Fun but Simple Creative Toys You and Your Young EFL Learners Can Make

Rainy Day Blues?
Have you got the rainy day blues? Cabin fever? Stuck in a rut, or just looking for some affordable outlets for your tots, toddlers and perhaps their older siblings? Looking for some really fun activities for your young learners in EFL classes? Would you like some ideas on producing some unique, economical toys and amusements? Ideas for new, different and creative toys can come from virtually every corner of the house or class room. You may just need a healthy “how to” push in the right direction. Try these ideas for recycling common household items for starters.

Soda Bottle Trucks
As rain pounded into the black sands of the Pacific coast fishing village where I was passing my vacation, I noticed the downpour never stopped the kids. What I also noticed was their ingeniously crafted toy trucks fabricated from water or soda bottles. Each boy ran along rivulets of water pulling a sand-loaded truck. Converting the plastic bottle into a truck was childishly simple. Four bottle caps served as wheels. Two axles were formed from two three and a half inch long pieces of coat hanger wire. The wires were run through the sides of the bottle and through a plastic bottle cap on each side. The ends of the wire were bent up to hold the bottle cap wheels on. A portion of the other side of the bottle was cut away to create a cargo bay. String was tied around the bottle neck. Load up the cargo bay with sand, rocks, marbles, small figures, screws, nuts and bolts, whatever - and the truck was ready to go.

Shake, Rattle and Roll
Empty metal, cardboard or plastic containers make great noise maker toys for the tots. Round containers from cereals, powdered or dry, granulated and some liquid products work well especially if they have re-sealable tops. You can partially fill them with gravel, marbles, clean sand, seeds, dried beans, rice, etc. to create different sound effects. Be sure to super glue or otherwise permanently seal the assembly to keep inquisitive toddlers from opening and potentially swallowing the contents. They’re washable too, so they can be easily washed or cleaned. Your imagination is the only limit to what you can come up with.

Flying High
An all-time favorite toy with children and adults alike, kites have been around for more than 4000 years since their invention in China. Originally made from paper and bamboo, kite-making materials now run the gamut from the original paper and bamboo to nylon, cloth, plastics, and even metal foils. Not strictly for kids, Benjamin Franklin flew a kite into scientific history. Fifth century BCE Greek scientist Archytas of Tarentum is credited with introducing kite-flying into Europe.

Here are some reference web sites to get you up, up, and away:

• http://www.skratch-pad.com/kites/make.html Have ever wanted to build a kite? Well, here is a simple kite you can make your self!

• http://www.ehow.com/how_1288_make-kite.html How to make a kite. While kites are inexpensive to buy, making one adds to the fun. You'll be especially proud when your diamond-shaped creation takes to the sky.

• http://www.aloha.net/~bigwind/20kidskites.html These are the complete time tested instructions to get kids making their own kites and flying them in 20 minutes.

• http://www.planemath.com/activities/flykite/kiteplans.html Here are more simple kite plans to help get you and your kids started

• http://scsc.essortment.com/howtobuilda_rlrf.htm Kites are fun for young and old alike. You can build your own kite, or help your young learners build one by reading this article!

Airport Central
It’s hardly much of a jump from kites to planes. Inexpensive and easy to produce, flyable planes can be made from paper, plastic or Balsa wood available at hobby shops, building and craft supply stores and hardware stores. Just like kites, they’re intriguing, tons of fun and a snap to make. Flying them can be a bit trickier, but who cares? Time sure flies when you’re having fun!

Try these web sites for a quick take off:

• http://www.cdli.ca/CITE/paper.htm This page lists some of the best Web sites on how to make and fly paper airplanes.

• http://paperplane.org/ Ken Blackburn, web site to share what he knows about paper airplanes. He holds the Guinness record for time aloft for paper airplanes.

• http://www.exploratorium.edu/exploring/paper/airplanes.html T he most amazing thing about a paper airplane is that all you need to make one is a sheet of paper—nothing more.

• www.paperairplanes.co.uk/ Alex's paper airplanes Cobra Paper Airplane The Planes - This is an index listing all the paper airplanes currently on the site ranked by how easy they are to make.

So there, you have some ideas on producing some unique, economical toys and amusements for your tots, toddlers and their older siblings. Ideas for new, different and modified versions of your creations will flow from virtually every corner of the house. Who knows, you might even develop something saleable. The toy conglomerates are always looking for the next super fad item.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Using Toys as Educational Tools for EFL

Children love to play. Who can deny it? So why not use this universal characteristic to provide and promote English language learning as well? If you do, you 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. Just don’t hold your breath while you’re waiting.

Toys of all types and kinds are available worldwide. Why not turn this to your advantage to motivate your young learners? For that matter, your not-so-young learners could benefit too; especially those learners who are “young at heart”, for those of you who might be teaching adult learners. Let’s look at some “realia” or “toys” that are commonly available and could be called into play. (pun intended)

Stuffed animals and dolls –
a perennial learner favorite even my most mature adult students give up an “Awww”, whenever I whip out the likes of Winnie the Pooh, Mickey Mouse, Tigger, rabbit, puppy, Teddy or others of my stuffed animal menagerie. You can simulate conversations, use them to illustrate prepositions of place and position, as turn-taking devices or to “replace” learners in a game or activity. They (the stuffed animals) don’t mind being tossed around either.

Soft rubber or inflated ball –
How a classroom could function without at least one of these is beyond me. One learner can “select” another in a mill drill, TPR or group activity by simply tossing the ball to someone else. That way the teacher won’t “play favorites” during the activity. A ball can be used in a relay fashion to signal the next learner in a sequence or game. If it’s dropped or mis-handled, no problem, it just bounces a couple of times or so before returning to the game. Neat, huh?

Cars, trucks and other Vehicles –
Learners can “drive” to places in a neighborhood, from one part of the room to another or from one position on a game board to another. Small ones can serve as place markers in a board game, while larger ones can be used as props in dialogues, role plays and conversations. Don’t forget about using them for grammar and verb practice activities either. And oh yes, girls as well as boys like them too. Adults? Well I have to watch my vehicle props carefully or the adult learners will “steal” them!

Board games –
You really only need a small selection of board games if you have even a shred of imagination. Two or three will work nicely. Some all-time favorites are ones like “Scrabble”, “Monopoly”, “Checkers” and “Chess” which both use the same alternately colored squares board. 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, faster-playing games like “War”, “Fish” or “21” (numbers – not Blackjack!)

Please Note:
I’m not a proponent of using guns or simulations of firearms of any type in the classroom – not even water pistols. No bats, hitting, or aggressive behavior promoting realia of any type normally enters my learning environments. True you can get aggressive behavior from some of the toys I’ve mentioned, but it’s easily squashed or put down without too much trouble. I just explain to the learners what’s allowed and what’s not. This of course, is by no means an exhaustive list. I’m sure you’ll come up with many of your own locally-available favorites for use in your classroom. In fact, if you have some unusual or unique realia that you use, I’d love to hear about it.

Drop me a line at: lynchlarrym@gmail.com.

And good luck.

Grammar Teaching: Implicit or Explicit?

Implicit or Explicit?
Based on my 15 years of EFL (English as a Foreign Language) teaching experience, the statement “grammar teaching should be implicit, not explicit” could be argued both for and against. Whether to teach grammar as an extracted focus of ELT (English Language Teaching) or more passively as an inductive, integral topic has been the theme of countless debates on the part of institutions, professors, grammarians and language researchers for decades. Grammar is the branch of linguistics dealing with the form and structure of words or morphology, and their interrelation in sentences, called syntax. The study of grammar reveals how language works, an important aspect in both English language acquisition and learning.

Early 18th Century Grammarians
In the early 20th century grammarians like the German-American anthropologist Franz Boas and the Danish linguist Otto Jespersen began to describe languages and Boas' work formed the basis of various types of American descriptive grammar study. Jespersen's work was the fore-runner of such current approaches to linguistic theory such as Noam Chomsky’s Transformational Generative Grammar.

Noam Chomsky
Chomsky, (pictured above) who studied structural linguistics, sought to analyze the syntax of English in a structural grammar. This led him to view grammar as a theory of language structure rather than a description of actual sentences. His idea of grammar is that it is a device for producing the structure, not of a particular language, but of the ability to produce and understand sentences in any and all languages. Since grammar is the means by which we can understand how a language “works”, a definitive study of language grammar is essential to language study.

Strictly explicit grammar study however, and even grammar-focused lessons are often not communicatively based. They can therefore be boring, cumbersome and difficult for students to assimilate. The strict teaching of grammar / structure, except with students of the Logical – Mathematical or Verbal – Linguistic Multiple Intelligences, can be frustrating and highly ineffective. (ref. H. Gardner, 1993)

Grammar teaching should be implicit

In the early 20th century, Jespersen, like Boas, thought grammar should be studied by examining living speech rather than by analyzing written documents. By providing grammar in context, in an implicit manner, we can expose students to substantial doses of grammar study without alienating them to the learning of English or other foreign language. I also agree with this implicit approach of teaching grammar. The principal manner in which I accomplish this is by teaching short grammar-based sessions immediately followed by additional function-based lessons in which the new grammar / structure is applied in context.

The hypothesis (see Krashen-Terrell, 1984) is that adult language students have two distinct ways of developing skills and knowledge in a second language, acquisition and learning. Acquiring a language is “picking it up”, i.e., developing ability in a language by using it in natural, communicative situations. Learning language differs in that it is “knowing the rules” and having a conscious knowledge of grammar / structure. Adults acquire language, although usually not as easily or as well as children. Acquisition, however, is the most important means for gaining linguistic skills. A person’s first language (L1) is primarily learned in this way. This manner of developing language skills typically employs implicit grammar teaching and learning.


Grammar teaching should be explicit

This does not exclude explicit grammar-teaching entirely, however. Some basic features of English language grammar structure are illogical or dissimilar to speakers of other languages and do not readily lend themselves to being well understood, even in context. In cases where features of English grammar are diametrically opposed or in some other way radically different from the manner of expression in the student’s L1, explicit teaching may be required.

Aspects of English language grammar that may offer exceptional challenge to EFL students include use of word order, determiners (this, that, these, those, a, an, the), prepositions (in, on, at, by, for, from, of), auxiliaries (do, be, have), conjunctions (but, so, however, therefore, though, although), interrogatives, intensifiers (some, any, few, more, too) and distinctions between modal verbs (can, could, would, should, may, might, must). Phrasal verbs also present considerable difficulty to Spanish speakers learning communicative English.

Some students also are logical or linguistically-biased thinkers who respond well to structured presentation of new material. Logical-Mathematical and Verbal-Linguistic intelligence learners are prime examples of those that would respond well to explicit grammar teaching in many cases.

Based on my English language teaching and on my second and third foreign language learning (L2, L3) experience, an exclusive approach using either implicit or explicit methodologies is not as effective as utilizing one or the other of these approaches as required. Although it is essential to teach elements of language and develop communicative abilities in our students, there is no one best way to introduce and provide practice in them. Young learners have more natural facility in acquisition, while adults may benefit substantially from more “formal” language learning. Learning styles and intelligence strengths are also a significant factor.

"Teacher, I don't understand!"
There are many generally accepted ways of introducing the sounds, structure and vocabulary of English, including colloquial forms of conversation and the four basic communication skills. Grammar provides for “communicative economy”. Grammar teaching should be implicit, or explicit, as teaching / learning conditions may dictate helping to minimize the student response teachers fear most;

“Teacher, I don’t understand.”


Note: Academic references for this article are available on request.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com