Shawn Moak, Mimi Fahnstrom, Reagan Solomon, Brenna McNeil, Shelby Cole, Emma Eason, Amber Hoye
Material Type:
Middle School, High School, Community College / Lower Division, College / Upper Division
  • Activities
  • Aktivitäten
  • Fragen
  • Hobbies
  • Hobbys
  • Interessen
  • Interests
  • Questions
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    English, German

    German Level 1, Activity 10: Hobbys / Hobbies (Online)

    German Level 1, Activity 10: Hobbys / Hobbies (Online)


    Students will practice telling about their hobbies, their personal interests, and their free time activities.

    Activity Information

    Did you know that you can access the complete collection of Pathways Project German activities in our new Let’s Chat! German pressbook? View the book here: 

    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.

    Hobbies / Hobbys


    Students will practice telling about their hobbies, their personal interests, and their free time activities.

    Semantic Topics

    Hobbies, interests, hobbys,  interessen,  activities,  aktivitäten, questions, fragen


    Hobby activity materials, Materialien für Hobbyaktivitäten


    Understanding the desire for those in German speaking countries to wander in the hills and mountains.  Den Wunsch der Menschen im deutschsprachigen Raum verstehen, in den Hügeln und Bergen zu wandern.


    Those living in German speaking lands place value and importance  on outdoor activities and care for their surroundings. Wer im deutschsprachigen Raum lebt, legt Wert auf Outdoor-Aktivitäten und pflegt seine Umgebung.

    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

    • 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.
    • Objective: CLTR 1.3: Function appropriately in diverse contexts within the target culture.

    NCSSFL-ACTFL Can-Do Statements

    • I can talk about my activity preferences.
    • I can discuss my favorite hobbies with my peers.
    • I can ask and answer questions relating to hobbies.

    Materials Needed


    What do you prefer to do?

    • Was machst du lieber?

    1. Students will be shown a variety of slides with two pictures. They can identify what the activities are in the pictures and which activity they would prefer to do.

    • Studenten werden Slides anschauen die zwei Bilder drauf haben von verschiedene Hobbies. Sie müssen identifizieren welchen sie lieber machen wurden.

    Possible answers for slides:

    • Skifahren, Winter, Outdoor, Kälte, Schnee, Berge, Trails, Eis, Gefrieren, Spaß, Schnelligkeit, Gefahr (Skiing, Winter, Outdoors, Cold, Snow, Mountains, Trails, Ice, Freezing, Fun, Fast, Danger)
    • Lesen, Studieren, Fenster, Licht, Sonnenschein, Bett, Gemütlich, Friedlich, Ruhig (Reading, Studying, Window, Light, Sunshine, Bed, Comfortable, Peaceful, Quiet)
    • Reisen, Fliegen, Bus, Flugzeug, Zug, Wandern, Städte, Länder, Ausland, Inland, Reisepass, Denkmäler, Sehenswurdkeiten, Spaß, Müde (Travel, Flying, Bus, Plane, Train, Walking, Cities, Countries, Foreign, Domestic, Passport, Monuments, Sightseeing, Fun, Tired)
    • Fisch, Angeln, See, Meer, Teich, Fluss, Bach, Freunde, Familie, Essen, Dock, Angelrute (Fish, Fishing, Lake, Sea, Pond, River, Stream, Friends, Family, Food, Dock, Fishing Pole)
    • Wandern, Hund, Welpe, heiß, Pfade, Berge, Bäume, Wüste, Hut, Rucksack, Wasser, Wolken, Bewegung (Hiking, Dog, Puppy, Hot, Trails, Mountains, Trees, Desert, Hat, Backpack, Water, Clouds, Exercise)
    • Stricken, Basteln, Garn, Nadeln, Pullover, Mütze, Entspannen (Knitting, Handicraft, Yarn, Needles, Sweater, Hat, Relaxing)
    • Hausaufgaben, Nickerchen, Lernen, Kaffee, Lehrbücher, Kugelschreiber, Bleistift, Schreibtisch, Schlafsaal, Abschlussarbeiten, Prüfung (Homework, Nap, Study, Studying, Coffee, Textbooks, Pen, Pencil, Desk, Dormitory, Finals, Exam)
    • Lager, Camping, Sterne, Dunkel, Ruhe, Freunde, Lagerfeuer, Im Freien, Wasser, Land, Meer, Sternschnuppe, Mond (Camping, Stars, Dark, Quiet, Friends, Campfire, Outdoors, Water, Land, Sea, Shooting Star, Moon)

    2. Ask students to follow up with why they prefer one of the activities over the other.

    • Frage die Studenten wieso sie diese Hobbies lieber als den anderen haben .

    Main Activity

    1. Put students in breakout rooms. Have students in pairs/groups of 2 to 3.

    • Studenten sollen in Breakout Zimmern gehen. Sie sollen in Paaren oder Gruppen von 2 bis 3 Personen sein.

    2. Have them ask each other questions about their hobbies and which hobbies they do not like at all.

    • Sie müssen einander Fragen stellen über ihre Hobbies. Welche sie gern haben und welche nicht.

    3. Partners should also ask about how often the person does the activity.

    • Partnern sollen auch fragen wie oft sie diese Hobbies tun. 
    • For example, if the person says they like to go hiking, there should be follow-up questions of where and how often the person does the activity. So the person could ask: Where do you hike? How often do you go hiking?
    • Zum Beispiel, wenn Jemand sagt dass, sie wandern mögen, sie sollen Folgefragen stellen.
      • Ich wandere gern.  (I like to hike.)
      • Wo gehst du wandern? (Where do you go hiking?)
      • Ich gehe in den Foothills wandern.  (I go hiking in the Foothills.)
      • Wie oft gehst du wandern?  (How often do you go hiking?)
      • Ich gehe zwei Mal pro Woche wandern.  (I go hiking twice a week.)

    4. When students are done going through their hobbies, have them come back to the main room. In the main room, ask students to talk about/introduce the hobbies of their partners.

    • Wenn sie fertig sind, sollen die Studenten zurück zum Hauptzimmer kommen und über die Hobbies von ihre Partnern sprechen.


    Ask students the following question to finish the activity:

    • Wenn du ein Prominente wärst, was wären deine Hobbys? (If you were famous, what hobbies would you have?)

    Cultural Resources

    Here is a video in English, with German subtitles, on German hikers.  The second video is an Easy German video, How do Germans Spend Their Summer.

    End of Activity

    • Read can-do statements and have students evaluate their confidence with cards.
    • 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 talk about my activity preferences.
    • I can discuss my favorite hobbies with my peers.
    • I can ask and answer questions relating to hobbies.