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 1
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.
2 Introduction
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.
Concept 1: Naming Conventions 3
Concept 1: Naming Conventions
N-400
Part # Part Name Naming Conventions
1 Information About Your Eligibility N/A
2 Information About You • 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
3 Accommodations for Individuals
With Disabilities and/or
Impairments
N/A
4 Information to Contact You N/A
5 Information About Your
Residence
• Street name • In care of name
6 Information About Your Parents Repeated constructions and concepts from Part 2 above
7 Biographic Information N/A
8 Information About Your
Employment and Schools You
Attended
• Employer name • School name • Street name
9 Time Outside the United States N/A
10 Information About Your Marital
History
• Current spouse’s legal name
• Current spouse’s previous legal 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
12 Additional Information About You Name of group
13 Applicant’s Statement,
Certication, and Signature
The preparer named
14 Interpreter’s Contact Information,
Certication, 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
Repeated constructions and concepts from Parts 2 & 5 above
(Applicants do not complete this part)
16 Signature at Interview USCIS ofcer’s printed name
17 Renunciation of Foreign Titles • Applicant’s printed name • USCIS officer’s printed name
18 Oath of Allegiance Repeated constructions and concepts from Parts 2 & 17 above
4 Concept 1: Naming Conventions
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. first name
2. middle name
3. last name
4. given name
5. family name
6. full name
7. middle initial
8. nickname
9. maiden name
Assign one card to a student or pair of students.
Now read off clues about famous Americans such as:
1. The current President of the United States
2. The Governor of our state
3. The Chief Justice of the United States
4. He wrote the Declaration of Independence.
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
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.
middle
initial
family
name
Concept 1: Naming Conventions 5
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
6 Concept 2: Addresses
Concept 2: Addresses
N-400
Part # Part Name Addresses
1 Information About Your Eligibility Residential address
2 Information About You N/A
3 Accommodations for Individuals
With Disabilities and/or
Impairments
N/A
4 Information to Contact You Email address
5 Information About Your
Residence
• Most recent
address
• Location
• Apartment (Apt.)
• City
• Zip code
• Postal code
• 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)
6 Information About Your Parents Country of birth
7 Biographic Information N/A
8 Information About Your
Employment and Schools You
Attended
Repeated constructions and concepts from Part 5 above
9 Time Outside the United States Countries to which you traveled
10 Information About Your Marital
History
• Current spouse’s present home address
Repeated constructions and concepts from Part 5 above
11 Information About Your Children • Child’s current address
Repeated constructions and concepts from Part 5 above
12 Additional Information About You Address change
13 Applicant’s Statement,
Certication, and Signature
N/A
14 Interpreter’s Contact Information,
Certication, and Signature
• Interpreter’s mailing address • Interpreter’s email address
Repeated constructions and concepts from Part 5 above
15 Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant
• Preparer’s mailing address • Preparer’s email address
Repeated constructions and concepts from Part 5 above (Applicants do not complete this part)
16 Signature at Interview N/A
17 Renunciation of Foreign Titles N/A
18 Oath of Allegiance N/A
Concept 2: Addresses 7
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. Date of Residence
2. (mm/dd/yyyy)
3. Street Number
4. Street Name
5. City
6. Country
7. State
8. Zip Code
9. Postal Code
10. Apartment
11. Suite
12. Floor
8 Concept 2: Addresses
On the pink set, write the following
(one per card):
1. How long I lived there
2. 04/29/1960
3. 3782
4. Ark Avenue
5. Philadelphia
6. United States
7. Pennsylvania
8. 26108
9. P.O. Box 1312
10. Apt. #2
11. Ste. #542
12. 8th Flr.
(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.
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:
g. After the students have completed the task, review their answers as a whole class.
Zip Code
Utah
81543-0009
Blue Cards
1.
2.
3.
Pink Cards
1.
2.
3.
Blue Cards
1.
2.
3.
Pink Cards
1.
2.
3.
The colors will vary depending on the card colors
you choose.
List as many numbers as you have cards in set 1.
Concept 3: Family Relationships 9
Concept 3: Family Relationships
N-400
Part # Part Name Family Relationships
1 Information About Your Eligibility • Married • Spouse
2 Information About You N/A
3 Accommodations for Individuals With
Disabilities and/or Impairments
N/A
4 Information to Contact You N/A
5 Information About Your Residence N/A
6 Information About Your Parents • Parents • Mother • Father
7 Biographic Information N/A
8 Information About Your Employment and
Schools You Attended
N/A
9 Time Outside the United States N/A
10 Information About Your Marital History • Marital history
• Married
• Marriage annulled
• Spouse deceased
• Marital status
• Divorced
• Current spouse
• Separated
• Single
• Widowed
• Prior spouse
• Never married
• Current spouse’s
prior spouse
11 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
• 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
12 Additional Information About You • Hereditary title
• Married to more than one person at a
time
• Failed to support your dependents or
pay alimony
• Inherited title
• Married someone in order to obtain
immigration benefit
13 Applicant’s Statement, Certication, and
Signature
N/A
14 Interpreter’s Contact Information,
Certication, and Signature
N/A
15 Contact Information, Declaration, and
Signature of the Person Preparing This
Application, if Other Than the Applicant
N/A
16 Signature at Interview N/A
17 Renunciation of Foreign Titles N/A
18 Oath of Allegiance N/A
10 Concept 3: Family Relationships
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
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?”
Concept 3: Family Relationships 11
Your name Date
Who are you interviewing?
(Insert name of famous American)
1. What is your full name?
2. What is your nickname?
3. What is your father’s first and last name?
4. What is your father’s middle initial?
5. What is your mother’s first, middle, and maiden name?
6. How many sisters do you have?
7. What are your sisters’ given names?
8. How many brothers do you have?
9. 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?
Family Interview Questionnaire
12 Concept 3: Family Relationships
2. Clue Game
On the front of index cards, write the following words:
1. Current
2. Spouse
3. Prior
4. Missing
5. Deceased
6. Adopted
7. Son
8. Daughter
9. Stepchild
10. Biological
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.
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
Concept 4: Employment and Schooling 13
N-400
Part # Part Name Employment and Schooling
1 Information About Your Eligibility N/A
2 Information About You N/A
3 Accommodations for Individuals
With Disabilities and/or
Impairments
N/A
4 Information to Contact You N/A
5 Information About Your
Residence
N/A
6 Information About Your Parents N/A
7 Biographic Information N/A
8 Information About Your
Employment and Schools You
Attended
• Employment
• Schools you
attended
• Worked
• Full-time
• Part-time
• Military/Police/
Intelligence service
• Most recent
employment
• Current employment
• Studies
• Unemployment
• Self-employed
• Employer
• School
9 Time Outside the United States N/A
10 Information About Your Marital
History
Current spouse’s employer/company
11 Information About Your Children N/A
12 Additional Information About You • Federal/state/local
taxes
• File taxes
• Tax return
• Worker
• Volunteer
• Soldier
• Deploy overseas
13 Applicant’s Statement,
Certication, and Signature
N/A
14 Interpreter’s Contact Information,
Certication, and Signature
• Business • Organization
15 Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant
• Business • Organization • Attorney
16 Signature at Interview N/A
17 Renunciation of Foreign Titles N/A
18 Oath of Allegiance N/A
Concept 4: Employment and Schooling
14 Concept 5: Duration of Time
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.
N-400
Part # Part Name Duration of Time
1 Information About Your Eligibility • Have been • At least • For the last xx years • At the time of
2 Information About You • Current
• At the time
• Have used
• Have used since
• For periods totaling
at least
• Have you lived
3 Accommodations for Individuals
With Disabilities and/or
Impairments
N/A
4 Information to Contact You N/A
5 Information About Your
Residence
• Have you lived
during the last xx
years
• Most recent
• (mm/dd/yyyy)
• Dates of residence • From/to
6 Information About Your Parents • Before your xx birthday • Date you became a U.S. Citizen
7 Biographic Information N/A
Concept 5: Duration of Time
Concept 5: Duration of Time 15
8 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 • 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
10 Information About Your Marital
History
• Marital history
• Have never married
• How many times
have you
• Date you entered
into marriage
• When did you
• At birth
• Become
• Married before
• Has had more than
• Date of marriage
• Date marriage
ended
• If you were married
before
• Immigration status
when my marriage
ended
• Prior
• Previous
• Current
11 Information About Your Children • Currently • Date of birth • Born when you were not married
12 Additional Information about You • Have you ever
• Do you now have
• Did you ever have
• Since
• Dates of
membership
• Between (date)
and (date)
• Were you ever
• Did you ever
• When
• Under xx years of
age
• Suspended sentence
• How long were you
• Years
• 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
13 Applicant’s Statement,
Certication, and Signature
• At a later date • At that time
14 Interpreter’s Contact Information,
Certication, and Signature
N/A
15 Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant
N/A
16 Signature at Interview N/A
17 Renunciation of Foreign Titles Heretofore
18 Oath of Allegiance • At which time • Immediately prior to • Heretofore • When required by
law
16 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.
Time in English is expressed through the various tenses
and moods, as well as through an array of specific
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.
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
process. Timelines can be based on years, months,
weeks, days, hours, or a series of steps (see the two
examples below).
1963 1969 1982 2001 Now 2020 2025
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Concept 5: Duration of Time 17
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
ever been to the beach?” Make sure students understand
that “have you ever” means from the time they were
born to the present time.
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:
current ............prior
the last ............the first
present ............previous
full time ...........part time
now ..............in the past
began .............ended
overdue ...........paid
18 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. March 3, 1990
2. April 29, 1960
3. May 5, 2000
4. February 14, 1920
5. December 31, 2012
6. August 28, 1943
7. July 21, 1987
8. January 17, 2005
9. June 6, 1999
10. October 11, 2004
11. November 22, 1975
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).
Concept 5: Duration of Time 19
Your name Date
1. / /
2. / /
3. / /
4. / /
5. / /
6. / /
7. / /
8. / /
9. / /
10. / /
11. / /
12. / /
13. / /
14. / /
15. / /
16. / /
17. / /
18. / /
19. / /
20. / /
21. / /
Writing Dates Practice
20 Concept 5: Duration of Time
6. Date Spinner Game
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
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.
1998
1919
1957
1936
1923
1974
1962
1995
2008
1981
1812
1776
1948
2013
Concept 5: Duration of Time 21
1998
1919
1957
1936
1923
1974
1962
1995
2008
1981
1812
1776
1948
2013
22 Concept 5: Duration of Time
Date Spinner Game Instructions
1998
1919
1957
1936
1923
1974
1962
1995
2008
1981
1812
1776
1948
2013
Print file on
card stock.
Cut out spinner.
Cut out arrow
or find one from
an old game.
✁
Tape coins or small cardboard
blocks on the back of the spinner.
Make sure the arrow is able to spin
freely.
Cut a small hole in the
center of the circle.
Reinforce it with a
grommet if desired.
1998
1919
1957
1936
1923
1974
1962
1995
2008
1981
1812
1776
1948
2013
✃
Put a 1” brad through the
center of the
arrow.
Attach the brad to the spinner
through the hole
and flatten the
two back pieces
of the brad on
the back of the
spinner.
1998
1919
1957
1936
1923
1974
1962
1995
2008
1981
1812
1776
1948
2013
Using double stick tape, attach
the corners of the spinner to stiff
cardboard.
Concept 6: Have been/Have you ever/Were you ever 23
N-400
Part # Part Name Have been/Have you ever/Were you ever
1 Information About Your Eligibility Have been
2 Information About You • Have used • Have you lived
3 Accommodations for Individuals
With Disabilities and/or
Impairments
N/A
4 Information to Contact You N/A
5 Information About Your
Residence
Have lived
6 Information About Your Parents N/A
7 Biographic Information N/A
8 Information About Your
Employment and Schools You
Attended
• Have worked • Have attended
school
• Have studied
9 Time Outside the United States • Have you taken • Have taken
10 Information About Your Marital
History
• Have never married
• Have you been
married
• Has your current
spouse been
married
• Has been married
before
• Has had more than
one
11 Information About Your Children N/A
12 Additional Information About You • 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 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
24 Concept 6: Have been/Have you ever/Were you ever
12 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
13 Applicant’s Statement,
Certication, and Signature
• Have read • Have understood • Have submitted
14 Interpreter’s Contact Information,
Certication, and Signature
• Have read • Have verified
15 Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant
Have prepared
16 Signature at Interview N/A
17 Renunciation of Foreign Titles • Have heretofore held • Have heretofore belonged
18 Oath of Allegiance Have heretofore been a subject/citizen
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?”
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 25
N-400
Part # Part Name Memberships and Associations
1 Information About Your Eligibility N/A
2 Information About You N/A
3 Accommodations for Individuals With
Disabilities and/or Impairments
N/A
4 Information to Contact You N/A
5 Information About Your Residence N/A
6 Information About Your Parents N/A
7 Biographic Information N/A
8 Information About Your Employment
and Schools You Attended
N/A
9 Time Outside the United States N/A
10 Information About Your Marital History Member of the U.S. armed forces
11 Information About Your Children N/A
12 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
• 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
13 Applicant’s Statement, Certication,
and Signature
N/A
14 Interpreter’s Contact Information,
Certication, and Signature
N/A
15 Contact Information, Declaration, and
Signature of the Person Preparing This
Application, if Other Than the Applicant
N/A
16 Signature at Interview N/A
17 Renunciation of Foreign Titles • Renunciation of
• Foreign title
• Heretofore held
• Renounce
• Heretofore
belonged
• Title of
• Order of nobility
18 Oath of Allegiance • Oath
• Abjure
• Allegiance
• Fidelity
• Ceremony • Hereby declare on
oath
Concept 7: Memberships and Associations
26 Concept 7: Memberships and Associations
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 (c) organization (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 (c) detention facility (d) prison
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
different enough from the other words in the set to
stand out to lower-level students.
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:
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
Concept 7: Memberships and Associations 27
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
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 Card 1
Clue: Republican and
Democratic
Answer: (Political) Parties
Front Side
Reverse Side
28 Concept 8: Promises and Oaths
N-400
Part # Part Name Promises and Oaths
1 Information About Your Eligibility N/A
2 Information About You N/A
3 Accommodations for Individuals
With Disabilities and/or
Impairments
N/A
4 Information to Contact You N/A
5 Information About Your
Residence
N/A
6 Information About Your Parents N/A
7 Biographic Information N/A
8 Information About Your
Employment and Schools You
Attended
N/A
9 Time Outside the United States N/A
10 Information About Your Marital
History
N/A
11 Information About Your Children N /A
12 Additional Information About You • Full oath of allegiance • Take full oath of allegiance
13 Applicant’s Statement,
Certication, and Signature
• Statement • Certification • Signature • Penalty of perjury
14 Interpreter’s Contact Information,
Certication, and Signature
Certify
15 Contact Information, Declaration,
and Signature of the Person
Preparing This Application, if
Other Than the Applicant
• Declaration • Obliged • Certify • Certification
16 Signature at Interview • Swear
• Affirm
• Certify
• Under the laws
• Sworn to • Subscribed
17 Renunciation of Foreign Titles • Renunciation • Affirm • Renounce
18 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
• I will perform
work of national
importance
• I take this
obligation freely
Concept 8: Promises and Oaths
Concept 8: Promises and Oaths 29
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.)
30 Concept 8: Promises and Oaths
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.
Hang up the pictures around the room and use them
to discuss oath/promise concepts and to reinforce
vocabulary instruction.
