Introduction
English education has been one of the main educational focuses in Taiwan. We have been working on our Immersion English project since 2018. Currently, the project is implemented in Gao-Feng elementary in the Comprehensive Activities classes. We would like to share our experiences with all of you.

Grade: Grade 4 in 2018. Grade 3 in 2019
Subjects: Comprehensive Activities (CA)
How we work together
1. We have meetings and brainstorming every week.
2. We decide the topics in the beginning of the semester and how many classes for each topic.
3. Our strategies are co-teaching, and teaching together. Usually, the homeroom teachers teach one class, and English teachers teach the other. When one teacher needs help, the other directly steps in to support. Actually, this was difficult at the beginning, because the supporting teacher didn’t always know exactly when to come in. Later, as we all got closer, communication and problem solving became easier and we are now co-teaching with confidence.

Content
1. We try to connect topics with the holidays, festivals and school activities.
2. We use both Classroom English and Daily Conversation in class.
3. We combined English lessons and CA curriculum together. Students can use what they learn in English class to complete work in CA. And we also extend English knowledge through Comprehensive Activities.
4. The standard steps of a lesson: Lecture  worksheets art/craft discussion/present/ sharing review.

Reflection
From the students:
1. The students enjoy and love to have CA class. They think it’s interesting. They can learn many different facts and participate in many different activities.
2. Students’ English ability improved a lot, according to tests.
3. Students expressed that they like CA better than English class. Even when teachers used English to teach CA. This is a significant finding with regards to future implementation of immersion and*CLIL teaching!（*Content and Language Integrated Learning）
From the teachers
1. The teachers use English vocabulary and sentence patterns in CA classes. The students can practice and learn how to use these words and phrases.
2. The teachers observed students' different abilities in the activities, such as leadership, oral expression, caring others.
3. The teachers found that students feel more comfortable using English in class because there aren't any English tests in CA.

Difficulties
1. Preparation of the combined English/CA classes requires too much time. We used the standard CA lesson structures, but we planned new lessons.
2. There are two teachers teaching in each class, so we need to have effective communication and discussion. Good team work is the key to doing this project successfully.
3. The students don’t know much English vocabulary. It’s difficult to use whole English sentences in class. When teachers speak English in class, the slower students can’t understand and feel frustrated.

Conclusion
We are happy to participate in this project. We and the students learned a lot. We shared inspiration and encouragement from each other and the students.

Lectures

Students learned the history of the Design for Change.	For our class on Volunteering we invited a volunteer of firefighter to share about his work and experience.

Worksheets

This worksheet isthe mapof Gao-Feng Elementary. Before students found the problems at school they learned the school’s history.

Arts and crafts

The students made posters for the restroom after they learned “toilet slogans.”

Students made their faces with clay, sticks, and colored glass.

Discussion

The students found some problems at school, which they discussed how to solve.

Presentation

Every group shared their problems and solutions.

Implementation

The students carried out their plans for the Design for Change project.