German Level 1, Activity #13: Abschließende Prüfung / Final review (Online)

Cartoon picture of a map of Germany with many smaller German cultural items.
Description: Students will practice answering open-ended questions using vocabulary from the past chapters.
Semantic Topic: School, German, Clothing,Schedules,Food,Essen,Kleidung, Schule,Deutsch, Zeitpläne, Article Review, Der, Die, Das, Die,  Artikelbesprechung, Der, Die, Das, Die.

Products: Furniture, Möbel, Free-time Activities, Freizeitaktivitäten, Food, Lebensmittel, Clothing, Kleidung, Education, Ausbildung.

Practices: Discussing in German clothing, furnishings, eating, and free-time activities. Diskutieren in deutscher Kleidung, Einrichtung, Essen und Freizeitaktivitäten.

Perspectives: The German language has very specific rules and regulations about how a sentence should be structured.  Die deutsche Sprache hat sehr spezifische Regeln und Vorschriften für den Aufbau eines Satzes.

NCSSFL-ACTFL World-Readiness Standards:

  • STANDARD 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.”
  • STANDARD 1.2 Students understand and interpret written and spoken language on a variety of topics.”
  • STANDARD 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Idaho Content Standards for World Languages:

  • Objective: COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • Objective: COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • Objective: CLTR 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can effectively use the vocabulary I have learned throughout the semester.
  • I can be interviewed in German and answer questions in detail.
  • I can speak German for an extended period of time.


Practice with articles

  • Üben mit Artikeln

Students have to guess the correct article that goes with the vocab word.

  • Schüler müssen den richtigen Artikel erraten, der zum Vokabelwort.


  • The cell phone
  • das Handy
  • The children
  • die Kinder
  • The man
  • der Mann
  • The game
  • das Spiel
  • The concert
  • das Konzert
  • The butter
  • die Butter
  • The suit
  • der Anzug

Main Activity

1. Using the Jeopardy game in the Google Presentation students will choose a topic and a certain value.

  • Mit dem Jeopardy-Spiel in der Google-Präsentation wählen die Schüler ein Thema und einen bestimmten Wert.

2. They will “roll a die” virtually. If they roll a number 1-3 they must answer the question. If they roll a number 4-6 they must ask someone else the question (that person would get the points if they answer correctly.)

  • Sie werden eine Wurfel werfen.  Wenn es auf eine Nummer von 1 bis 3 ländet müssen sie die Frage antworten. Wenn es auf eine Nummer von 4 bis 6 ländet müssen sie jemand anders die Frage stellen.

3. They will need to answer the question given. There is no wrong answer.

  • Sie müssen die Frage antworten. Es gibt keine falsche Antworten.

4. Questions:

  • What are you studying at the university?
    • Was studierst du an der Universität?
  • What time do you get up?…do you fall asleep?
    • Um wie viel Uhr stehst du auf? …schläfst du ein?
  • What did you do last weekend?
    • Was hast du letzte Wochenende gemacht?
  • What are you going to do next year?
    • Was hast du nächstes Jahr vor?
  • How big is your family?
    • Wie groß ist deine Familie?
  • What are your family members’ names?
    • Wie heißen deine Familienmitglieder?
  • What help do you do in your household?
    • Was hilfts du in deiner Haushalt?
  • What do you do with your family?  Do you have any traditions?
    • Was machst du mit deiner Familie? Habt ihr Traditionen?
  • Name five colors.
    • Nenne fünf Farben.
  • What are you wearing today?
    • Was trägst du heute?
  • Describe your favorite piece of clothing.
    • Beschreib dein Lieblingskleidungsstück.
  • Describe a clothing trend?  What do you think of it?
    • Beschreibe eine Kleidung “Trend” Was denkst du davon?
  • What do you watn to eat for breakfast every morning?
    • Was willst du zum Frühstück jeden Tag essen?
  • Where di you buy your food?
    • Wo kaufst du dein Essen ein?
  • What is the worst food and why?
    • Was ist das schlimmste Essen und warum?
  • What is your favorite receipe?
    • Was ist dein Lieblingsrezept?
  • What do you normally do on the weekends?
    • Was machst du normalerweise am Wochenende?
  • What would do if you always had freetime?
    • Was würdest du machen, wenn du immer Freizeit hättest?
  • What do you do when you are bored?
    • Was machst du wenn du Langeweile hast?
  • You are rich.  What would you do in your freetime?
    • Du bist reich. Was würdest du in deiner Freizeit machen?


What are your summer plans?

  • Was machst du diesen Sommer?

End of Activity

  • Read can-do statements and have students evaluate their confidence with thumbs up/thumbs down.
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, ask questions, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can effectively use the vocabulary I have learned throughout the semester.
  • I can be interviewed in German and answer questions in detail.
  • I can speak German for an extended period of time.

Culture Notes:  Linked is a fun Easy German video about Small Talk in German speaking lands.

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Let's Chat! German by Alexandria Crandall; Annika Henderson; Brenna McNeil; Camille Daw; David Crasper; Emma Eason; Erica Laursen; Jacob Cortez; Julia Dryer; Katherine Bukhantsov; Luca Heid; Mary Berheim; Mimi Fahnstrom; Naia Robinson; Nicole Woychick; Reagan Solomon; Robin Wagner; Sarah Lausch; Shawn Moak; Shelby Cole; Sophie Campbell; Stephi Arth; and Zahra Akbari is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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