6th Grade English Lesson Plan: My Free Time Activities

LESSON PLAN
Unit 1 – Entertaining Myself | Lesson 2 – My Free Time Activities
Learn and Grow • 6th Grade • English
1. General Information
Subject
English
Level / Grade
6th Grade (Primary)
Unit
Unit 1 – Entertaining Myself
Lesson
Lesson 2 – My Free Time Activities
Duration
60 minutes
Class Size
20–30 students
Textbook
Learn and Grow – 6th Grade
Teacher
_______________________
2. Learning Objectives
Domain
Objective
Reading
Read and understand a short descriptive text about free time habits
(Kevin's text)
Language
Use frequency adverbs (always, usually, sometimes, never) correctly
with the Simple Present
Speaking
Describe personal free time activities using frequency adverbs in
spoken discourse
Writing
Write a short personal paragraph about a favourite free time activity
Pronunciation
Distinguish the /s/ and /d/ sounds in key vocabulary words

3. Prerequisites
• Basic present simple (he plays / she reads)
• Vocabulary: common free time activities (sports, hobbies)
• Ability to answer simple Wh- questions
4. Materials & Resources
• Textbook: Learn and Grow – 6th Grade, pp. 18–21
• Whiteboard, chalk/markers
• Activity flashcards and word cards (teacher-prepared)
• Colour-coded response cards (Green / Red / Yellow – 3 per student)
• Timer (phone or classroom clock)
5. Lesson Stages & Innovative Activities
Stage
Tim
e
Objective
Innovative Activity
Materials
Assessment
1.
Warm-
Up
(Lead-
in)
8
min
Activate prior
knowledge
Introduce the
theme of free
time
activities
🎲 'Activity Charades'
Students take turns acting
out a free time activity (e.g.,
playing guitar, swimming).
Classmates shout the activity
in English. The first correct
guesser earns a point.
Flashcard
prompts
(teacher-
prepared)
Whiteboard
Oral
participation
Correct
vocabulary
recall
2. Pre-
Reading
7
min
Predict text
content
🗺️ 'Frequency Meter'
Activity
picture cards
Correct
placement on
scale

Introduce
frequency
adverbs
through
visuals
Draw a horizontal scale on
the board: 0% → Never |
50% → Sometimes | 80%
→ Usually | 100% →
Always. Ask students to place
activity pictures on the scale
based on their own habits
before reading.
Chalk/mark
ers
Board scale
drawn in
advance
Ability to
justify choices
verbally
3.
While-
Reading
10
min
Comprehend
Kevin's text
Extract key
information
accurately
✔️ 'True / False / Not in
Text'
Students read Kevin's text
silently. Teacher reads 6
statements aloud. Students
hold up colour-coded cards
(Green = True, Red = False,
Yellow = Not mentioned).
Class discusses each answer.
Textbook
pp. 18–19
Colour cards
(3 per
student)
Prepared
statements
Accuracy of
card
responses
Comprehensi
on question 1
(table
completion)
4. Post-
Reading
7
min
Practise
matching
frequency
adverbs to
actions
Consolidate
reading
comprehensi
on
� 'Match the Magnets'
Students complete the
matching exercise (Exercise
2, p. 19) individually, then
compare with a partner.
Teacher cold-calls pairs to
share answers, using the
board to display correct
matches.
Textbook p.
19
Whiteboard
magnetic
strips
(optional)
Correct
matching
answers
Peer
correction

5.
Languag
e Focus
8
min
Understand
and
internalise
the grammar
rule
Produce
correct
sentences
with
frequency
adverbs
🔄 'Sentence Remix'
Teacher displays a jumbled
sentence on the board (e.g.,
'football / never / plays /
Kevin'). Students race to
arrange word cards into a
correct sentence. Then they
complete the grammar rule
box from p. 19 in pairs.
Word cards
(pre-cut)
Textbook p.
19 grammar
box
Correct
sentence
construction
Rule box
completion
checked
6.
Pronun-
ciation
5
min
Distinguish
/s/ and /d/
vowel
sounds in
target
vocabulary
👂 'Sound Snap'
Teacher says a word from p.
21 (Sometimes, Volleyball,
Often…). Students clap once
for /s/ sound and snap
fingers for /d/ sound. Then
they circle S or D in their
books.
Textbook p.
21
Audio
(teacher's
voice or
recording)
Physical
response
accuracy
Correct S/D
circling
7.
Speakin
g
Practice
8
min
Speak
fluently
about own
free time
activities
Use the
spidergram
as a speaking
scaffold
🗣️ 'Speed Dating Round'
Students fill in the
spidergram (p. 20)
individually (2 min). Then
chairs are arranged in two
concentric circles facing each
other. Each pair has 45
seconds to exchange
information using the
Textbook p.
20
spidergram
Timer or
phone
Fluency and
use of
frequency
adverbs
Teacher
circulates and
notes errors

spidergram questions.
Teacher signals rotation
every 45 seconds.
8.
Writing
Task
10
min
Produce a
structured
paragraph
about a
favourite free
time activity
✏️ 'My Activity Profile'
Each student writes a short
paragraph (4–5 sentences)
modelled on Kevin's text,
using information from their
spidergram. Teacher
provides a sentence starter
frame on the board: 'My
name is … My favourite free
time activity is … I
always/usually/sometimes/n
ever …'
Textbook p.
20 (lines c)
Board
sentence
frame
Notebooks
or loose
paper
Accuracy of
frequency
adverb use
Paragraph
coherence
9. Wrap-
Up &
Closure
7
min
Consolidate
vocabulary
Summarise
learning;
motivate
further
engagement
🖊️ 'Exit Ticket
Crossword'
Students attempt the
crossword from p. 21 for 4
minutes. Teacher then
reviews key answers orally.
Students rate their own
confidence: Thumbs up 👍,
sideways 👉, or down 👎
— teacher notes who needs
follow-up.
Textbook p.
21
Self-
assessment
thumbs
signal
Crossword
accuracy
Self-
assessment
confidence
check