Concept 400 M 1118

User Manual: Concept 400

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Understanding Key Concepts Found in
Form N-400, Application for Naturalization

A Guide for Adult Citizenship Teachers

M-1118 (03/17)

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Concept 1: Naming Conventions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Concept 2: Addresses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Concept 3: Family Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Concept 4: Employment and Schooling . . . . . . . . . . . . . . . . . . . . . . 13
Concept 5: Duration of Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Concept 6: Have been/Have you ever/Were you ever. . . . . . . . . . . 23
Concept 7: Memberships and Associations . . . . . . . . . . . . . . . . . . . 25
Concept 8: Promises and Oaths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Introduction
Naturalization is the manner in which a person not
born in the United States voluntarily becomes a U.S.
citizen.

General Eligibility Requirements for
Naturalization
•

Be at least 18 years old at the time of filing.

•

Be a permanent resident (have a “green
card”) for a specified period of time.

•

Show that you have lived for at least three
months in the state or USCIS district where
you apply.

•

Demonstrate physical presence within the
United States for a specified period of time.

•

Demonstrate continuous residence for a
specified period of time.

•

Demonstrate good moral character.

•

Demonstrate an attachment to the
principles and ideals of the U.S.
Constitution.

•

Demonstrate a basic knowledge
of U.S. history and government
(civics), as well as an ability
to read, write, speak, and
understand basic English.

•

Take an Oath of Allegiance to
the United States.

Individuals use Form N-400, Application for
Naturalization, to apply for naturalization with U.S.
Citizenship and Immigration Services (USCIS).
This guide focuses on eight key concepts within
Form N-400: Naming Conventions, Addresses, Family
Relationships, Employment and Schooling, Duration
of Time, Have been/Have you ever/Were you ever
constructions, Memberships and Associations, and
Promises and Oaths. The concepts may be found in one
or more parts of Form N-400 and will likely be part of
the naturalization interview between the USCIS Officer
and your students (the applicants). It is important for
teachers to teach these concepts so students will not
only be able to complete Form N-400, but also be able
to better understand and respond to questions posed by
the Officer during the naturalization interview. Being
familiar with these key concepts prior to the interview
will make your students more confident and less
anxious.
Teachers can target these eight concepts as themes
to build effective lessons using the reading, writing,
speaking, and listening skill areas. This guide introduces
each concept, identifies where the concept is
found within the form, and offers
ideas for teaching activities that can
be used in a classroom setting.

Introduction 1

How to Use This Guide
There are 18 sections (or “Parts”) of Form N-400. The
charts within each concept area in this guide list the
part number and title, and provide examples of the
concept within the Form N-400 sections.
As a general rule, the information in Form N-400
should be taught thematically. Teaching thematically
connects several areas of the curriculum into an
integrated theme. With citizenship education, the
themes combine more than one part of Form N-400.
Teachers may further build on the themes by adding
other components of the citizenship curriculum such
as related civics information or vocabulary words
appearing on the reading and writing portions of the
naturalization test. The thematic approach is more

aligned with the natural way we learn. It is also much
more engaging for students as they see the connections
among the various components of the curriculum. For
example, a teacher could create a thematic lesson with
activities to reinforce the naming conventions found in
Part 2 of N-400 and the names of famous Americans
highlighted in the civics items and on the reading and
writing tests.
Begin by teaching new vocabulary and new grammatical
structures. Next, review everything you taught students,
but use a different method. Then choose learning
activities that complement how adults learn and that
lend themselves well to the particular concepts and
themes within a lesson.

This guide is designed as a resource for teachers to use when preparing
individuals for the naturalization test and eligibility interview. Applying for
an immigration benefit can be complex and requires an advanced level of
legal experience. If you are not a qualified immigration service provider,
you can only:
• Read the form to the individual.
• Translate, either verbally or in writing, information from the individual’s
native language to English or English to the individual’s language.
• Write down information that the individual provides to complete the
application.

2 Introduction

Concept 1: Naming Conventions
N-400
Part #

Part Name

Information About Your Eligibility

N/A

Information About You

•
•
•
•

Accommodations for Individuals
With Disabilities and/or
Impairments

N/A

Information to Contact You

N/A

Information About Your
Residence

• Street name

Information About Your Parents

Repeated constructions and concepts from Part 2 above

Biographic Information

N/A

Information About Your
Employment and Schools You
Attended

• Employer name

Time Outside the United States

N/A

Information About Your Marital
History

• Current spouse’s legal name
• Current spouse’s previous legal name

Naming Conventions

Current legal name
Family name
Last name
Given name

•
•
•
•

First name
Middle name
Other names
Nicknames

• Aliases
• Maiden name
• Name change

• Legally change your
name

• In care of name

• School name

• Street name

• Prior spouse’s legal name
• Legal name of current spouse’s prior spouse

Repeated constructions and concepts from Parts 2 & 5 above
11

Information About Your Children

• Child’s current legal name
Repeated constructions and concepts from Parts 2 & 5 above

Additional Information About You

Name of group

Applicant’s Statement,
Certification, and Signature

The preparer named

Interpreter’s Contact Information,
Certification, and Signature

• Interpreter’s full name
• Interpreter’s business name

• Interpreter’s organization name

Repeated constructions and concepts from Parts 2 & 5 above
15

Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant

• Preparer’s full name
• Preparer’s business name

• Preparer’s organization name

Signature at Interview

USCIS officer’s printed name

Renunciation of Foreign Titles

• Applicant’s printed name

Oath of Allegiance

Repeated constructions and concepts from Parts 2 & 17 above

Repeated constructions and concepts from Parts 2 & 5 above
(Applicants do not complete this part)

• USCIS officer’s printed name

Concept 1: Naming Conventions 3

Background
Everybody has a name; however, the way people talk
about and understand naming conventions often varies
greatly from culture to culture and language to language.
Because accuracy is so critical when completing Form
N-400 and during the naturalization interview, teachers
should become familiar with the naming conventions
of their students’ cultures to help them become familiar
and comfortable with the manner in which names are
requested on Form N-400.

Form N-400 asks questions about the applicant’s name
and names of family members, schools, and employers.
Refer to the overview chart on the previous page to
review naming conventions within Form N-400 and
then try the following ideas to teach these concepts and
constructions in the classroom.

1. Famous Americans Name Game
On 8.5” x 11” sized card-stock, write the following words:
1.
2.
3.
4.
5.
6.
7.
8.
9.

first name
middle name
last name
given name
family name
full name
middle initial
nickname
maiden name

Assign one card to a student or pair of students.
Now read off clues about famous Americans such as:
1.
2.
3.
4.

The current President of the United States
The Governor of our state
The Chief Justice of the United States
He wrote the Declaration of Independence.

mi ddle
initial

family
name

There are many others you can include in this activity. Call on students and ask them to read their assigned cards.
Then ask the students to provide the information about the person. For example, if a student has a card that says,
“middle initial,” and the clue was “She fought for women’s rights,” the student would say, “B.”

2. Family Tree Activity
Ask students to create a simple family tree by using
the template provided. Then, collect the trees and ask
questions about their family members’ names. For
example, “What was your mother’s maiden name?” You
will soon discover that naming conventions may not be
the same for all the cultures in your class. This can spark

4 Concept 1: Naming Conventions

lively and interesting discussions to support speaking
practice. You can also have students trade family trees
with their neighbors and ask each other questions about
his or her family names and relationships. This activity
may also be used to reinforce the Family Relationships
theme on page 9 of this guide.

Relationships Template to Practice Naming Conventions
Your name

Date

Your first name
Your nickname
Your middle name
Your last name

Your spouse’s first name
Your spouse’s maiden name
(if applicable)
Your spouse’s middle name

Your mother’s first name
Your mother’s middle name
Your mother’s maiden name

Your father’s first name
Your father’s middle name
Your father’s family name

Concept 1: Naming Conventions 5

Concept 2: Addresses
N-400
Part #

Part Name

Information About Your Eligibility

Residential address

Information About You

N/A

Accommodations for Individuals
With Disabilities and/or
Impairments

N/A

Information to Contact You

Email address

Information About Your
Residence

• Most recent
address
• Location
• Apartment (Apt.)
• City
• Zip code
• Postal code

Information About Your Parents

Country of birth

Biographic Information

N/A

Information About Your
Employment and Schools You
Attended

Repeated constructions and concepts from Part 5 above

Time Outside the United States

Countries to which you traveled

Information About Your Marital
History

• Current spouse’s present home address

Information About Your Children

• Child’s current address

Addresses

• Current physical
address
• Suite (Ste.)
• Town
• Province
• Current mailing
address

•
•
•
•
•
•

Street number
Floor (Flr.)
County
Region
Dates of residence
Your residence

•
•
•
•
•
•

Street name
Number
State
Foreign address
Country
In care of (C/O)

Repeated constructions and concepts from Part 5 above

Repeated constructions and concepts from Part 5 above
12

Additional Information About You

Address change

Applicant’s Statement,
Certification, and Signature

N/A

Interpreter’s Contact Information,
Certification, and Signature

• Interpreter’s mailing address

Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant

• Preparer’s mailing address

Signature at Interview

N/A

Renunciation of Foreign Titles

N/A

Oath of Allegiance

N/A

6 Concept 2: Addresses

• Interpreter’s email address

Repeated constructions and concepts from Part 5 above
• Preparer’s email address

Repeated constructions and concepts from Part 5 above (Applicants do not complete this part)

Background
If you have ever traveled abroad, one of the first
things you may have encountered is how different the
system of addresses is from one country to another.
Understanding and knowing how to talk about
addresses is a useful skill for English language learners
to acquire. Consider the numerous vocabulary words
we use to describe an address, such as: street number,
street name, avenue, boulevard, drive, lane, circle, way,
road, court, place, plaza, route, parkway, zip code, post
office box (P.O. Box), apartment, and suite. In addition,

students need to know in what order to place all of
these words and numbers either in writing or when
expressing an address orally.
Form N-400 asks questions about the applicant’s
addresses and the addresses of family members, schools,
and employers. Refer to the overview chart on the
previous page to review addresses within Form N-400
and then try the following ideas to teach these concepts
and constructions in the classroom.

1. Create Addresses
To prepare for this activity, create several sets of flash
cards using index cards. For each set of cards, write the
following words and numbers (one per card) or create
your own: (1) John Smith, (2) Dr. George Adams,
(3) Ms. Ellen Davis, (4) Mr. Jose Ramirez, (5) Mrs. Mary
Fong, (6) Hastings High School, (7) Gilead Technical
Institute, (8) Marchwood Appliance Manufacturing,
Inc., (9) Jordan-Morris Plumbing, (10) 76, (11) 867,
(12) 143, (13) 2, (14) 104, (15) 7642, (16) 12818,
(17) 908, (18) 25, (19) Main Street, (20) East Second
Avenue, (21) Linden Parkway, (22) Franklin Boulevard,
(23) Saylor Street, (24) Gold Avenue, (25) Bishop Lane,
(26) Route 31, (27) Tulley Drive, (28) Seattle,
(29) Boise, (30) Helena, (31) Bismarck,
(32) Minneapolis, (33) Detroit, (34) Albany,
(35) Burlington, (36) Concord, (37) Washington,
(38) Idaho, (39) Montana, (40) North Dakota,
(41) Minnesota, (42) Michigan, (43) New York,
(44) Vermont, (45) New Hampshire, (46) 98039,

(47) 83702, (48) 59636, (49) 58501, (50) 55401,
(51) 48209, (52) 12208, (53) 05405, and (54) 03301.
Mix up the flash cards and give each small group a
set. Ask students to create complete addresses for each
person or business with a street number, street name,
city, state, and zip code. They should be able to create
nine complete addresses with the cards they have.
Students can refer to a U.S. map to match the cities with
the corresponding state names. Notice that the states
listed all border Canada. One of the items on the civics
component of the naturalization test is, “Name one state
that borders Canada.” This is one additional example
of thematic teaching. To expand upon this activity
for more advanced students, add cards for apartment
numbers and suite numbers. If your students have access
to the Internet, you can have them practice looking
up zip codes for the cities presented in this activity.
They can then match the correct zip codes with their
appropriate cities.

2. Meaning Matching
a. Use two sets of colored index cards. If possible,
the first set should be blue and the second set
should be pink.
b. On the blue set, write the following
(one per card):
1.
2.
3.
4.
5.
6.

Date of Residence
(mm/dd/yyyy)
Street Number
Street Name
City
Country

7.
8.
9.
10.
11.
12.

State
Zip Code
Postal Code
Apartment
Suite
Floor
Concept 2: Addresses 7

On the pink set, write the following
(one per card):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

How long I lived there
04/29/1960
3782
Ark Avenue
Philadelphia
United States
Pennsylvania
26108
P.O. Box 1312
Apt. #2
Ste. #542
8th Flr.

The colors will vary depending on the card colors
you choose.
List as many numbers as you have cards in set 1.

(If you need more cards, create more by adding
various cities, states, addresses, etc.)
c. Pass out blue cards to the students on the left side
of the class and pink cards to the students on the
right side of the class (one card per student).
d. Draw a simple chart on the board like the one on
the right.

Blue Cards

Pink Cards

e. Ask students with blue cards to place their cards next to one of the numbers on the left side of the chart.
(Have tape available for students to affix their cards. If you prefer, you can also use sticky notes.)
f.

When the students have placed all the blue cards on the left, ask students with pink cards to place their card
next to the blue card that means or represents the same thing. For example, if you have more than one card
that represents a zip code, the students would place all the zip code representations next to the blue card
with the words “Zip Code.” Here is how the chart might look:

Blue Cards

Pink Cards

Zip Code

Utah

81543-0009

g. After the students have completed the task, review their answers as a whole class.

8 Concept 2: Addresses

Concept 3: Family Relationships
N-400
Part #

Part Name

Family Relationships

Information About Your Eligibility

• Married

• Spouse

Information About You

N/A

Accommodations for Individuals With
Disabilities and/or Impairments

N/A

Information to Contact You

N/A

Information About Your Residence

N/A

Information About Your Parents

• Parents

Biographic Information

N/A

Information About Your Employment and
Schools You Attended

N/A

Time Outside the United States

N/A

Information About Your Marital History

•
•
•
•

Marital history
Married
Marriage annulled
Spouse deceased

Information About Your Children

•
•
•
•
•
•
•
•

Children
Son
Biological child
Adopted child
Stepchild
Legally adopted children
Currently married children
Children born in the United States/other
countries

Additional Information About You

• Hereditary title
• Married to more than one person at a
time
• Failed to support your dependents or
pay alimony

Applicant’s Statement, Certification, and
Signature

N/A

Interpreter’s Contact Information,
Certification, and Signature

N/A

Contact Information, Declaration, and
Signature of the Person Preparing This
Application, if Other Than the Applicant

N/A

Signature at Interview

N/A

Renunciation of Foreign Titles

N/A

Oath of Allegiance

N/A

• Mother

•
•
•
•

Marital status
Divorced
Current spouse
Separated

• Father

• Single
• Widowed
• Prior spouse
•
•
•
•
•
•
•
•

• Never married
• Current spouse’s
prior spouse

Child
Children who are alive/missing/deceased
Daughter
Children under 18 years old/older
Current stepchildren
Children living with you/elsewhere
Children born when you were not married
Unmarried children

• Inherited title
• Married someone in order to obtain
immigration benefit

Concept 3: Family Relationships 9

Background
One of the most complex concepts for many English
language learners is how to refer to different family
members. In some cultures, words for various family
members may differ depending on birth position or
side of the family—matrilineal or patrilineal. Some
family labels may not be easily translated into English.

Form N-400 asks questions about the applicant’s
family relationships. Refer to the overview chart on the
previous page to review family relationships within
Form N-400 and then try the following ideas to teach
these concepts and constructions in the classroom.

1. Famous Americans Relationship Chart Activity
Create family trees for the famous Americans found in
the 100 civics questions, or have students look up the
information and create family trees. Information should
include the names of the famous Americans’ parents,
siblings, children, and spouse at a minimum. Group
students in pairs. Give each student a family tree as well
as a Family Interview Questionnaire (see next page).
First, one student will interview his or her classmate
and then the roles will reverse. Have students write the
answers on the interview sheet. If the famous American

10 Concept 3: Family Relationships

did not have any children, for example, the students
can write “none” or “N/A” in the blank. This gives the
students another opportunity to learn about completing
a form. When the activity is complete, ask students to
come to the front of the room and read their interview
sheets. If there is missing information, the student can
say, “I don’t know.” The interview also gives students
a chance to practice clarification questions such as,
“Could you repeat that?”

Family Interview Questionnaire
Your name

Date

Who are you interviewing?
(Insert name of famous American)

What is your full name?

What is your nickname?

What is your father’s first and last name?

What is your father’s middle initial?

What is your mother’s first, middle, and maiden name?

How many sisters do you have?

What are your sisters’ given names?

How many brothers do you have?

What are your brothers’ first names?

10.

What is your spouse’s full name?

11.

Did you have a prior spouse?

12.

What is the maiden name of your current spouse?

13.

How many children do you have?

14.

How many sons do you have?

15.

What are your sons’ given names?

16.

How many daughters do you have?

17.

What are your daughters’ first names?

18.

Do you have any stepchildren?

19.

If you have stepchildren, what are their first and last names?

Concept 3: Family Relationships 11

2. Clue Game
On the front of index cards, write the following words:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Current
Spouse
Prior
Missing
Deceased
Adopted
Son
Daughter
Stepchild
Biological

Definitions
1. Now
2. Can’t find this person
3. Before, past
4. Dead
5. Male child
6. Husband or wife
7. Blood relation
8. Became your child legally in the courts
9. The child of your husband or wife
and his or her prior spouse
10. Female child

12 Concept 3: Family Relationships

If you have more than 10 students in your class, you
may repeat these words on additional index cards. Pass
out one card per student. Read one of the definitions
below and ask the student who has the answer to that
definition to stand up. Have the student read the card
aloud. Ask the other students if they think the answer
is correct. This activity can be adapted easily to practice
other vocabulary themes within Form N-400.

Concept 4: Employment and Schooling
N-400
Part #

Part Name

Information About Your Eligibility

N/A

Information About You

N/A

Accommodations for Individuals
With Disabilities and/or
Impairments

N/A

Information to Contact You

N/A

Information About Your
Residence

N/A

Information About Your Parents

N/A

Biographic Information

N/A

Information About Your
Employment and Schools You
Attended

• Employment
• Schools you
attended
• Worked

Time Outside the United States

N/A

Information About Your Marital
History

Current spouse’s employer/company

Information About Your Children

N/A

Additional Information About You

• Federal/state/local
taxes

Applicant’s Statement,
Certification, and Signature

N/A

Interpreter’s Contact Information,
Certification, and Signature

• Business

• Organization

Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant

• Business

• Organization

Signature at Interview

N/A

Renunciation of Foreign Titles

N/A

Oath of Allegiance

N/A

Employment and Schooling

• Full-time
• Part-time
• Military/Police/
Intelligence service

• File taxes
• Tax return

• Most recent
employment
• Current employment
• Studies

•
•
•
•

Unemployment
Self-employed
Employer
School

• Worker
• Volunteer

• Soldier
• Deploy overseas

• Attorney

Concept 4: Employment and Schooling 13

Background
Many forms that your students will need to complete
in their daily lives include questions about where they
went to school and where they worked or currently
work. Form N-400 also asks questions about the
applicant’s employment and schooling. Refer to

the overview chart on the previous page to review
employment and schooling within Form N-400 and
then try the following ideas to teach these concepts and
constructions in the classroom.

1. Scenarios and Forms
Create 10 scenarios listing imaginary people’s education
and employment histories. Recreate or copy Part 8 of
Form N-400. Give each student a scenario, along with

Part 8 Ask students to use the information within their
scenario to complete the form.

2. Matching
Determine if students understand the employment
and schooling vocabulary by matching a vocabulary
word, such as “unemployed,” “self-employed,” and
“employed,” with its definition, such as “don’t have a
job,” “work for yourself,” and “have a job.” This can be
done using index cards, sticky notes, or on the board

or flip chart. Write the vocabulary on the board or flip
chart. Write the definitions on index cards or sticky
notes. Pass out the definitions (one each) to students.
Ask students to place their definitions next to the
appropriate vocabulary word.

Concept 5: Duration of Time
N-400
Part #

Part Name

Information About Your Eligibility

• Have been

• At least

• For the last xx years

• At the time of

Information About You

• Current
• At the time

• Have used
• Have used since

• For periods totaling
at least

• Have you lived

Accommodations for Individuals
With Disabilities and/or
Impairments

N/A

Information to Contact You

N/A

Information About Your
Residence

• Have you lived
during the last xx
years

• Most recent
• (mm/dd/yyyy)

• Dates of residence

• From/to

Information About Your Parents

• Before your xx birthday

Biographic Information

N/A

14 Concept 5: Duration of Time

Duration of Time

• Date you became a U.S. Citizen

Information About Your
Employment and Schools You
Attended

• You attended
• Have worked
• Have attended
school

• Full-time
• Part-time
• During the last xx
years

• For the complete
time period
• Most recent

• Dates
• Were employed/
unemployed

“If” statements such as “if you worked” or “if you were unemployed”
9

Time Outside the United States

•
•
•
•

Information About Your Marital
History

Time outside
How many days
24 hours or longer
Did you spend

• During the last xx
years
• # of days
• How many trips

• Most recent and
work backwards
• Date you left/
returned

• Last six months or
more
• Total days outside
the United States

• Marital history
• Have never married
• How many times
have you
• Date you entered
into marriage

•
•
•
•
•

• Date of marriage
• Date marriage
ended
• If you were married
before

• Immigration status
when my marriage
ended
• Prior
• Previous
• Current

Information About Your Children

• Currently

• Date of birth

• Born when you were not married

Additional Information about You

•
•
•
•
•

Have you ever
Do you now have
Did you ever have
Since
Dates of
membership
• Between (date)
and (date)

•
•
•
•

•
•
•
•
•

Months
Days
At the same time
Currently pending
Within the next xx
months
• After you file
• While

• Overdue
• At any time
between (date) and
(date)
• When did you
• Still under xx years
of age
• Before

Applicant’s Statement,
Certification, and Signature

• At a later date

• At that time

Interpreter’s Contact Information,
Certification, and Signature

N/A

Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant

N/A

Signature at Interview

N/A

Renunciation of Foreign Titles

Heretofore

Oath of Allegiance

• At which time

• Heretofore

• When required by
law

When did you
At birth
Become
Married before
Has had more than

Were you ever
Did you ever
When
Under xx years of
age
• Suspended sentence
• How long were you
• Years

• Immediately prior to

Concept 5: Duration of Time

Background
Form N-400 requests from applicants a substantial
amount of information regarding the duration of time.
Understanding the various ways that the duration of
time is expressed in English can be very challenging to
non-native speakers.

vocabulary, expressions, and nuances. Refer to the
overview chart on the previous page to review duration
of time within Form N-400 and then try the following
ideas to teach these concepts and constructions in the
classroom.

Time in English is expressed through the various tenses
and moods, as well as through an array of specific

1. Timelines
A timeline is an ideal tool to help students learn the
chronology of a historical event, the steps of a process
such as how a bill is passed, or even the naturalization

1963

1969

1982

process. Timelines can be based on years, months,
weeks, days, hours, or a series of steps (see the two
examples below).

2001

Now

2020

Step 6
Step 5
Step 4
Step 3
Step 2
Step 1

16 Concept 5: Duration of Time

2025

Students can also create personal timelines of their
lives starting with the year they were born and ending
with the current year. Once teachers have taught a set
of Form N-400 vocabulary words or constructions,
they can use the timelines to ask students questions.
This type of timeline can help students practice words
and expressions such as current, now, previous, prior,

during, before, or at birth. Students can also create
specific timelines based on their employment history,
education history, life as a parent, travels, and so forth.
Words and expressions such as have worked, still, when,
have you ever, between (date) and (date), date you left,
date you returned, etc., can be practiced easily within
these contexts.

2. Dialogues
Dialogues allow students to practice speaking and
listening skills thematically using limited content words.
Any of the words listed in the chart on pages 14 and

15 can be practiced in a dialogue. One of the most
common structures, “have you ever,” is used in the
following example:

John: Mary, have you ever been to California?
Mary: Yes, John. I visited California twice. Have you ever lived in California?
John: No. I have never lived in California, but my brother George lived in California from 1987 to
1990. Have you ever been to George’s house?
Mary: Yes, I visited George in 1988.
The teacher can ask students questions about the
dialogue and then ask each student similar questions,
such as “Have you ever been to Florida?” and “Have you

3. Index Card Opposites Game
Index cards are a staple of the ESL classroom. They are
versatile, inexpensive, and portable. Using index cards is a
fun and effective way to teach difficult vocabulary words
anchored to a more common word that is its opposite.
For example, teach the concept “at least” by anchoring it
with the more common word “exactly.” Give each student
two index cards. Ask students to write the words “at least”
on one card and “exactly” on the other. Ask questions
such as, “There are ________ six desks in this classroom.”
The students raise the correct answer in the air. Other
Form N-400 words and anchors include:

ever been to the beach?” Make sure students understand
that “have you ever” means from the time they were
born to the present time.

current. . . . . . . . . . . . prior
the last. . . . . . . . . . . . the first
present. . . . . . . . . . . . previous
full time. . . . . . . . . . . part time
now . . . . . . . . . . . . . . in the past
began. . . . . . . . . . . . . ended
overdue . . . . . . . . . . . paid

Concept 5: Duration of Time

4. Clustering
The brain places information received into categories
and learns the same way. Clustering helps students
organize like and unlike ideas into groups. This
grouping process is especially effective with topics
such as duration of time. Clustering activities can use
a variety of props, including sticky notes, index cards,
flash cards, pieces of paper, chalk or white boards, and
cubes.
An example of using clustering with Form N-400
duration of time vocabulary would be to ask student
pairs to write the current date on one piece of paper and
place it on the right side of their desks. Then, ask them
to write a date in the past on another piece of paper and
place it on the left side of their desks. Now give student
pairs a pack of sticky notes or index cards and as you
read the following words, ask them to decide whether
the new word goes on the right side or left side. If
students think the word or phrase could be both in the
past and in the present, they should place the card in the
middle. Here are the words for this activity:

1. have been
2. for the last
3. at the time of
4. current
5. since birth
6. present
7. now
8. at birth
9. previous
10. prior
11. date ended
12. still
13. have you ever

5. Date Writing Activity
Pass out the template on the next page. List the
following dates on the board:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

March 3, 1990
April 29, 1960
May 5, 2000
February 14, 1920
December 31, 2012
August 28, 1943
July 21, 1987
January 17, 2005
June 6, 1999
October 11, 2004
November 22, 1975

18 Concept 5: Duration of Time

Using the template, ask students to write these
dates using numeric representations. For example,
September 16, 1932, would be written numerically as
09/16/1932. Create other dates for students to practice
writing as well. Once students have written the numeric
dates, erase the board and ask students to read the dates
using non-numeric digit terms (e.g., December 3, 1950).

Writing Dates Practice
Your name

Date

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

Concept 5: Duration of Time

6. Date Spinner Game

195

2013

1998

1976, for example, as “Nineteen Seventy-Six” and not
“One Thousand Nine Hundred and Seventy-Six.” It also
builds their ability to say
numbers with ease through
establishing automaticity.
19

Use the spinner template below or write years on
index cards. If using the spinner, have students spin the
arrow. They have to read out loud the year the arrow
lands on. If using index cards, shuffle the cards and
ask a student to choose one. That is the year they have
to say. This helps students understand and say the year

1812

1936

198

3
1995

1962

08
20

19
74

192

20 Concept 5: Duration of Time

177

19
48

2013

1998

195

6
7
7
1

1812

1936

198

1995

1962

3
2
9
1

Concept 5: Duration of Time

Date Spinner Game Instructions

✁

1995

1962

48
19


Tape coins or small cardboard
blocks on the back of the spinner.
Make sure the arrow is able to spin
freely.



1962

✃
1

198

923

198

923

1812

1936

1812

1936

177

2013

195

177

1998

195

1998

Cut out spinner.
Cut out arrow
or find one from
an old game.

2013
19
48



Print file on
card stock.

Cut a small hole in the
center of the circle.
Reinforce it with a
grommet if desired.

1962

48
19

1812
198
20

1998

22 Concept 5: Duration of Time

177

1995



Attach the brad to the spinner
through the hole
and flatten the
two back pieces
of the brad on
195
7
the back of the
1936
3
spinner.
192

2013



Put a 1” brad through the
center of the
arrow.



Using double stick tape, attach
the corners of the spinner to stiff
cardboard.

Concept 6: Have been/Have you ever/Were you ever
N-400
Part #

Part Name

Information About Your Eligibility

Have been

Information About You

• Have used

Accommodations for Individuals
With Disabilities and/or
Impairments

N/A

Information to Contact You

N/A

Information About Your
Residence

Have lived

Information About Your Parents

N/A

Biographic Information

N/A

Information About Your
Employment and Schools You
Attended

• Have worked

• Have attended
school

Time Outside the United States

• Have you taken

• Have taken

Information About Your Marital
History

• Have never married
• Have you been
married

• Has your current
spouse been
married

Information About Your Children

N/A

Additional Information About You

•
•
•
•
•
•
•
•
•

Have been/Have you ever/Were you ever

•
•
•
•
•
•
•
•
•
•
•
•
•

• Have you lived

Have you ever claimed
Have you ever registered
Have you ever voted
Have you ever had
Have you ever been declared
Have you ever been confined
Have you ever not filed
Have you called yourself
Have you ever been a member of/involved in/
associated with
Have you ever advocated
Have you ever persecuted
Were you ever involved in
Were you ever a member of
Were you ever a worker/volunteer/soldier
Were you ever a part of any group
Have been sealed/expunged/cleared
Have you ever committed/assisted in
committing/attempted to commit
Have you ever been arrested/cited/detained
Have you ever been charged
Have you ever been convicted
Have you ever been placed in
Have you ever received

• Have studied

• Has been married
before

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

• Has had more than
one

Have you completed
Have you ever been in jail/prison
Have you ever been a habitual drunkard
Have you ever been a prostitute
Have you ever procured anyone for
prostitution
Have you ever sold/smuggled controlled
substances
Have you ever been married
Have you ever married someone
Have you ever helped anyone
Have you ever gambled illegally
Have you ever received income from illegal
gambling
Have you ever failed to support your
dependents/pay alimony
Have you ever made any misrepresentation
Have you ever given
Have you ever lied
Have you ever been removed/excluded/
deported
Have you ever been ordered removed/
excluded/deported

Concept 6: Have been/Have you ever/Were you ever 23

Additional Information About You

• Have you ever been placed in removal/
exclusion/rescission/deportation
• Have you ever served in the U.S. armed
forces
• Have you ever been court-martialed/
administratively separated/disciplined

•
•
•
•
•

Have you received
Have you ever been discharged
Have you ever left
Have you ever applied
Have you ever deserted

Applicant’s Statement,
Certification, and Signature

• Have read

• Have understood

• Have submitted

Interpreter’s Contact Information,
Certification, and Signature

• Have read

• Have verified

Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant

Have prepared

Signature at Interview

N/A

Renunciation of Foreign Titles

• Have heretofore held

Oath of Allegiance

Have heretofore been a subject/citizen

• Have heretofore belonged

Background
The present and past perfect tenses found on Form
N-400 are part concept and part grammatical
construction. These tenses are used in many questions
and statements throughout the form, especially in Part
12. Although also a concept in Section 8, Duration of
Time, verb tense deserves a section of its own due to

how frequently it is used. Refer to the overview chart
above to review “have been/have you ever/were you
ever” and other such constructions within Form N-400
and then try the following ideas to teach these concepts
and constructions in the classroom.

1. Personal Timeline
Demonstrate to students how to create a personal
timeline. The timeline should start with their birth and
continue to “today.” Explain to students that expressions
such as “Have you ever” mean from birth to today
(point to the timeline). Begin asking students familiar
questions such as, “Have you ever been to New York?”

24 Concept 6: Have been/Have you ever/Were you ever

or “Have you ever eaten yogurt?” Then practice with
the more complicated vocabulary words found on Form
N-400. Many of these words are personal. It is best to
refer to fictitious people instead of using the students
themselves as examples.

Concept 7: Memberships and Associations
N-400
Part #

Part Name

Memberships and Associations

Information About Your Eligibility

N/A

Information About You

N/A

Accommodations for Individuals With
Disabilities and/or Impairments

N/A

Information to Contact You

N/A

Information About Your Residence

N/A

Information About Your Parents

N/A

Biographic Information

N/A

Information About Your Employment
and Schools You Attended

N/A

Time Outside the United States

N/A

Information About Your Marital History

Member of the U.S. armed forces

Information About Your Children

N/A

Additional Information About You

• A member of
• Involved in
• In any way
associated with
• Organization
• Association
• Fund
• Foundation
• Party
• Club
• Society
• Group
• The Communist
Party
• Totalitarian party

Applicant’s Statement, Certification,
and Signature

N/A

Interpreter’s Contact Information,
Certification, and Signature

N/A

Contact Information, Declaration, and
Signature of the Person Preparing This
Application, if Other Than the Applicant

N/A

Signature at Interview

N/A

Renunciation of Foreign Titles

Oath of Allegiance

• Terrorist
organization
• Religion
• Membership in a
particular social
group
• Directly
• Indirectly
• Nazi government
• S.S. military unit
• Paramilitary unit
• Self-defense unit
• Vigilante unit
• Citizen unit
• Police unit

• Government
agency/office
• Extermination
camp
• Concentration
camp
• Allied with
• Prisoner of war
camp
• Labor camp
• Transit camp
• Serve in
• Help
• Participate in
• Military unit

• Rebel group
• Guerrilla group
• Insurgent
organization
• Part of any group
• Unit
• Organization
• Recruit
• Enlist
• Conscript
• Armed force
• Deserted
• Register
• Selective Service
System

• Renunciation of
• Foreign title

• Heretofore held
• Renounce

• Heretofore
belonged

• Title of
• Order of nobility

• Oath
• Abjure

• Allegiance
• Fidelity

• Ceremony

• Hereby declare on
oath

Concept 7: Memberships and Associations 25

Background
Form N-400 asks applicants to provide information
about the various groups they have been members
of, involved in, or in any way associated with. These
concepts and the vocabulary used to describe and
explain them can be challenging for English language
learners. Depending on the students’ language levels,
teachers may need to spend extra time explaining the

definitions of words and providing supporting learning
aids such as graphic organizers, photos, and other visual
tools. Refer to the overview chart on the previous page
to review memberships and associations within Form
N-400 and then try the following ideas to teach these
concepts and constructions in the classroom.

1. What Doesn’t Belong?
After teaching the general meaning of the target
vocabulary words, ask students to cross out the words
that are very different in each set. Here are some

sample sets based on “memberships and associations”
vocabulary:

Set 1: (a) unit

(b) group

(d) enlist

Set 2: (a) not a member of (b) currently a member of (c) now a member of (d) at this time a member of
Set 3: (a) labor camp

(b) social group

Now, create your own sets based on the words and
phrases related to memberships and associations. Make
sure the word you choose as an “incorrect” answer is

2. Opposites Game
After teaching the general meaning of the target
vocabulary words, write the words listed in the chart—
and others that you wish to work with—on index cards
(one word per card). Shuffle the cards and pass out one
card per student. Ask students to walk around the room
holding their card word-side-out so the other students
can see their card. The object is to find the student whose
card is the opposite of theirs. Here are some sample
word/phrase pairs:

26 Concept 7: Memberships and Associations

Word

Opposite

Involved in

Not part of

Directly

Indirectly

Volunteer

Paid employee

In any way

In no way

Enlist

Conscript

Foreign

Domestic

Currently

Prior

Nobility

Commoner

Acceptance of

Renunciation of

3. Clue Game
After teaching students the target vocabulary and
repeating the definitions several times, pair off students.
Create a set of “clue cards” (see sample below) and give
one of the students in the pair half the set and the other
student the other half of the set. Choose which student
goes first (student on the right or left) and then ask that

student to read the clue to his or her partner. The answer
is listed on each card. If the student provides the correct
answer, that student gets to keep the card. The student
who answers the most clues correctly “wins.” Here are a
few sample clues with their correct answers:

Clue

Answer

A person who serves in the army might be a

Soldier

Not indirectly, but _________________

Directly

A type of jail where a person is forced to work very hard

Labor camp

A German political party during WWII

Nazi

A person who is legally “part of” a country

Citizen

A large building where people are kept as punishment

Prison

Clue Card 1
Front Side

Clue: Republic
an an d
Democratic

Answer: (Polit
ical) Parties
Reverse Side

Concept 7: Memberships and Associations 27

Concept 8: Promises and Oaths
N-400
Part #

Part Name

Information About Your Eligibility

N/A

Information About You

N/A

Accommodations for Individuals
With Disabilities and/or
Impairments

N/A

Information to Contact You

N/A

Information About Your
Residence

N/A

Information About Your Parents

N/A

Biographic Information

N/A

Information About Your
Employment and Schools You
Attended

N/A

Time Outside the United States

N/A

Information About Your Marital
History

N/A

Information About Your Children

N /A

Additional Information About You

• Full oath of allegiance

Applicant’s Statement,
Certification, and Signature

• Statement

Interpreter’s Contact Information,
Certification, and Signature

Certify

Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant

Promises and Oaths

• Take full oath of allegiance
• Certification

• Signature

• Penalty of perjury

• Declaration

• Obliged

• Certify

• Certification

Signature at Interview

• Swear
• Affirm

• Certify
• Under the laws

• Sworn to

• Subscribed

Renunciation of Foreign Titles

• Renunciation

• Affirm

• Renounce

Oath of Allegiance

• Oath
• Allegiance
• Public oath
ceremony
• Signing
• Willingness/ability
to take this oath

• Declare on oath
• Renounce/abjure
allegiance/fidelity
• I will support/
defend

• I will bear true
faith/allegiance
• I will bear arms
• I will perform
noncombat services

28 Concept 8: Promises and Oaths

• I will perform
work of national
importance
• I take this
obligation freely

Background
Form N-400 and the process require that applicants
make certain promises. Explain to students what an
oath is and what a promise is. Provide several examples
familiar to students. Use pictures and hand gestures
to reinforce concepts. Refer to the overview chart on

the previous page to review promises and oaths within
Form N-400 and then try the following ideas to teach
these concepts and constructions in the classroom.

1. Vocabulary Within Context
Create simple sentences using more familiar words or
phrases with the same general meaning as the target

vocabulary word. Then substitute the target vocabulary
word into the same sentences. Here is an example:

a. I will do hard work today. [Simple sentence using familiar word “do.”]
b. I will perform hard work today. [Substitution with target word.]

2. Matching Game Variations
Create games and activities where students match words
with definitions or words with synonyms or opposites.

3. Flash Cards
Create flash cards with a target word on the front.
Allow students to write the definition of their word
in their own language on the reverse side of the card.

Have students use the cards to practice at home and quiz
classmates.

4. Presentation Activity
Assign one oath/promise vocabulary word to each
student. Have students look up the words and learn
how to use them within sentences. Ask students to
present their words to the entire class. They can

be creative about how they present their words. (This
activity is most appropriate for intermediate and
advanced students.)

5. Vocabulary Journaling
Ask students to buy a journal in which to keep oath/
promise vocabulary. They can draw pictures, define in
English and their own language, write pronunciation

tips, etc. (This activity can be used for any of the
concept sections in this guide.)

Concept 8: Promises and Oaths 29

6. Visual Exploration Activity
Ask students to try to find as many pictures of oaths
and promises as they can. They can look through
magazines, newspapers, the Internet, and so on.

30 Concept 8: Promises and Oaths

Hang up the pictures around the room and use them
to discuss oath/promise concepts and to reinforce
vocabulary instruction.

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