📱German Level 3, Activity 09: Soziale Medien und Technologie / Social Media and Technology (Face to Face)

Up-close photo of apps on a cell phone.
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Description: Students will practice exchanging opinions on certain topics related to social media and technology.

Semantic Topics: Social Media, Soziale Medien, Technology, Technologie, Online, Videos, Video games, Videospiele, Preference, Präferenz, Superlatives, Superlative.

Products: Technology Cards,  Technologiekarten.

Practices: Technology use in today’s world discussed in German.  Technologieeinsatz in der heutigen Welt auf Deutsch diskutiert.

Perspectives: The value and the problems that come with using modern technology.  Der Wert und die Probleme, die mit der Verwendung moderner Technologie einhergehen.

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 1.1 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my preferences regarding technology.
  • I can talk about a movie or television show that I like.
  • I can use my current vocabulary to describe technology.

Materials Needed:

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

(Canva Template(s), free account required)


Ask the students the following questions:

Stellen Sie den Schülern die folgenden Fragen:

  • Welche solzialen Netzwerke hast du? (Which social networks do you have?)
  • Welche Technik nutzt du? (Which technologies do you use?)
  • Magst du lieber Apple oder Android? (Do you prefer Apple or Android?)

Main Activity

Students will play Heads-Up with technology cards. Divide the students into two teams. Deal out the technology cards, face down. One player from each team will choose a card, not look at the card, and put the card facing out on their forehead. The other teammates will give hints to the first player so the first player can guess the word. Time each word at 1.30 minutes. The team, at the end,  with the most correctly guessed cards is the winner.

Die Schüler spielen Heads-up mit Technologiekarten. Teilen Sie die Schüler in zwei Teams auf. Verteilen Sie die Technologiekarten verdeckt. Ein Spieler aus jedem Team wählt eine Karte aus, schaut sich die Karte nicht an und legt die Karte mit der Vorderseite nach außen auf seine Stirn. Die anderen Teamkollegen geben dem ersten Spieler Hinweise, damit der erste Spieler das Wort erraten kann. Geben sie jedes Wort nur1:30 Minuten. Am Ende hat das Team mit den am meisten erratenen Karten gewonnen.


Do you watch T.V. often? If yes what is your favorite T.V. show or film?

  • Schaust du oft fern? Wenn ja, was ist deine lieblingsserie oder Film?

Go over any questions that the students have about the technology cards used.

  • Gehen Sie alle Fragen durch, die die Schüler zu den verwendeten Technologiekarten haben.

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 talk about my preferences regarding technology.
  • I can talk about a movie or television show that I like.
  • I can use my current vocabulary to describe technology.

Cultural resources

Here is an ARD video about Social Networks and the German.

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)
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  • 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)

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