A New Framework for Planning
Ryan Brux – English Language Fellow, Tarapoto, Peru
Carlos Gabriel Medrano Melgarejo – ACCESS student, Tarapoto, Peru
Carlos Gabriel Medrano Melgarejo
15 years old
From: Tarapoto, Peru
ACCESS Student since October, 2012
Interests: Studying English and Singing
Dream: to one day study abroad in the United States
To discuss the purpose of Intensive English Camps
To discuss a new framework for planning a camp
To discuss considerations when planning a camp
To discuss various themes and activities possible
To look more in-depth at various activities that can be
adapted and used at summer camps
To show how easily language and content can be taught
through camp activities
Camps give campers opportunities to use language in a
Camps help to contextualize language – gives language
Camps support social and academic use of language
Camps teach students how to work together
collaboratively to accomplish common goals.
Camps support existing classroom instruction and
invite further inquiry.
Camps are just plain fun!
The Old Framework
Activities focus primarily
on social use of language
Activities generally not
very connected to one
Less focus on language
Little to no reflection
Less consideration of
Activities are used to
support all 4 skills
thematic activities support
a specific content area.
Activities help facilitate
Language is highly
The New Framework
Where and when will the camp be held?
Who will staff the camp?
What are the camp objectives?
What are your language objectives?
What materials/resources will you need?
What is your budget cost/participant?
Choose a theme that is neither too narrow nor too broad.
Choose a theme that is relevant and of interest to your students.
Choose a theme from which a variety of activities can support.
The Civically Engaged Student
Healthy Choices, Healthy Lives
The Local Environment
Developing Leadership Skills
The Road to College
Choose activities that support the theme being
Choose activities which can be used to support
language teaching goals.
Choose activities that invite further inquiry for later
Choose activities that invite students to ‘do’, to explore,
Held in San Miguel, Peru
3 Days (Friday a.m – Sunday p.m)
20 student participants from local ACCESS program
3:1 Ratio (Students : Adults)
Theme: “It’s a Jungle out There”
Peace Corps Volunteers
BEFORE the Camp
•Get students interacting
with one another
to get to know
Factor in a variety of things when grouping students:
Age, Gender, English levels, Behavioral issues, Etc.
Exploring And Understanding
Nature: Your First-
Landscape Water Color
a yellow banana
a fast-moving river
a village resident
a white cloud
a beautiful flower
a tall tree
a 4-legged animal
an old bridge
a dirt road
a green plant
an example of
a relaxing place
Movie in English
Students use a graphic
organizer to write down
as many things as they
see throughout the film
students to better
Teach theme-related content through
visual, hands-on workshops
Invite students to reflect upon their camp experience:
What have they liked?
What have they learned?
What are some of the best things about attending an
English Immersion camp?
Do you think attending a camp helped you to learn more
English? What about American Culture?
Would you attend another camp in the future?
Other questions for Carlos?
Check out our YouTube video!
A great resource for planning camp activities.
Exploring a summer English Camp Experience in China: A
Descriptive Study, found at http://www.asian-efl-
journal.com/pta_feb_06_mw.pdf Great research about camps’
impact on learning and teaching!
Find out more about ACCESS programs worldwide!
For more information, contact us!