教师们设计了轻松又富有挑战的游戏任务，让学生在自然的状态中锻炼英语的听说读写，并与“未来的”老师建立了初步的信任与默契；同时，这些活动也成为教师观察学生语言能力与个性特点的窗口，为新学期的个性化支持奠定了温暖的基础。

根据不同的语言水平，同学们被分为三个小组，每班配备四名外籍教师，真正做到“因材施教，精准赋能”。这种分层教学不仅让内容更贴合学生需求，也让每个人在“刚刚好的挑战”中放松学习、减少焦虑。结营时，大家都在自己原有的基础上实现了突破，并惊喜地发现——原来英语学习可以如此快乐、高效。

课堂中更不乏精彩互动片段：

Marc老师组织的“海难求生”情境模拟中，同学们理性权衡、团队决策，学会了在资源有限时如何优先保障生存，也从对话中体会到人性的价值与取舍；

Joshua老师则把课堂变成“寻宝战场”和历史研究室：学生们在校园中奔跑探索，用相机记录任务点，又在硬币年份中挖掘历史事件，亲手制作海报——学习成了一场跨越时空的体验；

Daniel老师的“两真一假”游戏让课堂笑声不断。同学们用英语分享故事、提问互动，既锻炼了听力与表达，也在猜测中拉近了彼此的距离；

George老师的生存挑战中，大家激烈讨论“仅带三样物品”的理由，在思维碰撞中提升了解题能力与语言自信；

Rita老师的“单词创作”赛场紧张又充满乐趣：从城市名到“oyster”这样的生僻词，学生们的词汇量与反应速度悄然增长，连害羞的同学也举起手、勇敢参与；

Steven老师的“3单词故事接龙”把课堂变成创意工坊：各组在有限的时间内编织出完整情节，展示环节掌声不断——合作与想象让每个人闪闪发光。

而这些课程的价值，最终体现在学生的真实反馈中：

陈同学（Nicole）说：“这一天半的沉浸式学习，我收获的远不只是单词。更有支持的氛围让我不再害怕开口，我学会了更好地沟通，甚至开始期待更多挑战——学习变成了一段有趣的旅程。”

潘同学（Seren）分享：“这几天的英语课太棒了！我们一边游戏一边交流，现在的我更敢于用英语表达自己，真的好想继续学下去！”

The teachers designed fun and challenging game-based tasks that allowed students to practice listening, speaking, reading, and writing in a natural setting, while also building initial trust and rapport with their “future” teachers. These activities also served as a window for the teachers to observe the students’ language abilities and personalities, laying a warm foundation for personalized support in the new semester.

Based on their language proficiency, the students were divided into three groups, each equipped with four foreign teachers, truly achieving “personalized teaching and precise empowerment.” This tiered approach not only made the content more relevant to the students’ needs but also allowed everyone to learn in a relaxed atmosphere with “just the right amount of challenge,” reducing anxiety. By the end of the camp, everyone had made breakthroughs from their original level and were pleasantly surprised to discover that English learning could be so enjoyable and efficient.

The classroom interactions were also filled with highlights:

In Mr. Mark’s “Shipwreck Survival” scenario simulation, the students rationally weighed options and made team decisions, learning how to prioritize survival in resource-limited situations while also appreciating the values and trade-offs in human nature through dialogue;

Mr. Joshua turned the classroom into a “treasure hunt battlefield” and a historical research lab. The students raced around the campus, taking photos of task locations, and delved into historical events based on coin years, handcrafting posters—making learning a cross-temporal experience;

Mr. Daniel’s “Two Truths and a Lie” game kept the classroom filled with laughter. The students shared stories and asked questions in English, practicing their listening and expression skills while drawing closer to each other through guessing;

In Mr. George’s survival challenge, everyone passionately debated the reasons for choosing “only three items,” enhancing problem-solving skills and language confidence through clashing perspectives;

Mr. Rita’s “Word Creation” competition was tense yet fun. From city names to uncommon words like “oyster,” the students’ vocabulary and reaction speeds grew imperceptibly, and even the shy students raised their hands and participated bravely;

Mr. Steven’s “3-Word Story Relay” turned the classroom into a creative workshop. Each group woven complete plots within limited time, and the presentation session was met with continuous applause—collaboration and imagination made everyone shine.

The value of these courses was ultimately reflected in the students’ genuine feedback:

Nicole Chen said: “During this day and a half of immersive learning, what I gained was far more than just vocabulary. The supportive atmosphere made me no longer afraid to speak up. I learned to communicate better and even began to look forward to more challenges. Learning has become a fun journey.”

Seren Pan shared: “These past few days of English class were amazing! We played games while communicating, and now I’m more confident in expressing myself in English. I really want to continue learning!”