© 2008 Australian Football League �

Mascot madness

Activity overviewStudents practise vocabulary which will enable them to describe their Australian Football League (AFL) team mascots, using a model provided by the teacher, with the aid of flashcards. Students then match pictures of the AFL team mascots with the written versions of their responses, and make a collage of the labelled mascots.

Selection of the team mascots could be based on the students’ favourite teams or could be determined by the teacher or by lottery – students pull the mascot names (in the target language) out of a hat. This would ensure that all teams were represented.

In the second part of the activity, students dress up a soft toy (for example, a teddy bear or rabbit) or doll in team colours and lead the class in a cheer for that team, using the caption ‘Come on the …’ in the target language. This could be videotaped by the teacher for revision and assessment purposes, as well as possible screenings at assemblies or parent evenings.

Time required2 X 50 minute sessions

Materials• Session �

• Flashcards with coloured mascots. See Resources on the AFL CD-ROM for colour versions of mascots

• sample collage (optional)

• poster paper

• textas

• scissors

• glue

• Session �

• materials for dressing up the soft toy or doll; for example, crepe paper, ribbons, streamers

Students could also be asked to wear/bring other apparel in team colours; for example, football jumpers, hats, scarves, badges, as well as their soft toy or doll.

Key Learning Area Languages Other

Than English

Year levelsYears 3–4

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© 2008 Australian Football League �

Preparation• A brief class discussion or survey about Australian football and favourite AFL

teams prior to the first lesson would determine which method of selection would be appropriate to ensure all teams are represented. It would also be useful in determining the proportion of colours required in the materials. The discussion should include practising the names of colours in the target language.

• Teacher prepares a flashcard for each mascot on A4 card.

• Optional: A sample collage prepared in advance by the teacher is a useful time-saver, and especially beneficial for students with a visual learning style. The sample would feature a central mascot and caption surrounded by 4 or 5 smaller examples of other team mascots, each with their captions. Students use this as a guide when completing their own collages with all 16 teams.

Activity steps1. Teacher begins by describing one team mascot in the target language; for

example, ‘It’s the team nickname, the colour and colour’. The mascot could be their own preferred team or one which might not have a support base within the class.

2. Students repeat appropriate phrases after the model for all flashcards.

3. Teacher repeats steps 1 & 2, this time with the cheer ‘Come on the …’, pausing to elicit the nickname and colour from individual students and trying to ensure that as many as possible have the opportunity to respond.

4. Alternatively, students could work in groups of 2 or 3 to decide on the right name, then record it on a quiz sheet.

5. Teacher distributes the outlines of the team mascots for students to colour and label.

6. Teacher displays all cards with sample collage, if there is one, and asks students to complete their own collage, placing their coloured and labelled mascots around their preferred central mascot, with the caption ‘Come on the ...’ in the target language.

7. Teacher explains dress-up activity for the next lesson and allocates teams according to preferred method.

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© 2008 Australian Football League �

8. Class revises the vocabulary covered in the previous lesson: individuals say what colours their teddy or doll is wearing. A memory game could also be a useful revision technique. For example, three students at a time sit at the front of the class wearing a headband to which the teacher has attached a copy of one of the flashcards. The students have to guess the colour and name of the mascot by asking the rest of the class, who can only answer yes or no. A limit of 10 guesses is allowed and the first of the three students to guess correctly scores a point for their own team. There might be a prize, for example a sticker or sweet for each member of the winning team at the end.

9. The teacher then distributes additional materials, and students complete their costumes.

10. The teams parade in a circle, with mascots; the same team marching together. It may be helpful to place a more able student with a less able one in this instance. This would depend on the manner of team allocation.

11. Each team representative takes it in turn to step to the centre of the circle and lead the group in cheering for that team.

Assessment ideas1. Classroom observation and recording of students’ oral presentations in the

team parade.

2. The collage demonstrates students’ ability to recognise and write correct key words in descriptions of the mascots – nicknames and colours – as well as produce short, simple sentences – the cheer.

Optional extension• Make photocopies of the map of Australia and the mascot images for each

student. Students then cut and paste the images onto the correct state on the map, with arrows to indicate those teams that have relocated and a small legend in the target language with the arrows symbolising the prepositions from and to.

• Game: Guess the Mascot. Select an umpire (could wear a cap). He/she covers one flashcard at a time, describes the colours and asks, ‘Who is it?’ in the target language. The student who guesses correctly becomes the umpire and so on.

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© 2008 Australian Football League �

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Team mascots