To prepare for the visit to Ikeda Elementary School of Japan in July, we begin our selection process in February. 16 positions are reserved for students selected for last year's visit which was canceled after theTōhoku earthquake and tsunami. An additional 24 students are selected for this year's visit, making a total of 42 students.
Among them, 7 are from the 6th grade, 19 from the 5th grade, and 16 from the 4th grade. With a total of 22 girls and 20 boys.
為了準備七月到池田小學的交流，我們早在二月就進行學員甄選。除了保留16個名額給去年甄選上但因日本311地震及海嘯而未能成行的小朋友，今年共新甄選24名成員，所以總人數是42人。其中，7位六年級，19位五年級，16位四年級。女生22人，男生20人。
II. Training Course 訓練課程
The students are put through a 3-month preparatory training course.
所有學員都接受三個月的行前訓練。
First, each student is placed in one of three performance groups by his/her own choice.
The three groups are music, dance, and diabolo.
Each group practices two or three times a week during lunch break or after school.
首先，每位學員依個人意願選擇加入音樂、舞蹈或扯鈴其中一個表演項目。
各表演組利用午休或放學時段，每週集訓二至三次。
Although many of the students do not have prior experiences, they all work very hard at practice.
雖然有些小朋友之前並沒有舞蹈或扯鈴基礎，但大家都非常認真練習。
At the end of the semester, we let the students do a dress rehearsal in front of the whole school to prepare them for the performance in Japan.
學期結束前，孩子們在禮堂面對全校師生進行彩排，為日本交流做準備。
In addition, five 3-hour classes are scheduled for Wednesday afternoons during the three month period.
除此之外，我們另安排了五次週三下午的培訓課程，每次上課三小時。
Topics include 主題包括：
1. Simple Japanese greetings. 簡易日語對話練習
2.Geological location of Japan, Osaka, and Ikeda Elementary School.
認識日本、大阪、以及池田小學的地理位置。
3. Our friend the Ikeda Elementary School. Their environment, facilities, routines, etc.
認識我們的姊妹校池田小學，包括他們的校園環境，設施，作息等。
4. Japan and Taiwan, our relationship as seen from children's perspective.
中日關係，主要著重在以孩子的觀點立場來看待日本。
5. The Japanese way of life, focusing on foods, clothing, housing, transportation, education, leisure activities.
日本文化及生活面面觀，重點擺在食衣住行育樂等面向。
6. Research topics brainstorming 主題探討
Children are asked to think about what they would like to learn on this trip, and to come up with questions to ask the Japanese people they meet. After several weeks of discussing and homework writing, a questionnaire is generated. The questionnaire is translated into Japanese. And the children are taught how to approach and ask the Japanese people to help with the questionnaire.
小朋友思索此次日本行他們想認識或了解些什麼，並試著提出適合問日本人的問題。經過數週的引導討論及書寫作業，最後形成一份簡單的問卷。我們請人將此份問卷翻譯成日文，並教導小朋友如何以簡單的日語請求日本人幫忙填答這份問卷。
7. International etiquette 國際禮儀課程
Including in-flight etiquette, public transit etiquette, proper table manners, hotel etiquette, etc.
包括搭機禮儀、公共交通工具搭乘禮儀、餐桌禮儀、旅館住宿禮儀等。
8. Emergency measures 緊急應變措施
Children are given emergency situations such as fire, earthquake, getting lost, losing things, etc.
They discuss in groups and then act out how best to handle these situations.
教師設計旅途中可能遇到的急難狀況，例如火災、地震、走失、遺失物品等。小朋友分組討論再上台表演應變方法。
9. Namecard making 名片製作
To prepare for the namecard exchange with Ikeda's students, we give students a lesson on namecard making and the etiquette of namecard exchange.
在池田交流當天，預定有交換名片的活動，因此我們安排了名片製作的課程，教小朋友自製名片，並練習交換名片的禮儀。
10. Thank-you card making 感謝卡製作
Using the handsheets made in art class, students cut out the shape of Taiwan island, and write "thank you" in both Chinese and Japanese to make a thank-you card. These cards will be given to the Japanese people who help answer our questionnaires.
小朋友利用藝文課製作的環保手抄紙，剪出台灣圖型，加上手寫的中日文感謝詞，完成了一張張頗有質感的造型謝卡。這些謝卡將用來致贈給幫忙填問卷的日本友人。
11. Preparation of small gifts 小禮物準備
We show students how to prepare a small gift for their friends in the Ikeda Elementary School.
老師們指導小朋友該如何準備一份送池田小朋友的小禮物。
After the trip, each student needs to submit a written report. A short course on report writing is given.
日本交流之旅回來後，每位小朋友必需交一份心得報告，因此安排了報告書撰寫小課程。
In mid May, Mr. Tomohiro of the Ikeda Elementary School begins e-mail communication with us to discuss about the activities and other arrangements for our visit on July 2. He sends us a final schedule along with their lunch menu on June 22. With this schedule in hand, we know exactly what to do and how to prepare our students. This preparation really helps make our visit a successful experience for all. Mr. Tomohiro has been very helpful and very patient the whole time. His kindness and thoughtfulness is deeply appreciated.
早在五月中，池田小學的柳井老師就開始和我們e-mail進行活動細節的討論及修正，最後他在六月22日將完整的程序表連同當天的午餐菜單一起寄給我們。有了這份程序表，我們不管是流程的掌握，學生分組的安排，各項活動的進行，都能按部就班，循序進行。所以在池田小學交流當天，所有活動都非常順利，老師們也不必擔心下一步不知道要做什麼。在整個聯絡過程中，柳井老師一直非常熱心與耐心的與我們溝通，我們誠摯感謝他的協助。
