My school split up first grade middle school according to levels, so I needed to create stuff that very low-level students could do. They only know some basic words and still struggle with their ABCs. I used this, then, for low-level middle school but it would also work for elementary school.
This week their chapter in the textbook deals with family, so I wanted to introduce names of relatives. The grammatical points of the chapter were "How many ___ do you have?" and "Do you have any ____?" hence those questions on the worksheet. Customize as you see fit.
When I made this I thought I would still be dealing with leftover time after the worksheet, but it took the students a lot longer to complete than I expected. Again, customize as you see fit.
Here's what I did in class:
1. I explained what a famiy tree is and drew one on the board. I drew cartoon faces for everyone in my family, wrote down the vocabulary for each relative---uncle, aunt, grandfather, etc.---and said a few facts about each person (appearance, age, job, etc.). This took about 15 minutes.
2. I passed out the worksheets and had students do their own. Originally I wanted students to add some information about each member (appearance, age, job, etc.), but that proved too difficult. Some of the students drew cartoon faces for each member. This took 15 to 20 minutes.
3. The students then answered the questions at the bottom of the tree, about "How many ___ do you have?" and "Do you have any ___?". I wrote the sentence patterns on the board and practiced listening, repeating, and substituting different answers. Originally I wanted students to interview their partners using those patterns for each type of relative listed on the top of the paper, but the students are very low level so that didn't happen. This took 5 minutes.
4. For the remainder of the time we did the riddles on the back of the paper.
We never got to the writing portion. I added that because I thought we'd have a lot of time left over. Maybe some type of speaking activity or game would work better to review the terms, but I like having the students write little paragraphs. Helps keep the focused, and helps make sure each student in the class of 36 is doing something. Customize as you see fit.
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The family tree portion took so long because I wanted to explain not only the terms but also terms of address. In Korean they'll refer to uncles and aunts differently depending on order of birth and mother's or father's side. In English we just use "aunt" or "uncle." We also call them by name---Uncle Bob, Aunt Nancy---as opposed to simply the title. Many students don't know their uncles' or aunts' names. We also call our siblings by name.
Also, at least in my family greataunts and greatuncles are important, and present at every family function. (I called them grandaunts and granduncles on the worksheet to avoid confusion). However in Korea they're not, and many if not most of the students had no idea if their grandparents had siblings.
