: To ask and respond to questions on personal references the end of the lesson, students will be able to ask and respond to questions on personal reference. aids:Textbook, pictures : Warm up. | UNIT 2 CLOTHING Peroiod 9 SPEAK To ask and respond to questions on personal references By the end of the lesson students will be able to ask and respond to questions on personal reference. aids Textbook pictures Warm up Word square A T P L A I N B D F C R G H T Z L P W Q P I O I K O Y A M X L H U E U J R N V L A S H S W E A T E R I A E H I N G S J S D H M O B A G G Y L T T T R I P E D J O F I W T J E A N S T U K B S K I R T B E 1. Activity 1 Answers baggy plain - sweater jeans skirt blouse suit plaid shorts pants shirt - Ask students to look at the pictures and match them with the phrases Answers a. a colorful T-shirt b. a sleeveless sweater c. a striped shirt d. a plain suit e. a faded jeans f. a short - sleeved blouse g. a baggy pants h. a plaid skirt i. blue shorts Check the vocabulary Kim s game Ask students to remember the phrases on page 14 15 in 30 seconds. Then let their books closed Divide the class into four groups Students from each group take turn to go to the board write as many words as they can 2 - Ask students to work in groups of 8 or 10 students each to read and write two more questions for the last section of the survey about student s wear. - The form of the survey may look like this Questions Nam e Items of clothes Notes 1. What do you usually wear on the weekend 2. Why do you wear these 3. What is your favorite type of clothing Why 4. Is it comfortable to wear uniform 5. What color is it 6. What type of clothing do you usually wear on Tet holiday 7. What would you wear to a party 3 - Ask students to interview their friends . - After students have finished their task ask them to report the result of their survey in their group. The survey should begin as follow Three people said that they liked their uniform Two people said that they usually wore colorful T-shirt on the weekend. Chi said she loved baggy .
