😁German Level 4, Activity 01: Einleitung / Introduction (Online)

Iron Willkommen Sign

Description:  Students will learn activity guidelines, play bingo, and introduce themselves to each other.

Semantic Topics: Introduction, Einführung, Fragen, Questions, Conjunctions, Konjunktionen.

Products: Bingo Cards, Bingokarten.

Practices: Taking turns answering questions in German.  Listening to classmates to get to know them better.  Abwechselnd beantworten Fragen auf Deutsch. Mitschülern zuhören, um sie besser kennenzulernen.

Perspectives: Appreciating the differences in the students of the German speaking language.  Anerkennung der Unterschiede bei den Schülern der deutschsprachigen Sprache.

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1  Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.3  Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Idaho State Content Standards:

  • 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 ask open ended questions about technology, family, food, and travel.

Materials Needed:


1. Have each student introduce themselves and tell one fun fact about their summer.

  • Lassen Sie jeden Schüler sich vorstellen und eine lustige Tatsache über seinen Sommer erzählen.


2. Review the Can-Do Statements with the Students.

  • Gehen Sie die Kann-Aussagen mit den Schülern durch.

Main Activity

1. Before starting the activity,  model a few sample questions for the students.

      Bevor Sie mit der Aktivität beginnen, modellieren Sie ein paar Beispielfragen für die Schüler.



Technology question:

  • Bevorzugen Sie Android oder Apple und warum? (Do you prefer Android or Apple, and why?)


  • Ich habe ein Apple iPhone und es gefällt mir, weil es einfach zu bedienen ist, aber viel Geld kostet. (I have an Apple iPhone and I like it because it is easy to use, but it costs a lot of money.)

Family Question:

  • Wer ist Ihr Lieblings Familienmitglied? (Who is your favorite family member?)


  • Ich habe kein Lieblingsfamilienmitglied, aber ich gehe gerne mit meiner Schwester essen, weil sie immer bezahlt. (I do not have a favorite family member,  but I love to go out to dinner with my sister because she always pays.)


2. Divide the students into groups of 2 or 3 in Zoom Breakout Rooms.  Share the link to the picture slide in the Zoom chat.


3. Students must formulate OPEN-ENDED questions relating to the picture in the square and ask another student. Encourage conversation that relates to their picture.

  • Die Schüler müssen offene Fragen zu dem Bild auf dem Quadrat formulieren und einen anderen Schüler fragen. Ermutigen Sie Gespräche, die sich auf ihr Bild beziehen.


4. Students should take turns asking and answering questions from each box.

  • Die Schüler sollten abwechselnd Fragen aus jeder Box stellen und beantworten.


After everyone is done, go square by square and ask students to report back what they learned from the other students (their answers) about the squares from the questions they asked.

Nachdem alle fertig sind, gehen Sie Quadrat für Quadrat vor und bitten Sie die Schüler, zu berichten, was sie von den anderen Schülern (ihre Antworten) über die Felder aus den von ihnen gestellten Fragen gelernt 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 ask open ended questions about technology, family, food, and travel.

Cultural Resources

Linked here is an article discussing the importance of creating some 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/

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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