G2.16 Describing clothes and myself

Early Start German Pack 2

16. Was trägst du?

What are you wearing?

In this section, pupils learn to describe the clothes commonly worn by German (and British) children.

They will say ‘he (or she) is wearing...’, as well as ‘I am wearing...’.

They will be able to say what you need to wear for different weather and for various activities. They look at Aesop’s fable in which the Sun vies with the Wind to see who is stronger by removing a man’s overcoat.

NEW WORDS AND PHRASES I wear - clothes for football fans was trägst du? what are you wearing? ich trage ... (einen Schal) 1 I am wearing ... (a scarf) der Schal - scarf die Kappe - cap (*see NOTE 1) die Fahne* - flag He/she wears - everyday clothes er trägt ... (ein T-shirt) he’s wearing ... (a T shirt) 1 sie trägt ... (eine Hose) she’s wearing ... (trousers) der Rock - skirt der Helm - helmet die Hose (singular) - trousers die Jeans (singular) - jeans die Shorts (plural) - shorts

DVD: film 16

What I wear for a football match: People arrive at the Badenova Stadion to watch SC Freiburg play football. Many fans wear scarves and T-shirts, and even carry flags in the Freiburg colours, red, black and white.

Film 17: “Meine Fahne ist rot und weiß und schwarz.” .

Some children are asked what they are wearing: Was trägst du?

Emily: “Ich trage einen Schal.”

1 Niko: “Ich trage eine Kappe und einen Schal.”

Emily: “Mein Schal ist rot und schwarz.”

Rana: “Meine Fahne* ist rot und weiß und schwarz.” *NOTE 1: the word for a national flag is ‘die Flagge’.

We see the crowd singing at the football match and hear again the words for scarf, cap, flag: der Schal, die Kappe, die Fahne.

Everyday clothes: Sophie describes what she’s wearing: Was trägst du?

Sophie: “Ich trage ein T-shirt und eine Hose.

Mein T-shirt ist schwarz und weiß und meine Hose** ist weiß. Meine Schuhe sind weiß.” **NOTE 2: ‘die Hose’ (trousers) is singular in German.

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ein Paar (Shorts) - a pair of (shorts) der Schuh / die Schuhe - shoe(s) das Kleid - dress *note small ‘s’ das T-shirt* - T shirt Clothes and weather: Aesop’s fable du brauchst ... (einen Mantel) you need ... (a coat) wenn es regnet, brauchst du ... (einen Regenschirm) when it rains, you need ... (an umbrella) der Mantel - coat der Regenschirm - umbrella die Mütze - woolly hat die Sonnenbrille (sing) - sunglasses die Handschuhe (pl) - gloves der Wind (pustet*) - the wind (blows) *see note on next page die Sonne (scheint) - the sun (shines) Flashcards CD 16

2.16. Was trägst du?

Paula: “Ja.” Instructor: “Gut.” Paula: “Mein Helm ist rot.”

=

Inside a clothes shop. We see more garments and hear the words pronounced: Das T-shirt, die Hose, die Jeans, die Shorts, der Rock, das Kleid, die Schuhe.

=

Part 2: describing a 3rd person, what s/he is wearing.

Start part 3, ‘Clothes and weather’, in another lesson.

Clothes for different weather: We see some people dressed for different weather conditions; these clothes are named: Der Hut, die Mütze, die Handschuhe, die Sonnenbrille, der Regenschirm.

Descriptions: we see children engaged in different activities and hear descriptions of what he or she (i.e. a 3rd person) is wearing.

Sophie and Nico are picking up litter in the school playground: Das ist Sophie.

Sie trägt ein T-shirt und eine Hose.

Das ist Nico. Er trägt ein T-shirt und eine Hose.

Emily is roller-blading:

Das ist Emily. Sie trägt ein Kleid.

Film 17: “Wenn es regnet, brauchst du einen Regenshirm”.

Film 17: Ephraim -“Er trägt ein T-shirt und ein Paar Shorts”

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Ephraim is cycling: Das ist Ephraim.

Er trägt ein T-shirt und ein Paar Shorts.

Marie is uni-cycling: Das ist Marie.

Sie trägt ein T-shirt und einen Rock.

Advice on what to wear: What do you need to wear in different weather?

We see cartoon children in different weathers and describe what they need to wear: “Wenn es regnet,

brauchst du einen Regenschirm.”

“Wenn es kalt ist, brauchst du eine Mütze,

einen Schal und Handschuhe.”

“Wenn es sonnig ist,

brauchst du eine Sonnenbrille.”

“Wenn es schneit, brauchst du eine Mütze,

einen Schal und Handschuhe.”

Part 4, Aesop’s Fable: “The Sun and the Wind”

Aesop’s fable, “The Sun and the Wind”: We see an abbreviated summary of the fable where the Sun and Wind try to settle an argument about who is the stronger.

Der Wind. Der Wind pustet.

(The Wind. The Wind blows*)

*NOTE: the Wind is personified; you say ‘pustet’ when a person blows. Normally you’d say eg ‘der Wind bläst’.

Film 17: Paula trägt einen Helm.

Paula is on the climbing wall: Das ist Paula.

Sie trägt ein T-shirt, eine Jeans und einen Helm.

Paula: “Ich trage einen Helm.”

Paula starts climbing up the wall.

Instructor: “Wunderbar! Alles in Ordnung?”

(Wonderful! Everything OK?)

Die Sonne. Die Sonne scheint.

(The Sun. The Sun shines.)

Der Mantel. Er trägt einen Mantel.

(The overcoat. He’s wearing an overcoat.)

Wenn es kalt und windig ist, (When it’s cold and windy,)

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Early Start German Pack 2 brauchst du einen Mantel. (you need an overcoat.)

Wenn* es heiß und sonnig ist, (When* it’s hot and sunny,) brauchst du keinen Mantel. (you don’t need an overcoat.)

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

as in... was

trägst du?, er trägt heard before in Käse, spät

*NOTE: ’wann’ is used in questions, see Ch.2.9.

(like the English let )

as in... Schuhe,

Schal, scheint, Regenschirm, Shorts, T-shirt heard before in Schule, Schokolade Kleid heard before in Freiburg as in

as in

Film 17: “Wenn windig ist, brauchst du einen Mantel.”

See ‘Talking Point 1’ and www.earlystart.co.uk for more about this fable and its moral.

M

Kleid , Mütze, Wind, Handschuhe heard before in Abendessen as in

DVD MARKERS

1. Football clothes 2. More clothes; what a 3rd person wears 3. Weather - advice on what to wear 4. Aesop’s Fable: “Sun and Wind” 5. Written words Use the skip key on your remote control

Planning your lessons

Sonne, Sonnenbrille, Hose heard before in Salad

Wind, wenn heard before in was, wer, Wurst as in

brauchst du heard before in Augen, Bauch as in

Flashcards CD 16

Before showing the film, remind pupils of what they already know that will be useful in this section, e.g. weather.

When children are confident with the new words for clothes, they can talk about what they and others are wearing (“ich trage...”, “er/sie trägt...”).

They can use adjectives, such as those used to describe monsters in Ch.2.15.

They can also give advice about what to wear for the weather (or what they’re doing), e.g.

“Wenn es regnet, brauchst du...”.

n Display some of this chapter ’s new words in big writing, and ask children to guess what they mean and how they are pronounced, e.g. “die Kappe, die Shorts, das T-shirt, die Schuhe, die Handschuhe, die Hose...”.

Don’t tell them the answers!

2. Watch film 16, parts 1 and 2

❑ Watch film 16: “Was trägst du?” to introduce the new words. It’s best to stop before going on to ‘weather and clothes’; if you wish, pause between part 1 (introducing the new words) and part 2 (describing a third person).

Activities

3. Get used to the sounds

1. Warm up

❑ Echoing: Show items of clothing in turn from the Flashcards CD initially with sound on and text off. Ask children to echo the words.

Remind children about describing things by a re-look at ‘monsters’ from Ch.2.15, e.g “Sein Kopf ist grün”, “Seine Haare sind rot”.

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2.16. Was trägst du?

As they do so, you run for an empty chair. The pupil left without a chair becomes the caller. * NOTE: if children aren’t all wearing identical uniform, you could play this game with their real clothes instead of cards. ❑ Play “pack-a-suitcase”: Draw a straight line to divide the board in half.

On one side, stick the clothes pictures. Place a second set of the pictures on the other half of the board, but arranged differently. Divide the class into teams.

One child from each team stands by the board with a bag or case.

As you call out an item of clothing, the pupils try to be first to put the corresponding picture from their side of the board in their case.

Repeat this several times until children are beginning to remember the words. You could also ask children to notice or predict the gender of the nouns, which is not always what you’d expect, e.g. a skirt or dress is not feminine in German. Ask them to look for words that are plural in English (like ‘trousers’) but not in German where you say, “Ich trage eine Hose”.

You can also enlarge copies of the pictures on the activity sheet or display on the OHP.

5. The sound of ‘Ich trage...’

4. Respond with understanding 1

❑ Echoing: using the Flashcards CD, show the phrase ‘Ich trage...’ with different clothing items.

Ask children to echo the phrases as you switch between a scarf, a T-shirt and trousers.

❑ Give each pupil one of the clothes pictures.

You call out an item of clothing; all the pupils with that card hold it up for everyone to see. ❑ Play “ the dressing mime” Ask the children to stand up. When you call out an item of clothing, they have to mime the action of putting it on.

Click here to change the item of clothing

❑ Play “true or false?” 1 Show the clothes pictures with sound off.

When you show the scarf, say “Ist das ein Schal?”

Children respond, “Ja, das ist ein Schal” or just, “Ja”. If you show jeans but ask, “Ist das ein T-shirt?”, pupils simply respond “Nein”.

As before, follow such a deliberate mistake with a reminder of the correct word.

They may spot the ending-changes to the article “einen/eine/ein” (see ‘How German works 1’).

6. Respond with understanding 1

❑ Play “What are you wearing?” 1 (real): You describe the clothes you are wearing, e.g.

“Ich trage ein T-shirt, eine Jeans, und Schuhe”.

Ask the puppet, “Und du? Was trägst du?”

Puppet replies, e.g. “Ich trage ein T-shirt und einen Rock”.

Now ask different children; you could give points for correctly mentioning more items.

It does not matter if everyone is wearing more or less the same clothes; the children are getting used to using the structure, “ich trage...” and gaining confidence in talking about what they are wearing. ❑ Play “What are you wearing?”2(dress up) Prepare a dressing-up box full of clean clothes that children could wear over their own, e.g.

❑ Play “true or false?” 2 (game) Show the pictures again, but this time pupils only echo your phrase when it matches the picture - otherwise they remain silent. ❑ Play “swap chairs” * Pupils arrange their chairs in a circle. Each is given one clothes flashcard*, making sure that there are several children holding cards with the same item of clothing.

When you call out “ein Kleid”, the children with cards showing a dress swap places.

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Early Start German Pack 2 big woolly jumpers, adult-size T-shirts and coats; different hats; some extra large adults’ shoes; some easily-put-on dresses or skirts.

2

TIP: In German, if an adjective is separated from the noun, it has no ending to worry ADJECTIVE about (hooray!), e.g.:

NOUN

separated by a VERB

has no ending

meine Hose ist weiß

Ask them to colour it in.

You call out an item of clothing; e.g. “ein Schal”.

All the pupils with a card showing a scarf hold it up. Ask each in turn to say what colour theirs is, e.g. “Mein Schal ist gelb.”

You could prompt them with the question, “Welche Farbe hat deinen Schal?” (see “Extra Words and Phrases”).

Each pupil has just 10 seconds to try and dressup in as many items of clothing from the box as they can. (The class can count aloud).

They then describe what they are wearing, e.g. “Ich trage eine Mütze, einen Mantel, einen Pulli und Handschuhe”.

7. The sound of the 3rd person

❑ Echoing: Introduce the difference between “I wear’ and ‘He/She wears’ in German using the Flashcards CD. Ask children to echo the phrases as you switch between I, He and She.

❑ First briefly remind children of the German colours they know; hold up a series of coloured pencils and ask, “Welche Farben ist das?” n Some pupils may be ready to expand their description by saying what colour or size the item is, e.g. “Mein Schal ist rot und schwarz” or “das T-shirt ist groß”. (see “How German Works 2” - this phrasing does not require the adjective(s) to agree). ❑ Give each pupil one of the clothes pictures.

1

Describe without endings (repeat)

Click here to change between ‘I’,”He’and’She’

Ask children to spot ‘he’ and ‘she’ (point out that ‘er’ is ‘he’); and how the verb changes (compare the sound of ‘trägt’ and ‘trage’). ❑ Play “Identikit” 1

HOW GERMAN WORKS 1: Accusative case (REMINDER - see Ch.2.1)

In film 16 we hear phrases with 2 new verbs: When it’s the DIRECT OBJECT of a sentence: “Ich trage... (einen Schal)”.

M | F | N I am wearing... (a scarf) ein | eine | ein “Du brauchst.. (einen Mantel)”. ... change to ACCUSATIVE...

You need... (an overcoat) einen | eine | ein NOTE: these nouns and their articles are EXAMPLES: ACCUSATIVE - with endings to match.

Ich trage einen Schal This was met in Ch.2.1, where ‘Es gibt...’ also Er trägt eine Hose takes the ACCUSATIVE, and previously in Ch.1.14, with ‘Ich habe...’ .

Sie trägt ein T-shirt Pupils may notice how some German words Du brauchst einen Mantel are singular where ours are plural, Du brauchst eine Kappe e.g. ‘Ich trage eine Jeans/ eine Hose’ for Du brauchst ein T-shirt ‘I’m wearing trousers / jeans’.

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2.16. Was trägst du?

You could demonstrate with your puppet, how to describe other people with “er/sie trägt...”.

Choose a picture of a famous person from magazines or the internet: You: “David Beckham, was trägt er?”

Puppet: “Er trägt ein T-shirt, Shorts und Socken”.

You: “Und Victoria Beckham, was trägt sie?”

Puppet: “Sie trägt ein Kleid und Schuhe”.

The sheets are then passed on to the next pupil, who opens it up to see the character that has been drawn by four different people.

Pupils take it in turns to show the class their picture and describe their person and the clothes s/he is wearing, e.g. “Er trägt eine Mütze, eine Hose, ein T-shirt und Schuhe”. Some may be able to say more, e.g. “Seine Mütze ist grün”.

Film 16, Emily: “Mein Schal ist rot und schwarz.”

Now ask Child 1 to choose a picture from several placed face down on a table. Each should be prominently named; famous people or characters are fun, but pictures from a clothing catalogue are OK. Child 1 shows their person to the class and asks, e.g. “Mickey Mouse, was trägt er?” Invite different pupils to reply “Er trägt Shorts” etc.

Child 2 selects a picture, you ask, “...und Minnie Mouse, was trägt sie?” Invite children to reply, “Sie trägt ein Kleid”. Continue with other pictures of famous people or characters.

You can offer a suggestion if a pupil needs a little help, e.g. “Einen Mantel? Einen Rock?” etc.

If a pupil makes a mistake with the noun gender, gently praise them for getting the word right, and repeat the correct form.

❑ Play “Identikit” 2 Collect a selection of pictures of famous people that the children will know. You could include pop stars, sports stars, historical figures and cartoon characters. Cut the pictures into sections based on what people are wearing.

Before the lesson begins, attach the picture sections in different places on the wall. Some could be upside down. Number each section of picture. Ask the children to move round the room and write down the numbers that make up each complete person.

When everyone has finished, ask them to call out the matching numbers (in German).

Reconstruct the pictures so that everyone can see them and ask pupils to describe what the people are wearing.

❑ Play “picture consequences” (as in Ch.2.15, “Der Körper”) Each pupil folds a piece of paper in four, and draws the face of a person wearing a hat on the top part; folds it over so the head is hidden, and passes it to their neighbour.

Everyone now draws a body wearing appropriate clothes, folds the paper again, and passes it on. The next go adds a pair of legs wearing a skirt, trousers or shorts. Finally, feet are drawn, with shoes, socks, etc.

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8. Working in pairs ❑ Play “Identikit - Chinese whispers” One child in each pair has a suitable magazine or internet photo of a person. S/he describes what the person is wearing; their partner tries to draw it as accurately as possible.

They then compare pictures. ❑ Play “snap” Pupils can cut out the clothes pictures and add them to their collection of cards from earlier sections to play “snap” (e.g. pets, places, rooms

Early Start German Pack 2 in school, food and drink). The game should include saying the words represented by the picture as the card is played. n Repeat these activities for introducing colour adjectives as appropriate.

EXTRA WORDS AND PHRASES

der Hut - hat (with brim) die Kleidung - clothes das Sweatshirt - sweatshirt der Pulli - pullover die Brille - glasses die Socke/die Socken - sock(s)

9. Watch film 16, part 3 (Advice)

❑ Watch film 16 part 3, which introduces advising people on what to wear: “Wenn...(es regnet), brauchst du...”.

Before showing the film, revise some of the weather phrases from Pack 1 (Ch.1.9: “Wie ist das Wetter?”).

Was trägt er / sie?

What is he / she wearing?

Welche Farbe hat (dein T-shirt)?

What colour is (your T-shirt)?

10. More get used to the sounds

❑ Echoing: Use the Flashcards CD to present examples for children to echo.

Mein T-shirt ist rot My T-shirt is red

Hear these extra phrases pronounced on the Flashcards CD lesson preparation section.

Flashcards CD 16

team runs to the box, selects appropriate items, e.g. a hat and a rain picture, and runs to you.

They must explain what they are wearing in German and mime, e.g. say, “wenn es regnet brauchst du eine Mütze” while holding the hat as shelter. Award a team point for a convincing explanation - e.g. a T-shirt held over the head could also keep you dry in the rain!

See if they can remember the phrases when sound and text are off. Try prompting with “Wie ist das Wetter?” then "Wenn es regnet, brauchst du...?" ❑ Play “Dressing up for the weather” Prepare two boxes, each containing the same set of clothes (you could re-use those you had for Ch.1.9: “Wie ist das Wetter?”). Next to each box, arrange a set of weather pictures from Ch.1.9 activity sheet, face-up on a table.

11. Watch film 16, part 4

❑ Watch film 16 part 4, which briefly re-tells Aesop’s ”Sun and Wind” fable about the contest to see which is stronger - the test being who can remove a man’s overcoat. n Tell the children they are going to hear the fable “Die Sonne und der Wind”; introduce the two words with the Flashcards CD, and ask them to guess what the story might be about. n Give each child a flashcard of the Sun or the Wind from the Activity sheet. Ask them to raise their card when they hear their word, die Sonne or der Wind, and to join in with an action.

12. Spot the sounds

❑ Focus on the sounds and : Identify the sounds with examples from the “Key sounds” box, and prepare to re-show film16, part 4.

Divide the class into two groups; one to make a particular gesture when they hear the sound, the other when they hear .

Now re-play the film.

Divide the class into two teams. You call out the weather, e.g.“es regnet”. A pupil from each

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2.16. Was trägst du? ❑ Art and design: design football strip: Using the outline diagram on the Activity sheet, children could design a strip for a particular team; then label and describe it in German, eg “das T-shirt ist grün, die Shorts sind weiß und die Socken sind rot.”

11. Watch the whole film again

❑ Show film 16 again for reinforcement.

12. Look again at sounds

❑ Now that the new words and sounds are familiar, play either “listen to the sounds” or “find the sound” (both described in Ch.2.1).

13. Introducing the written word

When pupils have had plenty of exposure to the sounds of the new words and phrases, show them the final sequence of film 16, in which each of the key phrases is repeated with text superimposed on the pictures. ❑ Play “word-picture match 1 and 2” (described in Chapter 2.1). ❑ Play “Jumbled Words” Display jumbled text cards on the OHP/ whiteboard. To start, you say the sentence, e.g.

“Ich trage eine Hose.” Ask a child to re-arrange the text cards to make this sentence.

They could also design a T-shirt and flag for supporters. ❑ Drama: “Fashion Show” role-play Pupils work in groups: they take turns at being the “model” who decides what to wear.

The others work out a “commentary”, e.g. (a) “Hallo.

Heute ist Montag und es regnet.

Das ist James: er wohnt in Dover.

Er trägt ein T-shirt, eine Hose und eine Kappe. Sein T-shirt ist rot, seine Hose ist blau und seine Kappe ist schwarz.

Sein Lieblingsport ist Fußball.

Danke, James, tschüs!” (b) “Hallo.

Heute ist der zweite Juni, und es ist schön.

Das ist Lucy, sie wohnt in Dover.

Hallo, Lucy. Was trägst du heute?”

Lucy: “Ich trage....” etc.

If children ask for words for more clothing items, help them refer to a bi-lingual dictionary; see also “extra words and phrases”.

The activity could be worked up into a full “fashion show” for an audience of parents, other classes or teachers from your secondary schools (see Ch.2.18: “Bridging unit” on how an audience helps children).

When children have got the idea, add more words. Ask them to make a sentence about a photo of someone, starting “Er/Sie trägt...”.

You could also give children individual cards, and ask them to sort themselves into a row that makes a correctly-ordered sentence.

CROSS-CURRICULAR ACTIVITIES

❑ Dressing for school - ICT: Pupils could prepare a multimedia presentation of the clothes they wear for school, labelled in German. You could help children find extra words they want in a bilingual dictionary. You could ask a German school to prepare a similar presentation, swap, and talk about and compare the two (see “Talking Point 2”).

Recording and assessment

Children can record their achievements to date with the “can-do” statements (after Ch.2.18); add the completed sheet to their Portfolio.

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Early Start German Pack 2

Talking point 1

AESOP’S FABLES ‘The Wind and the Sun’

‘The Wind and the Sun’ is one of Aesop’s fables.

Aesop was born a slave in 620 BC Greece, where he became famous for telling a special kind of story with a moral. He was freed after acting as an advocate for a wealthy citizen. His stories were passed on to us after Aesop’s death through versions by later writers.

Famous fables that children may already know include: ‘The Boy who cried Wolf’, ‘The Ant and the Grasshopper’ and ‘The Tortoise and the Hare’ (see www.earlystart.co.uk for more about Aesop and his fables).

Herr Stehle, the headteacher, dresses casually.

Today German teachers dress more casually than their British counterparts. In the film, the male teachers and headteacher do not wear a suit and tie for school, but they’re not scruffy.

Cultural awareness

■ You can talk with pupils about the pros and cons of wearing a school uniform.

■ Suggest pupils make a scrapbook of “our teachers”, with photos/drawings and descriptions of what they wear. Swap with your German partner school. Talk about the two sets of pictures with the class.

Film 16 and Flashcards CD: “Wenn es heiß und sonnig ist, brauchst du keinen Mantel”

Talking point 3

n Children could discuss what Aesop meant to be the moral of ‘The Wind and the Sun’? (i.e. ‘an appeal to self-interest can be more effective than trying to force someone’).

Traditional German costume and ‘the Sound of Music’

Lederhosen When British people think of German national costume we’re most likely to think of Lederhosen (literally ‘leather trousers’). These shorts or knee breeches were traditionally worn by men in Bavaria, the Alpine regions of southern Germany, Switzerland and Austria.

Boys wore short Lederhosen until around the age of 16.

They were originally worn only by country farmers and hunters, but became popular among the aristocracy in the 18th. century. In the 19th. century, after Germany became a united country, more people became interested in traditional costumes. It became common for tourists visiting the Alpine regions to wear Lederhosen for hiking.

Talking point 2

EVERYDAY LIFE IN GERMANY What we wear at school

Pupils watching the Early Start German DVDs will have noticed that children in German schools do not wear school uniforms.

After the war, the Allied occupying forces and the new German government wanted to disassociate the country from its military past; uniforms were a reminder of the Nazi era.

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2.16. Was trägst du?

■ Prepare a guide for your German partner school about the types of clothes people like to wear in the UK. They should use mainly pictures (from magazines, or their own sketches or photos), with labels and comments in German (or simple English if your partners prefer).

Tracht Men in southern Germany and Austria wore Lederhosen as part of the Tracht, or national costume. Along with the Lederhosen, they wore a distinctive felt hat, often with a feather, and jacket.

What the characters wear in “The Sound of Music”

“The Sound of Music” The hit Broadway musical, The Sound of Music, raised great international interest in Alpine traditional costumes, since most of the cast wore Tracht and Dirndl costumes.

In 1965, a film of the stage play further stoked interest; it starred JulieAndrews and Christopher Plummer. Based on a true story, both tell of the escape of the von Trapp family singers from Austria just before World War Two. The film was made in Salzburg and the surrounding area, with The film remains very popular, and the musical has been frequently revived in theatres since.

Fans can even take “Sound of Music”-themed holidays to Salzburg.

Both film and stage versions present an American view of Germanic Alpine culture.

The lyrics are in English not German, and both were made by US producers. The songs were written by US song writers Rodgers and Hammerstein and the Tracht and Dirndl costumes were designed by an American.

■ Have any of the children seen “The Sound of Music”, or heard any of the songs?

Austrian men wearing “Tracht”.

Nowadays, Lederhosen and Tracht have a role similar to that of the kilt in Scotland. You are unlikely to see anyone wearing them as everyday clothing, but some men will wear them for special events such as the Oktoberfest beer festival in Munich.

Dirndl Traditional dress for women in the Alpine regions is called Dirndl. This also originated as peasant costume and consists on a long full skirt, apron and a blouse with bodice. Each village had its own distinctive design.

German women wearing “Dirndl”.

Like Tracht, Dirndl is now worn only for special events or traditional dances, although in some regions they’re worn by waitresses and women working in the tourist industry.

■ Talk with pupils about “national dress” - do they know what people wear in other countries?

Why do people wear different clothes in different countries?

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Was trägst du?

Ich heiße ...............................

This page may be photocopied for classroom use

© Copyright 2010 Early Start Languages

Was trägst du?

This page may be photocopied for classroom use

Ich heiße ...............................

© Copyright 2010 Early Start Languages

Was trägst du?

Ich heiße ...............................

This page may be photocopied for classroom use

© Copyright 2010 Early Start Languages

Was trägst du?

Ich heiße ...............................

This page may be photocopied for classroom use

© Copyright 2010 Early Start Languages