Unit 1

Teaching Contents

Section A: The Temptation of a Respectable Woman

Section B: The Obligations and Responsibilities to Marriage

Section C: The Positive Meanings of Love (as reading assignment)

Listening and Speaking

Teaching Arrangement

8 periods Time Distribution

Reading: 4 periods Writing: 1 period Listening: 1 period Speaking: 1 period Integrated Practice: 1 period

Teaching Aims

Reading: to read between the lines Writing: to write a short composition

with the cause-and-effect structure Listening: to understand words,

sentences and passages that appeared in the text

Speaking: to be able to express oneself on the topic of family relationship

Teaching Focus Reading Skill:

Reading between lines means making inferences about the author’s ideas from what is written and from what is not written. In making inferences we go beyond surface details and “read between lines” and use hints to reach information logically.

Writing Skill: To make a detailed outline of the structure

of “one effect with several causes” before writing the composition.

The Temptation of a Respectable Woman

Section A

Respectable

respectable = respected respectful respective / respectively Tony and Bob are ___ students who

look up on ___ professors and scientists ___ (adv.).

respectful, respectable / respected, respectively

Helpful Hints in Understanding

How many characters are there in the story? Who are they?

How is the story developed? In a chronological order. (Please pay

attention to the “time markers” in each part of the text.)

What is the main clue of the development?

The subtle feeling of Mrs. Baroda.

Structure of the Text

Part I: pa.1 Part II: pa.2 – pa.10 Part III: pa.11 – pa.19 Part IV: pa.20 Part V: pa.21 Part VI: pa. 22 – pa.24

Part I

It is the starting point of the story. Mrs. Baroda was a little annoyed … We may also say “somewhat / very /

a bit / pretty / much / rather / quite annoyed”.

E.g.: I was pretty annoyed for you didn’t knock the door before your entering.

Part II

It is about Mrs. Baroda’s impression of her guest.

In pa.2, how did Mrs. Baroda feel about her guest?

She was puzzled. What did she try to do to change her

guest? Was she successful? She tried to penetrate his silence but

failed.

impose her company upon (pa.2) Practice: impose sth. on (p.9 Ex.V.)

…she couldn’t understand him no better than at fist. (pa.2)

Here “no” means “not at all”. 今天不比昨天冷，也不比昨天热。 It’s no colder than it was yesterday b

ut it’s no warmer either. 有些人想吃什么就吃什么，一点也不会

发胖。 Some people can eat what they like a

nd get no fatter.

…for the most part (pa.2)

总的说来，他是诚实的。 For the most part, he is honest. 这个镇上的人大多数温文尔雅，彬彬有

礼。 The people of this town are, for the m

ost part, quiet and well-behaved.

… for my part (pa.3)

for my part = as for me / in my opinion / as far as I’m concerned

Pa.3 – Pa.10

This was a conversation between Mr. and Mrs. Baroda concerning their guest.

Why did Mrs. Baroda find Gouvernail a terrible nuisance?

He was not a man of wit or humor, but a dull man difficult to understand.

You are full of surprise, (pa.7)

You always do unexpected things.

I can never count upon … (pa.7) Cf: count on / upon, count in, count o

ut 你们别指望我去捉弄人；事实上你们根

本就不该把我算进你们的蠢事中去。 You can’t count on me to play tricks

on others; actually you shouldn’t count me in your silly business.

…the last thing he would desire or expect. (pa.7)

我们最不需要的就是警察的介入。 The last thing we need is to have the p

olice involved.

Time Markers in Part III

after a few days, then, one day, in the morning, until, etc.

Part III

It is about “something” happened “that night”, revealing some sort of emotional change in Mrs. Baroda.

What changed Mrs. Baroda’s feeling towards Gouvernail?

He seated himself upon … (pa.12)

seat oneself: sit down in a place Cf: The stadium can seat 80,000 peopl

e.

He made some routine observations upon … (pa.14) 他对未来可能的发展做了了一些概述。 He has made some general observation

s on possible future developments.

Gouvernail was in no sense a shy man. (pa.15) in no sense: not at all 这事根本没有解决。 In no sense can the issue be said to be

resolved. 他一点也不聪明。 His was in no sense brilliant.

His words became a meaningless succession of verbs, nouns, adverbs, and adjectives…(pa.17)

Why did his words become a meaningless succession of verbs, nouns, adverbs, and adjectives?

The stronger the desire grew to bring herself near him, the further, in fact, did she move away from him. (pa.18)

Why did she move away form him when in fact she was attracted to him?

But she did not yield to the temptation. (pa.19)

Was this temptation the same as the one described in the title of the text?

yield to the temptation = not resist the temptation

tempt: vt., attract sb. To do or to have sth. 再吃一点好吗？ Can’t I tempt you to have a little more? 他很想让老板给他涨工资。 He felt tempted to ask the boss for a pay raise.

…she was also a very sensible one. (pa.19) Cf: sensible, sensitive 他取消了这次高山之旅是很明智的，因

为他的妻子对寒冷是很敏感的。 It was sensible of him to cancel the m

ountain trip, for his wife was very sensitive to cold weather.

Time Markers in Part III

that night, the next morning, then, etc.

Part IV

It is about what happened the day after “that night”.

Why did Mrs. Baroda took an early train without saying farewell?

Part V

How did Mrs. Baroda try to resist the “temptation” during the summer that followed?

Part VI

Do you think why Mrs. Baroda proposed to have Gouvernail visit them again?

Does “I have overcome everything” mean the same to both the husband and the wife?

…truly he did not deserve it. (pa.23)

这份报告需要仔细考虑。 The report deserves careful consideration. 一位选手尤其值得一提。 One player deserves a mention. 他应该为他所做的事而被永远关起来。 He deserves to be locked up forever for w

hat he did.