614 Curriculum Prototype

Running
head: MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

Materials Development
For the Pui Tak Center

Individual Project
By Tony Abiera
INTR 614
3/4/16
MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER
Introduction
This year has been quite a year for politics. Right now, the people of the United States
are in the process of nominating and electing their next President. As news cycles have been
running national stories on Donald Trump, Bernie Sanders and Hilary Clinton, many important
state political stories have become marginalized and largely forgotten. Take for example the
fierce battle of Rauner vs. Madigan. For the past eight months, the Illinois State Budget impasse
has created great hardship for many people and organizations who depend on the states
funding because two politicians cannot agree on and pass a state budget. In this situation, we
are not just talking about political ideologies and agendas, were talking about real peoples
lives who are being affected by this budget impassewelfare programs, job funding for state
workers, and even higher-education state institutions are all being jeopardized as a result.
In the field of ESL, organization like World Relief DuPage/Aurora (WRDA) have had to
make very difficult decisions as a result of this state budget impasse. Since WRDA serves
refugee populations through resettlement contracts, they are heavily funded through
government grants. Without the state budget, organizations like World Relief have had to cut
down on staff and consequently language services even while this population of vulnerable
peoples grows. With the current worldwide refugee crisis, the need for these services have only
grown more important.
The Pui Tak Center (PTC) in Chicago is another organization that has been affected by
this budget impasse. In 2015, the Pui Tak Center celebrated their 20th year of serving the
Chinatown community. This Christian organization has seen Gods faithfulness in providing for
and expanding this non-profit ministry. However, even as they wrote last year in their annual
report, the Pui Tak center faces unprecedented financial challenges like many other statedependent organizations. For the FY2015, the Pui Tak Center received 32.9% of their income
from government grants, which totaled $410,578. Even with this large chunk of the budget
missing, the Pui Tak center is trusting God to provide the funding necessary to serve the needs
of immigrants in the Chinatown community.
With this socio-political backdrop, this individual project seeks to provide new materials
for the adult ESL program at the Pui Tak Center. Even though funding is scarce for organizations
like the Pui Tak center, the number of students enrolled in this ESL program is not limited.
There are currently 1,263 adults enrolled in classes at the PTC. As a result, the present
challenge is to provide the same quantity and quality of ESL program resources with a
constrained budget and limited number with personnel. Many teachers and administrators are
carrying heavy class and work loads, which hinder the creation of revised and more effective
resources for students. Out of the expressed needs of the Pui Tak Center, this projects presents
four prototype lesson plans for a conversation class for beginner ESL students. With the initial
groundwork already laid, the instructor can take these lessons plans and expand them, tweak
them and refine them for classroom-use based on his/her students.
The Context: The Pui Tak Center
The Pui Tak Center mission is based on Mark 10:45 For the Son of Man did not come
to be served, but to give His life as a ransom for many. This church-based community center
serves the Chinatown community with this guiding verse, which characterized Jesus Earthly
ministry. The Pui Tak Center provides a variety of community services including a full-fledge
adult ESL program (about 30 classes are offered each term). Since the Pui Tak Center is located
in the heart of Chinatown, the students who attend the adult ESL classes are all ethnically
Chinese/Taiwanese and live in the city. In addition, these adult ESL learners usually work fulltime in mainly restaurants, nail salons, hotels, and Chinatown retail jobs. According to Jim
Flaherty, the Adult ESL director for the Pui Tak Center, these adult learners range from 19-75
years of age, but generally from 35-50 years of age.
Some of these students have just arrived in the US, while others have immigrated and
lived in the US for several years. Regardless, these adult learners face the difficult challenge of
learning the English language for everyday use. Since the Chinese/Taiwanese community is very
extensive in Chicago (especially in the Chinatown neighborhood), many of these adults only
learn a minimal amount of English (if any) and instead use Chinese in everyday life with other
Chinese speakers. As a result, the ESL instructor will be working with students who not only
have almost no conversational English oral skills, but potentially also deep fossilization because
of lack of correct English instruction. Students in this class can be expected to have no fluency
in the English language at all.
In this Conversational Class for Beginning Level Chinese adults, the hope is that these
adult learners would functionally grasp simple sentence structures for fluent oral
communication. This program will focus on the teaching of relevant vocabulary and simple
question/answer sentence structures. By focusing on these two foundational components of
the English language, students will be able to automatically and functionally use of the English
language to carry on simple conversations. This mastery of relevant and basic vocabulary and
simple sentence structures will hopefully result in a deeper confidence in speaking in English
with native speakers they interact with on a daily basis.
Rationale
In the past, the Pui Tak Center has held an alphabetic class for their low-level adult ESL
learners. This alphabetic class aimed at teaching phonetic awareness and pronunciation.
Although all these students had the same difficulties with pronunciation because of their similar
L1 and background, this entry-level alphabetic class was largely ineffective in changing
pronunciation and promoting fluency. Instead, we hope this new pilot course will be more
effective in meeting the needs of these adult ESL learners. With automatic fluency and mastery
of basic vocabulary and sentence structures being the main aim, pronunciation will be
secondary and addressed along the way in this new class format.
These lesson plans are foundationally built upon pictures. In each lesson, the pictures
drive the topic covered for the week. These pictures in the lessons serve as springboards for
teaching vocabulary visually. Once vocabulary is recognized and internalized by students,
simple sentence structures are introduced through interacting with the same pictures. Through
repetition and scaffolding of vocabulary and simple sentence structures, at the end of this
course, students will have a functional fluency in conversational English for their everyday
needs. The beauty of this type of language instruction is that instead of just giving speaking
prompts for students to practice their oral English, students can use the pictures to help spark
ideas for more effective use and mastery of the vocabulary and simple sentence structures.
Lastly, the teacher has the freedom to assess the students progress with the vocabulary and
simple sentence structures to decide whether to move on the next topic or not.
Since this class is not a general English class, these lesson plans will focus on relevant
vocabulary and sentence structures in context for the specific purposes of these adult learners.
By using the medium of pictures in language instruction, we hope to depict authentic scenarios
where students are able to practice their oral English skills. Instead of vocabulary being
presented in isolation or on a handout, pictures with vocabulary in authentic contexts help
students learn in a meaningful way. Through the medium of pictures, students are able to
enter into a simulated real-life situation to practice their oral English in a safe environment.
Because of the current budget constraints and the challenging socio-political
circumstances, these materials are mainly based on free resources on the internet. For this type
of conversational class, pictures can be gathered from a search engine database like google
images. In choosing images, the teacher must make sure that the usage rights for the photos
are labeled for noncommercial use and even possible modification. In addition, there are paid
resources, like textbooks, that provide full-color and full-page pictures that can be projected on
a screen. Picture dictionaries textbooks like the Heinle Picture Dictionary or the Oxford Picture
Dictionary contain pictures that are specialized for English language use and proven to be
effective for teaching vocabulary. I have chosen to include resources from the Oxford Picture
dictionary for these prototype lesson plan materials.

Lesson Plans

Week 1: Introductions and Greetings

Objectives
Students will be able to master key vocabulary for giving and receiving proper greetings.
Students will be able to learn a script for everyday American greetings.
Students will be able to learn and functionally use basic introduction questions/answers

Warm-up/Review (10 minutes)
Introduce yourself (teacher) to the class. Keep introduction to greeting, name, and
where you from (hometown).
In pairs, have students introduce themselves to each other in their L1.

Intro/Preview (5 minutes)
Share with class where we are headed today (objectives).
Ask students what words they already know on this topic and write them on the board.

Presentation w/ Picture(s) (10 minutes)
Source: Adelson-Goldstein, Jayme and Shapiro, Norma. (2008). Oxford Picture Dictionary, Second Edition. New
York, NY.
Show picture. Ask students what is happening in this picture. Ask them which letter is
most similar to their home culture greeting.
Write and present important vocabulary words on the board: hello, hi, smile, wave,
greet, bow, introduce, shake hands, goodbye, thank you
Describe key vocabulary words and act out words to solidify meaning for students

Practice Activity w/ Picture(s) (15 minutes)
Use same picture as above
Start with group choral drilling of important vocabulary words.
Next, point to specific students to produce key vocabulary.
Tell students to get into pairs. Practice vocabulary in pairs.

Evaluation (10 minutes)
Do group TPR activity. Have everyone standup. Say a vocabulary word and have
everyone respond by either acting out the vocabulary word or repeating back the
vocabulary words as a class. After being the leader, let a student be the leader. Continue
activity until the whole group seems to understand the key vocabulary words.

Break (10 minutes)

Write on the board and present important simple sentence structure: Im_____, My
name is _____, How are you? Fine thank you. Good morning, good afternoon,
good evening, good night, Nice to meet you.
Explain how each sentence structure is used in a greeting.

Choral drilling as a group.
Back-wards build-up with simple sentence structure as a group.
Pair work. Hand out slips of paper with simple sentence structures/vocabulary. Switch
slips of paper between pairs.

Major Task (20 minutes)
Role-play: have students pair up. Give each pair 5 minutes to practice their greeting
dialogue. Make sure pairs include these components in their role-play dialogue:
o Greeting, name, nice to meet you, goodbye
Have each pair present role-play dialogue in front of class

Week 2: Transportation

Objectives
Students will learn key vocabulary for local transportation in the city.
Students will be able to identify basic places in the community.
Students will be able to describe where he/she is presently located

Students will learn the difference between the prepositions in and at.
Review last weeks vocabulary and simple sentence structure for greetings and
introductions.
As a large group, have students stand up and introduce themselves to 5 classmates to
practice.

Show personal CTA transit card, drivers license and other transportation cards to the
class and ask the class if they know what it is. Have other students pull out these cards if
they have them.

Show images on screen of key vocabulary words: house, apartment, Pui Tak Center,
street, road, bus, taxi, train
Describe and teach key vocabulary words for students
Teach simple sentence structures: Where is the ____stop? The ____stop is_____.
Where is your____? My _____ is______? Provide cloze (multiple choice)

Source: Google Images - https://s.iha.com/2609900002134/Holiday-lettings-Chicago-Flat-Apartments_2.jpeg

http://www.aflcio-hit.com/user-assets/Images/photogallery/chicago_housing/jackson_large.gif
Source: Google Images -

http://www.transitchicago.com/assets/1/page_header_images/680header_ashlandwesternx.jpg

Source: Google Image - http://chicagofree.info/wp-content/uploads/2011/01/chicago_el-train.jpg

Source: Google Images - https://c1.staticflickr.com/9/8011/6966681750_c0bb3e5b9b_b.jpg
10
11

Have students break up into pairs.
Use same pictures above to serve as prompts. Put two pictures side-by-side on the
screen (one location picture, one mode of transportation picture). Have students
practice simple sentence structure with the pair of pictures.

Use same pictures above + add other pictures of buses, trains, taxis, houses, etc.
Start with group choral drilling of important vocabulary words. Use computer to scroll
through vocabulary pictures and make sure students are matching the pictures with
correct oral responses.

Break (10 minutes)

York, NY.

Write on the board key vocabulary words. Use these priority words: office building,
bank, police station, bus station, hospital, post office, restaurant, library
Explain what each word means and what is important about each location. You can use
pictures to explain these vocabulary words (ex. Pictures of books for library)
Teach simple sentence structure: Where are you? I am_____.

Teach the difference between the prepositions in and at.
12

Gather more pictures that represent the key vocabulary words. If possible, use pictures
of local places in the community. Show the pictures on the screen and ask what
locations these pictures refer to. Make sure students are connecting the vocabulary
words with the pictures correctly.

Information gap task
Divide the class into pairs. Have one person face towards the screen and the other face
away from the screen.
Use the same picture above. Use a board game place marker to represent a person
(students can use their own name to identify the place marker). Set the place marker on
a location on the picture. Have the person facing away from the screen ask, Where are
you? The other person must respond with correct grammar and also with the correct
the vocabulary words.
Have pairs switch and do the information gap task again.

Week 3: Kitchen

Objectives
Students will be able to learn key vocabulary for the kitchen and dining areas
Students will be able to describe the quantity of objects (numbers 1-10)
Students will be able to ask how many questions and give an answer

Review last weeks vocabulary and simple sentence structure for transportation and
location

Bring in realia supplies. Show common American silverware items to preview lesson.
Also bring in chopsticks as common Chinese utensils to connect with their background.
Bring enough for everyone.

Optional but suggested: To make the presentation fun, bring in a yummy snack for
everyone to eat during class.
Write and present important vocabulary words on the board: utensils plate, cup, fork,
spoon, knife, napkin, bowl, glass.
13
Find pictures of these items to teach vocabulary visually. Teach the use of each utensil
(for drinking, eating, cleaning, etc.). Use TPR to solidify meaning and comprehension.

Use same picture as above + additional pictures

Comprehension game. Break up class in two big teams. The goal is for the groups to pick
the correct food utensil for each food item that will be projected on the screen. The
teams must come to a consensus, then give their answer in unison
Example: A picture of a bowl of soup is put on the screen. The teams then discuss which
utensil they should use. At the same time the group will say spoon. If correct, one
point, if incorrect, no points. Have them repeat phrase to remember better.

Break (10 minutes)

Write on board key vocabulary: numbers 1-10. You can even write Chinese on board to
help with comprehension at first, then take away direct translation. (Ex. 1, yi (one in
Chinese), One)
Write on the board and present important simple sentence structure: Do you have
any/a____? Yes/no How many _____ do you have? I have # ______
Use key vocabulary from earlier in the lesson to fill in the blank above
Practice simple sentence and key vocabulary w/ choral drilling as a group.
Pair work. Hand out slips of paper with simple sentence structures/vocabulary. Switch
slips of paper to vary number amount and type of eating utensil.

Find the difference activity. Break up students into pairs.
Picture A and Picture B
Sources: Google images - https://upload.wikimedia.org/wikipedia/commons/e/e2/Formal_Place_Setting.jpg,

https://upload.wikimedia.org/wikipedia/commons/9/93/Salad_Course.jpg
14
Instructions: Each student has to ask questions to find out how many utensils the other
person has at their table. Use simple sentence structure and key vocabulary. Start w/
yes and no sentence structure, then move on to asking how many.

Week 4: Groceries

Objectives
Students will be able to master key vocabulary for common grocery and refrigerator
items.
Students will be able to describe the quantity of objects (numbers 1-10).
Students will be able to ask and answer how many questions and answers.

Review last weeks vocabulary for table utensils and numbers (1-10).
Review last weeks vocabulary and simple sentence structure for quantity of table
utensils.

Bring in realia: grocery bag of common/local grocery store. Fill grocery bag with some
key vocabulary items to use during presentation.
Ask students if they can guess what we will be talking about today.
Ask students which grocery store they shop at usually.

Write and present important vocabulary words on the board: fruit, milk, pizza, eggs,
butter, vegetables.
Find pictures to match each vocabulary word to teach visually.

Use same picture as above + additional pictures

Listen and point. Have students break up into pairs. Print out hand out for everyone:
15
Source: https://s-media-cache-ak0.pinimg.com/236x/dc/9c/e8/dc9ce8d9c8dcb6da584019b0830d36b9.jpg
Say key vocabulary word out loud and make students point to correct items. Have pairs
check each others choice to assess comprehension.

Break (10 minutes)

York, NY.
16
Write on the board and present important simple sentence structure: Do you have
any/a____? Yes/no How many _____ do you have? I have # ______
Use key vocabulary from earlier in the lesson to fill in the blank above
Scaffold also what was learned last week for kitchen utensils (ex. numbers 1-10).

Use picture above to test students comprehension of key vocabulary and simple
sentence structure. Point to specific students for oral production and assessment.

Information gap task/memory game. Use same picture above
Divide the class into pairs. Have one person face towards the screen and the other face
away from the screen.
Scenario: You are preparing to cook food for a party. You need to find out if you have all
the groceries needed. Based on the picture, students need to use the simple sentence
structure and vocabulary to ask questions and give answers correctly. Switch spots
afterwards and repeat task.

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Running

head: MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

Students will be able to describe where he/she is presently located

Source: Google Images - https://s.iha.com/2609900002134/Holiday-lettings-Chicago-Flat-Apartments_2.jpeg

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

Source: Google Images -

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

Practice Activity w/ Picture(s) (15 minutes)

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

Teach simple sentence structure: Where are you? I am_____.

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

Sources: Google images - https://upload.wikimedia.org/wikipedia/commons/e/e2/Formal_Place_Setting.jpg,

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

MATERIALS DEVELOPMENT FOR THE PUI TAK CENTER

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