This is designed as a fun review of basic clothing items. It is suggested that you introduce this activity using the group exercise. The first few times through the chant, the teacher will need to lead the activity. As students grow more comfortable with modifying questions and responses, the teacher may reduce his or her level of involvement until students are solely on their own.

As leaders develop within the student group, the teacher may begin practicing with these using the individual exercise. (This also helps to prevent the better students from growing bored while slower students are learning the required vocabulary.)

With five to ten minutes of practice per day, within one or two weeks, most (if not every) student should be able to complete the individual exercise. At this point, students should be able to include learn terminology in new contexts. (i.e. "Is So-ri's shirt red?" "No, it's not. It's brown." or following simple instructions such as "Color the boy's shoes purple.") 

Group:

What [CLAP] is [student] [CLAP] wear- [CLAP] -ing?
What [CLAP] is [student] [CLAP] wear- [CLAP] -ing?
What [CLAP] is [student] [CLAP] wear- [CLAP] -ing to-day [CLAP]?

[Student]'s [CLAP] wear- [CLAP] -ing [color] [CLAP] shoes.
[Student]'s [CLAP] wear- [CLAP] -ing [color] [CLAP] shoes.
[Student]'s [CLAP] wear- [CLAP] -ing [color] [CLAP] shoes today.

What else [CLAP] is [student] [CLAP] wear- [CLAP] -ing?
What else [CLAP] is [student] [CLAP] wear- [CLAP] -ing?
What else [CLAP] is [student] [CLAP] wear- [CLAP] -ing to-day [CLAP]?

[Student]'s [CLAP] wear- [CLAP] -ing [color] [CLAP] socks.
[Student]'s [CLAP] wear- [CLAP] -ing [color] [CLAP] socks.
[Student]'s [CLAP] wear- [CLAP] -ing [color] [CLAP] socks today.

Continue for other articles of clothing (pants, skirt, shirt, dress, hat, etc.).