Teacher A teaches maths for the 5th grade (age 11) in English immersion. In his class, there are about 25 students. This class is not in the regular course curriculum but is additionally conducted for the purpose of immersion education. This is an alternative measure to avoid making students' parents worried in terms of children's scholastic attainments. When the class begins, teacher 'A' and a native speaker share greetings in English to catch the students' attention and to inform them that only English is to be used in the class. He leads the class with relative ease and simplicity in order not to give pressure or stress to students. His intention seems to focus on the understanding of the English language, especially vocabulary. He tries to provide activities by asking questions. He also asks the native speaker to talk to students individually. The native speaker tries to tailor her English to a level that the students, with their limited English proficiency, can understand.Teacher B teaches science to the 6th grade (age 12) in English immersion. In his class, there are 12 students. He explains some contents and their structures and vocabularies simultaneously. He focuses not only on speaking, but also on reading and writing skills. In order to develop students' English skills, he encourages students to write their thinking after the teacher's explanation and to have a discussion with a partner. He uses American material from California state for grade 7 (12-13 years of age). He tries to correct the students' English and seems more focused on students' understanding of content. In order to familiarise them with Western classrooms and culture, he uses an 'American Home school DVD' as a visual aid to supplement information to get positive feedback from his students.