English Camp 2009

English Around the World
Princess Chulabhorn’s College Chiang Rai, Thailand
English Camp 2009

Prepared by Paige Battcher, Kirsten Farkas, and Alicia Smith

Introduction

This year for Princess Chulabhorn’s College Chiang Rai English Camp, we have chosen
the theme “English Around the World”. Seeing as that English has become one of
the, if not the most prominent language in many countries around the world, we feel
it is vital to stress the importance of having a strong command of the English
language at an early age. While all activities will be entertaining, educational, and
exciting for the students, they will also stress English as an international language.

In order to keep things organized throughout the duration of English camp, students
will be separated into teams. These teams will be named after the continents of the
world (Africa, Asia, Australia, Europe, North America and South America- all except
Antarctica) and will have different colored headbands in order to differentiate the six
teams from one another. By focusing on these six continents and various aspects of
their culture, we hope to show the students that regardless of what they do or
where they go in life, being able to speak English is an extremely valuable skill.

Copyright © 2009. For permission, email: paige.alumniambassador@fulbrightmail.org

Schedule of Activities

The following is a overview of English Camp 2009:

Date Time Activity
• Thursday, January 15, 2009 6:00-9:00 Opening Ceremony

• Friday, January 16, 2009 8:40-9:10 Station 1
9:10-9:40 Station 2
9:40-10:00 Break
10:00-10:30 Station 3
10:30-11:00 Station 4
11:00-12:00 Lunch
12:00-12:30 Station 5
12:30-1:00 Station 6
1:00-2:00 Scavenger Hunt
2:00-2:30 Break
2:30-5:30 Prepare skits/Break
5:30-6:00 Dinner
6:00-8:00 Night Bazaar
8:30 Return to Dorms
• Saturday, January 17, 2009 8:00-11:30 Performances/Skits
11:30-12:00 Closing Ceremony

Overview of Opening Ceremony

The following is an overview of the Opening Ceremony for English Camp 2009:

Date Time Activity
• Thursday, January 15, 2009 6:00-6:30 Registration/Orientation
6:30-7:30 Introductions to Camp Counselors
Ice Breaker: “Shark Attack”
Team Divisions
“Storm” Activity
7:30-8:15 Break-Up Into Teams to Create Team
Cheer, Headbands, and Team Flag
8:15-8:45 Presentation of Team Cheers
8:45-9:00 Overview of Following Day’s Activities
(Times/Schedule, Wearing Headbands)

Station Descriptions


• Station 1: “Shop ‘Til You Drop!” (Food from Australia)
o At this station, students will be expected to exhibit their knowledge
on the topic of food. Activities will include:
 Unscrambling a variety of food vocabulary into appropriate
food groups (fruits, vegetables, meat, and drinks)
 Relay race to obtain a number of ingredients from a given
shopping list
o Purpose of activity:
 To review commonly used food vocabulary
 To practice making and receiving requests
• Station 2: “Jungle Jams” (Music from Africa)
o At this station, students will be asked to create and perform a song.
The song will include at least 10 words from a given list of 25 words
that relate to Africa, instruments, and other pertinent vocabulary.
Students will also play musical chairs.
 To review music vocabulary
 To encourage students to then use this vocabulary in an
original song
• Station 3: “The Rhythm is Gonna Get You!” (Dance from South America)
o At this station, students will see how English is used in popular Latin
music. Students will listen to a popular Latin dance, “The Cha Cha
Slide”, learn the dance moves, practice, and then perform for the
group.
 To show students that regardless of native language, English is
commonly used in music from all around the world
 To have students be able to listen to directions and follow
accordingly
• Station 4: “The Blind Tourist” (Places in Europe)
o At this station, students will lead their partners through a series of
obstacles by giving directions in English. One student will be
blindfolded and the other will have his or her hands tied, therefore
they must communicate effectively in English in order to complete the
obstacle course.
 To review how to give directions
• Station 5: “Crazy Creations” (People in Asia)
o At this station, students will be given a packet of physical features and
characteristics and will be asked to create their own person by using a
combination of these features. Once the students draw the person
and create a profile, they will then present their creation to the rest of
the group.
 To review descriptive words and physical characteristics


 To give the students the opportunity to be creative and
present their creativity to others
• Station 6: “American All-Stars” (Hobbies in North America)
o At this station, students will review popular hobbies specific to North
America and use the vocabulary to play both Charades and Catch-
Phrase.
 To be able to communicate an idea or phrase in English
without being able to speak or use the obvious description

Materials Needed

• The following materials will be needed for English Camp 2009:
o Large permanent markers (30- both colored and black)
o Several meters of colored fabric (blue, green, red, yellow, purple, and
orange)
o Candy (to be used for prizes)
o Large note cards (200)
o Paper (one packet of computer paper)
o Speakers (to play music)
o Chairs (25)
o Tape
o Velcro adhesive (if possible)
o Large white poster board (15)
o Microphones (2)
o Large white drawing paper (30- 260 x 375 mm or similar size)


DETAILED STATION / ACTIVITY DESCRIPTIONS

Station 1: “Shop ‘Til You Drop!”
(Food from Australia)

• At this station, students will be expected to exhibit their knowledge on the
topic of food. Activities will include:
o Unscrambling a variety of food vocabulary into appropriate food groups
(fruits, vegetables, meat, and drinks)
o Relay race to obtain a number of ingredients from a given shopping list
• Purpose of activity:
o To review commonly used food vocabulary
o To practice making and receiving requests
• Materials Needed:
o Vocabulary words(5 from each group), written on note cards
o Velcro and/or tape (if tape, several rolls will work best)
o Four poster boards labeled “Fruits”, “Vegetables”, “Meat”, and “Drinks”
o 25-30 Shopping lists which contain one food item from each group
o Board explaining instructions (if needed)
o Marker (if needed)
• Step-by-Step
o Students will enter station and sing team cheer (5 minutes)
o Unscrambling Activity: (2 minutes)
 Students will each receive a food vocabulary word. The entire
group will be asked to sort and stick the vocabulary words to the
correct boards.
o Relay Race Activity: (5 minutes)
 Students will be divided into four groups and matched with a
particular food group. One student from each group will be
selected as the “clerk” and the rest of the students will be
“shoppers”. The shoppers then run one at a time (relay style)
and give the five vocabulary words to the clerk.
 After relay, Kali will take away two or three vocabulary words
randomly from each clerk.
o Shopping Activity: (15 minutes)
 Kali will explain instructions and reinforce phrases such as “Do
you have any ___? “ “No, I don’t have any ___”, etc.
 Clerks will be told to answer “Yes” or “No”, but not actually give
them the vocabulary words. Shoppers to run one at a time
(relay-style) to ask the clerks if they have a particular food item.
If “NO”, they are finished and can sit on the ground. If “Yes”,
they can get behind another line to ask a different clerk.
 If a student is able to buy all items on his/her list, then they win
the game. The number of winners who are awarded prized will


be at the discretion of Kali (perhaps determined by speed of
completion).

Station 2: “Jungle Jams”
(Music from Africa)

• At this station, students will be asked to create and perform a song. The song
will include at least 10 words from a given list of 25 words that relate to Africa,
instruments, and other pertinent vocabulary.
o To review music vocabulary
o To encourage students to then use this vocabulary in an original song
o Ipod or laptop
o Speakers
o Microphone
o Drums (if possible)
o Scrap paper (at least 180 sheets)
o Poster board for instructions and vocabulary words
o Poster board (blank) for brainstorming with students
o Marker
o Chairs (approx. 25)
• Step-by-Step
o Musical Chairs Activity: (6-10 minutes)
 Students will play musical chairs as an icebreaker and an
introduction to African music.
o Song Creation Activity: (20 minutes)
 Paige will provide instructions. A poster board will display 25
words related to Africa and/or music.
 Students will listen to instrumental beats and be encouraged to
incorporate drums into their song.
 Students will create songs in groups of five. They will have to
include at least six (6) of the words listed on the board.
 Students will perform their songs.


Station 3: “The Rhythm is Gonna Get You!”
(Dance from South America)

• At this station, students will see how English is used in popular Latin music.
Students will listen to a popular Latin dance, “The Cha Cha Slide”, learn the
dance moves, practice, and then perform for the group.
o To show students that regardless of native language, English is
commonly used in music from all around the world
o To have students be able to listen to directions and follow accordingly
o CD w/ “Cha Cha Slide”
o Speakers
o Microphone
o Posters with written instructions
o Lyric sheet (attached)
• Step-by-Step
o Students will be introduced to instructions and Alicia will demonstrate
the actions (10 minutes)
o Students will listen to the song and Alicia will teach each action along
with the lyrics (10 minutes)
o Students will perform the song and dance in smaller groups (5
minutes)


Station 4: “The Blind Tourist”
(Places in Europe)

• At this station, students will lead their partners through a series of obstacles
by giving directions in English. One student will be blindfolded and the other
will have his or her hands tied, therefore they must communicate effectively in
English in order to complete the obstacle course.
o To review how to give directions
o Blindfolds
o Obstacles
o Posters with directions
o Print outs of famous landmarks in Europe
• Step-by-Step
o Students will review giving directions by reading posters and playing
“Simon Says” (10 minutes)
o Students will be paired off, blindfolded, and then lead through obstacle
course (15 minutes)


Station 5: “Crazy Creations”
(People in Asia)

• At this station, students will be given a packet of physical features and
characteristics and will be asked to create their own person by using a
combination of these features. Once the students draw the person and create
a profile, they will then present their creation to the rest of the group.
o To review descriptive words and physical characteristics
o To give the students the opportunity to be creative and present their
creativity to others
o 15 packets of physical characteristics (eyes, nose, mouth, hair, face
shape, ears, accessories)
o Paper for students to draw on
o Markers
• Step-by-Step
o Students will be broken into groups and given packets of physical
descriptions and materials (3 minutes)
o Students will be given instructions and have time to create their
creation (12 minutes)
o Students will present their creations in front of the group using physical
description vocabulary (10 minutes)


Station 6: “American All-Stars”
(Hobbies in North America)

• At this station, students will review popular hobbies specific to North America
and use the vocabulary to play both Charades and Catch-Phrase.
o To be able to communicate an idea or phrase in English without being
able to speak or use the obvious description
o Vocabulary words/phrases written on note cards
o Board explaining instructions (if needed)
o Marker (if needed)
• Step-by-Step
o Charades Activity: (15 minutes)
 Students will be split into teams (2 or 3). One at a time,
students will be given cards with hobbies written in present
continuous tense (i.e. “I am running”, “I am playing football”).
 Team members will be allowed to verbally guess. Correct
answers should be in the following format: “He (She) is
running”, “He (She) is playing football”, etc. Once a correct
answer is stated, the next group member will go. The team gets
one point for each correct answer with a three minute time limit.
 The next team accumulates points for three minutes. Switch
again –both teams have two turns.
o Catch Phrase Activity: (15 minutes)
 Students will note cards with vocabulary relating to hobbies in
America. Students will have to describe the word on the note
card and help their group to guess the right answer. Students
will not be able to say any part of the word nor use hand
gestures.
 Points are accumulated in three minute intervals (same as
Charades Activity).
o Prizes awarded to overall winning team.


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