Each group was given a different game package, together with the English description of the game rules and an explanation video. Students needed to learn how to play the game first and then make an English video to teach others how to play this game. By combining English learning with games, the teacher kindled the passion and enthusiasm of the students in using English.

The teacher first showed the students some pictures of classic fables or fairytales, guided them to discuss the underlying connotations of the stories, and learned about structure and key elements of these genres. Then, the students were instructed to read a fable closely, and discuss and share their own thoughts, through which students can improve their reading and analyzingskills.

Each group received the same package of resource, and after the teacher introduced the rules, they began to think and discuss how to use these materials to design a buffer device to protect the egg from breaking when thrown from a high place. Such group brainstorming and hands-on practice helped enhance the students’ team spirit.

The teacher provided each group of students with an equal amount of M&M candies as living expenses, guiding everyone to create budgets for college life and post-graduation life within a simulated scenario. Within their groups, students enhanced their understanding of each other through communication and expressing their perspectives. They also realized that value choices vary among individuals and that each person has unique thoughts and preferences, fostering students' communication skills and empathy.

The teacher incorporated grammar and vocabulary knowledge into a team-based point-scoring challenge, motivating students to actively engage in learning grammar and vocabulary. To aid students in understanding language structure, the teacher led them in analyzing the elements of language. Each group of students used these elements to design a new language, and the entire class was taught this language. Through this language-creating process, students deepened their understanding of language structure.

The teacher guided the students in a brainstorming session to jot down vocabulary related to the United States, and then helped the students categorize and organize these words. Using these words as a starting point, the students delved deeper into aspects of American culture, geography, and history. Through this process, they discovered and shared more knowledge and information hidden behind familiar words, knowing more about the United States.

The teacher divided the students into groups, and each group brainstormed to choose four items within a limited budget that could assist in their survival on a deserted island. Each group should explain why these items were prioritized over others. Through intense discussions and analysis, the students honed their communication skills and also gained knowledge about survival on a deserted island.

In English drama class, the teacher engaged students in activities like drawing lots to answer questions and collaborated on team-building exercises. These activities fostered mutual understanding among students and encouraged them to open up. The teacher also guided the students to do voice exercises, and taught students how to project their voices more effectively, convey various emotional changes, and enhance their expressive abilities.

Dubbing is a very interesting and efficient English learning exercise, which can help students improve their pronunciation and intonation, and accumulate very authentic English expressions. In class, the teacher instructed the students to practice the skills of dubbing, asked the students to team up to do dubbing works, and appreciate each other's works.

The teacher divided the students into groups and initiated discussions based on specific moral dilemma scenarios, addressing ethical and psychological questions similar to the trolley problem and the lifeboat thought experiment. This encouraged students to engage in deep reflection on human behavioral psychology.

The teacher explained to the students the elements and development patterns of storytelling, inspiring them to create English scripts and make short films. During the process of creation and filming, the students experienced joy and learned new vocabulary and expressions. Everyone felt proud of the works presented by their respective groups.

Iva 

The school's immersive English learning approach not only ignites our interest in learning English but also eliminates our fear of the second language, enhancing our efficiency in English language acquisition.

T.D. Africa 

The teachers are very attentive, approachable, and considerate in providing us assistance. I really enjoy this classroom atmosphere.

Olga 

The diverse and engaging immersive English classes have gradually helped students adapt to the all-English class. Literary sessions, history sessions, dubbing sessions, and drama sessions, all in a relaxed and joyful atmosphere, have allowed us to become familiar with both teachers and our peers. Moreover, we have absorbed a wide range of new knowledge, gained a deeper understanding of international curriculum, and had clearer planning for the future. The gains have been substantial.

Tony

As a new student at the school, I really enjoy the English courses because they ignite my enthusiasm and willingness to learn, and I find it easier to concentrate in class. Additionally, the relationships among classmates are great, and students can freely interact with teachers not only during class but also after. We can freely ask questions and engage in discussions.

Jason 

As a new member of SHBS, my initial impressions about English lessons were challenged after a week of orientation in 2023. I had expected them to be boring and old-fashioned due to stereotypes from my previous school. However, I quickly realized that the English lessons at SHBS were interactive, lively, and engaging. The teachers fostered a more interactive environment, making the lessons much more enjoyable. Unlike my previous English lessons, where the class atmosphere was tense and divided, SHBS students worked together harmoniously, breaking down gender barriers and promoting open communication. This positive change in atmosphere and teaching approach has given me confidence and enthusiasm for my future studies at SHBS.