As I iterated, the school utilizes collaborative teaching, so while bilingual teachers primarily cater to the technicalities of language-learning, the native-speaker teachers give emphasis on speaking and conversational use of the language. Below is a structure of a lesson I observed conducted by my bilingual teacher-mentor: 

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4th Grade – English 

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Part I

1.    Learners were asked: “Where did you go for your vacation?” 
2.    They were given a guide: “I went to _________.”
3.    After a student finishes answering, s/he points to another learner. The learner will then answer the question.
4.    The process is repeated for approximately10 minutes.
 
Part II 
1.    Teacher assigns a class leader to say “Students, get ready!” 
2.    A recall of yesterday’s lesson is conducted. 
3.    The activity will be done by group and food will be given as rewards.
4.    One student reads aloud. 

5.    Teacher asks guide questions: 
a.    What is the title of the story?
b.    Did Mr. Wonka wanted what Augustus picked up? 
c.    “My chocolate must be untouched by human _____.”

6.    Teacher asks students to spell vocabulary words. 
7.    The teachers asks which of the 7 Habits were applicable to the story. 
8.    Teacher gives prizes to winning groups. 

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Part III 
1.    Answering of an exercise in learners’ Activity Book. 
2.    Checking of answers. 

The primary learning materials used in the school’s English classes are the Cambridge University Press Activity and Learners Books. Additionally, teachers may opt to use a television screen via their laptops for more technology-oriented and interactive discussions or activities. If the teachers choose to make use of traditional physical teaching aids, they may go to the school library to ask for materials and utilize the laser-printer. 

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On the matter of innovation, one strategy employed by my Asian teacher-mentor was the use of fly swatters and a lotus diagram. Pertinent words and/or concepts are placed inside the lotus diagram drawn in the board, and the learners, by groups, will compete with each other to “swat” the area/box with the correct word or concepts. This taps into the psycho-motor aspect for the learners which translates into better engagement and retention. Another innovation used by my British mentor was the use of “Bingo” – a summative, group-based test that utilized some of its namesake’s mechanics. 

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Since the school is a fairly large private institution, it can cover most of the materials, technology, and learning resources needed by the teachers. This primarily takes into the form of a well-stocked library, free office and school supplies, and large TV screens along with projectors and speakers. 

As I’ve observed, my teacher-mentors make use of several assessment tools in grading and monitoring their learners’ progress, with most of the tools putting emphasis on collaborative learning and competitive/game-based mechanics. Here is a list of the assessment techniques/strategies I observed: 

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1.    Standard written, multiple-choice exams. 
2.    Spelling bees. 
3.    Bingo-style summative exams. 
4.    Oral recitation. 
5.    Performance-based exams ie plays, presentations, and reporting. 
6.    Book-based exercises and activities.