Toys, fads and fashion
By Clare Lavery

Theme: Toys, fashions and consumerism
Lexical area: Toys, definitions
Cross curricular links: History, social science, economics.

Instructions for language assistants are in italics.

Classroom materials

Introduction
Introduce the theme by asking students in pairs or small groups to write the names of as many toys as they can. An alternative is to use a catalogue from a toy shop or leaflet from a supermarket to brainstorm the names of toys around at the moment. Anticipate the theme. What types of toy are popular this year? Are being advertised this year on TV?

1. Look at the UK Toy Survey list
This exercise can be extended to looking at definitions like: It’s an X which is used for..ing Contrasted to: It’s an X that moves, flies, uses, makes ( a machine that makes popcorn, a doll that cries real tears, an aeroplane that flies, a train that runs on electricity) You can use pictures of toys to practise descriptions and definitions.

Task 1 Look at the UK Toy Survey list

a.) Can you guess the name of the toys and games which are being described below?

• A board game using money for buying and selling houses and property
• A tough, macho boy doll
• Plastic bricks and plastic pieces for building things
• A board game for spelling and making words
• A tall slim glamorous girl doll
• A soft furry animal for cuddling
• A piece of wood on wheels for riding along and jumping

b.) Tick the toys that you know or have played with. Which do you like best?
c.) Put the toys in order. Which was invented first? Which is the oldest / most recent toy?
d.) Can you nominate any other toys that are ‘classics’?
e.) Which toy did the British vote as the best toy in the last 100 years? Try and guess. Do you agree?

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2.What’s on your wish list?
Students can work through these questions in pairs or groups with a round up session with the whole class. You could do a class survey on which toys they consider classics in their country.

Task 2 What’s on your wish list?
a.) Look at the toys on sale this Christmas in the UK.

• Which of them do you think are toys which children will play with for years and years?
• Which toys are just fads?
• Which toys do you think are of educational value?

b.) Which of these toys would you buy? Why?
c.) Tell your partner about your wish list for this Christmas or in general.

• Is there something special you would like as a present?
• Are you too old for toys?

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3. Read and find out

Note that the most popular craze in the last 100 years was the yoyo which became a classic toy. Describe other crazes you remember or participated in.

Task 3 Read and find out

• What is the latest craze in the UK? MicroPets
• Why is it better to get a MicroPet than a real pet? The MicroPet is easier to care for and does not suffer if you abandon it
• What types of toy continue to sell every year? Classic, traditional toys from the last century
• Are there any crazes in your country?
• If so, give some examples of recent ones.
• How many of these fads are linked to TV series like Pokemon and how many are from abroad?

	Toy fads and fashions: British survey results What are the best toys of the last century? Barbie Action man Teddy bears Scrabble Monopoly Lego Scrabble Skateboards The UK’s wish list of Toys (Christmas 2003) in alphabetical order Baby Annabel doll Barbie Rapunzel doll BayBlades Bratz dolls Fimbles furry toy Harry Potter and the Chamber of Secrets lego Leapad interactive learning book MicroPets Popcorn maker Spider Man flip and trap set Each year a new craze hits the UK at Christmas and everyone must have it. This year it looks like MicroPets are going to be the most popular gifts in children’s homes. These very small electronic pets interact with each other and respond to their owners. This is better than getting a real puppy or kitten. Each year hundreds of unwanted pets are abandoned by January. At least a MicroPet will not die if you don’t feed it. But how long will the MicroPets last? Very modern fashion fads do not last more than a year whilst the more traditional classics like lego or dolls continue to be top of children’s wish lists.

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4. Your toys and childhood
Run through these questions with the class using your own examples and prompting other examples before letting them work in small groups. Elicit questions for b) using an example of your own: my best ever present was a …. Who gave it to you? When? Where? What colour? How big?

Task 4. Your toys and childhood

• Describe you first toy or toys. Did you play with toys indoors or were you more interested in playing outside? Did you make any toys from everyday objects? (cardboard boxes, old material)
• Interview your partner about the best toy they ever had. Was it a Christmas/birthday gift? Have they still got it? Think of as many questions to ask. If it is a board game, how does it work?
• What types of toys and games did your grandparents have? Were their lives very different from yours? How did they spend Christmas?

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5. Fads and fashions
This task is more challenging and best used with intermediate level up. You could get lower levels to describe pictures and the other students guess what is being described e.g. It’s a large toy. It has got a door and 4 windows and furniture inside (Is it a doll’s house?)

Task 5. Fads and fashions

• Why do you think some toys last for years? Name 3 possible features that might make a toy a classic toy.
• Have you ever ‘fallen for’ a fad? Have you ever begged your parents to get you something which was fashionable? If yes, did you lose interest in the item quickly?

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6. Group decision making
Emphasise that there is no one correct answer to this task. Discuss the first feature with the whole class so they get the idea, then get them into groups to work together.

Task 6. Group decision making
You need to find a present for a younger family member. Which of the following factors would influence your decision? Put them in order of importance.

• Visual appeal (look, colour, design)
• Durability (how strong, well made, what materials used to make it)
• Educational value (the child can learn something or a skill from playing with it)
• Fashion rating (how popular and fashionable it is at the moment)
• Cost (good value for money or very expensive)
• Entertainment value (how much fun someone can get from playing with it)

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7. Discussion
Get students to do this task in pairs or small groups. Make sure that they use English when the y talk about the sentences and that they change the sentences so that all / both agree with them.

Task 7. Discussion
Tick the statements you agree with. Change the statements you do not agree with to make them more acceptable to you.

• Children have far too many toys nowadays, they don’t need them all.
• You can never have too many toys as they are food for the imagination.
• The best sorts of toys are home made, like cardboard boxes.
• Parents should play more with their children, not give them toys instead.
• All toys for children should have educational value.
• The toys you play with can have an influence on the person you become.
• Violent toys like guns should be banned.

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