What can we do to make students enjoy English classes? Different teachers have different answers. For me, I always design my classes from these aspects ‘interest’ ‘competence’ and ‘assessment’. Next I’ll talk about three features of my lesson. 

A. Main character guides the students to learn step by step.

I think you all know my nick name in this lesson. Yes, I’m Tom, the lovely dog. In the first period, Tom took away Su Yang’s white cap. So what’s going on, that is students will discover and experience in my period 2.  In this lesson, absolutely, Tom is the leading actor who designs the games; and even he becomes a partner, a writer, a tutor and a judge, students learn and play with him.

B. Various games let students build up competence in English while having fun

My lesson consists of four parts, which are revision, sound time, song time and fun time. I think the key part is Fun time, so the key of my lesson is fun, to let the students have fun with English! As we all know kids love games, I disguise four parts into five games. In these games, kids speak, compete and have fun with English. They can’t wait to play!

From names of the games, we know what kids will learn.

1.       ‘Good memory’-sentences revision, kids watch a film and take notes to remember where everything is. And the target language is ‘Where is the …?It’s … Where are the …?They are … ’ I think most of the students can talk with the correct expressions, but some are still confused about singular and plural form, especially when they come to the PK stage. So the continuous correcting is necessary and helpful.

2.       ‘Best sound’-sound time, when the kids can read the sound correctly. What is more changelings for them? My answer is to read and learn new words and make a new rhyme following the rhythm. From their performance we can see they enjoy making new rhymes and they can really do a good job!

3.       ‘Nice voice’, this is inspired from a well-known show the voice of China. And Tom becomes a tutor. If the kids sing well, I will turn back and give them a bone. That’s so exciting, there’s no doubt the kids sing with all their strength.

4.       ‘Tricky design’, that’s the key in this lesson. In Fun time, two kids draw, share and talk about where their things are. And we change a little, which is tricky. They don’t show their pictures to each other, and there is an information gap. If they want to know, they should ask ‘Is it/ Are they …?’ or guess ‘I think it’s / they’re … .’ When they have the chance to design, they play the trick too. The competitions between two groups bring them a great fun.

C. Positive evaluations lead students to assess themselves and others properly.

Which part do they like best? What do they know from this lesson? Who is doing well? After each lesson, we often talk about these questions. In my lesson, students could get proper assessments in ticking time. Different from the 1^st period, they can review by themselves and give positive assessment to each other. And also they tell me how to improve my lessons.

Every coin has two sides. Fun is one side; the other side is comprehensive output. In this lesson, my students are still in need of practicing about complete output. That’s all for my lesson, thank you for your attention!