What's your daughter's name?
To identify family members.
To ask and respond to questions about families.
- Be cautious when doing any activity in this chapter.
Be sensitive to learners' family situations.
Almost all learners will be separated from family
members in one way or another. Begin with identifying
members of your family and allow those who
want to talk about family to participate and
respect those who don't want to talk about it.
- This chapter focuses on the immediate family
members. As learners are ready, introduce the
extended members of the family.
- If someone's family member is no longer with them,
it is important to be able to know the English words
that describe their situation. Words such as
'divorced', 'separated', 'dead', 'missing', 'widowed',
etc. are important. Introduce these words where
and when appropriate and always taking the lead
from the learner.
- In some cultures people are encouraged to marry
cousins. Be careful of your reaction to this information
as it may be interpreted as negative and
disapproving, thus creating an atmosphere of
- Newcomers with large families often dread the
question, "How many children do you have?" When
they respond with, "I have nine children", they are
met with mixed reactions which may set up immediate
barriers. It is important to react positively.
- Bring photos of your family members and talk
about them in class. Be cautious about asking
learners to bring photos as many don't have photos
- Go to a card store and find cards for various family
- Give each learner a card with their spouse's/
children's names on it for easy reference.