💼German Level 2, Activity 08: Arbeits- und Lebenspläne / Plans For Work and Life (Face to Face)

Picture of a desk with a computer on a stand, notepad & pen, second screen and plants
Ken Tomita
Description: In this activity, students will be practicing forms of Konjunktiv II and discussing job related topics.
Semantic Topics: conjunctions, konjunktiv, grammar, grammatik, jobs, jobs, beruf, future, zukünftiger, zukunft, income, einkommen

Products: Bingo Cards about goals and dreams.  Bingokarten über Ziele und Träume.

Practices: Learning about other student’s goals and dreams.  Lernen über die Ziele und Träume anderer Schüler.

Perspectives: When building friendships, it is important to value the goals and dreams of others. Beim Aufbau von Freundschaften ist es wichtig, die Ziele und Träume anderer wertzuschätzen.

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 spoken and written language on a variety of topics.
  • Standard: 3.1 Students reinforce and further their knowledge of other disciplines through German.

Idaho State Content Standards:

  • 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: CONN 1.2 Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can use different forms of Konjunktiv II.
  • I can talk about what job I would like to have.
  • I can talk about where and how I would like to live.
  • I can say how much I would like to earn.

Materials Needed: 

Would you like to make changes to the materials? Access the template(s) below:

(Canva Template(s), free account required)


Would you rather…?

Würdet ihr lieber…?

  • Alleine oder mit Freunden wohnen? (Live alone or with friends?)
  • Arbeiten im Ausland oder zu Hause? (Work abroad or at home?)
  • Denken Sie an die Zukunft oder die Vergangenheit? (Think about the future or the past?)

Main Activity

Dream Living – Traum Leben Bingo

Before the activity print and cut-out the Bingo cards.  One per person.

Students will walk around the room asking several of the posted questions about where the students would like to live, what they would like to be, at what age they want to retire, how much they want to earn, and with whom they would like to live. Have students try to get around eight to ten spots filled in instead of the usual 4 in a row.

Die Schüler werden durch den Raum gehen und einige der geposteten Fragen stellen, wo die Schüler gerne leben würden, was sie gerne sein würden, in welchem Alter sie in Rente gehen möchten, wie viel sie verdienen möchten und mit wem sie leben möchten. Lassen Sie die Schüler versuchen, etwa acht bis zehn Plätze anstelle der üblichen 4 in einer Reihe zu besetzen.


1. Hand out the bingo cards.

Verteilen Sie die Bingo-Karten.


2. Students should ask the questions on the slide to other students. (Explain the underlined words if they do not understand).

Die Schüler sollten die Fragen auf der Folie anderen Schülern stellen.(Erklären Sie die unterstrichenen Wörter, wenn sie nicht verstanden werden).

  • Students should answer in complete sentences.
  • Schüler sollten in einem vollständigen Satz antworten.
    • Wo möchtest du wohnen? (Where do you want to live?)
    • Ich möchte in Kalifornien wohnen. (I want to live in California.)
  • After answering each student should write their answer on the bingo card of their partner.
  • Nach der Antwort sollte jeder Schüler seine Antwort auf die Bingokarte seines Partners schreiben.
  • After each student has asked the other a question, they should find someone else to ask.
  • Nachdem jeder Schüler dem anderen eine Frage gestellt hat, sollte er jemanden finden, den er fragen kann.
  • Continue until someone has 10 answers or there are 5 minutes left till the end of the session.
  • Fahren Sie fort, bis jemand 10 Antworten oder 5 Minuten bis zum Ende der Sitzung übrig hat.


Ask the students what should be reviewed in the activity next week. The topics are on the slide.

  • Was sollen wir wiederholen? (What should we repeat?)

End of Activity:

  • Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can use different forms of Konjunktiv II.
  • I can talk about what job I would like to have.
  • I can talk about where and how I would like to live.
  • I can say how much I would like to earn.

Cultural Resources

Here is a video from Easy German on Dreams and Wishes from German citizens.

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity.

Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Let's Chat! German Copyright © 2022 by Boise State University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book