Summer Camp

Supplementary Materials

SMALL STARS
OPTION 1: EMOTIONS
• AIM: To be able to better understand and use vocabulary about emotions and actions (smile, cry, stomp,
etc.)
• RELATES TO: First/Second cycle
• SONGS:
[Link]
[Link]
[Link]

OPTION 2: COLORS
• AIM: To be able to better understand and use vocabulary about colors and mixing
• RELATES TO: First cycle
• SONGS:
[Link]
[Link]
[Link]
[Link]

OPTION 3: ANIMALS
• AIM: To be able to better understand and use vocabulary about animals and actions (jump, clap, fly,
shake, etc)
• RELATES TO: Second cycle
• SONGS:
[Link] / [Link]
[Link]
[Link]

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Summer Camp
Supplementary Materials

HIGHFLYERS – STEP 1 – FUN SKILLS 1

OPTION 1: FARM ANIMALS
• AIM: To be able to better understand and use vocabulary about farm animals, ask and answer questions
using There is/There are.
• RELATES TO: Unit 4 from the book Fun skills 1.
• MATERIALS:
o 6–8 farm animal toys or printed cutouts (e.g., cow, pig, duck, sheep, horse, goat)
o “Fence,” “barn,” and “pond” signs (paper or cardboard)
o Cones, boxes, hula hoops, tape, or mats (to create the obstacle path)
o Farmer hat for the teacher or leader
o Question flashcards (e.g., “Is there a pig?” “Are there any ducks?”)
o Record of the parents' points
• PROCEDURE:
Warm-up
1. Show flashcards or toys and review animal names and sounds.
Model language:
Students: “Is there a cow?”
Public: “Yes, there is!” or “No, there isn’t.”
2. Practice the difference between there is and there are.

Explain the adventure

“We are going on a farm adventure! You’ll crawl under fences, jump over puddles, and find animals.”
Show the obstacle course setup. Model how to get through it and what to do at each station.

Activity – Obstacle adventure

In small groups (3–5 students), children go through the obstacle course.
At each station, they stop and find a hidden or placed animal.
Teacher or helper asks:
• “Is there a pig?”
• “Are there any sheep?”
Students answer together: “Yes, there is!” / “No, there isn’t!”
OR encourage one student per group to respond for a challenge.

Optional competitive twist

Give students a sticker/token each time they answer correctly.
Final “Farmer’s Badge” to reward participation.

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Summer Camp
Supplementary Materials

Contributed by Alejandro Valencia, Sarah Kennedy and Inés González

Summer Camp
Supplementary Materials

OPTION 2: ROBOTS FASHION SHOW

• AIM: To be able to better understand and use vocabulary about clothes through a song and different group
games.
• RELATES TO: Unit 3 from the book FUN SKILLS 1.
• MATERIALS
o Big cardboard boxes.
o Recycled materials for decorating the boxes.
o Red carpet
o Balloons to decorate the scene/runaway
o Bond paper
• PROCEDURE:
1. During classes, create with SS the layout of the robots, this will include: a head, a body, pair of legs, pair of
arms. The idea is that SS explore their creativity while creating the robots, but that the silhouette allows the
SS to wear the robot. Examples:

2. Once the robot is done, SS should create an outfit for the robot. This could be done using recycled materials
like colored papers, or even old clothes.
3. The day of the open house, SS will model their robot on the runway. Once they’re done modeling, the
teacher interviews the “robots” and asks them: What are you wearing? SS should be able to describe their
outfit.
4. After the interviews, SS engage in a dance. Choreograph according to the songs. You can choose any of
these: (2) Let's Do the Robot! | Fun Robot Songs for Kids | Toon Bops - YouTube, (2) I'm A Robot | Robot
Dance | Robot Song for Kids | Do The Robot | Tiny Totz Kidz - YouTube, (2) Brain Breaks - Dance Song -

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Summer Camp
Supplementary Materials

Dancing Robots - Children's Songs by The Learning Station - YouTube, (2) Square Robot | Shape Songs |
PINKFONG Songs - YouTube
5. Game: What were our robots wearing?
a. Prepare big bond papers with robots' silhouettes and, separately, cut outs of different blank pieces
of clothing, ex. A shirt, shorts, etc.,
b. Guardians and SS are separated into teams (max. 4 due to space), and each group is given one of the
big bond papers with the robot, and the blank cut outs.
c. SS proceed to describe a new robot’s outfit. Parents should grab the correct item, color it, and post it
on the big robot. Give a specific amount of time for this (e.g., 5-8 mins) and use a timer.
d. The winner is the group that was correct with the selection of items and the coloring.

Robots and cutouts samples:

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Supplementary Materials

OPTION 3: LET’S BUILD A HOUSE

• AIM: To be able to better understand and use vocabulary about parts of a house and furniture and suggest
actions using Let’s + verb and prepositions of place.
• RELATES TO: Unit 10 from the book FUN SKILLS 1.
• MATERIALS
o Large cardboard, colored paper, glue, scissors
o Pre-cut or drawn furniture and room items (sofas, beds, bathtubs, etc.)
o Labels for rooms

• PROCEDURE:
IN CLASS - PREP
1. Divide students into small groups. Give each group a blank “house” (big sheet divided into 4–5 rooms).
2. Each group decorates and builds their house with furniture and room items. As they decorate, prompt with:
• “Let’s put a bed in the bedroom!”
• “Let’s color the kitchen light blue!”
a. Encourage students to make their own suggestions using Let’s...
b. When finished, groups present their house: “This is the bathroom. Let’s put a mirror here!”

PRESENTATION DAY
1. Students show and model the vocabulary using pre-cut furniture.
2. Students invite the public to build their dream house. Guide parents around their house craft:
“Let’s start with the kitchen” “Let’s put a TV next to the bed.”
3. If the public follows the guidelines correctly, they’ll receive a point.

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Summer Camp
Supplementary Materials

HIGHFLYERS – STEP 3 – FUN SKILLS 3

OPTION 1: SCIENCE FAIR

• AIM: To better be able to understand and use vocabulary about the weather through different science
experiments and a weather forecast.
• RELATES TO: Unit 10 from the book Fun skills 3.
• MATERIALS
o Specific list of materials per chosen science experiment.
o A big, printed world map and different pictures to identify the weather.
o Blue tack or any other reusable adhesive (to stick the pictures on the world map)
o Symbols/Flashcards to identify the weather.
o Table to display the experiments.
• PROCEDURE
1. In class, T should choose 3-4 science experiments that link directly to the vocabulary used in unit 3. Some of
the suggested experiments are described here (materials and procedures included): (1) Where Is the Wind
Going? Try a DIY Weather… | PBS KIDS for Parents; (2) How to Make an Anemometer | Science project |
[Link] (3) How Does it Rain? ~ Learn Play Imagine (4) (2) How To Make Your Own Thermometer |
Homemade Bottle Thermometer For Kids | Weather Experiments - YouTube Note: Teachers are free to use
any other experiment, as long as it can easily be done in class / presented during the open house.
2. SS are split into groups and do the experiments in class. SS are required to bring the materials.
3. On the day of the open house, the experiments are displayed on the tables. Each group of SS needs to
present the experiments briefly and concisely. The T must aid SS with the procedure by making sure that
sentences are written in the form of commands, e.g. First, fill the bottle with water, and alcohol. Second, add
some drops of food coloring. Etc. Lengthy explanations are not encouraged or sharing the exact amounts of
ingredients used (these can easily be easily printed and displayed next to each experiment).
4. Transition and demonstration for Phase 2: T tells parents that these instruments, and others, are used to
study the weather, which the SS will now describe using English. For example, how’s the weather like in
Quito? (T asks the SS, and SS grab the cutout pictures that best describe the weather in Quito. These pictures
and stick to the world map).
5. Once the demonstration is done, T splits SS and parents into groups (3-4) and gives them more cutouts with
symbols to describe the weather, and a world map, examples:

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Summer Camp
Supplementary Materials

6. SS are instructed to describe the weather in certain countries (as previously practiced in class), so that parents
can stick the correct pictures on the world map. These world maps could be pasted on the walls with blue tack
so that it is easier to work with them. The winners are the ones who correctly paste more pictures.

• Link for suggested world map: [Link] (2560×1920) ([Link])

• Link for suggested symbols: [Link] ([Link]) OR Weather flashcard (kids-
[Link])

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Summer Camp
Supplementary Materials

OPTION 2: MOVERS THE TRIVIA

• AIM: To better be able to understand and use vocabulary about body parts, food – drink and
professions through a trivia quiz.
• RELATES TO: Unit 1, 4 and 5 from the book Fun skills 3.
• MATERIALS
o Trivia grid (made in class; T chooses the materials)
o Trivia quiz (made and practiced with SS in class)
o Mini whiteboards (2), dry markers and erasers (2)
o Tables for the groups.
• PROCEDURE
1. Prior to the open house, prepare a trivia grid with 21 items. Options should relate to body parts (as seen in
Unit 1), to food and drinks (as seen in Unit 4), or to professions (as seen in Unit 5),
e.g. This is what you wear when you can’t see well. (A: glasses). Apart from the grid design, SS should also
work on the trivia quiz, this should contain 21 questions with its corresponding answers. This trivia should
be drafted in class under the teacher’s supervision, and the definite answer should be edited on a Word file
and printed before the open house.
2. The actual design of the grid is free; it can be done in class with the help of the SS and assign a theme
(example. Pirates, dinosaurs, etc.). Also, T would choose the best materials for the designs. However, the
grid with the numbers/questions must be big so that all participants get to see it from their seats. Suggested
format is the following:

THE TRIVIA
1 2 3 4 5 5 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
3. On the day of the open house, participants are split into two groups. Get members of the group to choose a
cool name for their groups and use this name to nominate them while playing the game. Groups take turns
choosing a number. The SS read out loud one of the questions. Group members MUSTN’T shout the answer
(if they do they miss the chance to get the point), they can only discuss it in the group and write the word on
a mini whiteboard, and then show the answer to the host (course teacher). If the answer is correct, the
group gets the point. If it is incorrect, the other groups get the chance to give the answer. The host must
keep a record of correct and incorrect answers. Once a question has been used, it cannot be reused in the
current game.

Notes:

• Remember that you need to have SS in each of the groups, and you need to have SS reading out loud the
clues. Parents should not participate alone.
• Feel free to add other units into the trivia.
• While assessing, it is important to double check that the spelling of the words is correct.

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 Summer Camp
Supplementary Materials

HIGHFLYERS – STEP 5 – FUN SKILLS 5

OPTION 1: SMELLING BEE
• AIM: To be able to better use and understand vocabulary about food and recycle basic vocab.
• RELATES TO: Unit 7 from the book FUN SKILLS 5.
• MATERIALS
o Plates/jars/containers
o Boxes to hide objects
o Straws
o Mini whiteboards
o Blindfolds
Reference videos: [Link] /
[Link]

• PROCEDURE:
1. In class, students have to pick four-letter words related to food (e.g.: RICE), and then think of different things parents
can smell, touch or see (R: see Red rectangle, I: smell INCENSE, C: touch a CARROT, E: smell EUCALYPTUS)
2. Prepare the boxes and objects to guess.
3. Parents/public work in teams of 4, each should guess a letter and write them on the mini whiteboard.
4. Once they finished guessing the letters, they must show the four-letter word, the first team to show the
correct word wins.

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Summer Camp
Supplementary Materials

OPTION 2: ANIMAL QUIZ BOARD GAME

• AIM: To better be able to understand and use vocabulary about animals through a board game.
• RELATES TO: Unit 5 from the book Fun Skills 5.
• MATERIALS
o Recycled materials to hand-make a life-sized board game, quiz cards, and dice.
o Materials to create the hats for the counters –the students that will move around on the board.
• PROCEDURE
1. Tell the students that they are going to play a quiz game about animals, but first, they need to create the
board, the quiz questions, and the dice. All of these must be life size to make the game more interactive and
entertaining. As a reference, the board should allow parents/SS to move around, since they will be counters
of the game. Double check with the DOS where exactly the open house will take place so that you measure
the space to adjust your board. Here are some references:

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Summer Camp
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Now, below there is a suggested template for the actual game being described in these instructions. Notice that the
idea is that the blank spaces contain the questions that SS will ask parents:

It is advisable to prepare with recycled materials some hats –animal inspired- that will be used by the counters.

2. Also, before the open house: divide the class into groups. Give each group the responsibility of creating a
certain number of questions, so that as a class they produce the 34 questions that will go onto the board game.
Questions should be based on Unit 5, using vocabulary from this unit. Make sure SS complete also a document
where they will have the right answer to the questions. Once the questions are done and checked for grammar,
vocabulary, and spelling, these are transferred onto big individual cards which will be later placed on the quiz
question cards section of the board.
3. On the life-sized board, specifically on the blank spaces, SS don’t have to write anything since this is precisely
where the counters/parents will land depending on the numbers they get in the dice. Every time a counter
lands on a space, the T grabs a quiz question card and reads a question aloud.
4. On the open house day, some audience members are invited to play the game with their children. The
participants throw the die and move according to the number they get. If they fall onto a blank space, T must
take one of the big quiz cards and read it aloud. Should the parent know the answer to the question (they can
only get help from the SS), he/she should give the answer away.
5. If the player answers the question correctly, they roll the dice and move their counter along the board
accordingly.
6. If the player gives a wrong answer, they do not move, and the correct answer isn't revealed.
7. The teacher then puts the quiz question card back at the bottom of the pile, and the process is repeated
with the next player and so on.
8. The first player to reach the finish wins the game.

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Summer Camp
Supplementary Materials

TRAVELLER A/TRAVELLER STEP 1/TRAILBLAZERS 1

OPTION 1: THE OLYMPICS QUIZ

• AIM: To be able to better understand and use sports vocabulary, frequency adverbs and the simple present
tense through a quiz related to the Olympics.
• RELATES TO: Unit 6 from the book Traveler A.
• MATERIALS
o Recycled materials, colored papers, and cardboards to create the big grid.
o A list of questions.
o A fishbowl or a decorated bag.
o Set of numbers (to be picked up from the fishbowl).
• PROCEDURE
1. In class, with the SS, prepare a big grid with numbers. Make sure that the grid is decorated with elements
from the Olympic Games. The idea is that the grid contains a set of numbers (Max 20), and that under the
numbers you hide questions. Check some examples below:

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Summer Camp
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The questions must be related to vocabulary from the Olympics, e.g., names of some of the disciplines, key elements
from the Olympics, etc. Make sure that this vocabulary was previously taught in class.
2. Prepare a fishbowl / decorated bag, full of the numbers you used in your grid.
3. Prepare a set of questions and answers and print them.
4. On the open house day, split the audience into two groups; these will be competing. Make sure than some
SS go into each group; they will be helping the members of the audience.
5. Ask each group to choose a team captain and a name for their team. When nominating the teams, make
sure you use their chosen name. The team captain will be the spokesperson.
6. The competition starts. Captains take turns picking a number from the fishbowl. They say the number aloud
and one of the SS reads the questions for the current team. The team is allowed a minute to discuss the
answer. Once ready, they share their answer. If it is correct, they get a point. If the answer is incorrect, the
opposite team is given the chance to steal the question and to answer it. If the answer is correct, award a
point. If not, the round is finished.
7. Repeat the steps in 6 until you have a winner. Make sure to keep the pace fast. The competition should last
15-20 mins.
8. Announce the winner.

Notes:

✓ To make the activity more engaging, you can use mini whiteboards (one for each team) and get them to
write their answers.
✓ If you think the answers to the questions will be challenging to get, you could:
o Allow SS to use their phones to check the answers (20-60 secs max)
o Provide options along with the questions (multiple choice)
✓ You need to provide SS practice reading the questions prior to the open house. Emphasize stress and
intonation, along with accuracy with certain individual sounds.
✓ Make sure that your SS are ready to change roles: in one of the game some SS will give away the questions,
while others will help the audience. In the next game, SS should change roles. In this way, you guarantee
that everybody gets the same opportunities to speak.

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Summer Camp
Supplementary Materials

OPTION 2: COOKING TOGETHER

• AIM: To better be able to understand and use vocabulary about food through a recipe.
• RELATES TO: Unit 4 from the book Traveller A.
• MATERIALS
o Plates
o Ingredients for the recipes
o Alcohol and paper towel (to clean the participants hands)
o Gloves *optional*
o Disposable forks and knives.
o Napkins.
• ROCEDURE:
1. Display the three chosen recipes.
2. Tell parents that now they will have the chance to prepare one of the recipes. Some of the suggested recipes
can be found here:
• 16 cute new savoury recipes for kids ([Link]) [Link]
pots/7ea347d6-02e6-45d8-972d-26d9145aca84?r=quickeasy/Twz6VXg6
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]

The idea is that the recipes contain simple and easy to find ingredients, and that they can be prepared in a noticeably
brief time with little effort. Regardless, in class, SS should practice their speech and practice how to prepare the
dishes with things like playdoh, paper, etc. For the final presentation, the display, SS can prepare it using the real
ingredients. Double check with DOS if the school can provide the ingredients or if these must be requested from the
parents. If so, liaise with reception to request the ingredients in advance.

3. Group kids with their guardians and provide them with the ingredients, napkins, plates, etc.
4. First safety measures: share alcohol with everybody, provide paper towels to clean, give away gloves.
5. SS give the instructions to parents on how to prepare their recipe. Instructions must be read slowly and
accompanied by them with gestures, as practiced in class.
6. Each group should be given 10-20 mins maximum to do the dish. Use a timer.
7. Then the dishes are presented to the other groups.
8. To conclude, approach each group as ask them simple questions such as: What ingredients did you use here?
Did you use any XXXXX? How many?
9. Thank parents and SS. Do a taste test so that everybody can try the food the SS made. Make sure no one is allergic to
any of the ingredients first.
10. Make sure that stations are cleaned before inviting the other participants.

Note: You are encouraged to prepare a QUIZ to ask parents before they leave based on the recipes they made. That
way the presentation is more dynamic and fun.

Notes

Double-check with your coworkers to see if any of them is preparing some food as part of their summer camp
project. That way you don’t repeat recipes.

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Summer Camp
Supplementary Materials

OPTION 3: BUILD A SANDWICH/PIZZA/ICE CREAM

• AIM: To be better able to understand and use vocabulary about food through a recipe.
• RELATES TO: Unit 4 from the book Traveller A.
• MATERIALS
o Printed ingredients for the recipes
o Recipes
• PROCEDURE:
1. Tell parents that now they will have to listen the instructions and “prepare” the recipes.
[Link]
[Link]
[Link]
[Link]

2. Previously, in class Students should create their own version of the sandwich or pizza and write down the
instructions, as well as practice their speech.
3. SS give the instructions to parents on how to prepare their recipe. Instructions must be read slowly and
accompanied by them with gestures, as practiced in class.
4. Each group should be given 10-20 mins maximum to do the dish. Use a timer.
5. Then the “dishes” are presented to the other groups.
6. To conclude, approach each group as ask them simple questions such as: What ingredients did you use here?
Did you use any XXXXX? How many?
11. Thank parents and SS.

Note: You are encouraged to prepare a QUIZ to ask parents before they leave based on the recipes they made. That
way the presentation is more dynamic and fun.

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Summer Camp
Supplementary Materials

EXPLORER A / EXPLORER STEP 1 / TRAILBLAZERS 3

OPTION 1: PAPER DOLLS

• AIM: To be able to better describe what someone is wearing and use vocabulary about clothing through a
game involving paper dolls.
• RELATES TO: Unit 2 from the book Explorer A.
• MATERIALS
o Paper dolls and clothing items made of paper, cardboard, and other recycled materials. Check
models to follow here:

o Blue tag
o Scotch and any other adhesive.
• PROCEDURE
1. Prior to the open house, using cardboard and other recycled materials, create 4 life-size paper dolls.
Additionally, create different clothing items –made with recycled materials and paper as well. Ideally, you’d
do 2 pairs of male characters, and two females. With the clothing, make sure you include different samples,
based on the vocabulary used in Unit 2, plus some others. The idea is to have a variety of items –for male,
female, or gender-neutral options.
2. With your SS, prepare a list of sentences which will be read aloud. These sentences should show a variety of
options, but the items must match the clothing items you made in the previous step, e.g. I am wearing a
blue hat, a light blue dress, and yellow boots. You should make two sets of sentences for each group, and a
set that could be used as tie breakers –if needed.
3. On the day of the open house, set a table with all the clothing items. On the wall, stick –using blue tag- your
life-size paper dolls –one female and male per each group.
4. Split parents into two groups. They will be competing against each other, so some SS could join them.
5. Get two SS to be the ones reading the sentences aloud (the ones you created in step 2) or read them
yourself. If you choose SS for this, make sure that in the next game you get these SS to play while new SS
read aloud the questions.

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6. Participants listen to the descriptions and dress up their paper doll according to the instructions. The group
that finishes first and whose paper doll has been correctly dressed gets the point. Do 5 rounds of these –or
less, depending on how groups progress-, and a tie breaker in case needed.

Variations: You can make A4 sized paper dolls instead of life-sized ones, but these are less attractive. Also, if you find
a way to get some Velcro, you could get SS to dress up parents instead of a paper doll, e.g.

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OPTION 2: WHO WANTS TO BE A MILLIONAIRE?

• AIM: To be able to better understand and use TV and film vocabulary through the game of Who wants to be
a millionaire?
• RELATES TO: Unit 3 from the book Explorer A.
• MATERIALS
o Who wants to be a millionaire? Game editable PPTX: Who wants to be a millionaire - Template by
[Link] (download it, save it to your own drive and edit it from there; otherwise, it won’t
work)
o Document to keep a record of the points won by each team.
o Computer and projector to share the PPTX with the audience.
• PROCEDURE
1. The PowerPoint presentation must be adapted to contain questions that relate to the topic (TV and movie
vocabulary). Choose the number of questions according to the audience to avoid the game taking too long
(max 20-30 mins per group of participants). All the questions must be related to a particular category e.g.,
Horror films, comedy films, action films, sitcoms, drama series, fantasy/sci-fi series, and they should all be
multiple choice questions. Remember that questions must increase in difficulty depending on the number of
questions (1 is the easiest one). Some sample questions could be: Will Smith starred in the TV series called?
A: The Fresh Prince of Bell Air. B: Everybody Hates Raymond. C: … D: ... (Right answer: The Fresh Prince of
Bel-Air). Eleven is the main character in the series: A) Stranger Things B) The Hobbit. (Right answer: Stranger
Things). Use a variety of questions and, if possible, incorporate local production as well. Remember that,
ultimately, you’re not assessing if people know the answer but if they understood it through the English
vocabulary used by the SS.
2. Once doing the game, participants are split into two – three teams, and they take turns deciding which
option best fits the question (contrary to the original game, in this version, participants work in teams, and
they are paired up with some SS). If the answer is correct, the team scores the points.

Note: Ideally, the strongest SS in the class (at least two) could serve as the host of the games. If not, the teacher will
be the host, and the SS will group with their parents to play the game.

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Supplementary Materials

OPTION 3: PICTIONARY

• AIM: To be better able to understand and use vocabulary learnt throughout the level.
• RELATES TO: Units from the book Trailblazers 3
• MATERIALS
o Whiteboard or large sheets of paper
o Markers
o Document to keep a record of the points won by each team.
o Timer
o Word Cards

• PROCEDURE
1. The Word document must be adapted to contain vocabulary that relates to the topics seen in class
(Object, Person/Place/Animals, Action, Difficult, All Play). [Link]
• TEAMS:
1. Divide players into 2 or more teams (3–6 people per team works best).
2. Each team selects a “drawer” for Round 1. This role rotates each round.

• CHOOSE A WORD:
The drawer picks a word card from the stack without showing it to their team.
• START THE TIMER:
They have 1 minute to draw the word (no letters, numbers, or gestures allowed!).
• GUESSING:
- Only the drawer’s team can guess during their turn.
- If they guess correctly within 1 minute → 1 point!
- If not, no points are given.
- (Optional: Let the other teams guess for half a point if time runs out.)
• ROTATE:
- Move to the next team and repeat the steps.
- Change the drawer each round.
• WINNING:
After a set number of rounds or a time limit (e.g., 15 minutes), the team with the most points wins a small prize

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Summer Camp
Supplementary Materials

VOYAGER A / TRAILBLAZERS 5
OPTION 1: PROJECT RUNWAY

• AIM: To be able to understand and use adjectives and the present continuous to describe clothing and
outfits.
• RELATES TO: Unit 1
• MATERIALS
o Old pieces of clothing brought by SS. Make sure that all the pieces of clothing are for different sizes
and genders. The more extravagant, the better. Encourage SS to also bring clothing and accessories
of different colors.
o Recycled materials, e.g., paper plates, cardboard, crepe paper, etc.
o Sketches from SS.
o Decoration for the stations according to the chosen topic.
• PROCEDURE
1. The first week of the course, get SS to bring the clothing. Request a box to store these in the teachers’
room.
2. Choose a runway category with the SS. You could, for example, decide to have military fashion as the
main topic (that way you can involve boys and girls in the activity). Some other themes could be sports
fashion, superhero fashion, alien fashion, animal fashion, etc. The idea is to choose something that will
have SS engaged in the designing of their outfits, as opposed to choosing something more basic and
conventional.
3. Group SS. Devote some time for SS to design their outfit as a sketch. You can provide some models in the
class, ideally while explaining the order of adjectives in English.
4. In class, provide SS with the different materials and clothing. Make sure that if SS brought pieces of
clothing from home, that these are not damaged in the process. Also, properly identify each piece of
clothing with the SS’ names.
5. SS are given the opportunity to adjust the materials and clothing depending on what they want to bring
to the runway. Ideally, the outfit will also include accessories so that while creating the looks, SS are able
to use a range of vocabulary.
6. In groups, SS write descriptions for their outfits. These descriptions must be done correctly using the
right order of adjectives. SS should memorize the descriptions.
7. The day of the open house, set up the station as a runway. You can use red paper to mimic a red carpet,
for example, decorate with some balloons and a big banner. Adjust according to your theme.
8. Once you start, each group should choose a member of the audience (or two). This person will be the
model that will display what each group design as their outfit.
9. Give each group of SS 10 mins approximately to dress up their models. Notice that models are not
allowed to undress; the SS’ outfits should be worn on top of their current clothes.
10. Once the models are ready with their outfits, the runway show should start. The outfits are modelled
while the SS are describing it: Lydia is wearing a beautiful purple hat decorated with some pink feathers.
She’s also wearing a light blue top which matches her black triangular earrings. SS are allowed to adjust
the descriptions if they changed anything from their original outfit.
11. Once the runway show is ready, get SS and ‘designers’ to step forward. Then the host (which could be
the teacher or a SS) asks the audience about their favorite look. The audience should clap to choose their
favorite.
12. Once the favorite team has been chosen, congratulate the models and designers and conclude the show.

Contributed by Alejandro Valencia, Sarah Kennedy and Inés González

Summer Camp
Supplementary Materials

EXAMPLES:

Contributed by Alejandro Valencia, Sarah Kennedy and Inés González

Summer Camp
Supplementary Materials

OPTION 2: THE MUSIC TRIVIA

• AIM: To be able to better understand and use vocabulary related to music, and the past tenses, through
taking part in a trivia quiz about music.
• RELATES TO: Unit 2 from the book Voyager A.
• MATERIALS
o Trivia grid (made in class; T chooses the materials)
o Trivia quiz (made in class with SS)
o Trivia quiz (made and practiced with SS in class)
o Mini whiteboards (2), dry markers and erasers (2)
o Tables for the groups.
• PROCEDURE
• Prior to the open house, prepare a trivia quiz with 21 items. Options should relate to music, e.g. This type of
music was started by African Americans in urban communities in the 70s.
• On the day of the open house, participants are split into two groups. Get members of the group to choose a
cool name for their groups and use this name to nominate them while playing the game. Groups take turns
choosing a number. The SS read out loud one of the questions. Group members MUSTN’T shout the answer
(if they do they miss the chance to get the point), they can only discuss it in the group and write the word on
a mini whiteboard, and then show the answer to the host (course teacher). If the answer is correct, the
group gets the point. If it is incorrect, the other group get the chance to give the answer. The host must keep
a record of correct and incorrect answers. Once a question has been used, it cannot be reused in the current
game.
• The actual design of the grid is free; it can be done in class with the help of the SS and assign a theme
(example. music from the 80s, from the 90s). Also, T would choose the best materials for the designs.
However, the grid with the numbers/questions must be big so that all participants get to see it from their
seats. Suggested format is the following:

THE MUSIC TRIVIA

1 2 3 4 5 5 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21

Notes:

• Remember that you need to have SS in each of the groups, and you need to have SS reading out loud the
clues. Parents should not participate alone.
• Feel free to add other units into the trivia.
• While assessing, it is important to double check that the spelling of the words is correct.

Contributed by Alejandro Valencia, Sarah Kennedy and Inés González