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Unit7TheChaserTeachingplan综合教程三

Unit 7 The Chaser

Teaching Points

By the end of this unit, students are supposed to

1)grasp the author’s purpose of writing and make clear the structure of the whole passage

through an intensive reading of Text I The chaser.

2)comprehend the topic sentences in Text I thoroughly and be able to paraphrase them.

3)get a list of new words and structures and use them freely in conversation and writing.

Topics for discussion

1)Do you believe love can be fostered? How can you lure one into love with you?

2)What is likely to happen when a couple no longer love each other?

Cultural Background

1. Proposal of Marriage

●The proposal of marriage is an event where one person in a relationship asks for the other's hand in

marriage.

●If accepted, it marks the initiation of engagement.

●It often has a ritual quality, sometimes involving the presentation of an engagement ring and a

formalize d asking of a question such as “Will you marry me?”

●Often the proposal is a surprise.

●In many Western cultures, the tradition has been for the man to propose to the woman.

2. Engagement

●An engagement is a promise to marry, and also the period of time between proposal and marriage –

which may be lengthy or trivial.

●During this period, a couple is said to be affianced, betrothed, engaged to be married, or simply

engaged.

●Future brides and grooms are often referred to as fiancée or fiancés respectively (from the French

word “fiancé”).

●The duration of the courtship varies vastly.

●Long engagements were once common in formal arranged marriages.

●In 2007, the average engagement time in the United States was 17 months, but the figure around the

world varies greatly depending on culture and customs.

Text I

The Chaser

John Collier

Global Reading

I. Text Analysis

The short story is a fable of love with a strong sarcastic tone. The protagonist, Alan Austen, wants to find an easy solution to the problem of love by purchasing a love potion. However，it’s not the love potion that the old man intends to sell primarily, but “life cleaner”.

The theme of “The Chaser” is the cynicism of experience, portrayed on a field of Alan’s y outhful naivety and the old man’s pessimistic certainty.

The title of this short story is somehow a pun. “A chaser” can be a person that pursues someone like in “a woman chaser”. In addition, it can refer to a weaker alcoholic drink taken after a strong one. A whisky, like the potion, intoxicates. A beer chaser, like the “life cleaner”, mollifies the harshness of the spirits. The potion and the poison go together like a strong alcoholic drink and a chaser.

II. Structural Analysis

This short story, which combines elements of horror and love, is built almost entirely through dialogue between a young man, Alan Austen, who is deeply in love and wants to possess his lover entirely, and an unnamed old man who believes in a life free of romantic involvement.

In “The Chaser” John Collier uses:

●the dramatic irony of the title to initialize a cynical landscape;

●and the understatement of the ending to enclose the cynical world of the old man, a world which

Alan is entering.

Paragraph 1: In this part, the protagonist, Alan Austen, has been introduced.

Paragraphs 2-12: The old man is trying to sell his mixture.

Paragraphs 13-45: Austen got to know about the love potion and in the end bought it.

Detailed Reading

Questions

1. What is the image of Alan Austen in the first part? (Paragraph 1)

Alan Austen is depicted as a timi d, skeptical and hesitant character. Through descriptions like “as nervous as a kitten,” “peering about for a long time on the dim hallway”, the writer creates a sense of apprehension.

2. Why do you think the old man told Austen about the life-cleaner before selling the love potion? (Paragraph 7)

The sophisticated old man had encountered many young men who had been in the grip of romantic desire before, but who eventually got tired of the possessive love they had experienced. He knew for sure that Austen’s possessive love wouldn’t last long. It would eventually bore and repel him. He expected that when his enthusiastic passion changed into hatred, Austen would come to him again, because he had already seen those disillusioned customers return to buy the “chaser” so that they could be free from the women for whom they had previously bought the love potion.

3. What is the implied meaning of the old man’s remark, “Young people who need a love potion very seldom have five thousand dollars. Otherwise they would not need a love potion” (Paragraph 13)? What the old man means is that a young man who falls in love one-sidedly is seldom rich enough to win a girl’s heart; if he were rich enough, it would be much easier for him to win the girl’s hand. His words imply that money is one of the crucial factors for love. If a man is not rich, he can rarely expect to be loved by a girl.

4. What is Austen’s understanding of love? (Paragraph s 23-32)

Austen was filled with illusions and unrealistic expectations of love. To him, love meant the entire possession of the lover. When the old man talked about the magic effect of the love potion and described the expectant possessive love, Austen cried “That is love!”, which suggests that he was overwhelmed with joy.

5. What does the old man’s remark in Paragraph 39 “… one has to be older than you are, to indulge in that sort of thing” mean?

Young people tend to be over-passionate for love, sometimes senselessly and irrationally, while the old, just like the old man who sells the mixtures, would take a cool and sensible, sometimes even cynical attitude toward love.

Text II

Young Men and Elderly Men

Aristotle

A Lead-in Question

Considering its time-honored history, Chinese culture tends to be compared to an old man in his eighties or even nineties. And it is very intriguing to find out that Chinese people as a whole are tolerant, practical, lack courage to take risks, which just resemble the characters of the elderly proposed by Aristotle in his Youth and Old Age. What do you think of Chinese people’s national character?

Main idea

Notes

1.About the author and the text: Aristotle (384 BC – 322 BC) was a Greek philosopher, a student of

Plato and teacher of Alexander the Great. He wrote on many subjects, including physics, metaphysics, poetry, theater, music, logic, rhetoric, politics, government, ethics, biology and zoology. Together with Plato and Socrates (Plato's teacher), Aristotle is one of the most important founding figures in Western philosophy. He was the first to create a comprehensive system of Western philosophy, encompassing morality and aesthetics, logic and science, politics and metaphysics. The text Youth and Old Age is an excerpt from Aristotle’s Rhetoric (Book II, Chapter 12).

2.Pittacus’ remark about Amphiaraus (Paragraph 1): Pittacus (640-568 BC) was the son of Hyrradius

and one of the Seven Sages of Greece. He was a native of Mytilene and the Mytilenaean general who, with his army, was victorious in the battle against the Athenians and their commander Phrynon. In consequence of this victory the Mytilenaeans held Pittacus in the greatest honour and presented the supreme power into his hands. After ten years of reign he resigned his position and the city and constitution were brought into good order. Some authors mention that he had a son called Tyrrhaeus.

The legend says that his son was killed and when the murderer was brought before Pittacus, he dismissed the man, saying, "Pardon is better than repentance." Of this matter, Heraclitus says that he had got the murderer into his power and then he released him, saying, "Pardon is better than punishment."

In Greek mythology, Amphiaraus was the son of Oecles and Hypermnestra, and husband of Eriphyle. Amphiaraus was the King of Argos along with Adrastus — the brother of Amphiaraus' wife, Eriphyle — and Iphis. Amphiaraus was a seer, and greatly honored in his time. Both Zeus and Apollo favored him, and Zeus gave him his oracular talent. In the generation before the Trojan War, Amphiaraos was one of the heroes present at the Calydonian Boar Hunt.

3.Chilon’s precept (Paragraph 1): Chilon of Sparta was a Lacedaemonian, son of Damagetus and one

of the Seven Sages of Greece. He was elected an ephor in Sparta in 556/5 BC. It is recorded that he composed verses in elegiac metre to the number of two hundred. Chilon was also the first person who introduced the custom of joining the ephors to the kings as their counselors, though Satyrus attributes this institution to Lycurgus Chilon is said to have helped to overthrow the tyranny at Sicyon, which became a spartan ally. He is also credited with the change in Spartan policy leading tot the development of the Peloponnesian League in the sixth century BC. Chilon's teachings flourished around the beginning of the 6th century B.C. A legend says that he died of joy in the arms of his son, who had just gained a prize at the Olympic games. His sayings include “Nothing in Excess”, which is the precept that Aristotle refers to.

4.utility (Paragraph 2): Usefulness, or gain as referred to above:“I have a lways doubted the utility of

these conferences on disarmament” (Winston S. Churchill).

Additional Notes

1. They are sanguine; nature warms their blood as though with excess of wine (Paragraph 1): They are

cheerful and literally red-faced, as if they have drunk too much wine. Literally, sanguine refers to a reddish, often tending to brown, color of chalk used in drawing.

2. past their prime (Paragraph 2): past the best of one’s life. The prime, or the prime time, is the age of

ideal physical perfection and intellectual vigor.

3. hint of Bias (Paragraph 2): Bias is a Greek philosopher, and considered the wisest of all the Seven Sages of Greece. His famous sayings include: “All men are wicked.”“Choose the course which you adopt with deliberation; but when you have adopted it, then persevere in it with firmness." "Cherish wisdom as a means of traveling from youth to old age, for it is more lasting than any other possession.”

Questions for Discussion

1．How does Aristotle define expectation and memory respectively? How do you interpret expectation and memory?

2. How are two types of people, the first type being those driven by reasoning and the other type motivated by moral goodness, normally respond to circumstances?

3. What is the possible chief cause behind hesitation and indecision of the elderly?

4. What special characteristics are the elderly apt to display in actualities?

Key to Questions for Discussion

1. Aristotle holds that a young man is a man of expectation, for he has a long future ahead of him, and an elderly man is a man of memory, for he has a long past behind him. So a young man tends to be confident, for a bright and promising future is always inspiring and an elderly is likely to be cautious, for he has gone through many ups and downs in life. A young man is less burdened, for he is not burdened with too many memories, and an elderly man is liable to be more burdened, for he has too many memories to indulge in.

A young man is apt to commit errors and run into blunders, for he is not a dear teacher of rich experiences himself and an elderly man is less liable to commit grave mistakes, for he must have learnt so many lessons in life.

2. Those who like to reason tend to be deep and sophisticated, so they are normally slow and cautious in their response to circumstances, for they take into careful account what consequences their response may lead to while those who give top priorities to moral goodness tend to be quick in their response to circumstances for anything noble and great can get their positive response promptly and anything lowly and ignoble can cause their negative response in no time.

3. The elderly might have experienced many frustrations in life, many of which were beyond their expectation. As a result, they are less sure about life. Therefore, when faced with a choice in life, they tend to show hesitation and indecision.

4. The elderly are engaged more in contemplation rather than action, for they prefer to reason than to feel; they are more cynical and distrustful, for they have seen too often the worse side of human nature; they are moderate in life attitude, so they display neither intense love nor intense hate in normal circumstances.

Memorable Quotes

About Pierre Corneille, Elbert Hubbard and William Shakespeare

Pierre Corneille (1606-1684) has been called “the founder of French tragedy” and he was one of the three great seventeenth-century French dramatists, along with Molière and Racine.

Elbert Green Hubbard (1856-1915) was an American writer, publisher, artist, and philosopher. He was an influential exponent of the Arts and Crafts movement and is, perhaps, most famous for his essay A Message to Garcia.

William Shakespeare (1564–1616) was an English poet and playwright, widely regarded as the greatest

writer in the English l anguage and the world’s pre-eminent dramatist.

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unit1响尾蛇伤我们在西波顿种植西瓜和香瓜供应市场。我家有一块瓜地和花圃在紧靠甘蔗地的谷仓背后。一天，我从工具棚里拿了把镰刀想去砍个西瓜自己吃。他们是不许我拿这把刀的，因为它的刀刃比我的胳膊还长。但它是切西瓜的最好工具。一刀下去，西瓜就一分为二了。我正沿着瓜地边走边拍打着想找一个熟瓜，突然感觉脚好像被针一样的东西扎了一下。我为是踩在一堆蒺藜草上了。转眼一看，却发现是一条响尾蛇。我知道响尾蛇在袭击之前都要发出响声以示警告的，而我对那响声的熟悉程度决不亚于我熟悉鹌鹑。后来我才明白它是没有时间警告，我肯定是一脚踩在它的嘴巴上了。我边往家飞奔，边大声喊叫，满脑子想的都是自己肯定要死了。妈妈赶快解下围裙用上面的带子绑在我的膝盖上部。她扶我到前屋的沙发上躺下，让玛莎照看我。当时在场的既没有一个男人也没有一匹马。最近的住宅是豪威尔先生家，但他家没有马。再远点的是吉姆·安德森家，穿过田地抄近路也有半英里的距离。妈妈冲向安德森家。安德森的一个儿子跳上马就直奔城里，在安德森家打工的克拉克的儿子用车把妈妈送回家。回到家，妈妈发现围裙带已被玛莎解开了，因为我直叫系得太紧。妈妈给我重新绑上，她用力很猛以致于我失声叫了起来。然后，妈妈又到门廊朝那条通往城里的路张望。这条路位于安德森和豪威尔两家领地中间，一直延伸到小山顶端，因此从这里你可以看见所有路过的人或物。我总是远远就能辨认出我们的马车和汤姆，尤其是爸爸赶车的时候。这时，如果得到允许，汤姆就会因为急于吃到马槽里的东西而撒腿跑起来，爸爸也总是允许它这么做的。赫伯·安德森的意见是首先找爸爸，如果他不在就找麦肯斯医生，再不成就找菲尔德或别的医生。妈妈一边盯着看谁的马先出现，一边不时地进屋安慰我。终于，妈妈说道：“你爸爸来了。” Read more 误解这是个古老的故事，的确是要说到1864年的事。那时，英国军队驻扎在牙买加的一个团养了只官兵都喜爱的大猴子。那是只善于思考、极有主见的猴子，他的行为习惯和举止总是令军官们开心不已。他的居所对着军官食堂的窗户，尽管身上系着很长但不重的链子，他照样自得其乐，淘气逗人。比如有一天，他觉得一位年轻军官羞侮了他，便立即把食堂窗户敲得惊天动地。军官们只好把他的居所移到一个不太招眼的地方，但他依旧自娱自乐。任何活生生的东西，只要胆敢闯入他链长所及的范围内，就免不了被折腾得手忙脚乱一阵子。而那些倒霉的鸡鸭，却经常误入他的领地。那就会被他一下子抓住，有时竟被他扼杀，不过更多的时候，他都是恶作剧地对这些痛苦的阶下囚实施全身或半身拔毛手术，然后再放开。然而，有一只鸡却让他突然强烈地喜欢上了。他是逮住了它，但他即不拔毛也不扼杀，反倒是百般怜惜、抚爱有加。这种毫无顾忌的举动使那只不幸的鸡恐怕是宁受拔毛之刑吧。猴子拧它，揉它，抚摸它，搂抱它，把它举得高高地，令它展翅起舞，又把它放开一会儿，可当它试图逃脱时又顽皮地将它两腿一抓。可那只鸡怎么地都不领情，反倒是完全误解了猴情猴意。但猴子却始终不渝，牢牢地紧握着这个心肝宝贝不放松。他满以为忠贞不渝的柔情蜜意即能赢得芳心归，没想到讨好卖乖了一番却不成功，因而更加大献殷勤：不一样地抚摸，更挚着地摩挲，更卖力地搓揉，还逗得它更欢快地舞蹈。可万分钟情也未能赢得回眸一顾。终于，在猴子极其亲昵的拥抱中，鸡给整死了，至死也未能理解猴的一片赤诚。猴子处于极度悲伤之中。可想而知，他好不容易发现心爱之鸡，而这心爱之鸡未能回报丝毫之柔情，竟弃他而去！可悲复可怜！他开始着手祭奠的仪式，每一动作都表现出他沉痛

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Key to Exercises Opener Going on a working holiday has many advantages: ? A working holiday visa grants you access to a country for a longer period of time than a standard tourist visa. ? The travel is sustainable in the sense that you can keep refilling your travel funds with employment. ? You can try different types of jobs, even the ones that you normally wouldn’t do when at home. And in this sense, a working holiday could be a life-changing experience. ? You are more likely to meet and make friends with the locals, not just other tourists. They can introduce you to a new culture. ? A working holiday makes a good break. A popular time to sign up for a working holiday is the break between high school and college or the break after college and before entering the real working world. Transcript: A working holiday is when you spend a significant amount of time in another country and have the working rights to back it up. You are able to pick up a job or two (or 6) and break that arrangement up by traveling or moving on to a new location in the country. In general, a working holiday visa grants you access to a country for a longer period of time than a standard tourist visa. In Australia, for example, the typical tourist visa is for 3 months while a working holiday visa is for 12 months. With a working holiday visa, you can work as you go, meaning you won’t necessarily go into debt while spending time abroad. Your method of travel may vary. Some prefer to travel up-front for several months and then spend the rest of the time working in one or two different locations. Others prefer to work for a month, travel for a month and then work for a month again. Either way, the travel is sustainable in the sense that you can keep refilling your travel funds with employment. With a working holiday visa, you are basically given the opportunity to test out any type of job, and you are probably put in a position to accept ones that you normally wouldn’t when at home. You never know what you might discover. A working holiday, in this sense, could end up

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法语综合教程第三册8le

Le?on 8 C ompréhension du texte 1 I. Relisez le texte en entier et répondez : 1.Non, elle perd son nom de jeune fille et prend celui de son mari en se mariant. 2.Non, elle peut reprendre son nom de jeune fille. 3.Parce qu’il n’avait pas pensé que le problème soit / serait si grave. 4.Parce que le nom de famille tout court indique le nom d’un homme, quel que soit son age. 5.Non, il s’est amusé en agitant les billets sous le nez de sa mère. 6.Non, parce que sans mentionner ? madame ?ou ? mademoiselle ?, on ne peut donner le mandat qu’à un homme. II. Vraiou faux ? 1.V 2. F 3.V 4. F III. Activité orale : Réponse libre. C ompréhension du texte 2 I. Trouvez dans le texte le mot ou l’expression qui correspond à sa définition : 1.confédération 2.handicap 3.soup?onner 4.se dégager de 5.frustrer 6.se forcer 7.conditionnement 8.prétexte 9.réciproque 10.discrimination