Family Tree, Novice Low, English Foundation
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
Family Tree Activity
Proficiency Level:
Novice Low
Keywords:
Family, brother, sister, mother, father, family tree, adjectives, members of the family
Topic: Family
Description: Students will be able to recognize the roles and describe family members. They will need to acquire information about an individual’s family and they will practice describing his/her family members.
Relevant Can-Do statements:
- I can talk about the members of my family and ask about someone’s family (Novice)
- I can say what someone is like (Novice)
- I can answer questions about who is in my family (Novice)
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
Famous Family Cards(Print & Laminate)
For this material in the activity, go to Google.com and type in "celebrity family trees." Make sure the family tree chosen is one that students recognize and could name.
Whiteboards and Markers
Download: Can-Do Statement Card(Print & Laminate)
Main Activity
- Split your students into 3 groups and give each group a famous family tree.
“Let's divide ourselves into three groups. I have these three family trees for each of the groups. One for you and you and you."
2. Have the students in their groups/partners discuss the relationships in the family tree.
Example: “_______ is the mother of ______. She is _____ (adj)”
“Please talk in (your language). Talk and understand about the family relationships of your family.”
3. Have each group present the family tree to the entire lab. When presenting to the entire lab, they can also use words to describe the people in the family tree.
“Please present these family relationships from your family tree. Who is the mom of this person? Who is the child of this person?”
Example: “Marge is Maggie, Bart and Lisa's mom. She has long blue hair.”Main Activity
Main activity:
- Give each student a whiteboard and marker.
- Have the students work in partners. Make sure students interview each other and not just write out their own family tree. Explain:
“You are now going to do an interview about your families. You are not going to fill your own tree, instead you are going to fill out one for your partner. You need to ask questions like: Do you have a brother?" - After using their whiteboards to make the family tree of their partner, each person has to tell the group one thing about their partner's family.
“You will need to share something about your family with your partners. For example, “My partner has 10 brothers but no cousins” - Now, the students will turn to their partners again and ask about characteristics of their family members. Students can ask:
“Now, talk about some characteristics of your family with your partner. For example, ask: How is your mom? and you partner can respond: “My mom is very tall and is brunette. She is also very sympathetic and she likes to run”
Wrap-up
- If there is more time, students can ask about the lab assistant's family tree and make one for them as if the lab assistant was their partner.
“Now you can do my family tree. Ask me questions so that you can draw my family tree”
End of lab: Can-Do statement check-in... “Where are we?”
- 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!
Relevant Can-Do statements:
- I can talk about the members of my family and ask about someone’s family (Novice)
- I can say what someone is like (Novice)
- I can answer questions about who is in my family (Novice)
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...