Class 501 is a quiet and cooperative class. In this class, Teacher Bonny serves as my support during teaching. She manages students’ behavior while I am in charge of the overall teaching process. Whenever students feel confused during class discussions, she makes sure to explain the lesson in a language that is understandable to them.

Together, we plan the flow of our teaching process. She prefers a simple approach to teaching, which is why I ensure that even when I integrate game-based learning, the main focus remains on lecturing and the teaching-by-questioning method.

Teacher Kate is indeed a seasoned teacher, and I have learned a lot from her. Our setup is almost the same as with the other English teachers: I serve as the main teacher, while she acts as the supporting teacher. She manages classroom behavior before I begin the lesson, and when needed—such as during classroom games—we work together.

Our teaching strategy is built on sharing best practices. We regularly reflect on our teaching procedures after each class, discussing what can be improved and what should be removed. What I value most about this collaboration is that Teacher Kate is willing to step out of her comfort zone and move beyond traditional ways of teaching.

Teacher Annie is also one of the seasoned teachers at Chung Shan. She gives me a lot of freedom during classroom teaching. Like the other teachers, she also manages student discipline. 

This was my presentation on Day 1 of my English class. I began with a fun warm-up activity called “Guess the Animal,” followed by “Two Truths and One Lie” about myself. In this activity, students tried to guess my age, favorite food, and other personal details.

Finally, the students reviewed the phonics, vocabulary, and sentence patterns they learned in Grade 4. There were also a few short exercises to assess their phonics skills.

Focus: Writing and Speaking

In this presentation, I taught the seven days of the week. I began the lesson with a song about the days of the week, followed by a vocabulary presentation. After that, the students were asked to fill in the missing letters for each day.

For the sentence pattern, the students arranged Sentence A, and I had them read the sentence pattern repeatedly for practice. Next, we did a group activity in which students used a whiteboard and a marker. They checked the calendar, looked for the Minions’ picture, and answered the question by writing their responses on the whiteboard.

Focus: Speaking and Real-Life Communication

In this activity, the students were divided into pairs. Each pair was given a calendar with animal clipart. They took turns asking their partner, “What day is today?” and answering based on the calendar. 

Mechanics for the game “Spell It Out, Zombie!”

Students close their eyes while the song “Zombie” is playing. The teacher selects seven students and places a special note on their desks. When a student has a note, they must spell the word correctly. The game continues until all selected students have spelled their words. 

Focus: Writing and Speaking

In this lesson, I taught the sentence pattern using the sentence pyramid strategy. To check students’ understanding, I included several drills, such as completing the sentence pattern using pictures of daily routines and clocks, as well as multiple-choice questions. 

Focus: Speaking & Mastery of Sentence Pattern A

In this presentation, I started the lesson with the review of the vocabulary through pictures. Next, I asked the students to read the sentence pattern through the sentence pyramid. Finally, they will orally answer the question through pictures/images.

Focus: Speaking & Mastery of Sentence Pattern B

In this presentation, I discussed the format of the sentence B through pictures wherein they have to supply the missing word/weather. Finally, the student can master how to answer the sentence pattern B through multiple choice questions.

Here's the weather report news you could use to level-up your topic about weather. Transform the kids into a news reporter. They will have lots of fun!

Focus: Mastery of Sentence A and Speaking

In this presentation, I discussed the SENTENCE A format (What subject do you like - I like ____.) I discussed this lesson by asking the students to supply the missing words and try to complete the sentence through pictures.

Focus: Mastery of Sentence B and Speaking

In this presentation, I discussed the SENTENCE B format (Do you have _______ class on _______ Answer: Yes, I do/ No, I don't) I discussed this lesson by asking the students to supply the missing words and try to complete the sentence through pictures. Next, to check their understanding, they will try to compose the question through the given subject and day. 

Before I start my English class, I recognize two students who stood out last week. I give them a paper called “A Note from My Teacher,” where I check the strong and positive actions they showed. 

During class, team games, and Chromebook activities, students can earn points in ClassDojo. They will collect points throughout the semester, and at the end of the semester, I will rank the students and recognize the top 10 students in each class. They will receive a certificate. 

For this school year’s oral test, we decided to think outside the box. We explored more challenging tasks for the students. For several years, oral tests followed a traditional format, where students read vocabulary, phonics, and sentences beside their English teacher. This time, however, we wanted to innovate and create an assessment that truly showcases students’ confidence and ability to speak in English.