Haunted House Analysis

Learning Objectives

By the end of this session, students will:

• Analyse how atmosphere and suspense are created in Chapter 6 of The Woman in Black (National Curriculum: English, KS3 Reading - identify and interpret themes, structure, and language)
• Understand key vocabulary and narrative techniques to support comprehension for ESL learners at different proficiency levels (KS3 English: Spoken Language and Reading)
• Develop comparative skills and cultural awareness by exploring themes relevant to Arabic and Korean students (KS3 English Speaking & Listening)

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National Curriculum Alignment

• Reading – comprehension: Apply knowledge of language to deepen understanding of texts.
• Reading – literary terminology: Recognise common narrative structures and features.
• Spoken Language: Adapt speech for different contexts and purposes, developing cultural understanding.
• Language: Vocabulary development through reading; understanding figurative language and mood.

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Overview

Duration: 60 minutes
Class size: 15 students (mixed Arabic and Korean ESL backgrounds, mixed levels)
Text focus: Chapter 6 from The Woman in Black (Susan Hill)

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Resources

• Copies of Chapter 6 extracts (simplified version available for lower level)
• Bilingual glossary (English-Arabic, English-Korean) for key vocabulary
• Whiteboard/Interactive board
• Projector for atmospheric images and short audio clips
• Graphic organiser templates for analysis

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Lesson Structure

1. Starter (10 minutes)

• Engagement through sensory input: Play a short eerie soundscape (e.g., creaking doors, wind howling) as students enter.
• Quick group brainstorm: "What makes a story scary or suspenseful?"
• Note ideas on the board grouped as: Setting, Language, Character feelings, Plot events

Challenge: Include cultural perspectives—invite students to share scary elements common in Arabic or Korean stories.

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2. Vocabulary and Language Focus (10 minutes)

• Introduce 8 challenging words/phrases from Chapter 6 that build suspense (e.g. "fog," "silhouetted," "isolated").
• Use bilingual glossaries; students match words with definitions and example sentences.
• Pronunciation drill for key words to build confidence in speaking.

Higher-level task: Students create their own sentences or describe feelings using target vocabulary.
Lower-level task: Picture-word match and repeat phrases aloud.

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3. Reading and Analysis (20 minutes)

• In pairs mixed by language and ability, read the extract aloud (higher-level read full text; lower-level read simplified).
• Use graphic organisers: Identify how atmosphere is created (setting description, sounds, weather, the narrator’s feelings).
• Discuss as a group: What clues does Susan Hill give us that something is wrong? How does this make you feel as a reader?

Differentiation:

• Higher-level students write a short analytical paragraph using evidence and target vocabulary.
• Lower-level students use sentence starters like "The setting is scary because..." or "I feel nervous when...".

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4. Creative Response (15 minutes)

• Students imagine they are one of the characters in Chapter 6 and write a short diary entry or a spoken monologue about their feelings at that moment.
• Encourage use of emotive language and vocabulary they learned.
• Volunteers share their work with the class.

Extension: Use role-play for oral presentation to practise fluency and expression, catering for cultural nuances in storytelling.

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5. Plenary and Assessment (5 minutes)

• Quick oral quiz: Teacher calls out vocabulary or asks students to explain how suspense was created.
• Reflective question: "How does understanding these techniques help us enjoy stories in English, Arabic, or Korean?"

Assessment:

• Formative assessment through observing paired reading, use of vocabulary, and participation in discussion.
• Written paragraph or diary entry collected for feedback.

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Cross-Curricular Links

• History: Gothic literature origins and cultural ghosts/haunting stories from students’ countries.
• Drama: Role-play activities promoting speaking and listening skills.

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Additional Teacher Notes

• Use culturally sensitive examples and encourage respect for all students’ backgrounds.
• Scaffold tasks carefully with visual aids and bilingual support to ensure comprehension and engagement at all levels.
• Leverage technology creatively (soundscapes, visuals) for immersive learning experiences.

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This lesson plan integrates reading, writing, speaking, and listening skills in a culturally responsive way, engaging ESL learners and meeting National Curriculum demands for Year 9 English.