Teaching Plan

Teaching Content:
Lesson 31 A Lovable EccentricBook3
Students:
Senior Grade One
Teaching length:
1 hour
I. Teaching objectives:
A. Knowledge objectives:
1. To help students comprehend some useful words, such as eccentric, shrewd,
legendary, snob, intensely, bedraggled, and reprimand.
2. To teach students how to get the main idea of the text.
B. Ability objectives:
1.To improve students reading skills like scanning, skimming and careful reading;
2. To engage students in learning how to describe a person in their writing.
C. Learning strategies:
1.To develop students cooperative learning, creative thinking and communicative
skills by group work and role play.
2. To improve students logical summarization by predicting the main content.
II. Teaching key points:
To help students fully comprehend the text by skimming, scanning and careful
reading.
III. Teaching difficult points:
1.To make students comprehend the new words which may influence students
understanding;
2.To help students comprehend some negative expressions.
IV. Teaching methodology:
TBLT and PWP model.
V. Teaching aids:
Multi-media and blackboard
VI.Teaching procedures:
Step1. Lead-in (4)
The teacher wirtes the title A Lovable Eccentric on the blackboard and guides
students to understand the meaning of eccentric. Then the teacher tells students
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about one of her friend who is eccentric but lovable and asks students to talk about
this type of friends in their daily life.
1. The teacher greets the students and guides students to understand the meaning of
eccentric
T: Good morning, dear class. Today we will know about a kind of special man.
Please look at the title and guess the meaning of eccentric.
Ss: Maybe eccentric is a noun...
T: Ok, let us guess it together. We can see that eccentric is made up with ec
and centric. And centric means center, ec means out of. That is to say,
eccentric means something or someone out of center or special. Eccentric can
be both adjective and noun. It means to be strange or unusual and also can refer to
people who always do something unusual. Get it?
T: Yes!
2. The teacher tells students about one of her friends who is eccentric but lovable.
T: Now, Id like to tell you something about my friend. My friends name is Jenny,
and we spent lots of unforgettable time together. But I also call her eccentric, because
she always does something eccentric. For example, when we were in high school,
Jenny always bought some cheap cloth for herself. She said that students should learn
to be thrift. However, she donated for those homeless people. Besides, she always
rode bike to give food to a homeless cat far away from home no matter what was the
weather like. And once she was almost late for class in order to take care of that cat.
Although sometimes her behaviors are eccentric, I still think she is lovable.
(purpose of the design: The story can raise students interest, elicit the topic of the
text and help students understand the meaning of lovable and eccentric).
2. The teacher asks students to talk about their lovable but eccentric friend and present
the taskWhat is a lovable eccentric like?
T: Do you have a friend or family members who is eccentric and lovable? Tell us
about him or her.
S1: My sister likes cat so much that she hates all dogs, but last week she saved a
dog and said that dog also has life and need to be loved. Although this seems
eccentric, she is very lovable at that time.
S2: People always open shops for benefits, but the shop in our apartment always
offers some free food for those homeless people. Maybe it is against conventions, but
I like the shop very much.
2

T: All the person you talked about is lovable and eccentric. Do you know what kind
of a lovable eccentric the author tells to us? Lets try to find it out.
(purpose of design: This step can make students more close to the topic and introduce
the main task.)
Step 2. Pre reading(6)
1.The teacher asks students to preview some sentences which entails new words
(eccentric, disregard, convention, routine, shrewd, legendary, snob, bedraggled,
apologetic, reprimand, elaborate) on the PPT Slide 1. And then the teacher asks the
students to guess the meaning of italic words in the given sentences. Finally the
teacher analyzes these words to the class.
1. She is so eccentric that she is regarded as a bit of a curiosity.
2. Anyone who disregards the regulations will be punished.
3. It is an established convention that everyone should respect the old.
4. Running everyday is a part of his rountine life.
5. He is such a shrewd businessman that he always gain benefits.
6. Zhao Zilong is a household legendary figure in China.
7. People all hates snobs who looks down those poor and flatter those rich.
8. He was caught in a heavy rain and now in a bedraggled condition.
9. They were almost apologetic about the mistakes they'd made.
10. He has been fined five thousand pounds and given a severe reprimand.
(purpose
of the design: this step of new words learning can pave the way for students
11. If you elaborate a plan or theory, you develop it by making it more
understanding of the text and improve students ability to guess the meaning of the
words by the context. )
1. The teacher asks the students to predict what the text will talk about according to
the pictures on PPT Slide 2.

T: Now, lets look at the pictures. Can you

3

predict what the text will talk about

according to the pictures?
The

students

air

their

views

respectively after they look into the

pictures.
(purpose of the design: this step can
improve students predicting and arise
their interest about the text.)
Step3. While-reading (27)
The teacher leads the students to comprehend the text by skimming, scanning and
careful reading.
1. First reading: Skim for the main idea
A. The teacher provides three statements on PPT Slide 3 before the students read the
text and one of the statements represents the main idea.
Choose the correct answer
Statement 1: This text mainly talks about a man named Dickie who always do
something eccentric.
Statement 2: This text mainly talks about true eccentric and their behaviors.
Statement 3: This text mainly talks about a lovable eccentric named Dickie who
disregards social conventions but also does something extraordinary which add
color to our dull life.
B. The teacher asks the students to skim the text and find out the correct statement.
C. The teacher provides the correct answer. The correct answer is Statement 3.
(purpose of the design: this step use a top-down approach to develop students ability
of skimming and make them well prepared for further learning.)
2.Second reading: Scan for the specific information.
A. The teacher asks students work in groups to scan the first 2 paragraphs of the text
and find out the answers to the questions on the worksheet by underlining in the text.
Read paragraph 1 ,2 and find the answers.
Q1: What are the characteristics of the true eccentrics?
Q2: Who is Richard Colson?

B. The teacher asks some students to make report and then the teacher analyzes
students answers and give possible answers on PPT Slide 4.
Read paragraph 1 ,2 and find the answers.
Q1: What are the characteristics of the true eccentrics?
Possible answer: True eccentrics disregard social conventions without being
conscious that they are doing anything extraordinary. They always win peoples
love and respect because they add colour to the dull routine of everyday life.
Q2: Who is Richard Colson?
Possible answer: Richard Colson was a shrewd and wealthy businessman, but most
people in the town hardly knew anything about this side of his life. He was known
to us all as Dickie and his eccentricity had become legendary long before he died.
Q1The teacher asks one student to share his/her answer first and then the teacher
analyzes with the students the expressionsdisregard social conventionsand add
colour to , which is important for students to accumulate. And also make students to
pay attention to the negative expressions by words disregard and without.
disregard social conventions means not to follow or conform the social norms
or customs ; add colour to something means make something more interesting or
colourful.
Q2: First, the teacher asks one student to share his/her answer. And then the teacher
asks the students to guess the meaning of eccentricity, then the teacher writes it on
the blackboard and explains it to the class and asks students to find more word that
end with -ity as its noun suffix.(these words are popularity electricity
creativity ability and so on) The teacher writes these words on the blackboard.
( eccentricity refers to eccentric behaviours.)
Second, the teacher asks students to pay attention to the negative expressions by
word hardly and analyzes it. hardlyis an adverb which can be used to express
negative meaning. Then the teacher asks students to find out all the negative
expressions in the text. (These sentences are: True eccentrics never deliberately set
out to draw attention to themselves; They disregard social conventions; Most people
in the town hardly knew anything about this side of his life; Dickie disliked snobs
intensely; He hardly ever used it; Dickie left the shop without a word. ) After students
sharing their findings, the teacher analyzes these expressions by PPT.
T: We can see on the PPT that all these negative expressions can be expressed
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without not no. That is to say, we can express negative meaning more concise by
using some words which have negative meanings, such as the words in bold on the
PPT. For example, look at the last sentence. The normal negative expression we have
learned before should be Dickie left the shop and did not say a word. However, if
we use the negative word without, it should be Dickie left the shop without a
word. So it is more concise to express negative meaning by using words like never,
dis-, hardly, without and so on.
C.First, the teacher divides the students into groups and each group has 6 members.
then the teacher asks the students to close the book. Next, the teacher gives each
member a card and asks students work in group to use the sentence on the card to
make up a story and make report. (the content on the card is: Dickie was caught in a
particularly heavy shower.Dickie wanted to buy a watch for his wife so he walked
into an expensive shop although he was in a bedraggled condition.The assistant
refused to serve him and Dickie left without a word.Dickie returned with a large
clothMultiple
bag in which
are 30,000 pennies at all and he requested to see the manager.
choicethere
questions:

manager
apologetic
when
he seeDickie?
Dickie and reprimand the assistant.
1. The
Why
did the was
shopsoassistant
refuse
to serve
A. Because the assistant thought Dickie was a eccentric.
Dickie insisted on the assistants counting the money before hr left.)
B. Because Dickie had not counted the pennies before giving them to the assistant.
teacher
the students
to take
a glancethat
at all
sentences
provided
C. Second,
Becausethe
Dickie
wasasks
in such
a bedraggled
condition
thethe
assistant
thought
Dickie
was not welcome to the expensive shop.
in multiple choice questions on the worksheet.
D. Because the assistant was sharply reprimanded by the manager.
2.
A.
B.
C.
D.

Recognizing who the customer was, the manager

was so apologetic that gave the watch to Dickie for free.
was most apologetic and blamed the assistant severely.
felt so sorry and asked the assistant to count the money.
refused to serve him.

3. Why did Dickie insist on the assistants counting before he left?

A. Because Dickie did not want to count the money.
B. Because Dickie hated snobs and wanted the assistant to pay for his
snobbishness.
C. Because the assistant was blamed by the manager.
D. Because the manager asked him to do so.
4. The press paid a great deal of attention to Dickies exhibition because

A. It had taken him so long to prepare the paintings.

B. The critics admired Dickies ability to copy the work of famous artists.
C. No one had known that Dickie was a painter.
D. It became known that Dickie had succeed in deceiving the critics.
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Third, the teacher asks the students to scan for answers by themselves after reading
the third paragraph. When students have finished, the teacher asks some of them to
share their answers and the reasons for their answers. Then the teacher guides the
students to get the answers by analyzing some sentences and expressions in the third
paragraph.
Q1The answer is Statement C.At first, the teacher asks one student to give his
answer. Second, the teacher paraphrases in a such bedraggled condition.
( bedraggled means wet, untidy or dirty. in...condition usually used to say in
some bad situation. The teacher writes it on the blackboard. )
Q2: (The answer is Statement B.) At first, the teacher asks one student to give his
answer. Second, the teacher paraphrase the word apologetic and reprimand.
(apologetic means to show your extremely sorry. And its noun form is apology,
verb form is apologize. reprimand means to reproach, blame or scold, and it often
used as public blame) Third, the teacher leads the students to pay attention to the
sentence Recognizing who the customer was, the manager was most apologetic and
reprimanded the assistant severely and analyzes the sentence. (This sentence is an
Object Clause. recognize is the object of the manager. most here means
extremely not the superlative form. )
Q3: (The answer is Statement B.) At first, the teacher asks one student to give his
answer and then analyzes insist to the class.(insist means to continue doing
something firmly. The idiomatic usage are insist on sb. doing sth. and insist
that... )
Q4: (The answer is Statement D.) At first, the teacher asks one student to give his
answer and then analyzes to stage this elaborate joke.(stagehere means to arrange
or organize. elaborate means detailed or careful.)
(purpose of design this step can help student how to get specific answers both
cooperatively and independently and the make-up-story part will improve students
7

ability of logical thinking. Besides, leading students to recall the normal negative
expressions they have learned before is a good scaffolding for students to learn the
new way to express negative meaning. )
2. Third reading: Careful reading for details.
A. The teacher asks the students to read the whole text and fill the blanks on the
worksheet according to the text.
Fill the blanks according to the text.
Richard Colson is such a lovable eccentric that he
to the dull routine of everyday life. He disliked
into a shop for a watch after having been
serve him because Dickie was in a

social conventions, but

intensely. One day, he walked

in a heavy shower, the assistant

to

condition. Dickie left without a word and

returned with a large cloth bag. Paying no attention to the assistant, Dickie

to

see the manager. Recognizing who the custom was, the manager was most
and

the assistant severely. Then after he bought watch, Dickie

the

assistants counting the 30,000 pennies which in that large cloth bag. On another
occasion, he invited some important critics to see his _______ of modern paintings
which actually been painted by Dickie. He

this

joke simply to prove that

critics do not always know what they are talking about.

B. The teacher asks students to give the report and check their answers.
(the answers are: disregards, adds color, snobs, caught, refused, bedraggled,
requested, apologetic, reprimanded, insisted on, private collection, staged, elaborate.)
(purpose of the design: this step is to develop students ability of searching for details
and help student to further comprehend the text as a whole. )
Step 4. Post-reading (16)
A. First, the teacher asks students to recall the plot described by the author in the shop
and read the content from line 2 to line 9 in the third paragraph. Second , the teacher
asks students to work in groups to do the role play. The manager, the assistant and
Dickie should be played full of emotion and the conversation should be
supplemented. Third , the teacher asks one or two groups to perform in front of the
class and give comments on their performance.(the comments should be formative
and should be given according to the students imitation , communication and
8

participation.)
B.The teacher asks students to review how the anthor organises the text to describe
Dickie and summarize what a lovable eccentric is like.
1. The teacher asks students to review how the author organizes the text to describe
Dickie.
The teacher asks some students to make report and share his/her ideas about this
question.
the possible statement: At first, the author talks about the common characteristics of
the lovable eccentric. Then the author introduces Dickie and tells two stories about
him to tell us how a lovable eccentric Dickie is.
T: Ok, I agree with you. And what I want to stress is that, when we describe or
introduce someone, it is necessary to elicit his/her stories or experience to
demonstrate his/her characteristics or personalities. Only by this way can readers or
listeners know more clearly about him.
2. The teacher asks students to brainstorm what a lovable eccentric is like and asks
their opinions on a lovable eccentric.
(possible statement: lovable eccentrics are always against social conventions, but
what they do actually does good to the society. So is Dickie. He does not use umbrella
on rainy days, does not drive car even though he owned one, but he dislikes snobs and
dares to punish those snobs. He also pays great price to mock those hypocritical
critics. )
T: Dear class, as you can see, although Dickie disregards social conventions, what he
did actually wins love and respect from people. So how should we look social
conventions? On one hand, we need to follow the social conventions to obtain the
social reorganization, because human beings are social animals . On the other hand, if
a person is being too conventional, he might be too conservative and lose
individuality.
(purpose of the design: this step aims to gain students interest in English by role play
and make them learn by doing. The second part is to finish the task that arranged at
the beginning of the class and make students get a further understanding of the text.
Besides,the second part can also help students to cultivate their social emotion, which
is important in quality-oriented education.)
Step 5. Summing up(5)
The teacher asks the students to retell the text and briefly restates what the students
9

have learned today.

First, the students retell the text.
(The possible version: True eccentrics disregard social conventions but what they did
always wins love and respect from people, for they add colour to the dull routine of
every life. Dickie is one of the lovable eccentric. He disliked snobs intensely. One
day, he walked into a shop for a watch after having been caught in a heavy shower,
the assistant refused to serve him because Dickie was in a bedraggled condition.
Dickie requested to see the manager. Then after he bought watch, Dickie insisted on
the assistants counting the 30,000 pennies to punish him. On another occasion, he
invited some important critics to see his private collection of modern paintings which
actually been painted by Dickie. He staged this elaborate joke simply to prove that
critics do not always know what they are talking about.)
(purpose of the design: this step is to strengthen students ability of logical
summarization and consolidate what they have learned today.)
Second, The teacher briefly restates what the students have learned today.
T: Today we have learned many new words such as eccentric, shrewd, legendary,
snob, bedraggled, apologetic, reprimand, elaborate and have got to know the noun
suffix-ity. And we have also learned some expressions such as add color to..., be
caught in..., in such a ... condition, insist on.... Additionally, we know about an
inverted sentence and use word with negative meanings like the prefix dis- and
adverbs never, hardly to express negative meaning. What is more, we have
known about the lovable eccentrics and share our opinions about them and social
conventions. And do not forget the authors skill to describe Dickie is helpful to our
writing.
(purpose of the design: this step will help students to recall what they have learned
today and give them a sense of achievement of the English learning.)
Step 6. Homework (2)
The teacher asks students to write a composition about 150 words to introduce or
describe someone you like or respect.
T: You are supposed to write the composition with three parts. In the first part, you
should give the brief introduction to the person you write. In the second part, you
should give your reason on why you like or respect him or her. In the last part, you
should write some stories or experiences or examples to further introduce the person
10

you write.
(purpose of the design: this step can help students to use the skills learned today to
write a person in their daily life and improve their ability of writing.)
VII. Layout of the blackboard.

A Lvable Ecentric
eccentric ec--out of centr- - center
disregard social conventions
add colour to
eccentric eccentricity

disregard
never
without

-ity popularity electricity creativity ability

in a such bedraggled condition
apologetic reprimand
insist on sb. doing sth.
insisit that...
stage this elaborate joke

11

hardly