Toys and Games

Overview

Subject Area: Languages – German
Year Level: Foundation (Prep)
Curriculum Alignment: Australian Curriculum – Languages: German Foundation to Year 2
Strand: Communicating – interacting and understanding
Sub-strand:

• Informing: Recognise and understand simple German words and phrases related to familiar objects
• Creating: Participate in shared performance activities using German language

Lesson Number: 12 of 15 in unit "German to English Fun"
Lesson Duration: 45 minutes
Class Size: 20 students

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WALT – We Are Learning To:

• Recognise and say the names of common toys and games in German
• Use German nouns in short phrases while playing
• Listen and respond to German vocabulary in context

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Success Criteria

By the end of this lesson, students will be able to:
✅ Recognise and name at least 5 toys and games in German
✅ Use simple German phrases such as “Das ist…” ("This is...") in play
✅ Demonstrate understanding through matching, movement, and spoken response

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Vocabulary Focus

English	German	Pronunciation
Ball	der Ball	"Der Bahll"
Teddy	der Teddybär	"Der Ted-ee-bear"
Doll	die Puppe	"Dee Poop-uh"
Game	das Spiel	"Das Shpeel"
Car	das Auto	"Das Ow-toh"

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Resources Needed

• Flashcards with toy images and German words
• Toy box of real or toy-sized versions of ball, teddy, doll, toy car, and simple board game
• Music speaker for transition song (“Hallo, Guten Tag!”)
• Laminated "Mein Lieblingsspielzeug" (My Favourite Toy) worksheet
• Picture matching cards
• Puppet mascot "Kleiner Bär" (used in previous lessons to guide students in German)

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Lesson Structure

1. Welcome & Warm-Up (5 mins)

• Greet students with “Guten Tag!” and roll call in German with puppet Kleiner Bär.
• Play “Hallo, Guten Tag!” song (same introductory song from earlier lessons).
• Quick recap of previous vocabulary using visual flashcards (animals and colours).

Differentiation:

• For EAL/D and quieter students, use gestures and prompts from past lessons.

2. Introduction of New Vocabulary (10 mins)

• Introduce 5 toy items (ball, teddy, doll, car, game).
• Show each toy item, say the word in German, have students echo.
• Use a chant: “Ich sehe… der Ball!” (I see… the ball!)
• Encourage students to clap out syllables of each German word.

WOW Moment 💥:
Reveal a mystery toy chest and pull out each item one at a time with a touch of theatrics using the puppet Kleiner Bär whispering the word in German.

Differentiation:

• Students who struggle with speech can point to the correct item on the teacher’s prompt.

3. Interactive Toy Game – “Was ist Das?” (15 mins)

• Lay out all toy items on the mat.
• One student wears a blindfold and chooses a toy by touch.
• The class chants “Was ist das?” and the student answers, guided if needed: “Das ist der Ball!”
• Repeat several times, inviting volunteers.

Extension for advanced learners:
Encourage full sentence structures with adjectives learned in previous weeks:
“Das ist der grosse Ball.” ("That is the big ball.")

Differentiation:

• Pair verbal and tactile clues; use prompt cards with colour as additional hints.

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4. Toy Time Speaking Rotations (10 mins)

Set up 5 stations, each with a toy and a helper cue card:

• Students rotate every 2 minutes in groups of 4 using simple sentences:
  • “Ich spiele mit der Puppe” ("I play with the doll")
  • “Ich mag das Auto” ("I like the car")

Teacher and aide circulate to prompt German usage, encouraging phrase building.

Inclusion strategy:

• Use visual symbol cards with colour-coded sentence aids for neurodivergent students.

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5. Wrap-Up & Reflection (5 mins)

• Hand out “Mein Lieblingsspielzeug” worksheet — students draw their favourite toy and the teacher writes the German name.
• Puppet Kleiner Bär asks students, “Was ist dein Lieblingsspielzeug?” ("What’s your favourite toy?")
• Students respond with drawings and words.

Class ends with “Tschüss” song and clap-out in a circle.

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Assessment (Formative)

✅ Observation of vocabulary recall during games
✅ Oral participation in station rotations
✅ Completed drawing worksheet with attempted German word

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Differentiation Summary

• Visual learners: Strong use of flashcards, real objects, images on stations
• Kinesthetic learners: Blindfold touch game, movement rotation
• Auditory learners: Repeated rhythms, chants, and songs
• EAL/D and students with speech/language delays: Scaffolded support with prompts, peer modelling, and visual aids
• Advanced learners: Full sentence construction, adjective use, extended playtime with extra toys and sentence starters

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Extension Activities

🎯 Toy Designer Challenge (Optional Homework or Finish-Early Task)
Students design a new toy, name it in German, and write a label using sentence stems:

• “Das ist mein Spielzeug.”
• “Es ist rot und klein." (“It is red and small.”)

💬 Home Connection
Send home a mini vocabulary sheet for students to “teach” one family member the German for their favourite toy.

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Reflection Notes for Teacher

📝 To be filled post-lesson:

• Which vocabulary words were retained most easily?
• How did students respond to tactile activities vs. visual tasks?
• Was there high engagement in German speaking during rotations?

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Next Lesson:

Lesson 13 – Let's Go Outside!
Exploring the German names of outdoor playground equipment through movement and song.

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Let’s continue making languages playful and memorable!