English Language Camp Activities

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Learning English Is Fun

English Language Camp Activities

for Primary 4 Students

A Resource Package

English Language Education Section Curriculum Development Institute

Education Bureau

Hong Kong Special Administrative Region

12^th Floor, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong Published 2003

Duplication of materials in this package, other than those listed in the Acknowledgements, is restricted to non-profit making educational purposes only. Otherwise, no part of these materials may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.

ISBN 962-8814-03-6

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A Message from the Chairman of the

Standing Committee on Language Education and Research

A conducive environment and the promise of rewarding experiences are of vital importance in learning a second language. English language camps provide a pressure-free, enjoyable and language-rich environment which removes the psychological barrier to speaking English and maximizes the use of the language in a non-threatening environment.

The Standing Committee on Language Education and Research (SCOLAR) and the former Education Department conducted the English Language Camp for Primary 4 Students in March 2002. About 280 secondary school teachers and 2,500 students from 62 secondary schools hosted the Camp in their schools for 8,200 Primary 4 students from 75 primary schools across the territory. This large-scale pilot Camp proved to be fruitful and beneficial not only to the camp participants but also to the participating schools. The experience has encouraged some schools to develop and run language camps, English days or other similar activities on their own or in collaboration with other schools.

Following on the success of the pilot project, SCOLAR has decided to provide support to help more schools organize their own English language camps and other co-curricular language activities for their students with resources from the Language Fund. This resource package has been developed by the Education Bureau on the commission of SCOLAR in the light of experiences gained from the pilot Camp and other similar events to help schools better understand the objectives and design of the English language camp.

We hope schools will use it as a reference and find it useful when they plan and organize their own language camps and other co-curricula activities.

Michael TIEN, BBS, JP Chairman

Standing Committee on Language Education and Research March 2003

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Preface

This resource package is a synthesis of the experience, feedback and suggestions from teacher and student participants of the pilot English Language Camp for Primary 4 Students. The pilot Camp was initiated and funded by the Standing Committee on Language Education and Research and implemented territory-wide in Hong Kong in March 2002 by the former Education Department. The primary objective of the English Camp was twofold: to help the campers overcome the psychological barrier to speaking and using English, and to develop the leadership potential of secondary school students serving as camp leaders. This was achieved through the organization of a two-day immersion camp, in which the campers and the camp leaders were immersed in a variety of fun-filled language activities designed to motivate them to participate freely and to learn to use English in an informal way.

The activities in this package have been developed from those used in the pilot Camp.

They have been enriched, modified and in some cases revised as different versions to suit different needs and interests. They are presented as a reference package to help the primary and secondary school teachers who will serve as camp directors organize and conduct their own English language camps. Teachers should use this resource package selectively or modify, if necessary, the activities to suit the needs and interests of their students.

How to use this resource package

This resource package contains a resource book, two VCDs, and an audio CD.

Resource Book

Ten types of camp activities are introduced in this resource book, nine of which are during-camp activities. They are Camp songs, Ice-breaking activities, Action rhymes and chants, Language games, Songs and dance, Creative writing, Arts and crafts, Interviews with camp directors and camp leaders, and Stories for listening and dramatization. The last type is known as Take-home activities which aim to consolidate what students have learnt.

All activities have clear purposes and specific descriptions and some of the activities are designed in the form of a competition. Schools can develop their own award system to motivate campers.

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The resource book also includes four appendices, namely The camp book, How to be an effective camp director, How to be an effective camp leader and Language notes for camp leaders. The camp book serves as a sample. It shows the essential elements to be included for use by campers and helps camp leaders demonstrate and carry out the activities. A sample camp programme designed for a one-day camp is also included for teachers' reference. Schools may modify the camp programme to suit the length of their own camps. The other three appendices provide handy information for teachers to train their camp leaders and to prepare for their camps. Schools can use their discretion in the way they modify and use the camp book as well as how they train their camp leaders.

VCDs

Most of the camp activities are videotaped to help teachers train their students as camp leaders. The two VCDs consist of demonstrations on how these camp activities can be conducted. All activities accompanied by videotaped demonstrations in the resource book are marked .

Audio CD

All the stories and songs in the resource book are included in the audio CD. The music of the songs is also provided. The activities accompanied by audio recordings of stories and/or songs are marked .

Teachers' feedback and suggestions on using the resource materials are most welcome.

Comments and suggestions can be sent to:

The Chief Curriculum Development Officer (English) English Language Education Section

Curriculum Development Institute Education Bureau

Room 1206, 12/F., Wu Chung House 213 Queen's Road East

Wan Chai Hong Kong

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Acknowledgements

We are grateful to the following secondary schools for hosting the pilot Camp and trying out the camp activities. The teachers and students of these schools were involved in their own camps as camp directors and camp leaders respectively and contributed invaluable and useful feedback for the refinement and enrichment of the camp activities included in this resource package.

Belilios Public School Bethel High School

Buddhist Hui Yuan College

Buddhist Ma Kam Chan Memorial English Secondary School Buddhist Tai Hung College

Carmel Bunnan Tong Memorial Secondary School CCC Mong Man Wai College

Chan Shu Kui Memorial School Chong Gene Hang College

Delia Memorial School (Yuet Wah)

DMHC Siu Ming Catholic Secondary School Fukien Secondary School (Kwun Tong) Fukien Secondary School (Siu Sai Wan)

Fung Kai Liu Man Shek Tong Secondary School Fung Kai No. 1 Secondary School

Hong Kong & Kowloon Chiu Chow Public Association Secondary School HKCWC Fung Yiu King Memorial Secondary School

HKMA David Li Kwok Po College

HKSYC & IA Chan Nam Chong Memorial College HKTA The Yuen Yuen Institute No. 1 Secondary School Hoi Ping Chamber of Commerce Secondary School Holy Carpenter Prevocational School

Holy Family Canossian College

Hong Kong Red Swastika Society Tai Po Secondary School Immaculate Heart of Mary College

Immanuel Lutheran College

Ju Ching Chu Secondary School (Tuen Mun) Kiangsu-Chekiang College (North Point) Kiangsu-Chekiang College (Shatin) King Ling College

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King's College

Ko Lui Secondary School Lions College

Maryknoll Convent School Maryknoll Secondary School

MFBM Chan Lui Chung Tak Memorial College NLSI Lui Kwok Pat Fong College

Po Leung Kuk Lee Shing Pik College Pui Ying College

Sha Tin Government Secondary School

Shau Kei Wan East Government Secondary School Shau Kei Wan Government Secondary School Sing Yin Secondary School

Sir Ellis Kadoorie Secondary School (West Kowloon) SKH Li Ping Secondary School

SKH Lui Ming Choi Secondary School SKH Tang Shiu Kin Secondary School SKH Tsang Shiu Tim Secondary School St Francis Xavier's College

St Margaret's College St Mark's School

St Mary's Canossian College St Rose of Lima's College St Paul's School (Lam Tin) STFA Seaward Woo College

Tseung Kwan O Government Secondary School TWGH Li Ka Shing College

TWGH Wong Fut Nam College United Christian College

Wong Shiu Chi Secondary School YPICA Lee Lim Ming College

Yuen Long Merchants Association Secondary School

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We would also like to express our appreciation to the following primary schools which participated in the pilot Camp. Many of them carried the successful camp experience and cheery atmosphere back to their schools. They adapted some of the camp activities for use within and beyond their English language classrooms. Their practices further supported the development of this resource package for use in future language camps.

AD & FD Pok Oi Hospital Mrs Cheng Yam On Primary School (AM) Alliance Primary School Tai Hang Tung (AM)

Alliance Primary School Tai Hang Tung (PM) Baptist Lui Ming Choi Primary School

Baptist Sha Tin Wai Lui Ming Choi Primary School Bishop Paschang Memorial School (AM)

Bishop Paschang Memorial School (PM) Bonham Road Government Primary School Buddhist Ching Kok Lin Association School (PM) Buddhist Chung Wah Kornhill Primary School (PM) Canton Road Government Primary School

Castle Peak Catholic Primary School (AM) CCC Kei Faat Primary School (AM)

CCC Kei Faat Primary School (PM) CCC Kei Wai Primary School (AM) CCC Kei Wan Primary School (PM)

Chinese Methodist School (North Point) (AM)

Conservative Baptist Lui Ming Choi Primary School (AM) Fuk Wing Street Government Primary School (AM) Fung Kai Liu Yun Sum Memorial School (AM) Fung Kai Liu Yun Sum Memorial School (PM) Fung Kai Primary School (AM)

Fung Kai Primary School (PM)

Hennessy Road Government Primary School (AM) HK Weaving Mills Association Primary School (AM) HK Weaving Mills Association Primary School (PM) Holy Carpenter Primary School

Holy Family Canossian School (Kowloon City) Holy Family Canossian School (Kowloon Tong) Hong Kong Taoist Association School

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Hung Hom Government Primary School King Lam Catholic Primary School

King's College Old Boys' Association School No. 2 Kwong Ming School (PM)

Kwun Tong Government Primary School (AM) Lei Muk Shue Catholic Primary School (AM) Leung Kui Kau Lutheran Primary School (AM) Ma On Shan Lutheran Primary School

Maryknoll Convent School, Primary Section North Point Government Primary School (PM) Ping Shek Estate Catholic Primary School (AM) Po Leung Kuk Luk Hing Too Primary School Poo Ai Primary School (PM)

Sacred Heart of Mary Catholic Primary School (AM) Sam Shui Natives Association School (AM)

Shanghai Alumni Primary School

Shau Kei Wan Government Primary School (PM) SKH Chi Fu Chi Nam Primary School

SKH Chu Oi Primary School (Lei Muk Shue) SKH Fung Kei Primary School

SKH Kei Oi Primary School (AM)

SKH Lee Shiu Keung Primary School (AM) SKH Ling Oi Primary School (AM)

SKH St James' Primary School (AM) SKH St James' Primary School (PM) SKH Tin Wan Chi Nam Primary School St Edward's Catholic School

St John The Baptist School (PM) St Mary's Canossian School (AM) St Mary's Canossian School (PM) St Rose of Lima's School

Stewards Pooi Kei Primary School STFA Leung Kit Wah Primary School Tai Po Government Primary School Taikoo Primary School (AM)

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Tong Mei Road Government Primary School (PM)

TWGH HK & KLN Electrical Appliances Merchants Association Limited School (PM) TWGH Ko Ho Ning Memorial Primary School

TWGH Sin Chu Wan Primary School

TWGH Wong See Sum Primary School (AM) TWGH Wong See Sum Primary School (PM)

Yan Chai Hospital Chiu Tsang Hok Wan Primary School Yan Chai Hospital Choi Hin To Primary School

Yaumati Catholic Primary School Yuen Long Government School (PM)

We would like to thank the following primary schools for helping in the demonstration of the camp activities recorded in the two VCDs in this resource package:

Shak Chung Shan Memorial Catholic Primary School Yan Chai Hospital Choi Hin To Primary School

Special thanks are extended to Maryknoll Convent School and St Rose of Lima's School for giving us permission to use the songs Camp Song (2) and Our good king respectively. Last but not the least, we would like to thank the Educational Television (English), Curriculum Resources Section, Quality Education Division, Education Bureau, for allowing us to adapt the game Five little monkeys.

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A Message from the Chairman of the Standing Committee on Language Education and Research

Preface

Acknowledgements

I. Camp songs 1

II. Ice-breaking activities 5

III. Action rhymes and chants 13

IV. Language games 21

V. Songs and dance 57

VI. Creative writing 65

VII. Arts and crafts 73

VIII. Interviews with camp directors and camp leaders 79 IX. Stories for listening and dramatization 85

X. Take-home activities 101

Appendices

Appendix 1 The camp book 115

Appendix 2 How to be an effective camp director 121 Appendix 3 How to be an effective camp leader 123 Appendix 4 Language notes for camp leaders 125

Purposes :

1. to generate and boost the team spirit at the start or during intervals of the camp in order to strengthen the cohesion among campers; and 2. to help campers develop an awareness of the basic sound patterns of

English and an enjoyment of imaginative lyrics through singing

Time required : 5 - 10 minutes Group size : all campers

Materials required : the audio CD that accompanies this resource book (if music is preferred)

Demonstration : by 1 camp director + a few camp leaders

Camp song (1)

Everybody wants to know, Everybody needs to know, English Camp I love to go, English leads me on the road!

Camp songs

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Camp song (2)

Everybody wants some some fun, Everybody needs some fun,

English Camp here I come, Let me be the happiest one.

By courtesy of Mr Aloysius Lee, Maryknoll Convent School

(Tune from Schubert's "Musical Movement")

Camp song (3)

English Camp is good to join, Full of fun, full of joy, English Camp is what we need,

Let's play together!

(Tune from "London Bridge")

1. The chosen camp song(s) should be printed in the camp books or on loose sheets.

2. The camp director briefly explains the meaning of the key words/expressions.

3. He or she invites the campers to read the lyrics after him or her line by line. Attention should be paid to accurate pronunciation and clear articulation.

4. The camp director then invites the campers to sing the camp song(s) together two to three times, with body movements. The camp leaders sing together with body

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This unit consists of the following activities:

Who’s a fool?

Dragon, dragon, you are mine (for use in the classroom) Dragon, dragon, you are mine (for use in the hall)

Purposes :

1. to serve as a starter for either ice breaking or tuning in; and

2. to help campers establish and maintain interpersonal relationships

N.B. Most of the activities in the “Ice-breaking activities” and “Language games” sections are designed in the form of a competition to give the campers the drive to participate.

Schools can develop their own award system to motivate the campers. The campers can be awarded stickers for winning a game or a round of it, and these stickers can be accumulated for prizes. Space reserved for this in the camp book can help maintain a systematic record of the campers’ efforts and also make a good souvenir for the campers’ language learning experience.

Ice-breaking activities

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Ice-breaking activities 8

Who’s a fool?

Time required : 15 - 20 minutes Group size : 10 campers

Materials required : a large sheet of paper Demonstration : by 2 camp leaders

1. This tuning-in game helps the campers remember their fellow campers’ names.

2. The camp leaders ask the campers to stand in a circle and take turns to tell their names.

3. The camp leaders give the campers one to two minutes to remember their fellow campers’ names.

4. One of the camp leaders rolls a large piece of paper to make a rod. He or she stands in the centre of the circle and plays the role of a “hitter”.

5. The camp leaders explain that when a camper’s name is called the “hitter” has to hit the camper quickly. In order not to be hit, the camper will have to name another person before the “hitter” reaches him or her.

6. When a camper fails to give a prompt response and gets hit, he or she will play the role of the “hitter” and carry on with the game.

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Dragon, dragon, you are mine (for use in the classroom)

Demonstration : by 2 camp leaders

Dragon, dragon, you are mine

Dragon, dragon, you are mine!

1. The chant “Dragon, dragon, you are mine” should be printed in the camp books or on loose sheets.

2. The camp leaders teach the campers to read the chant, paying attention to correct pronunciation, rhythm and intonation.

3. In a pair, the camp leaders demonstrate the game by playing “Paper, scissors, stone”

to choose the winner. The winner becomes the dragon-head and the loser stands behind as the dragon-tail. As they demonstrate the game, they should chant “Dragon, dragon, you are mine”.

4. To start the game, the camp leaders pair up the campers.

5. Whenever a camper has become the dragon-head, he or she will try to win another dragon-head to make his or her own dragon longer.

6. As the campers are playing, they should chant “Dragon, dragon, you are mine”.

7. The game continues until there is only one dragon. The dragon then moves around the room chanting “Dragon, dragon, you are mine”.

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Ice-breaking activities 10

Dragon, dragon, you are mine (for use in the hall)

N.B. The dynamics of this activity are better if the classroom version has been played.

Demonstration : by 1 camp director + 2 camp leaders.

Dragon, dragon, you are mine

Dragon, dragon, you are mine!

1. The chant “Dragon, dragon, you are mine” should be printed in the camp books or on loose sheets.

2. The camp director goes through the chant with the campers, paying attention to correct pronunciation, rhythm and intonation.

3. He or she then invites two camp leaders to demonstrate how to play the game.

4. The two camp leaders begin the game by playing “Paper, scissors, stone” to choose the winner. The winner becomes the dragon-head and the loser stands behind as the dragon-tail. As they demonstrate the game, they should chant “Dragon, dragon, you are mine”.

5. The camp director invites the campers in each group to form pairs. Each pair of campers then plays “Paper, scissors, stone” to choose a winner. All the winners become the dragon-heads and the losers stay behind them as the dragon-tails.

Whenever a camper has become the dragon-head, he or she will try to win another dragon-head.

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6. The pairs in each group play “Dragon, dragon, you are mine” until they form a group-dragon.

7. The camp director assigns a camp leader to each group-dragon.

8. The dragon-head of each group-dragon will be led by the assigned camp leader to look for the dragon-head of another group. The game continues until four team-dragons emerge.

9. When four team-dragons emerge, there will be a “semi-final fight” to make two long dragons, and then the “final” fight to make one long dragon.

10. The campers are encouraged to chant “Dragon, dragon, you are mine” all along.

11. The game continues until one last dragon appears; the dragon moves around the hall chanting “Dragon, dragon, you are mine”.

Each pair of campers plays the game.

The winner will be the dragon-head.

Then, the pairs continue to play the game.

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Ice-breaking activities 12 After one or two rounds, group-dragons will be formed. The group-dragons continue to play the game.

After a few rounds, four team-dragons emerge. There will be “fights” among them to make one long dragon.

The long dragon then moves around the hall chanting “Dragon, dragon, you are mine”.

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Action rhymes and chants 15 This unit consists of the following action rhyme and chants:

Four little monkeys (action rhyme) Who's the best (chant)

Boom chik'a boom (chant)

Purposes :

1. to help campers build up confidence in speaking up in English; and 2. to help campers develop an awareness and an enjoyment of the basic

sound patterns of English

Four little monkeys

Materials required : the chant "Four little monkeys"

Demonstration : by 1 camp leader + 5 campers

Action rhymes and chants

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Four little monkeys

Four little monkeys Sitting in a tree Teasing a crocodile -

"You can't catch me.

You can't catch me."

Here comes the crocodile As quiet as can be -

SNAP!

Three little monkeys Sitting in a tree Teasing a crocodile -

Here comes the crocodile As quiet as can be –

SNAP!

Two little monkeys Sitting in a tree Teasing a crocodile -

SNAP!

One little monkey Sitting in a tree Teasing a crocodile -

SNAP!

(Adapted from "Five little monkeys"

in ETV Primary English Language Programme)

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Action rhymes and chants 17 1. The game is basically designed for a group of five campers: one camper being the crocodile and the other four campers being the monkeys in the tree. They should start chanting from the stanza beginning with four little monkeys. If there are only three campers playing the role of the monkeys, they should start chanting from the stanza beginning with three little monkeys.

2. The camp leader introduces the first stanza of the chant to the campers, explaining some of the words and phrases (e.g. "teasing", "catch", "as quiet as can be" and "snap").

The camp leader should dramatize the action rhyme as he or she explains to help the campers understand the activity.

3. The camp leader helps the campers decide the roles they are going to play. One camper will be the crocodile. Four campers will be the monkeys.

4. In the game, all the campers chant as they play, from "four/three/two little monkeys" to

"one little monkey". The monkeys should line up and the first in the line plays "Paper, scissors, stone" with the crocodile. If the crocodile wins, it can snap and capture one of the monkeys. The crocodile will keep the monkey behind him or her as the tail. If the crocodile loses and there are monkeys in the tail, he or she should release one of the monkeys from the tail to rejoin the monkey line. If the crocodile loses and there is no monkey left in the tail, he or she will be captured. The game ends when either the crocodile or all the monkeys are captured.

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Who's the best?

Materials required : the chant "Who's the best?"

Demonstration : by 1 camp director

Who's the best?

Mew'a mew'a cat, I jump'a jump the best! (Well!) Quack'a quack'a duck, I swim'a swim the best! (Right!)

Cock-a-doodle-doo! I sing'a sing the best! (Good!) Oink'a oink'a pig, I eat'a eat the best! (Great!) (So, who's the best?) I'm the best! I'm the best!

1. The camp director introduces to the campers the animals that make the different sounds in the chant.

2. He or she then goes through the chant line by line with the campers. The campers are then invited to repeat the lines. The focus is on the pronunciation and rhythm.

3. To encourage interactive chanting, the campers can be put into two groups, with one group chanting only the responses and the question in bracket. The camp director should demonstrate how to say the responses and the question in the appropriate tone (e.g. sounding appreciative with the responses and doubtful with the question).

4. The camp director can also assign different groups of campers to chant different parts to create a party atmosphere.

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Action rhymes and chants 19

Boom chik'a boom

Materials required : the chant "Boom chik'a boom"

Demonstration : by 1 camp director

Boom chik'a boom

I've got a boom chik'a boom I've got a boom chik'a boom

I've got a boom chik'a rock'a chik'a boom I said boom chik'a boom

I said boom chik'a boom

I said boom chik'a rock'a chik'a boom Ah haa, yeah!

1. The camp director explains that the expression "boom chik'a boom" is a group of nonsense words.

2. The camp director goes through the chant line by line with all the campers. The campers are then invited to repeat the lines. The focus is on the pronunciation and rhythm.

3. The camp director can vary the rhythmic patterns to let the campers experience their differences.

4. The camp director can make up gestures and demonstrate them to the campers.

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Language games 23 This unit consists of the following language games:

Ball tossing (Version A) Guess who? (Version C) Ball tossing (Version B) Treasure hunt (Version A)

Animal bunching Treasure hunt (Version B)

Match and slap Bingo

Guess who? (Version A) Tiger says...

Guess who? (Version B) The animal says...

N.B. Some games in this section are developed as different versions to suit the campers with different interests.

Ball tossing (Version A)

Purposes :

1. to provide opportunities for campers to establish and maintain relationships through introducing oneself and identifying new acquaintances; and

2. to help campers communicate with others using given phrases and sentences

Time required : 5 - 10 minutes Group size : 10 campers Materials required : a small ball

1. The two camp leaders help their campers stand in a circle. They then ask the campers to say their names once slowly and clearly by saying “I’m XX”.

2. The camp leaders explain that a camper should first say “I’m XX. This is for YY.”

before he or she tosses the ball to YY.

3. The camp leaders should help the campers say the two expressions clearly and naturally.

Language games

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Ball tossing (Version B)

Purposes :

1. to help campers interact with one another by dramatizing as some animals or making the sounds that the animals make;

2. to extend campers’ vocabulary for describing animals or people; and 3. to enhance campers’ ability in recognizing different initial consonants

Materials required : a small ball + 10 stickers each printed with a different name as listed here (Dancing Duck, Pinkish Pig, Chatty Chick, Daring Dog, Funny Fox, Goody Goose, Happy Horse, Courageous Cat, Merry Mouse and Careful Cow) + a bag/a box to keep the stickers

Demonstration : by 2 camp leaders + 1 camper

1. The names printed on the stickers are suggested to create fun. (Alternatively, instead of using the names provided, the camp leaders may give the campers blank stickers to write down the animals they can think of and to give themselves names.)

2. The two camp leaders help each camper draw a sticker from the bag/box. They should tell the campers to put the stickers on their T-shirts.

3. The camp leaders then teach the campers to read all the names on the stickers and explain to them the meanings of the names.

4. Before demonstrating the game, the camp leaders help all the campers stand in a circle.

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Language games 25 5. To start the demonstration the camp leaders invite one camper to be Goody Goose.

One camp leader plays the role of Courageous Cat and the other camp leader plays the role of Dancing Duck. Courageous Cat holds the ball and says, “I’m Courageous Cat. (Speaking amusingly, e.g. with “mew mew” and stretching his or her body like a cat) This is for Dancing Duck. (Speaking to everybody) Where are you? (Speaking in a falling tone and looking around)” He or she then waits to toss the ball.

6. Dancing Duck then answers, “Here I am. (Waving his or her hand)” When he or she receives the ball, he or she says “Thank you very much. (Looking at Courageous Cat) I’m Dancing Duck. (Speaking amusingly to everybody with “quack quack”) This is for Goody Goose. (Speaking to everybody) Where are you? (Speaking in a falling tone and looking around)”

7. Goody Goose, one of the campers, continues with “Here I am. (Speaking amusingly and “honk honk”) Thank you very much. (Looking at Dancing Duck) I’m Goody Goose. (Speaking amusingly and possibly walking like a goose) This is for ... (A new camper) Where are you? (Speaking in a falling tone and looking around)”

8. All along, the camp leaders should demonstrate their use of gesture and eye contact in a lively way.

9. The camp leader should conduct the game slowly at the start. When the campers are familiar with the expressions and all the names, the camp leaders can encourage them to do animal actions and make related sounds as they speak. The campers can even add one or two extra expressions, e.g. “So there you are!” before they throw the ball away, or “Lovely!” or “That’s very nice of you!” when they receive the ball from others.

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Animal bunching

Purposes :

1. to develop campers’ listening and motor skills; and

2. to raise campers’ awareness of the spelling of words in a fun-filled way

Materials required : a list of animals (as many as possible, as selected by the camp leaders, e.g. a dog, a wolf, a bear, a tiger, a lion, a monkey, a cock, a rabbit, a horse, a deer, a mouse, a cow, a sheep, a duck, a camel, a cat, a crocodile, a puppy, a pony, a goat, a kitten, a chicken, a zebra, a fox and a panda) (The names should always be short to allow quick bunching although occasionally one or two long ones can give the campers some challenge.)

1. The camp leaders write a list of animals neatly on paper or on the board to help the campers “visualize” the spellings. They should invite the campers to give some suggestions to add to the list. They should then remove the paper or clean the board.

2. To illustrate how the game is played, one camp leader says the name of an animal and asks the campers how many letters there are in the word. The other camp leader helps the campers group themselves up according to the number of letters in the word. The group(s) with the wrong number of students become(s) the losers and is/are not allowed to play in that round (Note: Shorter words should be chosen for bunching as there are not more than ten campers if the game is played in the classroom.)

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Language games 27 3. A round comes to an end when the number of players is smaller than the number of

letters in the word that the camp leaders give. Those campers who can stay until the end are the winners.

4. The camp leaders can occasionally repeat some of the words to give the campers some challenge. (Some campers may react faster than others to familiar words.) 5. The game can be repeated for a few rounds.

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Match and slap

Purpose:

to provide opportunities for campers to compete in fun as they use their listening and motor skills

Materials required : a set of 21 cards - one side of each card with the picture of an animal and the other side with the name of the animal (e.g. a dog, a wolf, an elephant, a bear, a tiger, a lion, a monkey, a cock, a rabbit, a horse, a deer, a mouse, a cow, a sheep, a duck, a camel, a snake, a crocodile, a panda, a kangaroo and a frog)

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Language games 29

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Language games 31 1. Before starting the game, the camp leaders show the campers both the picture and the name of every animal in the card set. While showing the cards, the camp leaders teach the campers how to pronounce the names. This helps the campers associate better the sounds they hear with the pictures they see.

2. For demonstration one camp leader sits on the floor as a camper. The other camp leader draws at random four cards from his or her card set and places them on the floor with the pictures facing upward. Next, he or she calls out the name of one animal.

Then, the camp leader who acts as a camper matches and slaps on a card. If he or she slaps on the right card, he or she becomes the winner who will be the caller of the next round.

3. To start the game, each camp leader seats the five campers in his or her own group on the floor in a small circle so that they can easily slap on the cards placed at the centre of the circle.

4. The camp leader starts the game as the first caller. The campers compete by slapping on the right card. The first camper to slap on the right card is the winner. The winner becomes the next caller and continues the game in the same way until there is another winner.

5. The camp leader removes the card that has been slapped on every time and draws a new one from his or her set to keep four cards on the floor. He or she should also swap the cards on the floor at times to add some challenge to the game.

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Guess who? (Version A)

Purpose:

to provide opportunities for campers to find out, interpret and use information through the process of guessing and describing

Materials required : a set of 18 cards each with the picture clue of an animal (i.e. a part of the body of the animal) and the name of the animal on the back of the card

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Language games 33

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Language games 35 1. Before starting the game, the camp leaders show the campers the names of the

animals on the cards and teach them how to pronounce the words. This helps the campers associate better the sounds they hear with the pictures they see. The camp leaders also teach the campers the ways to describe the pictures listed below:

This is the / These are the

tail

nose/trunk tongue

mouth/beak/jaws head/crown body

hump ears

legs/hooves eyes

of a/an ...

2. For demonstration, one camp leader draws at random a card from the card set and asks another camp leader who acts as a camper to guess what animal it is and what part of the animal's body it is.

3. The camp leader who acts as a camper guesses what animal it is and then describes clearly and slowly the picture with one of the structures suggested above.

4. Each camp leader then conducts the game with the five campers in his or her own group. The campers should be encouraged to describe the pictures with the given structures when they are competing and making guesses.

5. The camper who gets the most correct answers will be the winner of the game.

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Guess who? (Version B)

Purposes :

1. to encourage campers to use their ideas in creating clues for a guessing game; and

2. to provide opportunities for campers to give expression to their experience and knowledge

Time required : 20 minutes Group size : 10 campers

Materials required : a set of 21 picture cards each with the picture and some descriptions of an animal

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Language games 37 I bark when I see

someone I do not know.

I like bones.

I look like a dog but I am not a dog. I have sharp teeth.

I am big and heavy. I walk slowly.

I am very big and strong.

I like honey.

I look like a cat but I am bigger than a cat.

I am brave and strong.

I am the king of the forest.

I can jump in the trees.

I like bananas.

I can wake you up in the morning. I do not lay eggs.

I have red eyes and long ears. I like carrots.

I can run very fast. I have a beautiful tail.

I have lovely eyes and thin legs. I like green leaves.

I am small. I am afraid of cats.

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I am big and strong. I walk slowly. Farmers need my help.

I like grass. People use my wool to make warm clothes.

I can both walk and swim.

My mouth is like a spoon.

I can carry very heavy things. I can walk for a long time in the desert.

I have a long neck. I have spots on my body.

I love fish. I can catch mice.

I am black and white.

I like bamboo.

I have jaws with sharp teeth. I can swim.

I can also crawl on land.

I can swim. I can also jump high. I catch flies and mosquitoes with my long tongue.

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Language games 39 1. Before starting the game, the camp leaders teach the campers the names of the

animals on the cards.

2. The camp leaders should also explain before the game that (a) the pictures on the cards are meant only to provide visual clues to the campers who mime in the game and (b) the statements on the cards should be taken only as hints and the campers can always use their own words as far as possible.

3. For demonstration, one camp leader mimes one of the animals by imitating its acts or sound for all the campers to guess. Another camp leader describes verbally a different animal. They can also use animals that are not included in the card set.

4. The game is played as a competition between two sub-groups of five campers. Each guess has to be made within one minute after the clue has been given. One camp leader will keep the time and record the number of correct guesses made by each sub-group. The sub-group making more correct guesses wins.

5. Each sub-group takes turns to send a representative to mime or describe an animal to the campers of his or her own sub-group to make the guess. One camp leader shows a card with an animal picture to the representative only. The representative has to act out and/or describe the animal without saying its name. He or she may use the suggestions provided on the card or add in/use his or her own ideas.

6. If a sub-group cannot guess the correct animal within one minute, they will lose their turn. The turn then goes to the other sub-group. The game continues with one of the camp leaders showing another representative a new card and asking him or her to act out and/or describe the animal on the card.

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Guess who? (Version C)

Purpose :

to provide opportunities for campers to relate their knowledge and ideas about animals to the given hints in a guessing game

Materials required : blank paper + pens/pencils (to be brought along by campers) Demonstration : by 1 camp leader

1. The camp leader gives each camper a piece of paper and asks the campers to write down the animals they can think of in response to the hints given by the camp leader.

2. The camp leader then reads aloud the hints next to a question on page 41. The campers are expected to guess the answer after each hint has been read aloud.

3. The camp leader should accept any reasonable answers.

4. The camper who can give the most correct answers to each question wins the round.

The camp leader can move on to another round of the game if time allows.

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Language games 41

Treasure hunt (Version A)

N.B. This is an indoor game. It is intended to be played in the classroom. Due safety precautions need to be taken.

Purposes :

1. to create a fun-filled environment for campers to respond to descriptions with prepositional phrases indicating positions/places/

directions (e.g. It's on/under/on top of/next to/in front of/behind/on the right (left) of); and

2. to provide opportunities for campers to use given information to solve problems

Materials required : hidden treasures (any kinds of objects) + a list of written clues to the whereabouts of the treasures

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Language games 43 Here are some examples of clues:

Some possible clues for a classroom setting:

 It is under the blackboard.

 It is on the right hand side of the notice board.

 It is inside the TV cupboard.

 It is on top of the switch of the fans.

 It is behind the door.

 It is in the drawer of a desk in the first row.

1. The game is played as a competition between two sub-groups of five campers. Each sub-group is to be given a list of written clues at the beginning of the game by their camp leader. The treasures hidden for hunting should not be too big or visible.

2. The sub-group scores one mark when they find a treasure. The sub-group scoring the highest mark is the winning group. The camp leader(s) will have to keep a record to work out the winning group.

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Treasure hunt (Version B)

N.B. This is a mass game to be played outdoors.

Purposes :

1. to create a fun-filled environment for campers to respond to descriptions with prepositional phrases indicating positions/places/

directions (e.g. It's on/under/on top of/next to/in front of/behind/ on the right (left) of); and

2. to provide opportunities for campers to use given information to solve problems

Materials required : 5 crossword puzzles + treasures (pieces of paper each containing a question and 3 options for completing one of the crossword puzzles) + written clues to the whereabouts of the treasures (5 crossword puzzles accompanied by questions and options are provided on pages 46-50.)

Demonstration : by all camp leaders

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Language games 45

Some possible clues for a school setting:

 It is under the window sill of the music room.

 It is on the left hand side of the notice board opposite the school office.

 It is near the staircase.

 It is next to the drinking fountain.

 It is at the bottom of the biggest tree at the playground.

 It is behind the gates at the entrance.

 It is under the bench nearest to the tuck-shop.

 It is on a leaf in one of the plants near the entrance.

 It is near the laboratory.

 It is next to the vending machine.

1. Each sub-group of five campers is given written clues for locating the hidden treasures.

Each sub-group is also given a crossword puzzle which they need to complete to win the game.

2. Instead of demonstrating the game, the camp leader can help his or her sub-group locate the first treasure (the first question and three options), and teach them how to make use of the first treasure to complete part of the crossword puzzle.

3. He or she should then tell his or her sub-group that there are four more treasures (four questions and accompanying options). They will have to find the treasures and discuss the questions and choose the correct answers to complete their crossword puzzle together.

4. The camp leader should remind the campers that the treasures (i.e. the questions and options) are not supposed to be taken away and they should be kept in the places where they were found for other sub-groups' use.

5. The first sub-group completing the crossword puzzle wins the game.

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Crossword Puzzle 1 (Animal Food)

Questions and options (treasures) for Crossword Puzzle 1:

Crossword Puzzle 1 Down

1. What do rabbits usually eat?

A. peanut B. banana C. carrot

2. What do pandas usually eat?

A. bamboo B. bone C. carrot

4. What do dogs usually eat?

A. bone B. corn C. milk

Crossword Puzzle 1 Across

3. What do monkeys usually eat?

A. butter B. tomato C. banana

5. What do bears usually eat?

A. jelly B. honey C. curry

Keys to Crossword Puzzle 1 : Down 1 : C

Down 2 : A Down 4 : A Across 3 : C Across 5 : B Down

Across

1 2

3 4

5

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Language games 47

Crossword Puzzle 2 (Animal Food)

Questions and options (treasures) for Crossword Puzzle 2:

1. What do chickens usually eat?

A. milk B. corn C. fish

3. What do horses usually eat?

A. grass B. honey C. pizza

4. What do cats usually eat?

A. bamboo B. honey C. fish

1. What do mice usually eat?

A. cheese B. leaves C. wool

2. What do giraffes usually eat?

A. steak B. leaves C. cakes

Keys to Crossword Puzzle 2 : Across 1 : B

Across 3 : A Across 4 : C Down 1 : A Down 2 : B Down

Across

1

2

3

4

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Crossword Puzzle 3 (Animal Features)

Questions and options (treasures) for Crossword Puzzle 3:

2. Which of the following animals barks?

A. cat B. dog C. pig

4. Which of the following animals has red eyes?

A. monkey B. kitten C. rabbit

5. Which of the following animals has no legs?

A. snake B. sheep C. horse

1. Which of the following animals has sharp teeth?

A. tiger B. hippo C. goose

3. Which of the following animals lays eggs?

A. horse B. giraffe C. chicken

Keys to Crossword Puzzle 3 : Across 2 : B

Across 4 : C Across 5 : A Down 1 : A Down 3 : C Down

Across

1

2 3

4

5

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Language games 49

Crossword Puzzle 4 (Animal Features)

Questions and options (treasures) for Crossword Puzzle 4:

1. Which of the following animals fits the description below?

I climb well.

A. donkey B. giraffe C. monkey

I have a long face.

A. goose B. panda C. horse

I can swim and jump.

A. frog B. lamb C. hippo

I am a farm animal.

I have a thick woolly coat.

A. snake B. sheep C. chicken

I look like a horse.

I have back and white stripes.

A. zebra B. panda C. bear

Keys to Crossword Puzzle 4 : Down 1 : C

Down 3 : C Down 4 : A Across 2 : B Across 5 : A Down

Across

1

2 3

4 5

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Crossword Puzzle 5 (Animal Homes)

Questions and options (treasures) for Crossword Puzzle 5:

1. Where do birds live?

A. nest B. pond C. cave

2. Where do tigers live?

A. house B. forest C. water

4. Where do chickens live?

A. farm B. river C. lake

3. Where do cats live?

A. house B. river C. nest

5. Where do horses live?

A. river B. stable C. pond

Keys to Crossword Puzzle 5 : Down 1 : A

Down 2 : B Down 4 : A Across 3 : A Across 5 : B Down

Across

1 2

3 4

5

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Language games 51

Bingo

Purpose :

to raise campers’ awareness of the spellings of words in a fun-filled way

Materials required : a big grid on a large sheet for demonstration + pens/pencils (to be brought along by campers) + 10 grids of different versions for campers' use in the game. The following should be noted when a grid is developed :

(a) there should be only 5 rows x 5 columns of squares (i.e.

altogether 25 squares);

(b) the selected letters should not be repeated and a, e, i, o, u should be included;

(c) the selected letters should be scattered randomly over the squares; and

(d) grids of different versions can be made by changing the position of some letters.

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The grid for demonstration

Q Y D X C

W B F Z V

E I A O U

R S G L N

T P H K M

1. The camp leaders work together to demonstrate the game with a big sample grid printed on a large sheet.

2. One camp leader reads aloud some names (not the spellings) of animals, one at a time, e.g. CAT, ZEBRA, SNAKE... The other camp leader then circles the letters which spell the names of the animals in the big grid. When he or she comes across repeated letters, he or she should remind the campers that the repeated letters need not be circled. Care should also be taken not to select a word with the letter not used in the grid.

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Language games 53 3. The grid will subsequently appear as follows:

The grid after the camp leaders’ demonstration

Q Y D X C

W B F Z V

E I A O U

R S G L N

T P H K M

4. The camp leader circling the letters should say "BINGO!" when five of the letters circled form a line in a row vertically, horizontally or diagonally as he or she has won the round.

5. Each camp leader then gives the five campers in his or her own group a set of grids of different versions and leads the game by reading out the names of the animals he or she has prepared.

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Tiger says ...

Purposes :

1. to develop campers' listening and motor skills; and

2. to enable campers to follow instructions and respond to simple instructions

Time required : 15 minutes Group size : 10 campers Demonstration : by 1 camp leader

1. The camp leader explains that the campers should act on a command (e.g. "Lift your right arm." "Step forward." or "Close your eyes.") only when it follows the magic words

"Tiger says...".

2. A camper loses if he or she acts wrongly in response to a command beginning with the magic words "Tiger says...". If the command is not preceded by "Tiger says...", it is a trap. If a camper acts on the trap, he or she also loses. When a camper loses, he or she will not be allowed to take part in a particular round.

3. The camp leader gives commands, irregularly with or without "Tiger says...".

4. The last camper to stay in a round is a winner.

5. After one or two rounds of the game, a camper can be invited to be the one giving commands.

Tiger says…

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Language games 55

The animal says ...

Purposes :

1. to encourage campers to respond and give expression to their own and imagined experience; and

2. to enable campers to produce simple phrases and sentences involving repetition and listing

Time required : 15 minutes Group size : 10 campers

Materials required : a set of 21 cards each with the picture of a different animal (The same animal card set on pages 29-30 can be reused here.) Demonstration : by 1 camp leader

1. The camp leaders ask the campers to form a circle.

2. In each round, a camp leader starts the game by drawing an animal card (e.g. monkey).

He or she then selects a topic (e.g. food) and makes a sentence (e.g. The monkey says, "I like bananas.").

3. Then, a camper continues the game by repeating what the leader has said and by adding a new item of the same topic to the sentence in his or her turn. (e.g. The monkey says, "I like bananas and peanuts.")

4. A camper is out when he or she cannot repeat the exact sequence or add a new item of the same topic to the sequence.

5. Another round of the game starts with the camp leader drawing a new card and selecting a new topic. Some other topics are provided on page 56 for reference.

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Purposes :

1. to provide campers with opportunities to relax through body movements and singing; and

2. to help campers develop an awareness of the basic sound patterns of English

Materials required : the audio CD that accompanies this resource book (if music is preferred)

Demonstration : by 1 camp director + a few camp leaders

Songs and dance

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Songs and dance 60

If you’re happy and you know it...

If you're happy and you know it...

If you're happy and you know it, clap your hands. (Clap clap) If you're happy and you know it, clap your hands. (Clap clap)

If you're happy and you know it, then your face will surely show it;

If you're happy and you know it, clap your hands. (Clap clap)

If you're happy and you know it, stomp your feet. (Stomp stomp) If you're happy and you know it, stomp your feet. (Stomp stomp) If you're happy and you know it, then your face will surely show it;

If you're happy and you know it, stomp your feet. (Stomp stomp)

If you're happy and you know it, shout hurray. (Hurray) If you're happy and you know it, shout hurray. (Hurray)

If you're happy and you know it, then your face will surely show it;

If you're happy and you know it, shout hurray. (Hurray)

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Put your finger on your ear...

Put your finger on your ear, on your ear.

Put your finger on your ear. Now what can you hear?

(Tic-tac, tic-tac)

Put your finger on your ear, on your ear.

Put your fingers on your waist, on your waist.

Put your fingers on your waist. Now what can you do?

(Wiggle, wiggle)

Put your fingers on your waist, on your waist.

Put your fingers on your chin, on your chin.

Put your fingers on your chin, Now what will you say?

(Hello, hello)

Put your fingers on your chin, on your chin.

(Tune from "If you're happy and you know it...")

English Language Camp Activities

Learning English Is Fun