Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.

WEEK 1 of 9
EAL Level

Activity / Topic

Approach / Materials

Learning Intention:
To describe what I did on
the weekend
Success Criteria: I can .1.
use time words and
2.
sentences. E.g. On the 3.
weekend, I went to
4.
Sydney, and
.5.
use contractions, e.g. I
didnt stay there.

Phonics oral drills as per Semester planner.

Oral assessment task: Students take part in an individual discussion with the teacher about what they did on the weekend.
Teacher supports the conversation. Other students build a lego construction or read a book about, My Weekend.

Content knowledge: Familiarity with discussion and writing of simple formulaic recounts of their weekend activities.
Text type, genre: Informal discussion, recount of activities
Linguistic structures and features:
- use of simple past tense to talk about past activities
- SVO sentences
- simple future, I will, I would like to, I want to
- use of action verbs to describe everyday activities, e.g. I played, we went
- use of time phrases: in the morning, afternoon, evening. On Saturday, on Sunday, time conjunctions, next, after that
Vocabulary: Common out-of-school time activities and places visited. Days of the week, morning, afternoon,
evening. Pronouns I, we, they, she, he: Names of family members, my dad, my mother: names of friends

Writing assessment task: Students write about their weekend and illustrate this when finished.
Do verb tense endings cloze activity.
Finish writing Figure Me Out activity. When finished, students ask each other questions about their favourite sport, etc;
give clues and figure out the answer about the other students.
Learning Intention:
Oral assessment task: Students take part in an individual discussion with the teacher about what they did on the weekend.
To describe what I did on Teacher supports the conversation.
the weekend
Other students complete a lego construction together or read a book about, My Weekend.
Success Criteria: I can .6. Content knowledge: Familiarity with discussion and writing of simple formulaic recounts of their weekend activities.
use time words and
7. Text type, genre: Informal discussion, recount of activities
sentences. E.g. On the 8. Linguistic structures and features:
weekend, I went to
- use of simple past tense to talk about past activities
Sydney, and
. - SVO sentences
use contractions, e.g. I - simple future, I will, I would like to, I want to
didnt stay there.
- use of action verbs to describe everyday activities, e.g. I played, we went
- use of time phrases: in the morning, afternoon, evening. On Saturday, on Sunday, time conjunctions, next, after that

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
Vocabulary: Common out-of-school time activities and places visited. Days of the week, morning, afternoon,
evening. Pronouns I, we, they, she, he: Names of family members, my dad, my mother: names of friends
Writing assessment task: Students write about their weekend and illustrate this when finished.
Discuss the table below:
PAST before
Yesterday Last week
On the weekend Last
month Last term
PRESENT now
Today Soon In five
minutes
At the moment
FUTURE not yet,
later
Tomorrow In a few
days
Next week Next month

Learning Intentions:

. To describe what I did

on the weekend
. To ask questions
Success Criteria: I can .
use time words and
sentences. E.g. On the
weekend, I went to
Sydney, and
.
use future tense
. use questions words,
e.g. who, what ,where,
when, why, and how

I learned.
I listened.

I talked.
I stayed.

I heard.
I came.
I bought.

I bought.
I wrote.
I made.

I am learning.
I am talking.
I am listening.
I am going.
I am buying.
I am hearing

I am coming.
I am writing.
I am making.

I will learn.
I will talk. I will
listen.
I will stay.
I will hear.
I will
go.
I will buy.
I will come..
I will make.
I will write.

I am going to learn.
talk. listen. stay.
hear. go.
buy. come.
make.
write.

Do verb tense endings cloze activity.

Oral assessment task: Conduct a group discussion with the students, using routine questions about their weekend
activities. Teacher begins the discussion by telling the students what she did on the weekend, then encourages
students to share what they did on the weekend. Students can also be asked about the coming weekend. Teacher asks
students wh- questions, so the teacher comments often on what students are saying to encourage them to add to
what they are saying, and encourages them to ask questions. Prompt questions to encourage students to expand on
their oral texts:
1. What did you do on the weekend?
4. Would you like to do that again next weekend?
2. That sounds like fun. What else did you do?
5. Did you play with you friends? What did you play?
3. Can you tell me more?

Verb tenses activity:

Construct the table
(right) with students
as a group: Students
write this in their work
books.

PAST before
Yesterday Last week
On the weekend Last
month Last term
PRESENT now
Today Soon In five
minutes
At the moment
FUTURE not yet,
later
Tomorrow In a few
days
Next week Next month

I learned.
I listened.

I talked.
I stayed.

I heard.
I came.
I bought.

I bought.
I wrote.
I made.

I am learning.
I am talking.
I am listening.
I am going.
I am buying.
I am hearing

I am coming.
I am writing.
I am making.

I will learn.
I will talk. I will
listen.
I will stay.
I will hear.
I will
go.
I will buy.
I will come..
I will make.
I will write.

I am going to learn.
talk. listen. stay.
hear. go.
buy. come.
make.
write.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
3

Learning Intentions:

. To describe what I did

on the weekend
. To ask questions
Success Criteria: I can .
use time words and
sentences. E.g. On the
weekend, I went to
Sydney, and
.
use future tense
. use questions words,
e.g. who, what ,where,
when, why, and how

Oral assessment task: Conduct a group discussion with the students, using routine questions about their weekend
activities. Teacher begins the discussion by telling the students what she did on the weekend, then encourages
students to share what they did on the weekend. Students can also be asked about the coming weekend. Teacher
encourages an interactive discussion, rather than just asking students questions, so the teacher comments often on
what students are saying to encourage them to add to what they are saying, and to ask wh- questions too.

Writing assessment task: Students write about their weekend and illustrate this when finished.

PAST before
Yesterday Last week
On the weekend Last
month Last term
PRESENT now
Today Soon In five
minutes
At the moment
FUTURE not yet,
later
Tomorrow In a few
days
Next week Next month

I learned.
I listened.

I talked.
I stayed.

I heard.
I came.
I bought.

I bought.
I wrote.
I made.

I am learning.
I am talking.
I am listening.
I am going.
I am buying.
I am hearing

I am coming.
I am writing.
I am making.

I will learn.
I will talk. I will
listen.
I will stay.
I will hear.
I will
go.
I will buy.
I will come..
I will make.
I will write.

I am going to learn.
talk. listen. stay.
hear. go.
buy. come.
make.
write.

Create the verb tense

table below as a group:

Do verb tense endings cloze activity: Worksheet divided into three sections Past/Present/Future. Each section has all the
pronouns followed by a blank for students to complete with a verb. E.g. Future: I Present: He
.

WEEK 2 of 9 - Beginning Monday 18 April ABSENT

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
WEEK 3 of 9
Level

Activity / Topic

Approach / Materials

B1

Learning Intention:

Revise present/past/future tenses. Note continuous present form. I am ___ ing. Note dropping the e with words ending
in e. E.g. come/coming. Read through sentence starters and use simple past tense to complete sentences. Use student
vocabulary to create flashcards of past participles. Note difference b/w ed form (e.g. jump/ed) and irregular form, (e.g.
come/came). Do oral assessments individually. Record these.

To speak and write about

what I did on the
weekend
Success Criteria - I can:

speak and write in

sentences
use past tense verbs

Flashcards below with past participle in large font, with the infinitive in small font at the bottom of the card as a prompt:

played

called
(play)

listened

watched
(call)

danced
(listen)

learned

fell
(dance)

heard
(learn)

talked
fetched

threw

came

flew

went

found

bought

swam
(buy)

brought

took

caught

said
(say)

was
(make)

wrote
(speak)

(leave)

(sleep)

made
(ride)

spoke
(lie)

left

slept

rode

(stay)

(visit)

(travel)

(take)

lay
(catch)

stayed

visited

travelled

(look)

(read)

(walk)

(swim)

(bring)

looked

read

walked

(celebrate)

(run)

(draw)

(find)

celebrated

ran

drew

(sing)

(drive)

(jump)

(fly)

(go)

sang

drove

jumped

(do)

(wake)

(eat)

(throw)

(come)

did

woke

ate

(choose)

(give)

(see)

(have)

(fetch)

gave

saw

had

chose
(ask)

(fall)

(hear)

(talk)

asked

(watch)

(write)

(am, is = be)

were
(are = be)

Students write about their weekend using past tense words from the cards and illustrate their recount when finished.
Play with flashcards: students take turns to choose a card and say a sentence using that verb.
Students test each other in pairs on their M100W spelling words.
Show A & E how to do a cloze activity; phonics ar. S: phonics bl, sl, fl

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
Revise differences between the present/past/future tenses with the students. Read through sentence starters and use
past participles (simple past tense) to complete sentences. Use wh- question words to extend to complex sentences.

B2 and B3

Note continuous present form. I am ___ ing. Note dropping the e with words ending in e. E.g. come/coming. Read
through sentence starters and use simple past tense to complete sentences. Use student vocabulary to create flashcards
of past participles. Note difference b/w ed form (e.g. jump/ed) and irregular form, (e.g. come/came). Do oral
assessments individually. Record these.
Students write about their weekend using past tense words from the cards and illustrate their recount when finished.
Some students need to finish, My Weekend cloze activity.
Play:

With flashcards and sticky pointer: students take turns to choose a card and say a sentence using that verb
Figure Me Out: Students read their present tense clues with a partner; revise how to ask questions and ask for
clues about personal information. When finished, swap partners.

WEEK 4 of 9
Level

Activity / Topic

Approach / Materials

B1

Learning Intention:

Speaking and Writing:

Chant, Who put the cookies in the cookie jar? ...
Revise long vowel sounds: a_e, / e_e / i_e / o_e / u_e.
Complete sheet to read sentences; highlight words with long vowels and record these in correct section of the five
sections.
Play make a sentence using the past tense flashcards. Play this game a few times and then scribe these for the
students on the computer and they write them on large sheets for display. Revise what is a sentence? and note
capital letters, full stops and the verb.
Reading:
Revise past tense verbs using the flashcards we made together.
Revise M100W words with a partner.
Students take turns to be the teacher. Point to a sentence and ask other students to read it. Decode as a group.

To speak and write about

what I did on the
weekend
Success Criteria - I can:

speak in sentences
write in sentences
use past tense verbs

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
The student who reads then takes the teacher role. Take turns until all students have had at least two turns.
Phonics: sl, sn, sw, sp, st, sh, sc, sk, sm: make a poster with the students with words beginning and containing these.
B2

Learning Intention:
To speak and write about
what I did on the
weekend
Success Criteria - I can:

B3

speak in sentences
write in sentences
use past tense verbs
use who, what,
where, when phrases
in my sentences

Learning Intention:

Speaking and Writing: Phonics oral drills as per Semester planner.

Revise long vowel sounds: a_e, ay, ai / e_e, ee, ea / i_e, ie, igh / o_e, oa / u_e, ue. Complete sheet to read sentences;
highlight words with long vowels and record these in correct section of the five sections. Add own words to the list when
finished.
Using past tense verb flashcards (above), each student selects a card and nominates another student to make a sentence.
If they can do this correctly, they get the card. The student with the most cards wins. Play this game a few times and then
scribe these for the students on the computer and they write them on large sheets for display. Revise what is a
sentence? and note capital letters, full stops and the verb.
Students offer sentences which teacher scribes on the computer. Then they write these using texta and coloured paper to
put on display in the classroom:. Then they read the sentences on display noting grammatical features as discussed.
On Saturday my dog caught the ball in the back yard.
On Sunday morning I jumped on the trampoline in the back yard.
I bought a toy car with my mum at the shopping mall on Sunday afternoon.
On Sunday I slept in my bed until 6 oclock in the morning.
I brought my bike to school with my brother because the car didnt have any petrol this morning.
I asked my teacher my teacher if I can ride my bike to school tomorrow.
On Sunday I ran to the park in the afternoon.
I chose a bike for my brother with my family yesterday at the supermarket.
I saw a bird flying yesterday at the park when I was with my brother.
My cousin drove a car to school with my friend on Monday morning.
I heard a bird squawking at a person with my brother at the park yesterday.
On Sunday afternoon, I left my ball at my aunties house.
On Saturday I made a cake with my mother at home in the afternoon.
Yesterday my brother flew a kite at my cousins house.
Last week I talked to the teacher about bringing my scooter to school.
On Saturday afternoon I threw my dog a bone and he fetched it and gave it back to me.
Last June I celebrated my birthday at Macas with my family.
Yesterday evening my sister looked at the TV with me.
I stayed at my cousins house with my friend last night because my family went shopping.
I sang a song yesterday evening with my mum at home.
On Sunday I wrote a story in my room for my mum.

Lessons as above with additional attention to compound sentences and the use of extra phrases to describe why and how:
Yesterday I saw a jet pack and I flew up into the sky.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
To speak and write about
what I did on the
weekend
Success Criteria - I can:

speak in sentences
write in sentences
use past tense verbs
use who, what,
where, when, why
and how phrases in
my sentences

On Sunday night I visited my cousins house with my mum and brother because she had a new baby.
Last Saturday my mum rode with me on a bike to go to my aunties house.
My dad drove my family and me to the city on Saturday because I like walking around and looking at the shops.
I woke up in the morning at 8 oclock because I was very tired.
On Sunday I drew a drawing of my mum at home because drawing is my favourite thing to do.
I did my homework at school yesterday and I had to give it back to the teacher the next day.
On Sunday we bought some food from the shop.
Last week I went to my cousins house and I brought some video games because we wanted to play with each other on the Play Station with Play Station 4.
I celebrated a birthday at my cousins house on the weekend.
Yesterday I slept at my cousins house with my family because the next day we were having a party.
I played with my cousin at the park on Sunday morning because I was it was nice weather.

-----------------On Saturday morning my family and I went to my cousins house.

On Sunday my dad drove the car to the beach.
I chose shoes from K-Mart on Saturday afternoon.
On Saturday a bird flew in the sky.
On the weekend, it was my birthday and my dad gave me a present.
On the weekend I slept at home.
On the weekend I played some games on X-Box.
Last week my uncle woke me up because we were going to school.
Last week my sister and I ran to the park.
Yesterday I drew a picture at home because my brother and I had a challenge.
On the weekend I jumped on my bed.
Last April I read a book at school and it was too easy.
On Sunday night I asked my mum to buy me a pet.
On Sunday my brother caught a ball at home in the back yard.
On the weekend I did build a Lego fire engine.
This morning I rode my bike to school because I was too tired to walk.

---------------------I caught a lizard with my friend on Sunday night in the city.

Yesterday morning my mum drove the car because we needed to go the shops.
Today before school started I flew to the moon with my sister because we felt like it.
On Sunday morning I woke up at 9 oclock.
On Sunday I rode to the park because my mum, my little sister and I wanted to play there.
I visited my cousin last weekend because it was his 13th birthday.
Last week I ran around on Mars because it was very cold and I wanted to stay warm.
I read a book to my sister at 10 oclock because she wasnt going to sleep.
I asked my dad to buy me a lolly on Friday night.
About a week ago, on Monday morning, I went to my friends house and I gave her a toy.
I slept at 11 oclock at home because I was very tired.
On Saturday I spoke to my dad because he wanted me to read a message to him.
Two years ago I travelled to Canada because I went on a holiday with my family.
Last October I drew a picture of Halima because I wanted to make her laugh.
On Saturday morning I walked to Aldi because my mum told me to get buy some food.
On Jupiter, I strolled to the biggest crater because it was so interesting.
Yesterday morning I walked with my family to the park because we wanted to play.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
WEEK 5 of 9
Level

Activity / Topic

Approach / Materials

B1

Learning Intention:

Phonics: Re-read digraphs beginning with s. Oral drills.

Revise past participles using flashcards. Use these cards to play a game: turn cards face down. Each student selects a card
randomly and has to make a sentence using that verb. They have five seconds to do it. If they can, they keep the card. If
they dont then another student may offer a sentence using that verb and then if correct, they keep the card. The student
with the most cards wins the game.

To speak and write about

what I did on the
weekend
Success Criteria - I can:

B2

speak in sentences
write in sentences
use past tense verbs
match past and
present verbs

Learning Intention:
To speak and write about
what I did on the
weekend
Success Criteria - I can:

speak in sentences
write in sentences
write a recount of the
weekend using
paragraphs
use past tense verbs

Use https://sites.google.com/site/easygrammar4kids Bradleys Matching Pairs Irregular Past Tense Verbs 1, etc.
Play games on this site re- simple past tense.
Subsequent lessons:
Revise the characteristics of a sentence, i.e. capital letters, full stops and contains a verb. Define verbs. Give examples and
refer to flashcards. Ask students to offer a sentence about their weekend using past tense verbs. Write these sentences on
the whiteboard and ask students to explain why the sentences are correct or not.
Form two teams and write some more correct/correct sentences on the whiteboard. Ask small groups of students to
correct them on the whiteboard.
Students write some sentences in workbooks about their weekend using the past tense verbs. Illustrate when finished.
Phonics: Re-read digraphs beginning with s.
Revision: past participles using flashcards.
Use https://sites.google.com/site/easygrammar4kids Bradleys Matching Pairs Irregular Past Tense Verbs 1, etc.
Play games on this site re- simple past tense.
Ask students to offer a sentence about their weekend.
Discuss: What is a sentence ? Look at the reasons for commas, full stops, spaces between written words and pauses in
speech. Re-read student-generated sentences on display and note grammatical features.
Model how to write about the weekend in paragraphs with students contributing the ideas. e.g.
On the weekend, I went to the shops to
buy some party food. All our family celebrated
Mothers Day. We made a special lunch.
In the morning, I cleaned the house. Then
I gave my mum a present. Afterwards, we sang
a song to my mother.
My mum was excited and we were all happy.
It was a great Mothers Day!

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.

B3

Learning Intention:
To speak and write about
what I did on the
weekend
Success Criteria - I can:

speak in sentences
write in sentences
write a narrative
using paragraphs
use past tense verbs

Discuss features of a paragraph, i.e. two to three sentences/ideas in length. Indentation and spaces between paragraphs.
Students write their own recount of the weekend, observing these grammatical conventions.
Reading assessment task: Highlight the short vowels and record.
Note the characteristics of a story written in paragraphs:
Indented first line
Spaces between paragraphs
3-4 ideas per paragraph.
No new information in the last paragraph
Capital letters / full stops
Connectives: no repetition of then

Example of guided writing task written together with students:

On the weekend, I was very surprised that it was Mothers Day.
I didnt have a present for my mum. I thought I could make something
but I didnt have any paper or pens.
I asked my dad if we could go shopping to buy a gift. But he was
going to work and said, No. I couldnt go by myself so I decided to
clean the house for mum as a present. It was terribly hard work!
When I cleaned out my cupboard, I found a necklace to give my
Mum. I was so happy! Mum said that my presents were beautiful.
After such a bad start, Mothers Day was very happy. Mum wore
the necklace all day and we enjoyed our clean house. We all had a
great day.
Use https://sites.google.com/site/easygrammar4kids Bradleys Matching Pairs Irregular Past Tense Verbs 1, etc.
Play SpeedWord Past Tense game.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
WEEK 6 of 9
Level

Activity / Topic

Approach / Materials

B1.2-1.3

Learning Intention:

Phonics oral drills to warm up. Revision of What is a sentence? Revise how to say/write a recount using the past tense.
Speaking and listening: talk with students about their weekend, drawing attention to the use of past participles.
Simple Past Tense Revision: Use http://chagall-col.spip.ac-rouen.fr/IMG/didapages/pastsimple/index.html
Read and listen to pages 28-29.

To talk about myself

Success Criteria - I can:

Use I with a verb

Use me at the end of
sentences

Discuss pronouns and the difference between me and I. Give examples:

Yesterday
I went shopping. I watched TV. We played in the park.
my brother and I went shopping.
Compare this to:
me and my brother went shopping. And
my brother and me went shopping. Discuss me went.
E.g. my brother and I made a cake.
Compare to:
... my brother made a cake for me.
Ask students to write these sentences in their books.
Use Lang-o-learn everyday object cards to act as stimulus for oral activity. Students select a card randomly. They show
the picture and read the name on the back. Then they make a sentence using someone and I. Take three turns and then
make sentences using me. Write one of each type of sentence in their workbook after this and illustrate.
Revise past participles using flashcards. Look at the pronunciation of the verbs ending in ed.
Note the t sound at the end of the following verbs: walked, talked, danced, fetched, jumped.
Note the d sound at the end of the following verbs: listened, called, played, wanted.
NB: t sound after k, ch, s, p and d sound after l, n, ay and t.
Shared writing activity: Students choose a topic and then contribute their ideas for the story. Each one writes a sentence.
Develop this activity into a shared writing activity. Create story about a family weekend soccer match. Build on the work of
the other groups. Each student contributes and writes a sentence of the story on A3 paper. Group re-reading and editing
to show the process of self-correction. Explain how we will put this into a website for others to read.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
B2.1-2.3

Learning Intention:
To talk about myself in
the past tense
Success Criteria - I can:

Use I with verbs

Use me without verbs

Revision of What is a sentence? Revise how to say/write a recount using the past tense.
Speaking and listening: talk with students about their weekend, drawing attention to the use of past participles.
Allow students to surf around http://www.bradleys-english-school.com/index.html for games and activities.
Discuss verbs and pronouns and the difference between me and I. Give examples beginning with Yesterday
I went shopping.
Oral activities:
Ask students to give sentences using me:
My sister gave me a present.
My brother made a cake for me.
My sister took me to the beach.
My cousins played soccer with me.
I played soccer with my cousins.
Use Lang-o-learn everyday object cards to act as stimulus for oral activity. Students select a card randomly. They show
the picture and read the name on the back. Then they make a sentence using someone and I. Take three turns and then
take turns at making up sentences using me.
Note typical language structures
Mid-sentence
... gave me ... (a present).
... took me ... (to school).
... drive me ... (to the pool).

... for me.

... to me.
... of me.

End of sentence
... and me.
... with me.
... without me.

Revise I with a verb and me without a verb:

my sister and I watched TV.
me (and my mum) made a cake.
my brother and I played soccer. my cousins (and me) played tiggy.
my teacher spoke to him and me. my teacher spoke to him and I.
my auntie came to visit me.
I visited my grandma.
my grandma visited me.
my mum and I made a cake.
my dad drove me to school.
Read these sentences together. Students copy them into their workbooks.
Develop this activity into a shared writing activity. Create a narrative about a family weekend soccer match. Build on the
work of the other groups. Each student contributes and writes a sentence of the story on A3 paper. Group re-reading and

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.

B3.1-3.3

Learning Intention:
To talk about myself
Success Criteria - I can:
Use I with verbs
Use me without verbs
Use manners: put
others first

editing to show the process of self-correction. Explain how we will put this into a website for others to read.
Revise past participles using flashcards. Look at the pronunciation of the verbs ending in ed.
Note the t sound at the end of the following verbs: walked, talked, danced, fetched, jumped.
Note the d sound at the end of the following verbs: listened, called, played, wanted.
NB: t sound after k, ch, s, p and d sound after l, n, ay and t.
Revision of What is a sentence? i.e. must have a verb. Use past participle flashcards to revise these. Define adverbs and
give examples. Revise how to say/write a recount using the past tense.
Yesterday
my brother and I went shopping. my brother and me went shopping.
Explain the function of nouns and pronouns.
Note the success criteria: that the noun or pronoun I is always followed by a verb and that me is never followed by a
verb. Also that we put ourselves last when referring to ourselves with others.
Ask students to copy the correct and incorrect sentences above in their workbooks. Then they must write two sentences
using I and me one correct and one incorrect for each.
Use Lang-o-learn everyday object cards to act as stimulus for oral activity. Students select a card randomly. They show
the picture and read the name on the back. Then they make a sentence using someone and I. Take three turns and then
make sentences using me.
Students write at least one of each type of sentence, i.e. [someone and I] did something [for me] - in their workbook
from the examples given using the cards.
Revise past participles using flashcards. Look at the pronunciation of the verbs ending in ed.
Note the t sound at the end of the following verbs: walked, talked, danced, fetched, jumped.
Note the d sound at the end of the following verbs: listened, called, played, wanted.
NB: t sound after k, ch, s, p and d sound after l, n, ay and t.
Students write a story about what they did after school yesterday. They need to remember to use the word then only
once. List the following for them to use once : first, next, after, after that, so, finally.
Note how we can substitute more interesting words, e.g. [Everyone] can replace [We all]; [became] for [got]; [slept] for
[went to sleep], etc.
Use these to do a shared writing activity. Each student then writes at least one sentence for the story. Proofread and edit
together.
Develop this story into a story about a family weekend soccer match: narrative. Compare and contrast to an informative
piece. Write this on the whiteboard with students.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
WEEK 7 of 9
EAL Level

Activity / Topic

B1.2-1.3

Learning Intention:
To talk and write about
myself
Success Criteria - I can:
Use I with verbs
Use me without verbs
Read aloud and
follow punctuation
marks

B2.1-3.2

Learning Intention:
To talk and write about
events in the past tense
Success Criteria - I can:
Use I with verbs
Use me without verbs
Read and write using
punctuation
Say the differences
between types of
writing (genres)

Speaking and listening: Emphasise that we look at the speakers face. Share an event from the past weekend. Remember
to use someone and I did something. Revise past tense words using flashcards. Phonics oral drills.
Read over the shared writing narrative, My Sister, My Hero. Demonstrate proofreading and editing. Make adjustments
and additions to the story as necessary. Underline the past tense verbs in green and create new flashcards. Begin reading,
two genres of readers: Bobby Browns Cat (narrative) and Big Cats (informative) noting punctuation including
exclamation marks and commas.
Show the informative piece written by other groups. Guided reading. Compare the two writing styles.
Show the EAL student website that the other EAL groups created over the past week. Discuss the styles (genres) of writing
and give the opportunity to contribute to and discuss the site. Allow students to write these comments via the Contact
page and show how this arrives in my email Inbox. Add pictures chosen by students from using Google searches.
Read the Dr. Seuss books in pairs: The Cat in the Hat, Fox in Socks, Green Eggs and Ham and Berenstains Old Hat,
New Hat.
Speaking and listening: Emphasise that we look at the speakers face. Share an event from the past weekend. Note this as
Recount. Remember to use someone and I did something. Revise past tense words using flashcards.
Read over the shared writing story. Demonstrate proofreading and editing. Make adjustments and additions to the story
as necessary. Underline the past tense verbs in green and create new flashcards.
Read two genres of readers: Our Special Rockpool (narrative) and My Rockpool (informative).
Discuss the characteristics of narrative and note the lack of complication in our shared writing story. Ask students to add
this part of the story.
Review the characteristics of each genre and then discuss those of persuasive writing. Begin to write a piece titled, Soccer
is better than AFL. Brainstorm pros and cons on the whiteboard. Note that we write for someone intelligent but
completely uninformed. Continue to re-read the piece and edit over the week. Add student pictures and work to the
website and demonstrate how web pages are built using editing.
Begin to discuss the characteristics of each genre and then discuss those of persuasive writing. Begin to write a piece
titled, Soccer is better than AFL. Brainstorm pros and cons on the whiteboard. Note that we write for someone
intelligent but completely uninformed.

Years 3/4 EAL Weekly Work Program: Curriculum Overview as per the Semester 1 Planner document.
WEEK 8 of 9 EAL Level

Activity / Topic

B1.2-1.3

Learning Intention:
To talk and write about
myself in different ways
Success Criteria - I can:
See different ways of
writing
Read different types
of texts
Learning Intention:
To talk and write about
myself in different ways
Success Criteria - I can:
Read and write in
different ways for
different reasons
Learning Intention:
To talk and write about
myself in different ways
Success Criteria - I can:
Write a comment
about different types
of writing
Say the differences
between genres

B3.1-3.3

B2.1-2.3

Speaking and listening: Supported sharing of recent experiences noting past tense words. Teacher prompts and examples.
Students still in silent phase to repeat teacher examples for oral practice.
Read Use http://chagall-col.spip.ac-rouen.fr/IMG/didapages/pastsimple/index.html
Read and listen to pages 28-29 and subsequent pages.
Phonics oral drills as per Semester planner.
Look at http://drshakersmd.weebly.com/
Read sections as appropriate.
Continue to read Dr. Seuss books and play online games to the point of need as demonstrated by students.
Speaking and listening: Share recent experiences noting past tense words.
Read http://drshakersmd.weebly.com/blog/
Write Comments into the Contact page.
Shared writing activity: write a persuasive response titled, AFL versus Soccer. Include YouTube clips to illustrate ideas.
Discuss online safety issues and the importance of not sharing personal details online. Copy relevant sections of the
website to a word document and then unpublish website with students.
Speaking and listening: Share recent experiences noting past tense words.
Read http://drshakersmd.weebly.com/blog/ . Shared writing activity: write persuasive response titled, AFL versus
Soccer. Include YouTube clips to illustrate ideas.
Discuss genres of writing and the need to consider the audience or reader.
Discuss online safety issues and the importance of not sharing personal details online. Copy relevant sections of the
website to a word document and then unpublish website with students.