A Manual for Organising a Summer English Camp for University Students

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A Manual for Organizing

a Summer English CampforUniversity Students

(A Teachers Handbook)

Copyright 2006 by The English Language Development Center,

Commission of Higher Education


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Compiled by

Assistant Professor Dr. Apisak Pupipatand his team

March 2006


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Dedication note

To the many teachers who have inspired me, especially

Associate Professor Wasana Kowittaya,

Assistant Professor Sangvorn Bijayendarayothin,

Assistant Professor Jai-ua Sanitwongse Buranasombati and

Professor Piyabhand Sanidwongse.

And, to the many students from whom I have learned a lot too.


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Contents Page

1. Introduction to the manual 5

2. Language of camp 13

3. Camp songs 174. Camp games 23

5. Jokes 28

6. World of English 32

7. How to study English well 34

8. Camp Materials

8.1 Theme 1: Fashion Extravaganza 37

8.2 Theme 2: Technology 628.3 Theme 3: Advertising Agency 96

8.4 Theme 4: A Reading Maze 115

8.5 Theme 5: Environment 143

8.6 Theme 6: Play Reading 171

8.7 Theme 7: UBU Caf 1968.8 Theme 8: Cross-Cultural Matters 227

8.9 Theme 9: Romance 249


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Part 1: Introduction to the manual1.1Overview of this manual

This manual is compiled for university instructors, who would like to organizesummer English camps (day or overnight) for their pre-intermediate students

(campers) for about 90 hours. The campers can be either English majors or non-

English majors. The manual, in its complete form, is for the teacher. Staff can have this introduction

and the other parts, except the Activity Plan. Campers need to have only the

Language of Camp (only the Miscellany), camp songs, camp games, jokes, world of

English and How to Study English Well.

The English skills being focused are listening and speaking. The camp materials include four crucial components: (a) the activity plans, (b) the

teachers materials (TMs), (c) the Campers Worksheets (CWs), and (d) the multi-

media materials for the activities, e.g. DVDs (DVDs) and audio CDs (CDs).

The two disks at the back of the front cover are DVD1 and DVD2, while the two atthe back cover are one audio CD and one textual CD.

Most of the activities have been tried out to ensure a certain degree of success. While the manual follows a certain organizational pattern, it is flexible enough to

provide several options. The user can select any of the activities that s/he considers

appropriate to form a new whole. Sensitivity to campers is of paramount

importance.

1.2Principles of an English campThe principles of organizing an English camp that this manual tries to incorporate are as

follows:

The principles of edutainment are upheld. The campers are provided withknowledge and fun at the same time. An English camp should not be an Englishclass outside the classroom (Asst. Prof. Suchaya Ponwattana, personal

communication, January 2006). Rather, it should give opportunities for campers to

practice English in a relaxing fun atmosphere;

There are a lot of activities, both indoor and outdoor. The outdoor activities mayinclude excursions;

The activities are conducted on a rotation basis. The campers have opportunities tolearn and exchange ideas with several teachers and staff;

Activities move from non-verbal to verbal. They include both physical and mentaltasks;

The focus is on English and how it serves as a tool for communication and forsearching for knowledge;

Another emphasis for the camp is on campers. Here, the teacher may ask campersmore questions to know what they are interested in;

Since the camp is for university students, there can be some links with academicdisciplines (e.g. science and technology, mathematics, social studies, art and music),

concepts (e.g. culture, conservation and tourism) and Thai identity. Moreover, one

can incorporate real-world tasks;

All of the activities may culminate in a final project, at the end of each day and/or atthe end of the last day;

In the process, campers learn more about cooperation and leadership. Campers also learn more about critical thinking.


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1.3Objectives of a campThe camps objectives are to provide campers with more opportunities to improve their

English (especially listening and speaking) through a variety of activities; Positive attitude and confidence in using English to communicate; Language awareness; Skills to use English as a tool for other disciplines; Social skills, cooperative learning, ethics and morals; and, Critical and creative thinking and knowledge of intercultural communication.

1.4What to consider before organizing a campThere are about 11 major issues that we should think about before organizing a camp.

Venue of camp: Should the site be on campus or off campus; day camp vs.overnight camp; air-con vs. non-air-con;

Are there any sports ground(s), meeting rooms, cafeteria(s) nearby? Accommodation: Should the accommodation be air-con? Facilities available: computer/Internet access, music system, DVD players & large

screen, microphones Budget Number and nature of campers (e.g. mixed genders, levels, abilities?) Staff, e.g. How many do we need? How experienced should they be? What is the

ratio of campers per staff?

Number of teachers: Thais vs. native speakers of English (and other non-Thais) Nature of camp: (very) academic vs. non-academic With or without excursions? Security and health care units nearby; and, Copyright laws

Other issues include:

Should we have a camp booklet and/or bulletin board/web board? Should the use of English be mandated? What would be the punishment if the rule

is violated? Is a Life String1necessary? Should some inauthentic materials be made available, e.g. simplified readers,

Student WeeklyorNation Junior?

Should there be Internet access for campers?

1.5Types of participantsParticipants in an English camp can be divided into six categories:

Camp director

Camp co-director and PR Two Masters of Ceremony (MCs) Teachers, including at least one native speaker of English Staff, who are divided into seven types:

Recreation staff (for games and songs) Refreshment staff (food, beverages and clean up) Paper work staff (handbook, registration, name cards, evaluation sheets and evaluation) Place staff (set up and clean up site, decorations and loud speakers)

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A string with about 20 pieces of paper attached to a campers neck from which a piece will be taken

when a Thai word is used by the campers


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Rotation Base staff (who are at the rotation bases to help the teacher with theactivities)

Group staff (who are with campers all the time to help out) Time keepers

Campers*Note: One member of the staff can have more than one job.

1.6What to do before the campAfter the approval from administration, the preparations for a camp can start by

Recruiting enough staff; Arranging a meeting to delegate work. Try to have regular meetings to follow-up; Thinking about the readiness of

Camp site (and accommodation) Equipment, e.g. music system, DVD player, video-camera, camera Audio-visual staff Materials for campers, especially the handbook, name cards and Life Strings Food, cookies and drinking water MCs and staff for games and songs All staff, especially the Rotation Base staff.

1.7Nature of this campThe nature of this camp can be summarized as follows:

A day in this English camp is based on one theme that hopefully university students(campers here) are interested in, e.g. fashion, technology, romance, etc.; one

week, therefore, has five themes.

For most of the time, a day consists of four main rotation bases (about 45 minutes)which consist of a few activities. Although the bases are designed to be flexible innature, they culminate in an end task that campers, with the staffs and teachers

help, will have to perform at the end of the day. The end task may be an original

play or a fashion contest.

There are two types of camp here, depending on the availability of the campers andorganizers: the day camp and overnight camp. Each has its own merits, e.g. the day

camp is short and allows campers to leave the site by 5 p.m. The overnight camp is

longer and may end around 8:30 p.m. but allows for more preparation time for the

end task and also encourages campers to get to know one another better.

For both types of camp, three bases are conducted in the morning while the fourthone is held in the early afternoon. The fifth base, i.e. the consolidation, follows

shortly. A consolidation is a one-and-a-half hour session in which campers

brainstorm and try to come up with something interesting from the four priorbasesto be presented at the end of the day in the Presentation session. This

session can last from one (for day camps) to two hours) for overnight camps). What

that they can perform is a ten-minute skid, a fashion show, a one-minute TV

commercial with a jingle and so on.

As an optional task, staff and some enthusiastic campers may come together duringthe Meeting time (which runs after the Presentation session) to discuss what to

create. This additional activity will run parallel to the ordinary English camp to

keep the campers more occupied. They can produce camp souvenirs (e.g. T-shirts,

caps), Friendship Album and camp newspapers.

In a rotation base, there are about 15-20 campers, who, in turn, can be subdividedinto four groups of four to five campers when the time comes.

For most of the time here, the bases do not run in a sequence. We have perceivedthat this is what makes a camp the more exciting!


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1.8 How the themes are organized

A schedule for a summer camp of about 90 hours can be set as follows:

Week 1: Introduction, UBU Fashion Extravaganza, Technology, AdvertisingAgency, Maze

Weekend: Environment + Excursion Week 2: Play Reading, UBU Caf, Cross-Cultural Matters, Romance and

Grand Finale (Final project presentations, closing & certificate presentation)

Or, it can be diagramed as follows:

Day Week 1 2

Monday Introduction Theme 6: Play Reading

Tuesday Theme 1: UBU FashionExtravaganza

Theme 7: UBU Caf

Wednesday Theme 2: Technology Theme 8: Cross-Cultural

MattersThursday Theme 3: Advertising

Agency

Theme 9: Romance +

preparation for Grand Finale

Friday Theme 4: Maze Grand Finale

Saturday Theme 5: Environment

Sunday Excursion + preparation ofEnvironment

1.9Schedules1. Ordinary day schedules

1.1 Day camp schedule

08.00 08.15 Game 1

08.15 09.00 Base 1

09.15 10.00 Base 2

10.00 10.30 Snack

10.30 11.15 Base 3

11.15 12.00 Lunch

12.00 12.15 Game 2

12.15 13.00 Base 4

13.00 14.30 Consolidation

14.30 15.00 Snack

15.00 15.30 Sports15.30 16.30 Presentation

16.30 17.30 Meeting time

1.2 Overnight camp schedule

Exercise & shower

08.00 08.45 Breakfast

08.45 09.00 Game 1

09.00 09.45 Base 1

10.00 10.45 Base 2

10.45 11.15 Snack

11.15 12.00 Base 3

12.00 12.45 Lunch


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12.45 13.00 Game 2

13.00 13.45 Base 4

14.00 15.30 Consolidation

15.30 16.00 Snack

16.00 16.30 Sports

16.30 18.30 Shower & Dinner (+ rehearsal)

18.30 20.30 Presentation

20.30 22.30 Meeting time

2. First dayPlan A:

08.00 09.00 Registration

09.00 09.30 Opening

09.30 09.45 Ice Breaking

09.45 10.30 Language of Camp 1

10.30 10.45 Snack

10.45 11.30 World of English

11.30 12.15 How to study English well12.15 13.00 Lunch

13.00 13.45 Camp songs


14.30 14.45 Snack

14.45 15.30 Dance/Games

15.30 17.30 Sports

17.30 19.00 Shower

19.00 21.00 Reception, welcome party and staff introduction

Plan B:

08.00 09.00 Registration09.00 09.30 Opening

09.30 10.15 Ice Breaking

10.15 10.30 Snack


11.15 12.00 World of English

12.00 12.45 Lunch

12.45 13.00 Camp songs

13.00 13.45 How to study English


14.30 14.45 Snack

14.45 15.30 Dance/Games

15.30 17.30 Sports17.30 19.00 Shower

19.00 21.00 Reception, welcome party and staff introduction

3. Last day08.00 08.15 Games

08.15 09.00 Presentation 1



10.30 10.45 Snack

10.45 11.30 Presentation 411.30 12.30 Awards and certificate presentations & closing

.Lunch/Go home..


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1.10 What an activity plan isOn a page of an activity plan (i.e. a lesson plan), we will find eight aspects:

Name of theme and day Brief description Objectives, both language and others End Task Materials (besides campers pen and teachers board): what the teacher uses without

distributing to campers; this may also include Campers Worksheets (CWs), multi-

media materials

Preparation for teacher and/or staff Procedure, which may also include Language Focus, Variations, Comments References.

1.11 Caveats

The preparation time is crucial since it brings about success. Staff should worktogether peacefully. Try to talk out the disagreements.

One problem may be that staff do not show up for meetings or are not punctual.There needs to be good PR. And, there can be a contract among staff to assume

responsibility. Therefore, respect for time is important. Tardiness would incur

more tardiness. Time keepers need to be strict.

The Master of Ceremonies should have fluent English to inspire campers. Schedules should be announced publicly. Recreation staff can be flexible and sensitive to campers feelings. They should be

ready to adjust.

To catch campers attention, one can use words like campers and clap once. When a camper does something good, we can reward them by at least four means:

stars, prizes, applause and praise.

Rotation Base staff must pay particular attention to campers. They cannot letcampers flee the camp or gamble.

Each day, staff and the director should meet to talk about daily happenings andproblems and try to find solution together.

There should be an evaluation for improvement of future camps. One last message: The teacher(s) and staff need to be friendly to the campers.

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1.12 Contributors:

The people who have contributed to this undertaking include

Those from Ubon Ratchathani University (UBU): Assistant Professor

Dr. Apisak Pupipat, Niyom Paruang, Kanitta Truatmakka,Jaruwan Supolrai, Nittaya Saenbut, Ajaan Michael Beljak, Ajaan

Oranuch Puangsuk, Ajaan Praichon Intanuchit, Umaporn Hongloi,Pipatpong Punyai, Suparat Saitrong, Ajaan Wilard Kammeekan,

Satiya Promsu, Orn-urai Chaichuay and Panuwat Pankod

Those from King Mongkut University of Technology Thonburi(KMUTT): Associate Professor Sonthida Kayurawong, and

Those from Ubon Ratchathani Rajabhat University (URRU):

Ajaan Lampoon Meeparp and Ajaan Supakit Wittayasin

1.13 Acknowledgments:

My deepest gratitude goes to the following individuals:

Associate Professor Arunee Wiriyachitra (The English LanguageDevelopment Center, Commission of Higher Education/Chiang

Mai University) George Wilcox (American Embassy Bangkok, Thailand) Assistant Professor Suchaya Ponwattana (Nation Multimedia

Group)

Ajaan Sukanya Puangtam (Muang Samsip Ampawan WittayaSecondary School)

Ajaan Arunee Yeethong (Ubon Ratchathani University) Sirichai Pibantaen (Ubon Ratchathani University) Ajaan Randall Rice (Ubon Ratchathani University) Assistant Professor Suriyan Panlay (Chulalongkorn University) Thansinee Thammapojsathid (Pattana Kunnaparpwichakarn Co.

Ltd.)


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1.14ReferencesDrnyei, Zoltan (2001) Teaching and Researching Motivation. London: Longman.

Fried-Booth, Diana L. (2002) Project Work(Second ed.). Oxford, England: Oxford

University Press.

Hadfield, Jill (1984)Elementary Communication Games. Essex, England: Longman.

Holderness, Jackie, and Annie Hughes (1997) 100+ Ideas for Children: A Teachers

Resource Book of Topic-Based Activities for Children. Oxford, England: Heinemann.

Holme, Randal (1996)ESP Ideas: Recipes for Teaching Academic and Professional English.

Essex, England: Longman.

Holmes, David (2004) Speaking Activities for the Classroom. Bangkok: Chulalongkorn

University Press.

Hughes, Rebecca (2002) Teaching and Researching Speaking. London: Longman.

Klippel, Friederike (1983) Keep Talking: Communicative Fluency Activities for Language

Teaching. Cambridge, England: Cambridge University Press.

Lee, W. R. (1986)Language Teaching Games and Contests(Second ed.). Oxford, England:

Oxford University Press.

Lindstromberg, Seth (1997) The Standby Book: Activities for the Language Classroom.

Cambridge, England: Cambridge University Press.

Lindstromberg, Seth (2004)Language Activities for Teenagers. Cambridge, England:Cambridge University Press.

Longman (2002)Longman Language Activator(Second ed.). Essex, England: Longman.

Nunan, David (1999) Second Language Teaching and Learning. Boston: Heinle & Heinle.

Nunan, David (2003) Practical English Language Teaching. Boston: McGraw-Hill.

Rost, Michael (1994)Introducing Listening. London: Penguin.

Rost, Michael (2002) Teaching and Researching Listening. London: Longman.

Swan, Michael (2005) Practical English Usage(Third ed.). Oxford: Oxford University Press.

Tomalin, Barry, and Susan Stempleski (1993) Cultural Awareness. Oxford, England:

Oxford University Press.

Watcyn-Jones, Peter (1993) Vocabulary Games and Activities for Teachers. London:

Penguin Books.

Woolard, George (1999) Grammar with Laughter. Hove, England: Language Teaching

Publications.

Wright, Andrew, David Betteridge & Michael Buckby (1984) Games for Language Learning.

Cambridge, England: Cambridge University Press.

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2. Language of the camp2.1 General instructions & requests

Teacher/RA language: Please, listen/be quiet/stop and sit where you are. Follow my directions. Make a line/(big) circle, please. Take your time. Hurry up, please. You have about 5 minutes left. The times up. Please stop writing. Take your seat/ Please sit down. Stand up, please. Walk/run. Be sure to make your bed. Dont forget to clean up after your meal. Use the back of your paper to write your answers. If you have any questions, raise your hand/hold up your arm. Share X with your friends. Use a crayon/pencil/pen (to draw a big line and a circle). Look at the word X in the dictionary. Turn up the tape recorder. Increase the volume. Erase that letter. Borrow your friends picture. Clap your hands (two times). Can you hear me? Do you understand?/Got it? Are you ready? Lets go! Lets start! Take a break. Are you done?

C: Yes/OK.2.2 Organizing

Grouping the campers Everyone, please make/form groups of five. Group body check.

Classroom arrangement Rearrange the chairs into a semi-circle. Put the chairs at the back of the room. Put the chairs away. Please move closer.

Things required for the activity You need to have a pen and a piece of paper. Your group needs a pen and a piece of paper. Do you have a pen and a piece of paper? Does your group have a pen and a piece of paper?

Organizing the game Please make a circle/a half circle. Please find your partner. Please hold hands with your friend.


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Suppose you are a princess/king/mouse/tree. Pretend that Write these three words down (in your notebook). Repeat after me. Say X THREE times. Please count one to ten.

2.3 Praising T: Good (job)/very good/excellent/fabulous/wonderful/great/well done/

awesome/fantastic/perfect/beautiful/amazing/impressive/cool/

bravo/congratulations, __(name)___! pal/guys/man/girl!

C: Thank you/thanks. T: How many marks have you got? 10! Thats excellent! C: Thank you, Ajaan/sir/maam/miss.

2.4 Reprimanding & evaluating T: You shouldnt be doing this/that. Its not good.

C: Im sorry, Ajaan.

T: (Um) This isnt too good.good.

C: How can I/we improve it?

T: This isnt as good as that one.No, this isnt right/correct.

T: For this round, this group wins. You have five marks/points. Everyone, please clap your hands for this group.

C: Hurray! Yeah! Thanks!

T: Your group is second/third/fourth/last. Try harder next time, OK?C: Yes.

T: You get one mark.half a mark.two marks.

C: OK/Thank you.

2.5 Greetings & farewells2.5.1 Greetings

A: Hi/Hello. How are you (doing)?B: Fine, thank you.

Thanks.

How about you?

A: Hi/Hey. How are things? (Informal English)How is it going?Whats up?

B: Pretty good.

OK.

All right.

Im great/good.

Not too bad.

A: Good morning/afternoon/evening. (Formal English)B: Good morning/afternoon/evening.

2.5.2 Farewells

Good bye. Bye. (Informal English) Take care/Take it easy/So long/See you. (Informal English) See you later/again (soon)/next week. (Informal English)


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It was nice to meet you.It was nice meeting you.

Good/Nice to see you. Have a nice day/evening/weekend. Good morning/afternoon/evening. (Formal English) Good night.

2.6 Interpersonal exchanges T: Do you understand?

C: Yes/Not really/No.

T: Is everything all right/OK?C: Yes/No.

T: Would you like to have a break/lunch now?C: Yes/No/Sure/Not yet.

C: Ajaan X, I dont feel well today. Could I go take a rest?T: Sure/of course/certainly. Do you need any medicine?

to see a doctor?

C: Where is the bathroom/mens room/ladies room?T: Oh, its

2.7 MiscellanyYou want to You say Note

Get someones attention Pardon (me)? I beg your pardon. Excuse me! (BE)

Ask someone to repeat what

s/he has said

Excuse me? Pardon me? I beg your pardon? What? (Informal English) Sorry? (BE)

Ask someone to get out of

your way

Sorry (youre in my way).Say sorry Sorry.

Oh, sorry. Did I step on your foot? Im (very/terribly/so/awfully) sorry. Im really sorry (that) Im late.

Say that we arent (too/very)

angry with what they have

done

Thats (perfectly) OK. Its all right. Dont worry. Never mind. It doesnt matter. No problem. Dont think about it.

Ask what a word means What does X mean? Does X mean ? Does X mean the same as Y? Whats the difference between X

and Y?

How do you spell X? How do you pronounce X? How do you use X in a sentence?

Ask someones opinion What do you think of this film? How do you feel about this film? What are your feelings about this film? Whats your opinion about this film?


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3. Camp songsTo teacher/staff:Id like to say a few words about the camp songs included here:

First, you can find many of the songs here on the audio CD. Most of them are performed by

us! We have taken great care to bring to you the very best of all the performances (!!), so

you can sit back rest assured that youre going to enjoy these songs. Second, many of thesongs may look very childish to you. But you may make them more challenging in several

ways, e.g. varying the speed (slow and fasterending by gradually getting slower), varying

the dynamics (starting with medium loudness, then being soft and very loud) or letting one

small group start first, being followed by the second and then third. You can also let campers

stress certain words, e.g. the last word/phrase of the line, or the key words. In any case, make

sure that campers pronounce the words correctly, at least to the extent that they can be

understood. They can enunciate the final sounds, too. It doesnt really matter whether theycan remember the whole songs or not. The important thing is to give some practice of

pronouncing English words and phraseswith plenty of fun. Finally, with staffs help,

campers can create some movements to correspond with the songs.

Contents1. A Little Tea Pot2. Are You Sleeping?3. Auld Lange Syne4. Baa, Baa, Black Sheep5. Did You Ever See a Lassie?6. Found a Peanut7. Friendship Dance8. Hokey Pokey9. If Youre Happy10.John Brown Had a Little Indian11.

London Bridge12.Michael (Row the Boat Ashore)

13.My Bonnie Lies Over the Ocean14.Puff the Magic Dragon15.Row, Row, Row Your Boat16.Shell Be Comin Round the Mountain17.Spider18.The Little Frogs19.Tony Chestnut20.Yankee Doodle

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3.1A Little Tea PotIm a little tea pot

Short and stout

Here is my handle

Here is my spout

When I get all steamed up

Here me shout

Tip me over and pour me out


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3.2Are You Sleeping?Are you sleeping, are you sleeping,

Brother John, Brother John?

Morning bells are ringing,

Morning bells are ringing,

Ding ding dong, Ding ding dong.

3.3Auld Lange SyneShould auld acquaintance be

Forgot and never brought to mind

Should auld acquaintance be

Forgot in days of auld Lange Syne

For auld Lange Syne my dear

For all Lange Syne

Well take a cup of kindness yet

For auld Lange Syne

(repeat)

3.4Baa, Baa, Black SheepBaa, baa, black sheep, have you any wool?

Yes sir, yes, sir, three bags full,

One for my master and one for my dame,

And one for the little boy that lives in the lane.

3.5 Did You Ever See a Lassie?

Did you ever see a lassie, a lassie, a lassie?Did you ever see a lassie go this way and that?

Go this way and that way and this way and that way?

Did you ever see a lassie go this way and that?

3.6 Found a Peanut

Found a peanut, found a peanut,

Found a peanut last night,

last night, I found a peanut,

Found a peanut last night.

Broke it open, broke it open,Broke it open last night,

last night I broke it open,

Broke it open just now.

Found it rotten, found it rotten,

Found it rotten last night,Last night, I found it rotten,

Found it rotten last night.

Ate it anyway, ate it anyway,

Ate it anyway last night,

Last night, I ate it anyway,

Ate it anyway last night.


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Got a tummy ache, got a tummy ache,

Got a tummy ache last night,

Last night, I got a stomach ache,

Got a tummy ache last night.

Called the doctor, called the doctor,

Called the doctor last night,

Last night, I called the doctor,

Called the doctor last night.

Found it all a dream, found it all a dream,

Found it all a dream last night,

Last night, I found it all a dream,

Found it all a dream last night,

Found a peanut, found a peanut,Found a peanut last night,

last night, I found a peanut,

Found a peanut last night.

3.7Friendship Dance

Oh, we charge to the left

And we charge to the right

And we walk, and we walk, and we walk all night

On a heel, and a toe

And a half turn round

On a heel, and a toe

And a new friend found

3.8 Hokey Pokey

You put you right hand in

You take your right hand out

You put you right hand in

and then you shake it all about

You do a hokey pokey

and you turn yourself around

Thats what its all about

Substitute: Left hand

Right foot

Left foot

Right hip

Left hip

Right shoulder

Left shoulder

Head

Whole self


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3.9 If Youre Happy

If youre happy and you know it,

clap your hands xx


clap your hands xx


and you really want to show it


clap your hands xx

Substitute: stamp your feet

snap your fingers

nod your head

shout Hurray

do all five

3.10 John Brown Had a Little IndianJohn Brown had a little Indian,

John Brown had a little Indian,

John Brown had a little Indian,

One little Indian boy.

One little, two little, three little Indians,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

3.11 London BridgeLondon bridge is falling down (3 times)

London bridge is falling down, my fair lady

Build it up with sticks and stones (3 times)

Build it up with sticks and stones, my fair lady

Take the key with lock her up (3 times)

Take the key with lock her up, my fair lady

3.12 Michael (Row the Boat Ashore)Michael, row the boat ashore, hallelujah.

Michael, row the boat ashore, hallelujah.

Sister help to trim the sail, hallelujah. Sister help to trim the sail, hallelujah!

Jordan river is chilly and cold, hallelujah. Kills the body but not the soul, hallelujah!

Jordan river is deep and wide, hallelujah. Milk and honey on the other side, hallelujah.

3.13 My Bonnie Lies Over the OceanMy Bonnie lies over the ocean

My Bonnie lies over the sea

My Bonnie lies over the ocean

Oh bring back my Bonnie to me

Chorus:

Bring back, bring back


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Oh bring back my Bonnie to me, to me

Bring back, bring back

Oh bring back my Bonnie to me

Oh blow ye winds over the ocean

Oh blow ye winds over the sea

Oh blow ye winds over the ocean

And bring back my Bonnie to me

Chorus

Last night as I lay on my pillow

Last night as I lay on my bed

Last night as I lay on my pillow

I dreamt that my Bonnie had wed

Chorus

The heather is blooming around meThe blossoms of Spring now appear

The meadows with green leafs surround me

Oh Bonnie I wish you were here

Chorus

3.14 Puff the Magic DragonPuff the Magic Drag on lived by the sea and frolicked

In the autumn mist in a land called Honalee.

Little Jackie Paper loved that rascal Puff and brought

Him strings and sealing wax and other fancy stuff.

Oh! Puff the Magic Drag on lived by the sea and frolickedIn the autumn mist in a land called Honalee.

The land called Honalee.

3.15 Row, Row, Row Your BoatRow, Row, Row your boat

Gently down the stream

Merrily, Merrily, Merrily, Merrily

Life is but a dream

3.16 Shell Be Comin Round the MountainShell be comin round the mountain when she comes,

Shell be comin round the mountain when she comes,

Shell be comin round the mountain, Shell be comin round the mountain

Shell be comin round the mountain when she comes,

Shell be drivin six white horses when she comes, etc.

We will all go out to meet her when she comes, etc.

We will kill the old red rooster when she comes, etc.


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3.17 SpiderItsy bitsy spider climbed up the water spout

Down came the rain and watched the spider out

Out came the sun and dried up all the rain

And itsy bitsy spider climbed up the spout again

3.18 The Little FrogsThe little frogs

The little frogs

They are a happy crowd

They have no tail

They have no tail

They shout out very loud

Koo-wak-wak-wak

Koo-wak-wak-wak

Koo-wak, koo-wak, koo-wak

Koo-wak-wak-wak

Koo-wak-wak-wakKoo-wak, koo-wak, koo-wak

3.19 Tony Chestnut

Tony Chestnut knows I love you


Tony knows

Tony knows


Thats what Tony knows

3.20 Yankee DoodleYankee Doodle went to town ridding on a little pony,

He stuck a feather in his cap and called it macaroni.

Yankee Doodle, Doodle Doo, Yankee Doodle Dandy,

All the lassies are so smart and sweet as sugar candy.

Fathr and I went down to camp,

Along with Captain Goodin,

And there we saw the men and boys,As thick as hasty puddin.

Yankee Doodle keep it up, Yankee Doodle dandy,

Mind the music and the step, with the girls be handy.

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4. Camp gamesTo teacher/staff:The games here are both physical and mental games. Some of these games are for ice

breaking; others are for other purposes. They are flexible, and there is no fixed order. But

there are some suggestions at the end of the game. For most of the games, staff will have tomonitor the whole game.

Contents1. Touch the Objects2. Pok Pok Pee3. Magic Axe, Magic Trees4. Flying Wedding5. Ghost, Women, Monk6. Dragon Goes Through the Cave7. Pooh & Toilet8.

Who, What, Where, When, How9. Make Me A Portrait

10.Apple Down11.Buffalo Counting12.Who Am I%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

How to Play the Games

4.1 Touch the ObjectsThis game is not a really game. It is a trick to get campers awake, alert and ready for

other activities. We usually use this trick before starting the game when campers seem to belazy and sleepy. Staff just order campers to touch something and count one to ten. The

persons who are late will be punished. The objects can be anything from a chair, white board,

cat, tree to a person but it should be concrete and a bit hard to find and touch.

4.2 Pok Pok PeePok Pok Pee is a funny action that imitates a dog. Normally, we use this game to

punish the losers. The rest of the campers will sing Pok Pok Pee, Pok Pok Pee, Pok Pok

Pee.. and the losers have to crawl and raise one leg up like a dog peeing when the

campers sing to the word Pee.

4.3 Magic Axe, Magic Trees

Objectives: To break the ice and to stimulate Language: Vocabulary Skills: Listening Control: Guided Time: 5 - 10 minutes Materials: None

This game tells a story of a couple who are getting married. They want to build ahouse, so they are out to cut some trees in the forest.

1. Campers make a half circle.2. Choose one boy and one girl to be the couple.


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3. The couple holds each others hand, representing an axe.4. The rest of the campers are movable trees.5. The trees can move to anywhere (in a narrow area) to escape from the axe.6. The axe tries to touch the trees, and if any trees are touched, they have to hold

hands with the axe and the line becomes longer.

7. Notice that if anyone leaves the narrow area, they will perish. For the axe, theyhave to go anywhere together. It cannot be separated.

8. Finally, everyone becomes a big axe and a circle and is ready to play the nextgame, Flying Wedding.

4.4 Flying Wedding

Objectives: To break the ice and to simulate Language: Vocabulary Skills: Listening Control: Guided Time: 10 - 15 minutes Materials: None

After the couple build a house and get married, they do not have a child, so they try to

adopt a child.

1. After all the campers have formed a big circle, the game starts with two people(the same couple).

2. The couple have to hold each others hand and grab a person from the circle totake back to their original position.

3. Now, there is an empty spot because of the missing person. The people on bothsides of this free space have to run and grab someone to fill in the empty spot.

4. Staff will count from one to ten. Each pair has to get someone and run back totheir original position as quickly as possible. When staff count to ten, the pair

who has not made it to their spot is out and may be punished. Punishment maybe the Pok Pok Pee action.

4.5 Ghost, Women, Monk

Objectives: To break the ice, to entertain, to simulate and to build team work Language: Vocabulary Skills: Listening Control: Guided Time: 10 - 15 minutes Materials: None

There are three actions for this game: to wai a monk; to boo like a ghost; and to act

coy like a sexy woman. The wai to a monk wins over the ghost. The booing of the ghost

defeats the woman, and the sexy woman action overcomes the wai to the monk. The game

starts when staff

1. Divide campers into two or four groups, depending on the number of campers.Tell them that it is going to be a contest.

2. Let each group talk and decide which one of the three actions they are going toact out. In a group, every member has to do the same action. If not, the group

loses.

3. Each group stands in a row facing the other group, shake each others hand andthen turn their back to each other.

4. When staff counts one to three, campers will turn around and act out the actionthat is agreed on.


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This game is a competition among groups. Each group has to make a portrait

following staffs instructions. The portraits can be a fashion show, a zoo, a wedding party,

etc.

1. Divide campers into 4 or 5 groups.2. Staff have campers make a portrait of something and give a time limit.3. Everyone has to be still when time is up.4. The most crazy and creative group is the winner, which can be judged by staff

and teachers.

4.9 Who, What, Where, When, How

Objectives: To simulate and to build team work Language: Vocabulary Skills: Speaking Control: Guided Time: 10 15 minutes Materials: None

This game needs 5 groups to make a poem. Each group has to choose a word

pertaining to Who, What, Where, When, How. And after all groups have found their word,

they combine them and it will be a creative (and humorous) sentence and we can make a

poem from those sentences. But before starting the game, staff/teachers should give them

example words.

1. Divide campers into 5 groups.2. Group 1 find an subject (who).3. Group 2 find a verb (what).4. Group 3 find a place (where).5. Group 4 find a time (when).6. Group 5 find an adverb (how).For example; An old man sang in the restroom this morning crazily.

A dog was watching an airplane at the paddy field in the afternoon

hungrily.

4.10 Apple down

Objectives: To entertain, to simulate and to strengthen relationships Language: Vocabulary Skills: Listening & speaking Control: Guided Time: 10 15 minutes Materials: None

1. Divide campers into 5 10 groups.2. Each group names their group a kind of fruit such as apple, banana, mango, etc.3. They have to sing and dance. The song is, apple down, apple down, after apple,

banana down, banana down after banana, mango down mango down after

mango..

4. The dancing style; put the hands on the knees, and rock to the front every timereaches the word down. But when they are well practiced let them create their

own way of dancing.

5. Each group chooses the one who is excellent and creative at dancing to create thedancing style to compete with other groups. He/she will stay in front of the team.

6. Every group faces each other (circle).7. Start the game with one group. After the first group finishes their dance, theyhave to create a new dance style for the next group. The group that copies the


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dance from the first group will create a new dance style for the third one. The

third creates for the fourth group, and we continue like this on and on. A group

can choose any group from the circle to be the next one.

8. It is fun when they dance in a funny style and the other groups are too shy to copythem. Whichever group cannot follow the dancing style from the preceding group

is the loser.

4.11 Counting Buffalo

Objectives: To learn to concentrate and to forgive someone who makes a mistake, and topromote team work

Language: Vocabulary Skills: Listening & speaking Control: Guided Time: 30 minutes 1 hour Materials: None

This game is really challenging for campers. It is counting buffaloes but its not as

easy as normal counting. Campers need to concentrate all the time. If one camper fails, theyhave to restart counting again. It might take a lot of time because they will make a lot of

mistakes, so give them a time limit. Start by letting them make a circle and count one by one.

This is the way of counting buffalo;

0ne buffalo, one jump, ngack, two buffaloes, two buffaloes, two jumps, two jumps,

ngack, ngack, three buffaloes, three buffaloes, three buffaloes, three jumps, three jumps, three

jumps, ngack, ngack, ngack,..if they can keep counting until ten, they will win.

* Ngack is a sound of a buffalo.

4.12 Who Am I?

Objectives: To practice observing Language: Yes/No question Skills: Listening & speaking Control: Guided Time: 10-20 minutes Materials: Vocabulary card

Firstly, staff stick an animal card behind each campers back. Campers cannot see

what animal they are, so they have to make 20 Yes/No questions to ask their friends. They are

allowed to answer only Yes or No. Campers are allowed to ask one question for each

person. Before going to ask the question, they have to make a Wai and introduce

themselves. When they are sure what animals they are, they have to raise their hands and tell

staff. If they are correct, they can stop and have a rest waiting for the others. If they arewrong, they have to keep asking questions until they know who they are.

* You can change from animal cards to be anything that is suitable for this type of

game.

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5. Jokes

To teacher/staff:The following section on jokes is divided into two parts: reading comprehension and gap

fillings. The first part includes comprehension, vocabulary, grammar and critical thinking. In

the second part an important word/phrase from the punch line is left out to create a gap. Mostof the jokes in both parts are anecdotes. In addition, they have been simplified and have been

tried out with my students, both at the undergraduate (both English and non-English major

students) and graduate levels.

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

5.1 Reading comprehension

Instructions: Read the jokes and answer the questions.

Joke 1

Writing to GrandmaA little boy wrote this letter to his grandmother:

Dear Grandmother,

I'm sorry I forgot your birthday last week. It would serve me right if you forgot mine next

Tuesday.

With love,

Mike

Questions:

1.

What did Mike really want his grandmother to do?__________________________________________________________________________

2. Do you want to be this boy? Why or why not?__________________________________________________________________________

__________________________________________________________________________

Joke 2

My friend often used a pay telephone at a popular department store. Once, she was very upset

because the phone was out of order all the time. Although the phone company knew about

the problem, they did not come to repair it.

After several days, my friend contacted the company again. But this time she told them that

they did not have to hurry any more. The phone was now working fine--except that all thecoins came out with every call. A repairman arrived within the hour!

(ahajokes.com)

Questions:1. Why did the repairman come fast?

__________________________________________________________________________

2. How did the friend get the repairman to come fast?__________________________________________________________________________

3. Find two words from the passage that has a negative meaning._________________________________________________________________________4. What did YOU learn from the story?

_________________________________________________________________________


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Joke 3

What Should They Say?

Three friends died in a car accident, and they went to heaven. They had a chance to talk toGod. God asked them, "When you are in your casket at the funeral and friends and family are

very sad for you, what would you like to hear them say about you? The first guy said, "I

would like to hear them say that I was a great doctor of my time, and a great family man."

The second guy said, "I would like to hear that I was a wonderful husband and an excellent

school teacher who inspired all of the students."

The last guy replied, "I would like to hear them say, "Look! He's moving!"

Question:

Which guy would YOU like to be? Why?I would like to be the __________ man because ________________________________

_______________________________________________________________________.

Joke 4

The boss tells some jokes

The boss returned from lunch in a good mood and called the whole staff in to listen to a

couple of jokes he had picked up. Everybody, but one girl laughed uproariously.

"What's the matter?" grumbled the boss. "Haven't you got a sense of humor?""I don't have to laugh," she replied. "I'm leaving Friday."

(ahajokes.com)

Questions:1. Why didnt the girl laugh?

_________________________________________________________________________

2. Why did everyone else laugh?

_________________________________________________________________________

3. Find a word from Passage 1 that has a negative meaning.

_________________________________________________________________________

4. Copy the sentence that shows a future action.

_________________________________________________________________________


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5.2 Gap fillingsInstructions: Read the jokes and fill in the blanks. Make it both grammatical and funny!

Joke 1: Riddle

What do you call a person who can speak three languages? A multi-lingual.

What do you call a person who can speak two languages? A bilingual. What do you call a person who can speak only one language? An __________!

Joke 2

Two boys were arguing when the teacher entered the room.The teacher says, "Why are you arguing?" One boy answers, "We found a ten dollar bill and

decided to give it to whoever tells the biggest lie.""You should be ashamed of yourselves," said the teacher, "When I was your age I didn't even know what a lie was."

The boys gave the ten dollars to the ________.

Joke 3

Dr. Johnson is an easy grader. He gives a lot of As to many students. They do not haveto do much. For Math 101, the students have to do only two tests. The students do not

have to come to class because there are no marks for coming to class.

But then things become worse. Many students will not come to class unless there are

exams. One day Dr. Johnson could not come to the exam room. He asked his helper to

do it for him. The exam consisted of one item: "Which one of the pictures below is_____________?"

Joke 4

Somsaks New Years resolutions from 1999 to 2005:

1999: I will read at least 20 good books a year.

2000: I will read at least 10 books a year.

2001: I will read 5 books a year.

2002: I will finishHarry Potter and the Half-Blood Prince.

2003: I will read some articles in the newspaper this year.

2004: I will read at least one article this year.2005: I will try to look at the headlines of some articles this year.

2006: ___________________________________________.

(Adapted from ahajokes.com)

Joke 5

Three Men in a Sauna

Three men were in a sauna: an Italian, a German, and a Frenchman.

Suddenly, they heard a beeping noise. The Italian guy pushed a few buttons on his hand and

then told the others that he had a chip installed in his hand to allow him to be paged.

Then, they heard a ring and the German man pushed a button on his hand and put his hand up

to his ear and carried on a conversation.


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After pressing another button on his hand the German man said that he had a chip installed in

his hand to allow him to receive phone calls.

The French man excuses himself to use the bathroom.

He came back, with a piece of toilet paper trailing from his bottom.

The other two men laughed and pointed at the French mans bottom. The French man bent

down to look.

He says, "Wow! I must have gotten a ______________!" (2 marks)

(jokes.comedycentral.com)

Joke 6

Insulting to Women

Bangkok, Thailand

A member of the powerful military government who controls Thai Airways International has

ordered the company to hire more attractive air-hostesses.

Air Chief Marshal Kaset Rojananil said in an interview, "We have received a lot of

complaints that our air hostesses are not pretty enough. They are too old and unsmiling." Healso added that the airline has hired too many university-educated women: "Intelligent women

tend not to be ____________________."

Joke 7

Ordering fast food

One night, a few co-workers at the computer data center where I work stayed late and we all

started to get hungry. We decided to order in food by phone, but our boss thought that since

we work with computers, it would be more appropriate to order by Internet. After we

contacted a fast food chain's web site and spent a long time registering as new customers forthe delivery service, a message appeared on the screen: "Thank you for your business. You

will be able to order food in _________________."

Answers for 5.2 (Gap fillings):Joke 1: An American

Joke 2: teacher

Joke 3: Dr. JohnsonJoke 4: I will try to walk past a bookstore. (etc.)

Joke 5: fax

Joke 6: pretty

Joke 7: the Internet

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6. World of English


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To teacher/staff:The World of English emphasizes how important English is for campers future studies and

career. You are strongly encouraged to include more activities here. Moreover, you may

include the following note for campers.

To campers:

As everyone knows well, English is important for our studies and future career. But somepeople think that it is hard. Do you agree? What are some problems that you find when you

learn English?

One answer is that English spelling can be deceptive. That is, sometimes the spelling does

not go with the pronunciation. Take for example the letter a in apple, crazy or

apartment. Also, occasionally a letter in a word is not pronounced. Words containing

silent letters are hour, light, enough, often, salmon, Michael, Deborah.

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

Activity 6.1: Minimal pairsQuestion: Do the following pairs have the same sound?

1. Mice/dice2. Leave/live3. Evil/devil4. City/cat5. Chair/orchid6. Although/through7. Rough/even though8. Thought/thoroughly9. Doughnut/tough10.Scholars/scissors11.Chemistry/character12.Anthem/Thursday13.Nationality/majority14.Entrance/material15.Gorgeous/guilty16.Moustache2/chef17.Democracy/adequate18.Organization/Christian19.Crime/criminal20.Photograph/photography21.Analyze/analysis22.Describe/description23.

Behave/behavior24.Scheme/aching

25.Bruise/cruise26.Eccentric/crisis27.Hibernate/hypocrite28.Business/minute29.Luggage/acupuncture30.Leather/measles

Activity 6.2: Silent Letters

2The American English way of spelling this word is mustache.


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Instructions: All of these words contain one silent letter (e.g. combthat we dont

pronounce the b). But there are FIVE words that do not have any silent letter in their five

words. First, find these five words first. Then, pronounce the rest slowly and loudlyseveral

times. Finally, determine which letters are muted.

biscuits world to cough to guardcomputer two hours honor

honesty enough a guide although

even though colleagues a pair of scissors

doubtful a university champagne extraordinary

sword lamb vegetables history

Thailand handsome soften

frightened delight knowledge a dessert

a design foreign affairs neighborhood

a bomb Christmas a castle

a ballet interesting automatically Illinois

Edinburgh Arkansas

(Adapted from McCarthy & ODell (1994)English Vocabulary in Use (Upper-intermediate

& Advanced)

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7. How to study English well

To teacher/staff:This section contains three lists of learning strategies: What makes a good language learner,

how to improve ones English and how to remember words more easily. There may be some

redundancies across the lists. In any case, you are welcome to adjust them to your purposes.

Activity 7.1: A good language learner is.Instructions: Make a tick () in front of the statements that you think are correct.

A good language learner is:1. confident in his/her ability to learn2. self-reliant3. motivated and enthusiastic4. aware of why s/he wants to learn5. afraid to make mistakes6. unafraid of what s/he doesnt know7.

a good risk-taker

8. a good guesser?????????????????????????????9. positive in his/her attitude towards foreign language and culture10.a good pattern perceiver11.prepared to look for opportunities to use the language12.willing to assume a certain responsibility for his/her own learning.

(Adaptedfrom UBU English Crazy Clubs November 2005 Handbook)

Activity 7.2: How to improve your EnglishInstructions: Make a tick () in front of the statements that you think are correct.

HOW DO YOU IMPROVE YOUR ENGLISH?

1. Be artistic. Write new words down in a vocab book. Remember them by drawingpictures, saying the words aloud several times and acting out the words.

2. Watch English language television and films. Use English subtitles to learn new wordsand idioms. Say them out loud. Have the English TV or radio on all the time.

3. Listen to English songs and sing along to improve your pronunciation.4. Get a practice partner. Speak English with him/her all the time. Discuss what you read

with this person. Dont worry about what others think!

5. Make use of the Internet. Learn unlimited English from this indispensable source.6. Find an e-pal. This person doesnt have to be a native speaker.7. Read English comics and jokes. Try to laugh or at least smile. If you cant understand

them, read the comics and jokes several times or ask around. Dont give up too easily!

8. Review what youve learned by teaching some friends.9. Keep a diary in English every day. Dont write about routines. Write about something

special that has happened. Make it your habit to do it every day.


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10.Set a realistic goal for learning English, e.g. finish 2 films every week or a book everymonth. Also, give yourself a reward when your goal is attained.

11.Dont be afraid to make mistakes. Think of them as your teacher!12.Remember that learning a language is a gradual process. It doesnt happen overnight! Be

patient!!

(Source: Thailand TESOL, 2005)

Activity 7.3: How to remember words more easilyInstructions: The following is a list of strategies that people use to improve their word skills.

Which ones do you usually adopt? Make a tick () in front of the statements that are true toyou. Also, there is a statement that does NOT sound correct. Make a cross (X) in front of it

and correct it.

What do you normally do to improve your word skills?

1. Use the new words as much as possible every dayin conversations, reading andwriting

2. Memorize and use prefixes (co-, de-, dis-, im/in-, over-, pre-, post-, re-, un-)andsuffixes (-able/ible, -ation, -ful, -ify, -ity, -ment, -ness, -ise/-ize, -ive, -y).

3. Read a lot, e.g. comics, newspapers, jokes, short stories, poems, biographies,novels (and textbooks/journal articles).

4. Read about things that you dont know (much) about, e.g. Impressionist music,KKK, the Ivy League, Mor Lam Music, quantum mechanics.

5. Keep a vocabulary log or, better, a diary. 6. Play with words (e.g. stick word cards on walls; categorize synonyms according to

formality)

7. Play word games (e.g. scrabble, crossword puzzles). 8. Refer to a good monolingual dictionary often, e.g.Macmillan(2003), Collins

COBUILD(2003),Longman(2003).

9. Use word tricks (mnemonics), e.g. break the word up into syllables and relatethem to some Thai words.

10.Correspond with foreigners via the email. 11.Memorize at least 30words a dayand try to use them in a sentence. 12.Pronounce new wordsLOUDLYseveral times.


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Answers:7.1 All are correct, except 5.

7.2 All are correct.

7.3 All are correct, except 11. At least 30 words a day may be too much for most students!

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END OF TEACHERS HANDBOOK%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%5%%%%%%%

Documents

A Manual for Organising a Summer English Camp for University Students