German Level 4, Activity #01: Einleitung / Introduction (Face to Face)

Iron Willkommen Sign

Description:  Students Learn Lab Rules,  Play Bingo,  Introduce Themselves

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

Products: Bingo Cards, Kahoot, Bingokarten, Kahoot.

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 1.2  Students understand and interpret spoken and written language on a variety of topics.
  • Standard 1.3  Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Idaho Content Standards for World Languages:

  • Objective: COMM 2.1  Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • Objective: CONN 1.1   Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask open ended questions about technology, family, food, and travel.
  • I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, creating sentences and series of sentences to ask and answer a variety of questions.

Materials Needed:

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

(Canva Template(s), free account required)




All languages will be doing the same activity for this week.

Alle Sprachen werden für diese Woche die gleiche Aktivität durchführen

Lab Rules Review Playing Kahoot

Main Activity

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: Do you prefer Android or Apple, and why?
    • Technologie Fragen: Bevorzugen Sie Android oder Apple und warum?
  • Answer:  I have an Apple iPhone and I like it because it is easy to use, but it costs a lot of money.
    • Antwort:  Ich habe ein Apple iPhone und es gefällt mir, weil es einfach zu bedienen ist, aber viel Geld kostet.
  • Family Question: Who is your favorite family member?
    • Familienfrage: Wer ist Ihr Lieblings Familienmitglied?
  • Answer: I do not have a favorite family member, but I love to go out to dinner with my sister because she always pays.
    • Antwort: Ich habe kein Lieblingsfamilienmitglied, aber ich gehe gerne mit meiner Schwester essen, weil sie immer bezahlt.

1. 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.

2. Once the student answers, they sign that square. Then the other person can ask a question.

Sobald der Schüler antwortet, unterschreibt er dieses Quadrat. Dann kann die andere Person eine Frage stellen.

3. Students should try to get a BLACKOUT (getting a signature on each square) or BINGO (by asking students questions about pictures in a row)

Die Schüler sollten versuchen, einen BLACKOUT (eine Unterschrift auf jedem Feld) oder BINGO (indem sie den Schülern hintereinander Fragen zu Bildern stellen) zu erhalten.


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 Lab

  • 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 labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can ask open ended questions about technology, family, food, and travel.
  • I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, creating sentences and series of sentences to ask and answer a variety of questions.

Cultural Notes:  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..

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 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 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.

Share This Book