty of hearing /sight.听力/视力c.) one department in a university, college..eg: the Faculty of Law法律系the Faculty of Social and Political Sciences. 社会政治科学系Part Three ExerciseComplete the following sentences with the words or phrases given below.( Work out see…as be scheduled to do reform strain )1.Most people____.(认为他的行为可能很危险)2.The plan_____.（定于下午五点起飞）3.He______ at work.（承受着很大的压力）4.He’s done wrong in the past but he ______.（在努力改过自新）5.we’ll leave it to the committee to ______.（制定计划的具体细节）Key:1. Most people see his action as possible dangerous.2. The plane is scheduled to take off at 5 pm.3. He is under a lot of strain at work.4. He’s done wrong in the past but he has made great efforts to reform.5. we’ll leave it to the committee to work out the details of the plan.Part Four WritingOne of the writing techniques is a general statement being supported by examples (examples and illustrations).Step 1: Please have a look at paragraph 5-11, 18-20, you can find out how the author has his general statement supported by a specific example.Step 2: Read 2 examples and try to discuss how to write this kind of composition. Example 1:Different cultures have different perceptions of time. Americans, for example, place a high value on punctuality, Latin Americans, on the other hand, have a relaxed attitude about being on time for appointments. Another example of a culture with a relaxed feeling about time is the Sioux Indian nation, which does not even have a word for “lateness”.Example 2:My roommate Paul possesses the characteristics of a good student. One of his characteristics is always being prepared for classes. For example,when his philosophy professor assigns a class discussion on the ideas of Kant, he goes to the library and does extensive research on the subject. In addition, when his English instructor assigns an out-of-class essay, he brings to class the final copy of an essay that he has revised several times.Step 3:The teacher explain the method about examples and illustrations.例证法(examples and illustrations)是通过列举具有典型性、生动具体的实例对概念或观点进行阐述的一种方法。