German Level 1, Activity 07: Haushaltsartikel und Einkaufen / Household Items and Shopping (Face to Face)

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Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact with any suggestions and we will update the content in a timely manner.

Household Items and Shopping / Haushaltsartikel und Einkaufen


In this activity, students will practice shopping using a list to purchase a variety of household items. Half of the students will receive a shopping list and the other half will be a store-front. The students will ask each other questions to find items on their list. 

Semantic Topics

Shopping, einkaufen,  household items, haushaltsartikel, selling, verkaufen, items, artikel, groceries, lebensmittel, asking questions, fragen stellen.


Stores, Geschäfte, Household Goods, Haushaltswaren, Groceries, Lebensmittel.


Learning how to shop for food and household goods in a German speaking country. Erlernen des Einkaufens von Lebensmittel und Haushaltswaren im deutschsprachigen Raum.


Shops in German speaking countries are different than those in the U.S. and the shopkeepers expect to be addressed in specific manners. Shops im deutschsprachigen Raum unterscheiden sich von denen in den USA und die Ladenbesitzer erwarten eine spezifische Ansprache.

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.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Idaho State Content Standards

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  •  CLTR 1.3: Function appropriately in diverse contexts within the target culture. 

NCSSFL-ACTFL Can-Do Statements

  • I can ask for and identify household items, such as items for the kitchen, office, etc. 
  • I can work with other students to solve a problem, such as shopping from a list
  • I can appropriately ask for the availability of any item when visiting a store 

Materials Needed

Shopping Card List

Google Slideshow

Store Cards

Whiteboards and Markers

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

- Shopping Card List (Canva Template, free account required)

- Store Cards (Canva Template, free account required)


1. Begin by introducing the Can-Dos for today's activity. Distribute a white board and a marker to each student.

  • Beginnen Sie mit der Einführung der Can-Do's für die heutige Aktivität. Verteilen Sie ein Whiteboard und einen Marker an jeden Schüler.

2. Write the name of each of the different rooms on the white board.

  • Schreiben Sie den Namen jedes der verschiedenen Räume auf die Weiße Tafel.

3. Students will then have 45 seconds to 1 minute to come up with as many words as possible that relate to the room.

  • Die Schüler haben anschließend 45 Sekunden bis 1 Minute um sich möglichst viele Wörter zum Raum auszudenken.

For example: das Schlafzimmer 

  • Zum Beispiel: das Schlafzimmer

Students: Bett, Lampe, Nachttisch, Bettwäsche

  • Studenten: Bett, Lampe, Nachttisch, Bettwäsche

4. Repeat with the other rooms.

  • Wiederholen Sie mit den anderen Räumen

Main Activity

1. Distribute a shopping list to half of the students. The other half will receive a store card.

  • Verteilen Sie an die Hälfte der Schüler eine Einkaufsliste. Die andere Hälfte erhält eine Store-Karte.

2. The students with the shopping lists will go to the students with the store cards, trying to find the items on their lists. Go over the proper way to ask for something and how they, as the store owners, would respond. This can be written on the white board if necessary. Remind students about the Akkusativ.

  • Die Schüler mit den Einkaufslisten gehen zu den Schülern mit den Ladenkarten und versuchen, die Artikel auf ihren Listen zu finden. Geben Sie den korrekten Weg durch, um nach etwas zu fragen und wie sie als Ladenbesitzer reagieren würden. Dies kann bei Bedarf auf das Whiteboard geschrieben werden. Erinnern Sie die Schüler an Akkusativ-Formen.

For example: Guten Tag, ich brauche eine Lampe” oder “Hallo, haben Sie eine Lampe?

  • “Ja, wir haben eine Lampe” oder “Nein, wir haben keine Lampe”

(this is also good practice for the accusative since brauchen/haben go with akkusativ)

(dies ist auch eine gute Praxis für den Akkusativ, da brauchen/haben mit Akkusativ gebildet wird)

3. The students should  talk with each person with a store card in order to find all the items on their list.

  • Die Schüler sollten mit jeder Person mit einer Store-Karte sprechen, um alle Artikel auf ihrer Liste zu finden.

4. Once they have found everything, the two groups can switch. The students who had the store cards will now have the shopping lists and vice versa.

  • Sobald sie alles gefunden haben, können die beiden Gruppen wechseln. Die Schüler, die die Ladenkarten hatten, haben jetzt die Einkaufslisten und umgekehrt.

5. If you have extra time, the students can switch shopping lists/stores again.

  • Wenn Sie mehr Zeit haben, können die Schüler die Einkaufslisten/Geschäfte wieder wechseln.


Ask the following question(s) to finish the activity:

  • Welche Dinge von den Listen habt ihr? (What things from the lists do you have?)
  • Welche nicht? (Which ones do you not have?)

Cultural Resources

Linked is an Easy German video about shopping in Hamburg.

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 for and identify household items, such as items for the kitchen, office, etc. 
  • I can work with other students to solve a problem, such as shopping from a list
  • I can appropriately ask for the availability of any item when visiting a store 
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