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Teaching English Language: Using Toys as Educational Tools

Children love to play. Who can deny it? So why not use this universal feature to provide and promote English language learning as well? Doing so can hardly go wrong. What child is going to say, “Teacher, I don’t want to play”? Sure, it’s ultimately possible, but so is a force-five tornado in South America or an “Armageddon-level earthquake in Tibet. Don’t hold your breath while you wait.

There are toys of all types and kinds available all over the world. Why not take advantage of this to motivate your young students? In fact, your not-so-young students could also benefit; especially those students who are “young at heart”, for those of you who might be teaching adult students. Let’s take a look at some “realia” or “toys” that are commonly available that could be put into play. (pun intended)

o Stuffed animals and dolls –

A perennial learner favorite, even my most mature adult students give up an “Awww”, every time I pull out Winnie the Pooh, Mickey Mouse, Tigger, Rabbit, Puppy, Teddy, or others from my stuffed animal collection. You can simulate conversations, use them to illustrate prepositions of place and position, as turn-taking devices, or to “replace” students in a game or activity. They (the stuffed animals) don’t mind being thrown away either.

o Soft or inflated rubber ball –

I don’t understand how a classroom could function without at least one of these. One student can “select” another in a mill exercise, TPR, or group activity simply by throwing the ball to another person. That way, the teacher will not “have favorites” during the activity. A ball can be used as a relay to signal the next student in a sequence or game. If it falls or is mishandled, no problem, just bounce a few times before returning to the game. Clean, huh?

o Cars, trucks and other vehicles –

Students can “drive” to locations in a neighborhood, from one part of the room to another, or from one position on a game board to another. The little ones can serve as place markers in a board game, while the larger ones can be used as props in dialogues, role plays, and conversations. Also, don’t forget to use them for grammar and verb practice activities. And yes, girls and boys like them too. Adults Well, I have to watch my vehicle accessories carefully or adult students will “steal” them.

o Board games –

You really only need a small selection of board games if you have a dash of imagination. Two or three will work fine. Some of the all-time favorites are some like “Scrabble,” “Monopoly,” “Checkers,” and “Chess,” which use the same board of alternate colored squares. Use the boards to “create” your own games too. Don’t forget a deck or two of playing cards either. No, not for poker, but for simpler and faster games like “War”, “Fish” or “21” (numbers, not Blackjack!).

Keep in mind:

I am not a supporter of the use of guns or firearm simulations of any kind in the classroom, not even squirt guns. Normally, no bats, hitting, or aggressive behavior that promotes reality of any kind enter my learning environments. It is true that you can get aggressive behavior with some of the toys I have mentioned, but it is easily squashed or left without too much trouble. I just explain to the students what is allowed and what is not. This, of course, is by no means an exhaustive list. I am sure you will create many of your favorites available locally to use in your classroom. In fact, if you have any unusual or unique reality that you use, I’d love to hear it.

Write to me at: [email protected].

And good luck.

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