THE MANY KINDS OF FAMILY STRUCTURES IN OUR COMMUNITIES

Julie Olsen Edwards

Based on the author’s work with Louise Derman-Sparks in Anti-bias Education for Children
and Ourselves NAEYC 2009
Children grow up in many different structures of families, and, at different times in
their lives, their family structure may change. For young children, the family in which they
live is the “normal” family. It is when children enter group programs outside of their homes
that they discover that there are many kinds of families and that the important adults in
those programs may or may not think of the child’s family as “normal” or acceptable.
One of the most important tasks for early childhood educators is to treat each
child’s family with respect and help each child feel proud and strong about their family. It is
important to learn about the many structures of families and to realize that different
families may have quite different issues, needs, strengths and values. The following terms
may help you to think carefully and respectfully about each family. These terms are not
exclusive - several terms may apply to any family at the same time. It is important to find
out right away which term/s each family uses to name itself, and to use the terms
that the family chooses.
1. Adoptive family: A family where one or more of the children has been adopted.
Any structure of family may also be an adoptive family. Sometimes children (as
well as adults) use the term” real parents” instead of “birth parents”. Be clear that
the adoptive parents are the real parents because they are raising the child.
Intervene if other children tease an adopted child with comments such as “That
isn’t your real mommy”. Do not automatically assume that any problems a child
may be having are due to adoption.
2. Bi-racial or multi-racial family: A family where the parents are members of
different racial identity groups.
3. Trans-racial adoptive family: A family where the adopted child is of a different
racial identity group than the parents. • Children in these families are not “half and
half”, nor do they have to chose one identity over another. Each child is fully who
they are. Find out what terms the family uses to describe their various racial
identities. As racial identity remains one of the most contentious and difficult issues
in the United States, be prepared to listen especially carefully and respectfully to
what the family believes and what they want their child to value about her/his
identity.
4. Blended family: A family that consists of members from two (or more) previous
families. Families may use a variety of terms for the various family members (Step
Dad, Gary, Poppop, etc.) and have varying connections with extended family
members. Encourage children to show all of their family in drawings and to make
gifts for everyone (if you do that kind of activity). Be clear that all family members
are “real” and that all the relationships are important to the child.
5. “Broken home”: A highly derogatory term used to describe the homes of children
from divorced families. Very hurtful. • Be clear that there is no such thing as a
broken family. Each family form is what it is and is a family!
6. Co-custody family: An arrangement where divorced parents both have legal
responsibility for their children. Children may alternatively live with both parents or
live with one and have regular visitation with the other. • Find out right away which
parent is responsible for the child on what days, who picks up child, etc. Encourage
children to acknowledge both homes—do not ask them to choose.
7. Conditionally separated families: A family member is separated from the rest of
the family. This may be due to employment far away; military service; incarceration;
hospitalization. They remain significant members of the family. • Support the child
to deal with a difficult emotional time. You can help the child to stay connected by
making drawings, dictating letters or stories about favorite activities at school,
taking photos doing a favorite activity, creating a special calendar that marks off the
days until the family will be reunited.
8. Extended family: A family where Grandparents or Aunts and Uncles play major
roles in the children’s upbringing. This may or may not include those relatives living
with the children. These family members may be in addition to the child’s parents
or instead of the child’s parents. • Be sure to include in school
invitations/conferences all the people in an extended family who play major
socialization roles. Intervene if others deny the central role of these relatives, for
example if a child says “Mama puts you to bed – not your Auntie!”
9. Foster family: A family where one or more of the children is legally a temporary
member of the household. This “temporary” period may be as short as a few days
or as long as the child’s entire childhood. Kinship care families are foster families
where there is a legal arrangement for the child to be cared for by relatives of one
of the parents. • Use whatever terminology the child uses about their foster parents
(they may call them Mom or Dad or they may use their first names or may call them
Mama 2 and Papa 2, etc). Check with the foster parents about what they have told
the child about the absent family and the likelihood of reuniting. If the original
parents are able to visit, and wish to come to the school, make them welcome.
Never ask a child to chose who is most important to them.
10. Gay or Lesbian family: A family where one or both of the parents’ sexual
orientation is gay or lesbian. This may be a two-parent family, an adoptive family, a
single parent family or an extended family. • In many parts of the United States
these families may not be allowed full legal rights to their children, and in most
parts of the country they face significant social prejudice. It is up to the Early
Childhood professionals to prove that they are open and safe to talk with. No one
but the members of the family has the right to “out” a family (reveal their sexual
orientation) to anyone else. Find out what terms the child uses to describe her/his
parents (Daddy & Pops, Mama Jan & Mama Lisa?). Be sure that all letters, forms,
invitations uses language that makes clear that these families are welcome.
11. Immigrant family: A family where the parents have immigrated to the United
States as adults. Their children may or may not be immigrants. Some family
members may continue to live in the country of origin, but still be significant figures
in the life of the child. (Also see Trans-national families below.) • Each of these
families brings with them a set of culturally based behaviors for raising their
precious children. And each of these families is continually navigating between
what made sense in their country of origin, and what is needed in their new
country. ECE programs must take special care to strengthen the bonds between
 the child and the family and not set up a “right or wrong” way for things to be done.
Supporting the child’s home language (the child’s mother tongue), is as essential
for the child’s survival, as is supporting the child as an English language learner.
While language is the most obvious of the differences for ECE staff to manage,
cultural beliefs and behaviors are equally important. (See “Surface Culture/Deep
Culture” handout).
12. Migrant family: A family that moves regularly to places where they have
employment. The most common form of migrant family is farm workers who move
with the crop seasons. Children may have a relatively stable community of people
who move at the same time - or the family may know no one in each new setting.
Military families may also lead a migrant life, with frequent relocation, often on short
notice. • Document what the child does. Provide pictures that the child can take
with them of friends, teachers, activities.
13. Nuclear family: A family consisting of a married man & woman and their biological
children. • This family form is the one most reinforced in the dominant society. The
main issue for children is to help them understand that their two-parent,
heterosexual family is a fine family, and is one kind among many other kinds of
families. It is essential that early childhood teachers do not assume that just
because a family has a nuclear structure, they do not need support and
connection.
14. Single parent family: This can be either a father or a mother who is singly
responsible for the raising of a child. The child can be by birth or adoption. They
may be a single parent by choice or by life circumstances. The other parent may
have been part of the family at one time or not at all. • Find out what other supports
the single parent has in their life, and which other people play a significant role in
the child’s life. It may be particularly significant for this type of family that the early
childhood program build a caring community of parents.
15. Transnational family: These families live in more than one country. They may
spend part of each year in their country of origin returning to the U.S. on a regular
basis. The child may spend time being cared for by different family members in
each country. • Culture clash may be a very difficult issue for these families as they
work to have their children be “at home” in both places. Be sure to find out the
words the child uses for their various family members in both countries and what (if
any) kinds of group care the child experiences.

FAMILY MEMBERS:
 Father, Mother, husband, wife, son, daughter, child, children, brother, sister,
aunt, uncle, niece, nephew, grandfather, grandmother, grandaunt,
granduncle, grandson, grand-daughter, grandchildren, cousin.
 Father in law, mother in law, brother in law, sister in law, son in law,
daughter in law, aunt in law, uncle in law.
 Step father, step mother, step son, step daughter, step brother, step sister,
step brother, step sister.
 God-father, god-mother, god-son, god-daughter
Complete the sentences below using one of these words.
Divorced / boyfriend / single / ex-wife / widow / cousin / sister in law / nephew /
girlfriend / widower / great grandfather
   Tim (male):
nephew
1) “My sister’s son is my   .”
sister in law
2) “My brother’s wife is my   .”
ex-w ife
3) “The woman I’m divorced from is my   .”
girlfriend
4) “The woman I am going out with is my   .”
divorced
5) “My sister isn’t married at the moment. She’s   .”
 
 Sally (female):
boyfriend
6) “The man I’m going out with is my   .”
cousin
7) “My aunt’s daughter is my    .”
divorced
8) “My mum and dad aren’t married any more. They are   .”
w idow er
9) “Brian’s mum is dead. His dad Keith is a   .”
great grandfather
10) “My grandma often talks about her dad. He was my   .”
w idow
11) “Tina’s mum is a   because Tina’s dad died last year.”
 
 
aunt

 1. Angela is my mother's sister; she's my   . 

uncle

2. Tom is my mother's brother; he's my   . 

cousin
3. My uncle's daughter is my   . 
cousin
4.  My uncle's son is my   . 
5. Paul's brother has a daughter, Alice. 
niece
6. Alice is Paul's   . 
7. Albert's sister has a son, David. 
nephew
8. David is Albert's   . 
great-grandmother
7. My mum's grandmother is my   . 
mother-in-law
8. My wife's mum is my   . 
brother-in-law
9. My wife's brother is my   . 
grandchildren
10. Mary's daughter has three children. They're Mary's   . 
“HAVE” and “HAVE GOT” in American and British English:

American English prefers "have" while British English prefers "have got". In addition, there
are several references to "have got" being more informal than "have" (e.g.: When to use
"have" and "have got", “Do you have” vs “Have you got”). But where is it considered more
informal? In American English alone or both American and British English?
The fact is that even the most fluent users of English will say without a doubt that 'have
got' is the preferred usage in the UK and, therefore, it must also be more formal. Why?
Because in an academic environment, the more informal structures are generally frowned
upon, outside some specific spoken exercises.

Mainly concerned with the idea of possession:

I have got a cat vs. I have a cat and She has got a dog vs. She has a dog

 "have got" is preferred by British

1. "have" is preferred by American English
2. the negative and interrogative structures differ
"Do you have" is replacing "Have you got" in both the U.K. and the U.S.
AFFIRMATIVE FORM
I HAVE GOT I'VE GOT
YOU HAVE GOT YOU'VE GOT
HE HAS GOT HE'S GOT
SHE HAS GOT SHE'S GOT
IT HAS GOT IT'S GOT
WE HAVE GOT WE'VE GOT
YOU HAVE GOT YOU'VE GOT
THEY HAVE GOT THEY'VE GOT
 
NEGATIVE FORM
 I HAVE NOT GOT I HAVEN'T GOT
YOU HAVE NOT GOT YOU HAVEN'T GOT
HE HAS NOT GOT HE HASN'T GOT
SHE HAS NOT GOT SHE HASN'T GOT
IT HAS NOT GOT IT HASN'T GOT
WE HAVE NOT GOT WE HAVEN'T GOT
YOU HAVE NOT GOT YOU HAVEN'T GOT
THEY HAVE NOT GOT THEY HAVEN'T GOT
 
INFORMATIVE FORM
 HAVE I GOT?
HAVE YOU GOT?
HAS HE GOT?
HAS SHE GOT?
HAS IT GOT?
HAVE WE GOT?
HAVE YOU GOT?
HAVE THEY GOT?

COMPLETA LAS SIGUIENTES ORACIONES CON HAVE / HAS GOT Y PÁSALAS A

NEGATIVA E INTERROGATIVA
(Recuerda escribir en mayúscula la primera letra de cada frase)
Example. Mary has got a new car.
. Mary hasn’t got a new car.
. Has Mary got a new car?

have got
1. Paul and Tom   many friends.
haven´t got
. Paul and Tom   many friends.
Have got
.   Paul and Tom   many friends?

has got
2. The cat   white legs.
hasn´t got
. The cat   white legs.
Has got
.   the cat   white legs?

have got
3. They   much money.
haven´t got
. They   much money.
Have got
.   they   much money?

has got
4. Your mother   three friends.
hasn´t got
. Your mother   three friends.
Has got
.   your mother   three friends?

COMPLETA LAS SIGUIENTES ORACIONES CON EL VERBO “BE” O “HAVE GOT”

(No utilices formas contraídas)
is
Example. He   my best friend.

has got
1.Steve   three brothers.
has go
2. The baby   three years old.
is
3. It   very cold today. 
 am
4. I   very happy.

TRADUCE LAS SIGUIENTES ORACIONES UTILIZANDO EL VERBO “BE”

“HAVE GOT”

1. Vanessa tiene 34 años.

Vanessa is 34 years old
.  .
2. Hace mucho calor hoy.
it is really hot today
.  .
3. Tengo un coche nuevo.
I have got a new car
.  .
4. ¿Dónde está John?
Where is Jh
.  ?
5. Tengo sed.
i am thristy
.  .

Fill the gap in each question using the correct form of either "to be" or "to have".

1. We __have____ three hours before the exam starts.

2. Jenny and her sister __are____ very pretty girls.

3. Wash your hands before we ___have___ lunch.

4. __Are____ you the manager or just an office worker?

5. Glass ___is___ made from sand.

6. I don't usually __have____ breakfast on a Sunday.

7. She always ___have_X_HAS_ time because she's very organised.

8. __have_X BE___ less lazy, John, and you can pass the test!

Type “have” or “has” in the boxes below.

1. I have
 got a bicycle.
2. He has
 got a big dog.
3. We have
 got pencils.
4. You have
 got a desk.
 has
5. She  got a good
book.
6. They have
 got a computer.
7. He has
 got a wife.
8. I have
 got a red pen.
9. They have
 got no money.
have
10. We  got a nice
house

WORD LIST FOR PERSONAL DESCRIPTION:

*APPEARANCE: “TO BE”: I am / You are / He is / She is …
Tall, small, overweight, fat, Slim, Young, old, … years old, beautiful /
pretty (women, femenine), handsome (Man). sun-tanned, pale.
*CHARACTER: I am / You are / He is / She is …
Shy, quiet, lively, active, easygoing, outgoing, nice, friendly, funny,
happy, annoying, sad, aggressive, a pain in the neck, a little chatter box.

*HAVE GOT: I have / You have / He has / She has (got) …

a beard, a full beard, a moustache, a goatee, a stubbly (incipiente) beard, a
big / small / long nose, big / small ears,
*FACE SHAPE: a square /round /triangle /heart-shaped face.
Skin /Face /Complexion (Complexion is the natural appearance and color of the skin,
especially of the face; e.g. Mary has a soft, creamy complexion.
Freckled: sprinkled or covered with light brown spots
Rosy: pink-cheeked; fair complexion that glows with a hint of pink
Ruddy: skin that has a healthy reddish tint; may have the appearance of sunburn
Tanned: skin with a healthy golden-brown tint
Wrinkled: full of or covered with lines or loose folds of skin; often associated with age
Other skin-related adjectives: pale, spotless, silky, smooth, creamy, baby-soft, glowing,
paper-thin or translucent (as with a very old person); rough, callused, dry
*EYES: General: blue / green / grey / brown eyes,
Example : Brown-eyed mother, bright-eyed sister, wide-eyed child
Eye expressions: Adj. eyes: piercing, mesmerizing (hipnotizante), sad, sorrowful, tear-
filled, gentle, sympathetic, warm, compassionate, expressive, twinkling (centelleo), lively
(animado), dancing, laughing
Eye Shape and Size: Large, small, almond-shaped, round, slanted (inclinado), squinty
(ojos saltones), crinkly(wideeyed)
*MOUTH /LIPS: Thin lips, full lips, pouting lips, pursed lips (puckered up (fruncido), like
when someone is concentrating), Laugh, smile, beam, grin (mueca), frown, grimace
(mueca), scowl (ceño)
*HAIR: Texture/Appearance: wavy, curly, straight, spiky (de punta), stiff (rígido),
buzzed pelo zumbido), shaved ( afeitado), parted (cabello partido), neatly-combed (bien
peinado /con pulcritud), tamed (cabello bronceado), long, short, cropped (pelo recortado),
blond hair (cabello rubio), red hair (cabello rojo), brown hair (pelo castaño), black
hair, dyed hair, blond highlights (luminaciones), short hair, long hair, straight
hair, a bald head,
*CLOTHING AND ACCESSORIES: I wear / You wear / He wears / She wears …
*CLOTHING: Fabric: denim (de mezclilla –jeans), twill (duradero), wool, cotton, tweed
(rough wool), polyester, corduroy, fleece (wool obtained from a sheep), spandex (elastic
textile from poliuretane), leather (cow skin)
Bottoms: jeans, cargo pants, flat-front pants, pleated pants, slacks, trousers, overalls,
sweatpants, crop pants, capris, skirt, culottes, shorts, board shorts
Tops: sport shirt, dress shirt, polo shirt, button-down shirt, tank top, blouse, long-sleeve,
short-sleeve, sleeveless, collared, T-shirt, sweatshirt, hoodie, pullover, sweater, cardigan
Other clothing: dress, uniform, costume, pajamas, bathrobe, robe, vest, jacket, blazer,
coat, socks, stockings, gloves, hat, cap, shoes, boots, slippers, sandals, flip-flops, heels,
pumps.
Glasses, contact lenses.
I am wearing / You are wearing / He/She is wearing …
Earrings (aretes), a necklace (collar/gargantilla), a wristband (muñequera), a bracelet
(pulsera), a cap (gorra/cachucha), a red scarf (bufanda), a tie/necktie (corbata/corbatín).

Choose either HAVE or HAS for each sentence.

1. We ___have____ a new English teacher. I hope she's nice.

2. My boss __has_____ such a bad temper.

3. I never __have_____ breakfast in the mo.rning because I'm never hungry.

4. The houses all ____have___ blue windows.

5. An elephant __has_____ four legs and a big trunk.

6.Many poor people ____have___ no money to spend.

7. The child __has_____ red hair and very white skin.

8. Those two women both ___have____ three children.

INDEFINITE PRONOUNS

1. Indefinite pronouns such as someone, anybody, anyone, each, either, everybody,

everything, neither, none, no one, somebody, something, which seem to refer to
plurals, should be treated as singulars.
Example: No one knows about his father. Everybody knows his mother.

Collective nouns should be treated as singular nouns.

These are collective nouns: a committee, a club, an audience, a crowd, a class, a
family, a couple, and a sheep. Examples: The crew meets in the evening. The
troop is in the jungle. The jury favors the child.

2. Practice
Choose the correct form of the verb to complete the following sentences.
a. My family ______has________ seven members: my father, my mother, two
brothers, two sisters, and me.
1. has 2. have

b. Somebody _____knows__________what you don’t know.

1. know 2. knows

c. Everybody____is enjoying__ ____________ the new house.

1. is enjoying 2. are enjoying

d. Everything _____is________cheap in this store.

1. are 2. is

e. None of my brothers ____wants__________to get married.

1. want 2. wants

Algunos de los pronombres indefinidos del inglés son: anyone, nobody, everybody.
Nombran a personas u objetos de manera indeterminada cuando lo específico no interesa
al interlocutor. Aquí encontrarás ejemplos traducidos al español.

What is an indefinite pronoun?

Indefinite pronouns are those referring to one or more unspecified objects, beings, or places.
They are called “indefinite” simply because they do not indicate the exact object, being, or
place to which they refer.

Indefinite pronouns include partitives such as any, anybody, anyone, either, neither, nobody,
no, someone, and some; they also include universals such as every, all,
both, and each; finally, they include quantifiers including any, some, several, enough,
many, and much. Many indefinite pronouns can also function as determiners.
 There are just two important rules for using indefinite pronouns correctly. Remember these and
you will find that writing comes easier for you.

 Indefinite pronouns are never plural. They are always singular.

 Because indefinite pronouns are singular, the pronouns or verbs used to refer to them
should also be singular.
Examples of Indefinite Pronouns

In the following examples, the indefinite pronouns are italicized.

Many are called, but few are chosen.

Somebody ate my sandwich!

Everyone says she is beautiful inside and out.

No one wants to hear about my health problems.

Either choice has its advantages.

INDEFINITE PRONOUNS EXERCISES

The following exercises will help you gain greater understanding about how indefinite pronouns
work. Choose the best answer to complete each sentence.

1. __something________________ is making my computer act up.

1. Anyone
2. Something
3. Each
4. Everyone

1. Does _______________ know what’s happening tonight?

1. Anybody
2. Anyone
3. Someone
4. A, B, and C

1. __each___________ baker presented a beautiful cake to the king.

1. The
 2. One
3. Each
4. Both

1. I don’t know ____any______ of the answers.

1. Anyone
2. Any
3. Everyone
4. No one

1. Everything_ happens for a reason.

1. Anybody
2. Everything
3. Some
4. Somebody
INDEFINITE PRONOUNS LIST

Anybody, Anyone, Anything, Each, Each one, Either, Neither, Everybody, Everyone,
Everything, Nobody, No one, Nothing, Somebody, Someone, Something, Both, Many, Few, All,
Most, None, Some,

Examples:

Many are planning to attend the party. (In this case the identity of the group that is
going to the party would have already been mentioned.)
Would you like to try some of these cookies? (The word cookies makes it clear
what some is referring to.)

Not to confuse you but keep in mind the pronouns in this group can function as
adjectives if nouns directly follow them.

More Examples:

Many classmates are planning to attend the party.

I checked out some books from the library.

Singular and Plural Indefinite Pronouns

As mentioned previously indefinite pronouns may be singular or plural and the verb
has to match in number. Below is the list of singular indefinite pronouns.
Examples:

There are three groups of participants, and each has its own requirements.

Someone special is about to arrive.

The following are plural indefinite pronouns:

Both Few
Many Several

Examples: Few of the projects were good enough to go to the science fair.
Several of the documents were filled with errors.

everyone (évri uán) EVERYONE went to the party./EVERYONE has problems. =

everybody (évri bódi) EVERYBODY was dancing and singing - todos/as, todo el mundo
no one (nóuan) The service was bad but NO ONE complained. = nobody (nóubódi) -
nadie NOBODY understands me./ I know NOBODY here.
someone (sámoan) SOMEONE arrived when I was going out. = somebody (sám-bódi) -
alguien There is SOMEBODY at the door./ SOMEBODY tripped and EVERYONE started
laughing.

anyone (éni uan) Does ANYONE speak Spanish? = anybody (éni bódi) - alguien -al

preguntar- Is there ANYBODY in the building?
anyone (éni uan) Has ANYONE passed the test?= anybody (éni bódi) - cualquiera -al
afirmar-I don’t know ANYBODY in this city.
anyone (éni uan) ANYONE who arrives late will be fired./This is a book for ANYONE that
loes poetry. /They haven’t invited ANYONE to their party yet.. = anybody (éni bódi) - nadie
-al negar-With Little effort ANYBODY can become rich.The pólice searched the house but
didn’t find ANYBODY.

everything (évri zing) - todo EVERYTHING was ready for the wedding./ It is imposible to
know EVERYTHING./I Heard EVERYTHING they said.
nothing (názing) - nada He thinks that NOTHING is impossible. I can do NOTHING about
your problem. The explanation was clear but they understood NOTHING.
something (sám zing) - algo SOMETHING was wrong with the car. Do you have
SOMETHING to eat? I want to tell you SOMETHING.

anything (éni zing) - algo -al preguntar- Did you say ANYTHING? Did they find
ANYTHING interesting? Have I done ANYTHING wrong?
anything (éni zing) - cualquier cosa -al afirmar- You can eat ANYTHING you wish.
ANYTHING you say can be used against you. They will do ANYTHING you want.
anything (éni zing) - nada -al negar- I don’t understand ANYTHING you say. I don’t want
to eat ANYTHING now. I am not hungry. She doesn’t remember ANYTHING about the
accident.
CHOOSE THE CORRECT INDEFINITE PRONOUNS
something
 1) There is   in your hair.I think it is a bug.
anyw here
 2) I will search and find you  you go.You can’t escape from me.
now here
 3) .is safe from the flu.We can't escape.
 something
 4) I would like to have  to drink please.
anybody anybody
 5) Can  hear me? Is there  .out there?
anything
 6) I will do  for you.You are my best friend.
anything
 7) Why are you looking at me so angrily? I am not doing wrong.
somew here
 8) I would like to go  peaceful for  my holiday.
something
 9) Say Don’t just look me in the eyes meaningfully.
something
 10) There is  I can’t  tell you.I will keep it as a secret all my life.

PUT THE FOLLOWING INDEFINITE PRONOUNS INTO THE CORRECT BLANKS. 

anyone
anywhere something everyone
(2)
nothing
somewher someone
anything everything
e (2)

1. Can't you hear that ---- is knocking on the door?

someone

2. The family members are badly injured because of the accident. Is there ---- to help
them?
anyone

3. Carol has just checked the internet; however, she couldn't find the article ----.
anyw here

4. Unfortunately, this plant is already dead and there is ---- we can do about it.
nothing

5. --X-- must do ---- about the human rights in that country or it will be too late.
something

6. The boss is writing an important report. Therefore, he has to work ---- quiet.
somew here

7. There is an exam tomorrow. Needless to say, ---- has to study for it.
everyone

8. My boyfriend broke my heart by lying to me. I don't think I can trust ----.
anyone

96 – 3mistakes = 93 = 4.8
FOR THE ORAL PART OF THE CHAPTER 6

 PLEASE WRITE A COMPOSITION:

A) EXPLAINING THE TYPE OF FAMILY STRUCTURE IN YOUR FAMILY,

B) MENTION THE NAMES OF THE FAMILY MEMBERS,
C) THEIR RELATIONSHIP WITH YOU,

D) THEIR AGE,

E) THEIR PROFESSION, AND

F) WHERE THEY LIVE (NEIGHBORHOOD IF IT IS IN MEDELLIN).

Example for the beginning:

My family __has_ seven members: my father, my mother, two brothers, two sisters,
and me. My father’s name is…,, he is… years old, he is an Engineer and lives in
the neighborhood of Robledo; my mother’s name is…, My brother…, My sister…,
My Grandfather…, My Grandmother…, My aunt…, My uncle… My family structure
is called “Nuclear family” which means that it is conformed of …etc.

(esto es solo un ejemplo para ayudarlos, así debe comentar de cada miembro de la
familia, para completar la composición)

 CHOOSE A FAMILY MEMBER TO WRITE ABOUT:

Examples: 1-MY WIFE
My wife, Neda, is 31 years old. She is young and beautiful. She has dark brown eyes
and black hair. She is very kind and calm. We got married almost seven years ago. She
often wears brightly colored dresses. She doesn’t like dark colors. Her favorite color is
blue. She loves painting. She also likes reading story books and watching TV. Neda
graduated from college almost seven years ago. She has a bachelor’s degree in graphic
design. Neda and I live in Beaverton. We moved to the U.S. three months ago. Every day,
we go to P.C.C. to study English, and it’s amazing. She plans to continue her studies in
the United States. She hopes to find a proper job in her field in the future. We have a
friendly relationship, and I am proud of her.
Example 2-MY BEST FRIEND
My best friend’s name is Rudy. He has brown hair that is curly and fine. His big eyes are
bright brown. Rudy is a short man about five feet, seven inches tall. He loves to go
dancing and shopping. He likes to go dancing at Embers in downtown Portland on Latino
Night. His favorite place to shop is Washington Square Mall. Rudy lives in Tualatin with his
brothers. He is manager at an Mexican restaurant called La Isla Bonita. Rudy was born in
a small town in Jalisco, Mexico. He came to the United States five years ago. Rudy and I
have had many fun times. Last summer, we went to Salem and met the band Cuisillos. It
was a great concert. We had a scary time together. We got in a car accident on the
freeway last year. It was very scary! Rudy will return to his hometown in Mexico on April
20th. He wants to open his own restaurant. I love my best friend Rudy, and I will miss him
a lot when he leaves.

Se pueden guíar con uno de estos escritos para escribir acerca de un

miembro de la familia como última parte del escrito, UNIDAD 6.
Your English virtual tutor,

Asthrid Newball

 My family has six members: my parents a brother, two sisters and me .My father is
Orlando ramiro is 50 years old and works independently and my mother is Fanny
lucia 48 yeras old and is a housewife, My brother is Dilan Cordoba is 22 years old
and studies publicty and marketing ,My first sister is Valery Cordoba is 30 years
old and is a nurse ,My second sister is Yudy Alexandra is 32 yers old and is a
psychologist .My whole family was born in putumayo especially in san fransisco
and they live in bogota I do not live with my family.

My cousin, Ailyn is 16 years old. She lives in Mocoa (Putumayo). She is young and
very funny. she has brown eyes and long brown hair,White skin color. Since we
were little we have spent the most of the time together. When I go to where she
lives. She likes drawing and listening to music in her life. Her favorite color is
seawater. SHe also likes reading books and watching Netflix. Ailyn graduated from
high school a year ago. She started studying architecture at the universidad de
Nariño . We plan one day to live together when we are professionals, although she
plans to travel to France to do a specialization and stay a few years there.