What a Strange Place to Live — Lesson Plan, English, Grade 9
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Lesson plan
| Section |
Homes and Places to Live
|
| Lesson title |
What a Strange Place to Live
|
| Class |
9
|
| Lesson objectives according to program |
9.2.2.1 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
|
| Lesson objectives |
Students know key vocabulary for describing unusual homes and places to live.
Students know how to identify specific information in an extended spoken description without visual support.
Students know how to use relevant vocabulary and sentence structures to describe an unusual place to live.
|
| Values |
Students develop curiosity and respect for diverse ways of living by listening to descriptions of unusual homes and discussing how people adapt to different environments.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Getting Started 5 min |
Organisational moment:
Welcome the class, check attendance, and introduce the lesson topic, “What a strange place to live.”.
Ask students to think about what makes a home unusual and invite a few brief ideas.
|
Students greet the teacher and prepare their materials. Students share brief ideas about what might make a home unusual. | Offers one relevant idea about unusual homes — 1 point. Stage maximum — 1 point. | board, notebooks |
| Topic Introduction 8 min |
Problem statement:
Present the question: “Could you live in a house built in an unusual place? What might be difficult about it?”.
Show the lesson presentation with images and vocabulary for unusual places to live, such as a cliffside home, an underground home, and a house on the water.
Explain and model the words “remote,” “shelter,” “steep,” and “isolated.”.
Questions to the class:
“Which place looks most unusual to you, and why?”.
“What challenges might people face living there?”.
Answers:
Accept a supported preference, such as “The cliffside home looks most unusual because it is high above the gr…
Slide 1 — What a Strange Place to Live
Slide 2 — Imagine carrying groceries up a steep path to a home on a cliff, or arriving at your fron…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Three Unusual Homes
Slide 5 — Words for Place and Safety
Slide 6 — Which would you choose as the most unusual home—a cliffside, underground, or water home—a…
Slide 7 — Listening for Specifics
Slide 8 — Describe a Home
Slide 9 — What to Remember
Slide 10 — Recall and Apply
|
Students study the presentation images and note the new vocabulary. Students answer the questions, giving a preference and at least one plausible challenge. | Identifies one unusual place and supports the choice — 1 point. Names one plausible challenge — 1 point. Uses one target vocabulary word accurately — 1 point. Stage maximum — 3 points. | |
| Listening for Details 9 min |
New material explanation:
Explain that listeners can identify specific information by listening for names, locations, materials, and reasons, even when no images or transcript are provided.
Read aloud an extended description of a family living in a remote cliffside home: “The family lives in a small stone house on the side of a steep cliff. The nearest village is several kilometres away, so they travel by a narrow path. They collect rainwater in a tank and grow vegetables on a small terrace. They chose this place because they value privacy and the wide view of the valley.”.
Read the description…
|
Students listen to the description twice and record key details. Students answer the five questions using information from the talk. | Correct location — 1 point. Correct building material — 1 point. Correct route to the village — 1 point. Both daily-life details — 1 point. Correct reason for choosing the home — 1 point. Stage maximum — 5 points. | teacher-read listening script, notebooks |
| Vocabulary Game 7 min |
Instructions:
Organise students into pairs and explain the vocabulary matching game: match each word—“remote,” “shelter,” “steep,” and “isolated”—to its definition or an example sentence.
Ask pairs to use two matched words in original sentences about unusual homes.
Check answers together and clarify any inaccurate matches.
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Students work in pairs to match the four words to meanings or examples. Students create two sentences using matched vocabulary and share them with the class. | Matches each of four words correctly — 1 point each. Produces two meaningful sentences using target words — 1 point each. Stage maximum — 6 points. | |
| Speaking Practice 7 min |
Questions to the class:
Assign students to describe an unusual place to live, using the cliffside home from the listening or another unusual home they know.
Display the speaking frame: “It is located…,” “It is made of…,” “People who live there…,” and “One advantage/challenge is…”.
Ask partners to listen and identify one accurate detail and one effective vocabulary choice in each description.
|
Students prepare and deliver a short description using the speaking frame and relevant topic vocabulary. Students listen to a partner and identify one accurate detail and one effective word choice. | States the location and one feature of the home — 1 point. Uses at least two relevant topic words — 2 points. Uses an appropriate sentence structure to express an advantage or challenge — 1 point. Stage maximum — 4 points. | speaking prompt cards, board |
| Independent Assignment 5 min |
Instructions:
Give students the assignment: write a short description of an unusual home, including where it is, what it is made of, two details about daily life, and one advantage or challenge.
Remind students to use at least three target vocabulary words and complete sentences.
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Students write an individual description that includes the required location, material, daily-life details, advantage or challenge, and vocabulary. | Includes location and building material — 1 point. Gives two relevant daily-life details — 1 point. States an advantage or challenge — 1 point. Uses at least three target words accurately — 2 points. Stage maximum — 5 points. | |
| Quick Quiz 2 min |
Questions to the class:
Give a brief written quiz: “What detail helps you identify a place in a spoken description?” and “Use the word ‘isolated’ in a sentence about a home.”.
Collect responses for a quick check.
|
Students answer both quiz questions independently in writing. | Names one relevant detail to listen for — 1 point. Uses “isolated” correctly in a sentence — 1 point. Stage maximum — 2 points. | |
| Reflection 2 min |
Runs the "How much did you like the lesson?" reflection. Hold the gauge to rate the lesson from 0 to 100 — see the class average instantly.
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Students complete the "How much did you like the lesson?" reflection and assess their understanding of the topic. | States one relevant new word or listening strategy — 1 point. Stage maximum — 1 point. |
Health and safety compliance
| Health and safety compliance | Keep bags and personal belongings clear of walkways, and handle classroom devices carefully with dry hands. During paired activities, speak at a considerate volume and move around the room safely. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 9
- Language
- English
- Education direction
- Humanitarian
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