Unit 7 The Chaser
Objectives
Students will be able to:
1. grasp the main idea and structure of the text;
2. master the key language points and grammatical structures in the text;
3. conduct a series of reading, listening, speaking and writing activities related to
the theme of the unit.
Time Allotment
Total duration: 9 periods
Background information +Text analysis: 2 periods
Comprehension+appreciation
+Language points: 4 periods
Discussion and interaction: 1 period
Exercises: 1 period
Teaching Steps
Step 1: Warming up
1. Pre-reading activities
Group work: Discuss the following questions in groups of four.
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?
3) What is your expectation of love? Do you dream of romantic feelings of each
other or the realistic type?
2. Background information about the author.
Biographical Sketch of John Collier
a writer of various genres, born in London in 1901 and died of a stroke in California
in 1980.
Step 2: Global Analysis of the Text
1. Organization of the text: Have Ss scan Text A and then ask them to answer the
questions in Structural analysis of the text. Ask Ss to consider the development of
the story.
2. Guide Ss through rhetorical features of the text, p.90 and finish excises.
3. Language Appreciation
1) He pushed open this door, as he had been told to do, and found himself in a tiny
room, which contained no furniture but a plain kitchen table, a rocking chair, and
an ordinary chair. On one of the dirty, buff-coloured walls were a couple of
shelves, containing in all perhaps a dozen bottles and jars. (Para.2)
2) a. “Do you mean it is a poison?” cried Alan, very much horrified.
“Call it a glove-cleaner if you like,” said the old man indifferently. “… Lives
need cleaning sometimes.”
…
“ I hope all your mixtures are not as expensive,” said Alan apprehensively.
…(Paras. 8-17)
“Wonderful!” cried Alan. (Para. 30)
“That is love!” cried Alan. (Para. 32)
“I can hardly imagine Diana like that!” cried Alan, overwhelmed with joy.
(Para.34)
“That will not happen,” said Alan fervently.
b. “How carefully she will look after you! She will never allow you to be tired, to
sit in a draught, to neglect your food. If you are an hour late, she will be terrified.
She will think you are killed, or that some siren has caught you.”
c. “I like to oblige,” said the old man. “Then customers come back, later in life,
when they are better off, and want more expensive things. Here you are. You will
find it very effective.” (Para.43).
Step 3: Language Study and Practice
1) Explain language points and have Ss practice them.
2) In the meantime ask Ss to do part of the Vocabulary Exercises.
3) Draw Ss’ attention to the stylistic feature.
This is a piece of supernatural fiction.
Step 5: After-Text Exercises
1. A theatre
Divide the students into groups of four, and ask them to prepare a short theatre.
2. Check if Ss have done the rest of exercises in their spare time, answer Ss’
questions and discuss with them any common errors that crop up.
Step 6: Further Study and Practice
1. Check on Ss’ home reading (Text B)
2. Have Ss do extra exercise on oral or writing practice
3. Have Ss summarize the essay
4. Assign Ss to prepare the next unit:
1) do the pre-reading task;
2) preview Text A.