Basic Positives for Preparing for the English Language Camp Camp – Why and What is Useful for
What the camp can’t help with and why
The English Baccalaureate exam contains English language tests after grade 8 with intensive language study. The tests are in accordance with the format of the external assessment exam. The Lucky Kidds program works to some extent on part of the components of the state matriculation exam in English and could be used to prepare matriculation students for preparation. Of course there are exceptions.
Each exam is in the form of a test and contains the following components:
- Listening Comprehension – 3 texts with a total of 15 multiple choice questions (A, B, C, D) and true / false / no information in the text;
- Reading Comprehension – 2 texts with 15 multiple choice questions and true / false / no information in the text;
- Use vocabulary and grammar (Use of English) – the section contains Cloze Test (text with blanks and four answer options suggested), sentences for completion and transformations;
- Writing a composition / essay / on a given topic in a volume of 160 – 170 words.
During the Lucky Kidd educational blocks, we can safely say that listening with comprehension is done on a daily basis at the level of communication with native speakers in a natural environment of communication. It is a practice that enhances students’ ability to differentiate between various accents and intonations, adjust to the melody of the language, respond quickly to meaning and find that they are able to communicate adequately. Comprehension skills are incorporated into this daily practice and are refined every minute.
An important detail is the variety of texts that campers, and especially teenagers, are familiar with. Their training includes not only fiction but also scientific texts as well as other diverse works, including poems and excerpts from theater plays that have a specific language and structure.
A daily routine at our camp is listening to a story during the Morning Time Together, on which campers then reflect. The reading teacher requires feedback on what was read by asking questions. He or she judges the extent to which the story is understood by the adequacy of the answers given.
In many of the readings towards the end of the camp shift, our students are much more active, not only because they have become more confident, but because of their immersion in the English-speaking environment where they have acquired a rich vocabulary and the meanings of words that have hitherto been escaped them, now they appear and make sense.
An important component is reading comprehension
Often, in our study blocks, students have to read text or do exercises that require excellent reading techniques. Many of them refine it precisely in camp, with practice and repetition. Our children regularly read and have access to a variety of texts. The youngest listen to stories or stories from their teachers, supervisors or animators. Here, for the first time, they come across some words, names, terms. The teacher explains them with synonyms or expressions, rarely with translation. Small bearings build the base that the next level will complete.
The older ones get acquainted with the finished texts on which they do the exercises and still learn a new vocabulary. At this stage, students need to work hard to expand their word base – a vocabulary that they will continue to use.
The largest bearings by age are usually the ones with the richest base of words in their vocabulary. They participate in projects that require the implementation of what has been learned in reality by demonstrating a complete understanding and learning of the vocabulary associated with the project. Here we give them complete creative freedom and no professional can predict the outcome – sometimes a surprise even for the teachers themselves. Many campers are able to demonstrate the skills they have learned at a fairly high level.
Vocabulary is an important and integral part of the language
We work continuously and seriously to update our program with the latest language training requirements. It is no accident that our teachers are experienced educators. It is important to us not only the innovativeness of the training, but also the tradition that gives a solid foundation.
Grammar is part of the LuckyKids training program created. We strive to present it in a memorable way, to exercise rules and exceptions, to create automatism of rules and to give the best grammatical expression to our graduates.
The essay or the so-called essay is a vast field of study and refinement. At LuckyKids, we do not emphasize the rules for essay writing. The development of the written speech comes as a natural consequence after the oral speech. For many camp participants, speaking is still an unprecedented battle, although most of them are making incredible progress. However, we have a duty to establish a boundary that may be decisive for their results in the language exam.
The camp is not a place for the child to learn the components of the essay, at language school or class level. The camp is a place where participants practice their skills freely, create and have fun, with all the days passing through the language. We guarantee this firmly.
However, we again emphasize that during two weeks of language training, both temporally and physically it is not possible to acquire one of the highest skills – the creative writing required for the free use of the essay as genre. It requires a longer and more focused practice and we strongly recommend special lessons on it or work in a language class.
However, if one of our participants would like his / her essay to be reviewed by a teacher, this can be organized without the obligatory nature of correction and evaluation.
Some of the students love to write and create. We encourage that. They create their own works and sometimes want to express themselves through the word. This is a pretty big step forward for their creative writing, which at a later stage can help their professional orientation. It is here that in free creativity there is a place to exercise one of the components of the language course, and namely to write a composition on a given subject.
Some teacher can put the subject and give freedom to his students. Another teacher might ask them for a story related to their project. A third may designate only one group of the entire team to deal with the story, while the rest think of design and form.
In all three cases, creative writing is activated and has many dividends for participants. Awareness of creativity and the unfolding of a story through language means is no easy task. It requires a lot of work, dedication and a rich linguistic culture. This is what we, as professionals at Lucky Kidds, strive for. Daily communication, reading, listening to stories, tests, grammar exercises or projects, each detail leads to self-improvement and necessarily improves the language skills of each camp.
Here are some sample topics for a matriculation short or essay over the last four years:
- Veganism – a catastrophe or a salvation? Imagine that most of the human population turned to veganism. How would the disappearance of a top predator from the food chain affect the overall balance of nature on our planet? Will the consequences be positive or negative?
- Write a short story or describe a situation, ending with: “I continue to believe my luck!”
- You have decided to enter the international ‘Dear Alien’ contest for the best letter to an imaginary pen pal from outer space. Writers are free to describe the whichever aspects of our Earthian life they find most important, or most amusing to an extraterrestrial audience. Begin your letter with Dear Alien and sign it with the name of Jill or Jack. 2. To some people, graffiti is an art form. To others, decided vandalism, which is a crime. Where do you stand between these poles? Does graffiti have a good purpose? Does it have a downside? Express your views on the issue.
- “It was the most important day of my life.” Why was it so important? Who was there? What happened? What thoughts were on your mind? What emotions did you feel? Describe your experience. 2. What is school for? To get a job? To train your brain? To help you connect with people? Or what? How much does it fulfill its purpose? Tell us about your views and your experience of the matter
Fortune favorites the bold. People who have the courage to go after what they want are more successful than people who try to live safely. Do you agree or disagree with this statement? Use reasons and specific examples to support your opinion. 2. You are asked to support the building of ONLY ONE of the three facilities in the place where you live: a public library, a shopping mall, or a sports center. Make your choice and explain why it would be important for local people to have it (and why the other two options would be less useful).
In each year, topics addressed to maturity have been the subject of discussion or even a topic at our camp, such as – Healthy Eating, Alien Civilizations, etc. Such thematic projects create a broad perspective, place the camp in an environment where many ideas are discussed and generated, so that when he is put into a test environment, he is already a participant in our Lucky Kidds creative laboratory and his thinking has acquired different dimension. Each of our graduates has left the camp, with at least one new idea or newfound confidence in some unique quality. We work to develop creative thinking in the same way that we build a language culture.
In summary, I can say that the language camp is a field for the expression and reinforcement of skills that are greatly required during the language course. And yes – our participants feel freer, more successful and more mature in their language development. They had the chance to touch the works in their original, communicate with native speakers daily, find meanings and learn to find meaning in every utterance. Many of them have acquired creative skills. The camp can become part of their successful matriculation preparation, at which they can be very successful.