Teaching English in China - Public School Grade 1 ESL - "How are you?" (Full Class)

Main ideas / concepts taught

• Classroom management routines for a Grade 1 ESL class:

  • How to start/act in class (standing, sitting, attention signals).
  • How to earn/lose points through behavior and correct participation.

• English greetings and simple question/answer practice:

  • Target phrase: “How are you?”
  • Expected responses in the lesson (as modeled): “I am fine,” “I am okay,” “I am super,” etc.

• Basic English pronunciation and word learning through games:

  • Phonics/letter-sound practice: C (cats), D (dog) and actions.
  • Vocabulary words paired with simple sounds/chanting/actions (examples include: cats, dog, eggs, fine/okay/super).

• Rule-based language immersion:

  • Students are instructed to speak English only (no Chinese).

• Interactive group activities:

  • Call-and-response rounds and movement games.
  • A “Rock Paper Scissors” game used to decide turns/points.
  • Pair interaction where one student asks another: “How are you?”

---

Methodology / instruction flow (detailed)

Greeting / attention warm-up

• Teacher initiates a greeting call-and-response: “Hello / Hi”
• Teacher introduces self: name Val
• Students practice responding to the teacher’s greeting prompts

Student discipline / point system

• Students are repeatedly prompted to:
  • Stand up / sit down
  • Follow teacher commands quickly
• Behavior affects points (e.g., talking when told to be quiet can cause losing a point)

Classroom rules taught and rehearsed

• Rule 1: Clear your desk
  • No pencils/erasers outside correct storage
  • Everything goes into pencil boxes; pencils/erasers should not be left out
• Rule 2: Be quiet
  • Especially when the teacher calls attention (e.g., referencing “quiet boys/girls”)
• Rule 3: Listen to the bell / listen to the teacher
• Rule 4: English only
  • “No Chinese” / “Speak English”
• Rule 5: Raise your hand

Physical response practice

Students practice different positions on teacher command, such as:

• Feet on the floor
• Hands on the desk
• Hands on / down / turn around / clap your hands
• Count-based commands appear (e.g., “one, two, three, four/five” sequences)

Phonics and vocabulary chant

• Letter-sound practice with actions:
  • Teacher models: “C is for cats” (students repeat; possibly with hand motions)
  • Teacher models: “Dog / D is for dog”
• Meaning checks:
  • Teacher asks what words mean (e.g., super, fine, okay)
  • Students repeat and perform actions when prompted

Language games using the target phrase

• Teacher models response patterns:
  • Teacher says part of the phrase; students fill in (e.g., “I am fine,” “I am okay,” “I am super.”)
• Students stand/sit as they answer

Main activity: Rock Paper Scissors + question answering

• Teacher runs a Rock Paper Scissors game to select participants
• After selection:
  • Students ask: “How are you?”
  • Another student answers with a simple form: “I am …”
• Points are awarded for correct participation and/or correct answers

Closing

• Teacher ends with a final interaction (greeting and response)
• Teacher says goodbye

---

Speakers / sources featured (identified)

• Teacher (primary speaker): Val
  • Introduced by the teacher as: “my name is Val”
• Students
  • Multiple unnamed children referenced collectively as “boys,” “girls,” and individual students (e.g., Kevin)
• Audio source
  • [Music] cues are present in the subtitles (no specific artist identified)