🤩German Level 3, Activity 01: Bingo / Bingo (Face to Face)

Photo of a neon sign - BINGO
Freepik – katemangostar
Description: Students must try to formulate questions related to the topics on the bingo card. This is to help the students get to know each other in their target language.

Semantic Topics: Bingo, Interests, Interessen, About You, Über Dich, Get to Know, Kennenlernen, Adjectives,  Adjektive.

Products: Bingo Cards, Bingo-Karten.

Practices: Playing Bingo to learn about classmates.  Bingo spielen, um mehr über Mitschüler zu erfahren.

Perspectives: By learning about others we can understand them and their perspectives better.  Indem wir über andere lernen, können wir sie und ihre Perspektiven besser verstehen.

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.

Idaho State Content Standards:

  • Objective: COMM 1: Interact with others in the target language and gain meaning from interactions in the target language.
  • Objective: COMM 2: Discover meaning from what is heard, read, or viewed on a variety of topics in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask and respond to questions regarding my likes and dislikes, hobbies, and interests.
  • I can compare hobbies and free time preferences with a peer in the target language.


1. Begin by opening the Google Slideshow and introduce the Can-Dos for today’s activity.

Öffnen Sie zunächst die Google Slideshow und stellen Sie die Can Dos für die heutige Aktivität vor.


2. Discuss example questions from the BINGO card topics.

Diskutieren Sie Fragebeispiele aus den BINGO-Karten themen.

Main Activity

Conversation Bingo

Konversation Bingo


1. The  instructor gives each student a Bingo card.

Der Lehrer gibt jedem Schüler eine Bingo-Karte.


2. Students must formulate questions relating to the picture in the square and ask another student the questions.

Die Schüler müssen Fragen zum Bild formulieren und einen anderen Schüler fragen.


3. Once the student answers, they can mark off a Bingo square.

Sobald der Schüler antwortet, kann er ein Bingo-Quadrat markieren.


4. The student that just answered the question will be the one to ask the next question.

Der Schüler, der gerade die Frage beantwortet hat, wird derjenige sein, der die nächste Frage stellt.


5. Students should try to get a BINGO by asking students questions about pictures in a row.

Die Schüler sollten versuchen, ein BINGO zu bekommen, indem sie den Schülern Fragen zu Bildern die in einer Reihe sind stellen.


6. After someone has a BINGO ask each student to describe one or two things they learned about their classmates.

Nachdem jemand ein BINGO gemacht hat, bitten Sie den Schüler, ein oder zwei Dinge zu beschreiben, die er über seine Klassenkameraden gelernt hat.


7. Continue with the game and as students continue to get Bingos have them describe what they each learned about their classmates.

Spiel weiter und wenn mehrere Schüler ein Bingo bekommen, sie sollen ihre Klassenkameraden beschreiben. 


Have each student ask the  instructor a question relating to one of the topics on the card.

Lassen Sie jeden Schüler dem Lehrer eine Frage zu einem der Themen auf der Karte stellen.

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 ask and respond to questions regarding my likes and dislikes, hobbies, and interests.
  • I can compare hobbies and free time preferences with a peer in the target language.

Cultural Resources

Linked here is an article discussing the importance of creating  stress free environments during language learning.  As a helpful reminder for students, this article will be linked in the Cultural Notes section in the first activity of each section. https://languagelearnersjournal.com/2018/05/14/is-stress-impacting-your-language-learning-ability/     Next is linked an Easy German video, “What Kind of Person are You?” watching Germans using descriptive adjectives to talk about themselves.

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:


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