ReadingCentred Activities

1
Reading-Centred Activities

• 1. Global Reading Task
• Answer the questions on page 69 to get the main
  idea of the text.
• Predicting an authors ideas
• Analyze the text structure by question and answer
  technique

2

• Title Where Principles Come first
• Question What are the principles?
• Answer
• Question Are the Hyde principles accepted by
  other schools?
• Answer
• Questions What are the detailed principles or
  approaches advocated by the Hyde School?
• Answer
• What are the beneficial results of the Hyde
  Schools principles?
• Answer

3

• 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

4

• The efforts to make the Character First idea
  accepted by public schools.

The Hyde School principles being appreciated
Failure in spreading the Hyde principles
The first Hyde public school program opened in
September 1992, which was suspended within
months. Reasons Teachers protested the
programs demands and the strain associated with
more intense work.
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.
5

• The Hyde Schools approaches to education

The school assumes1. Every human being has a
unique potential based on character, not
intelligence or wealth.2. Conscience and hard
work are valued.3. Success is measured by
growth, not academic achievement.4.Students are
required to take responsibility for each other.
6

• Courses and management1. The school provides
  preparation for college, with a curriculum
  complete with English, history, math and
  science.2. All students are required to take
  performing arts and sports, and to provide a
  community service. 3. For each course, students
  get a grade for academic achievement and for
  best effort.

7

• A key ingredient in the Hyde mixture is requiring
  commitment and participation from parents.

Some public school parents find it difficult for
them to participate.
Once the parents are convinced, Hydes
requirement of parents participation should work
well in public schools.
8

• Beneficial results for the teachers as well as
  the students

1. We really begin to focus on having a fruitful
relationship with each student, but not teacher
to the material and then to the student.2. The
teacher-student relationship is taken even
further at Hyde Faculty evaluations are
conducted by the students.
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.
9
Reading-Centred Activities

• 2. Detailed Reading Task
• Language points
• Simulated writing (exercises 8 and 9 )

10

• The Hyde School operates on the principle that
  (Para. 1)

The Hyde School is run on the principle that
11

• truth, courage, integrity, leadership, curiosity
  and concern (Para. 1)
• then academic achievement naturally follows.
  (Para. 1)

These words are the bases of the Hyde curriculum
established by Joseph Gauld. See Note 1,
Background Information. .
then the students will naturally make their
academic achievements.
12

• Hyde School founder Joseph Gauld claims success
  with the program at the 18,000-a-year high
  school in Bath, Maine, which has received
  considerable publicity for its work with troubled
  youngsters. (Para. 1)

Joseph Gauld, the founder of the Hyde School,
declares that the program at the high school in
Bath, Maine is successful. The school, which
charges a student 18,000 per year, has drawn
considerable attention from the public and news
media because of its successful work with
troubled students.
13

• the 18,000-a-year high school (Para. 1)
• We don't see ourselves as a school for a type of
  kid, (Para. 2)

the high school which charges a student 18,000
per year
In our opinion, our school is not a school for a
particular type of students.
Do you see the new leader as the hope of the
company?
14

• We see ourselves as preparing kids for a way of
  life by cultivating a comprehensive set of
  principles that can affect all kids. (Para. 2)

We think our duty is to prepare students for a
way of life by teaching them a complete set of
principles that can influence all students.
15

• by cultivating a comprehensive set of principles
  that can affect all kids. (Para. 2)

Compare
The store offers a comprehensive range of kitchen
equipment.
The book is written in clear, comprehensible
language. .
16

• Now, Joe Gauld is trying to spread his
  controversial Character First idea to public,
  inner-city schools willing to use the tax dollars
  spent on the traditional program for the new
  approach. (Para. 3)

Now Joe Gauld is trying to spread his idea that
character comes first an idea that has caused
much public discussion and disagreement to
inner-city public schools which used to spend the
tax dollars on a traditional program but now are
willing to spend the money on the new program. 
17
Note that Joe stands for Joseph. This is the
so-called pet name a name that is given to
someone whom one specially likes or loves, used
instead of that persons real name. Other
examples are Rick standing for Richard, Tom
standing for Tommy, Bill standing for William,
etc.
the idea that character comes first
18

• inner-city schools willing to use the tax
  dollars spent on the traditional program for the
  new approach. (Para. 3)

the usually older, central part of a city,
especially when characterized by crowded
neighborhoods in which low-income, often minority
groups predominate.
Inner-city schools are usually believed to have a
comparatively inferior education system.
19

• Within months the program was suspended. (Para.
  3)
• Teachers protested the program's demands and the
  strain associated with more intense work.(Para.
  3)

Within months the program stopped.
Teachers said they didnt like the program's
demands (which are probably too high) and the
stress that came from more intense work.
20

• Please notice that in American English protest
  is used without a preposition. 
• Compare

They protested the government's handling of the
situation.
Most people protest the company's decision to lay
off so many workers.
The students have been protesting against the
government's decision.
The children protested loudly at being taken home
early.
21

• This fall, the Hyde Foundation is scheduled to
  begin a preliminary public school program in
  Baltimore. (Para. 4)

This fall, the Hyde Foundation plans to start an
introductory public school program in the city of
Baltimore in Maryland. .
The train was scheduled to arrive at 1030.
The plane is scheduled to take off at 5 pm.
22

• Other US school managers are eyeing the program,
  too. (Para. 4)

Other US school managers are greatly interested
in the program, too. 
Many people are eyeing the progress of the new
project.
She eyed him with suspicion.
23

• Last fall, the Hyde Foundation opened a magnet
  program within a public high school over
  parents' protests. (Para. 4)

example
A nuclear plant was built in the area over the
farmers' protests.
Last fall, the Hyde Foundation opened a program
that drew much attention in spite of protests
from parents.
24

• The community feared the school would attract
  inner-city minority and troubled students. (Para.
  4)

People in the neighborhood feared that the school
would draw students from poor backgrounds and of
other races than the white or students with
problems.
25

• As in Maine the quest for truth is also
  widespread at the school in Connecticut. (Para.
  5)
• examples

The search for truth is prevailing in Maine, and
the same thing happens at the school in
Connecticut. 
In Greece, as in Italy, they use a lot of olive
oil in cooking.
In 1939, as in 1914, there was a great surge of
patriotic feeling.
26

• the 11 students spend the last five minutes in
  an energetic exchange evaluating their class
  performance for the day on a 1-10 scale. (Para.
  5)

the 11 students spend the last five minutes
actively discussing and evaluating their class
performance of the day on a scale that ranges
from 1 to 10.
27

• I challenge that. You didn't do either your
  grammar or your spelling homework. (Para. 7)

I don't agree. You didn't do your grammar
exercises, nor did you do your spelling homework.
28

• Wait, I put my best effort forth here. (Para. 10)
  
• example

Putting forth a great effort, he uprooted the
tree.
No, I don't agree. I made great efforts here.
29

• Explaining his approach to education, Joe Gauld
  says the conventional education system cannot be
  reformed. (Para. 12)

When he explains his approach to education, Joe
Gauld says there is no way to improve the
traditional education system it should be
renewed or revolutionized.
30

• He notes no amount of change with the horse and
  carriage will produce an automobile. (Para. 12)

He points out that no matter what changes you've
made with the horse and carriage, no automobile
will come out of it.

• Students are required to take responsibility for
  each other. (Para. 12)

Students should be responsible for themselves and
show concern for others.
31

• To avoid the controversy of other character
  programs used in US schools, Gauld says the
  concept of doing your best has nothing to do with
  forcing the students to accept a particular set
  of morals or religious values. (Para. 12)

In order to prevent arguments that other
character programs used in US schools have
aroused, Gauld says the idea of doing your best
doesn't mean forcing the students to accept a
certain set of standards of good behaviour or
religious beliefs.
32

• Compare

Western ideas and morals
The team's morale was high before the match.
Low pay in recent years has led to low morale.
33

• The Hyde curriculum is similar to conventional
  schools that provide preparation for college,
  complete with English, history, math and science.
  (Para. 13)

The subjects that the Hyde School offers are
almost the same as those in conventional schools
that get students academically ready for college,
with all necessary subjects such as English,
history, math and science.
34

• that provide preparation for college, complete
  with English, history, math and science. (Para.
  13)
• examples

There is a good hotel not far from the city,
complete with swimming pool and garden leading
directly to the beach.
Our firemen came, of course, complete with rescue
equipment, first aid kit, etc.
35

• But all students are required to take performing
  arts and sports, and provide a community service.
  (Para. 13)
• At Bath, 97 of the graduates attend four-year
  colleges. (Para. 13)

But all students are asked to take part in
artistic performances and sports and to offer
their services to the community.
97 of the graduates from the Hyde School in
Bath, Maine attend four-year colleges.
36

• Commitment among parents is a key ingredient in
  the Hyde mixture. (Para. 14)

Parents' devotion is an important element in the
Hyde program. 
Here mixture refers to the Hyde program for the
fact that the program involves not only students
and teachers but also parents.
37

• For the student to gain admission, parents also
  must agree to accept and demonstrate the school's
  philosophies and outlook. (Para. 14)

For the student to be admitted into the school,
parents also must agree to accept the schools
ideas and beliefs and put them into practice.
38

• The parents agree in writing to meet monthly in
  one of 20 regional groups, go to a yearly
  three-day regional retreat, and spend at least
  three times a year in workshops, discussion
  groups and seminars at Bath. (Para. 14)

The parents present their agreement in written
form, promising that they will attend meetings
every month in one of the 20 groups in the region
where they live, spend three days every year in a
local retreat, and participate three times a year
in discussions and seminars at Bath with other
people.
39

• Parents of Maine students have an attendance rate
  of 95 in the many sessions. (Para. 14)

95 parents of Maine students are present in the
meetings, discussions and seminars organized by
the school.
40

• Joe and Malcolm Gauld both say children tend to
  do their utmost... (Para. 14)
• example

He will try his utmost to help them by means of
his conventional medical knowledge.
Both Joe and Malcolm Gauld say children are
likely to do their best
41

• The process for public school parents is still
  being worked out, with a lot more difficulty
  because it is difficult to convince parents that
  it is worthwhile for them to participate. (Para.
  15)

Public schools are trying to develop some ways
for students' parents to participate in school
activities, as in the Hyde School at Bath, but
find it much more difficult, because it's
difficult to make the parents believe that their
participation will do good to them and their
children.
42

• examples
• We must work out a better method of saving paper.
  
• Well leave it to the committee to work out the
  details of the plan.
• I'll give you ten minutes to work out the
  problem.

43

• The low attendance is in spite of commitments
  they made at the outset of the program when Hyde
  officials interviewed 300 families. (Para. 15)

The attendance of parents is low in spite of the
promises they made at the beginning of the
program when Hyde School officials interviewed
300 families.
44

• Once the problems are worked out, Hyde should
  work well in public schools, (Para. 16)

When the problems are solved, the Hyde program
should work well in public schools,  
Here Hyde stands for the Hyde program.
45

• He is optimistic that once parents make a
  commitment to the program, they will be daily
  role models for their children, unlike parents
  whose children are in boarding schools. (Para.
  16)

He is hopeful about the prospect that when
parents devote themselves to the program, they
will be examples for their children to follow
every day, and in this way they are quite
different from parents whose children are in
boarding schools.
46

• Here we really begin to focus on having a
  fruitful relationship with each student. (Para.
  17)

Here we really begin to concentrate on
establishing a relationship with each student
that has many benefits.
47

• Our focus is really about teacher to student and
  then we together deal with the . . . academics.
  (Para. 17)

We really pay close attention to the relationship
between teachers and students, and then we work
together for the academic achievements.
48

• In the traditional high school setting, it's
  teacher to the material and then to the student.
  (Para. 17)

In traditional high schools, the teacher's
attention is first paid to the teaching material,
and then to the students.
49

• The teacher-student relationship is taken even
  further at Hyde. (Para. 17)
• Faculty evaluations are conducted by the
  students. (Para. 17)

The teacher-student relationship is developed to
a more extensive degree at the Hyde School.
Evaluations of teachers are made by the students.
50

• Years ago, he had seen his future as jail, not
  college. (Para. 18)
• Every other school was, 'Get out, we don't want
  to deal with you.' (Para. 20)

Years ago, he had thought that his future lay in
prison instead of college.
Every other school told me 'Get out, we dont
want to have you.'
51

• I came here and they said, We kind of like that
  spirit. We don't like it with the negative
  attitudes. We want to turn that spirit positive.
  (Para. 20)

I came to this school, and they told me We
like that spirit a little bit. But we don't like
the negative part of it. We want to make that
spirit positive.
52

• Im kind of worried about the interview.
• Im kind of tired from reading.
• Compare of a kind a kind of

The friends were two of a kind very similar in
so many ways.
The village has a bus service of a kind two
buses a week!
I had a kind of feeling that something would go
wrong.
Theres a funny kind of smell in here.
53
Simulated writing

• exercises 8 and 9

54
Vocabulary Exercises
55
Translating and Writing