English for Banking and Finance 1
General Teaching Programme
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Area of Foreign Languages
English for Banking and Finance
UNIT 1 PERSONAL FINANCE
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
• To develop speaking and understanding through conversation about money.
• To share information about oneself.
• To understand a simple conversation and use simple language to speak about oneself.
• To learn how to dictate names and numbers and to understand someone dictating back to you.
• To be able to say, write and understand numbers as used in finance and banking.
• To use specific vocabulary that one would pay for.
• To speak about different ways to pay for items.
• To learn through reading and speaking about managing money.
CONTENTS LISTENING
• Listen and complete some dialogues 1-4 with the words in the box.
• Listen to a phone call and choose the best answer.
• Listen and complete sentences with words in box.
• Listen and tick the number you hear.
• Listen and complete this dialogue with the words in the box.
• Listen and and tick how many things the speaker pays for.
SPEAKING
• Work in pairs practising the dialogues with your own names.
• Work in pairs and say where you’re from and the languages you speak.
• Work in pairs and practise a dialogue using your own name.
• Choose the correct answer and talk to your partner about choice made.
• Work in pairs taking turns asking and answering questions.
• Discuss questions.
• Use words to to complete dialogue.
• Take turns to ask and answer questions.
READING
• Read and listen to an introductory dialogue.
• Read a grammar note about the use of the present simple of be.
• Read a list of countries, nationalities and their languages..
• Read a dialogue with the correct country, nationality and language.
• Read a grammar note about the use of to have (present tense).
• Read a grammar note about the use of the present simple.
• Read a short article on advice on managing money.
WRITING
• Complete some sentences with short dialogues.
• Write the missing countries, nationalities or languages.
• Complete the dialogue.
• Write the numbers in words.
• Write the numbers and amounts dictated by your partner.
• Write the vocabulary words used in Paying for things.
• Complete the sentences in the present simple.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:
Grammar.
• Present simple of verb To Be.
• Acronyms
• Have (Present Tense)
• Asking questions (with Do)
Vocabulary.
• Nationalities, countries and languages.
• Numbers and currency symbols.
• Everyday things
• Words related to fi nance (salary, income, pension, etc.)
Pronunciation.
• Verb ending. /z/, /s/, or /iz/
• British and American English
– Learning reflection:
• Understanding basic introductions.
• Learning to introduce oneself.
• Learning the countries, nationalities and their languages.
• Reading and listening about names and numbers.
• Spelling numbers
• Learning functional language for meeting people.
SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
• To learn how to communicate with people of all nationalities .
• Interest in learning about Personal finance.
• Positive attitude towards working in pairs.
• Willingness to discuss personal finance and learn through dialogues and personal experience.
• Enjoyment in completing activities
BASIC COMPETENCES
1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Introducing themselves to their partners. p. 4.
1.1 Evaluation criteria: Interest in learning about banking.
2. Mathematical competence: Students practise the number ins English. p. 7.
2.1 Evaluation criteria: To be able to use mathematical concepts in English.
3. Knowledge and interaction with the physical world: References to countries, cities and languages spoken.
3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.
4. Social and civil competence: To learn how to manage your money wisely. p.10.
4.1 Evaluation criteria: Be willing to learn about one’s finances.
5. Cultural and artistic competence: References to countries and the languages they speak. p.5.
5.1 Evaluation criteria: Pleasure in learning cultural facts.
6. Competence of learning to learn: Students complete the Review in Unit 1, p.11.
6.1 Evaluation criteria: Interest in learning how to learn in English.
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit.
7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others.
8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems.
CROSS-CURRICULAR ITEMS Maths: Paying for things
• Using numbers and maths skills to communicate in English
ATTITUDES AND VALUES
• Politeness in the other language.
• Effort with new vocabulary and structures.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
• Overcome mental blocking when meeting new people in the target language
• Attentive-assertive listening
• Use of target language in class
MIXED-ABILITY ACTIVITIES Consolidation activities:
• Listening, Course book, Unit 1. p. 4,6,7,8,9
• Vocabulary Study, Course book, Unit 1.p. 5,7,8,10
• Grammar Study, Course book , Unit 1.p. 5,8,9
• Reading study, Course book, Unit 1. p.10
• Writing study, Course book, Unit 1. p. 7
• Speaking study, Course book, Unit 1. p. 4,5,6,9,10
• Pronunciation study, Course book, Unit 1. p. 9
• Review, Unit 1, Course book p. 11
Extension activities:
CD-ROM Extension activities:
• Introducing yourself. PDF
• Saying names and numbers. PDF
• Asking and answering questions. PDF
• Discussing ways to manage money. PDF
EVALUATION
1. EVALUATION RESOURCES
Formative evaluation
• Classroom observation to check both individual and global progress
• Skills: reading, writing, listening exercises
• Review Unit 1 p. 11
Accumulative evaluation Self-evaluation
2. EVALUATION CRITERIA
• Understand the general message of texts about personal information, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the correct pronunciation - intonation when using expressions for meeting people.
• Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about personal finance.
• Complete short dialogues using the appropriate structures, functions and vocabulary, such as writing numbers.
• Use consciously his/her linguistic knowledge in order to listen to numbers.
• Analyse social aspects of the Anglo-Saxon countries, by comparing how things are paid for (e.g. Cash, credit card or cheque) in those countries with the ones in their own country.
• Identify learning strategies used to progress in the learning process by completing the Review for Unit 1.
UNIT 2 JOBS IN BANKING
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
• To develop speaking and understanding through conversation about jobs in banking.
• To exchange information about your daily routine.
• To understand a simple conversation and use the present simple and adverbs of frequency
to talk about your job.
• To learn adjectives and their use.
• To be able to say, write and understand different aspects of jobs in finance and banking.
• To use specific vocabulary to describe people and jobs in banking.
• To speak and use There is/There are to describe an office.
• To learn through reading and speaking about jobs in banking.
CONTENTS LISTENING
• Listen to someone’s first day on the job.
• Listen to Martin as he meets a work colleague for the fi rst
time.
• Listen to a conversation between work colleagues.
• Listen and tick what is talked about.
• Listen to people talking about their jobs.
• Listen and and complete the gaps.
SPEAKING
• Work in pairs talking about what there is or isn’t in your office.
• Work in pairs asking and answering questions about your bank.
• Discuss which things you do every day.
• Use adverbs of frequency to talk about what you do every day and at the weekend..
• Work in pairs and discuss different jobs in banking.
• Discuss questions related to various jobs in banking.
READING
• Read and listen to a description of an office.
• Read a grammar note about the use of There is/There are.
• Read part of the information sheet from a bank.
• Read a dialogue between Nabila and Martin.
• Read a grammar note about the use of the present simple.
• Read a grammar note about the use of the adverbs of frequency.
• Read a short article on jobs in banking.
• Read comments made my customers about the bank cashiers
• Read the tips given to cashiers on Customer Care.
WRITING
• Complete the fact sheet.
• Write the missing words and expressions
• Put the words in order to make sentences.
• Write the adverbs of frequency.
• Write the words and expressions and match to their meanings.
• Complete the sentences with the jobs.
• Listen and fill the gaps.
• Complete the tips for cashiers.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:
Grammar.
• There is/There are
• Singular/plural questions
• Present simple
• Adverbs of frequency
• Forming sentences
• Adjectives
• The imperative
Vocabulary.
• Things in an office
• Banking expressions
• Every day activities
• Companies/places of work
• Jobs in Banking
• Positive and negative adjectives
Pronunciation.
• British and American English
– Learning reflection:
• Understanding a description.
• Learning to talk about daily routines.
• Learning positive and negative adjectives.
• Reading and listening about people’s jobs in banking.
• Learning when and how to use adverbs of frequency.
• Learning functional language to speak about jobs in banking and their functions.
SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
• To learn how to communicate with people using specific banking vocabulary.
• Interest in learning about jobs in banking.
• Positive attitude towards working in pairs
• Willingness to discuss jobs in banking and learn through dialogues and personal experience.
• Enjoyment in completing activities
BASIC COMPETENCES
1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Describing an office or talking about a daily routine. p. 12,15.
1.1 Evaluation criteria: Interest in learning about jobs in banking.
2. Mathematical competence:
2.1 Evaluation criteria:
3. Knowledge and interaction with the physical world: References people’s jobs in banking around the world.
3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries.
4. Social and civil competence: To learn how to treat customers with respect. p.16.
4.1 Evaluation criteria: Be willing to learn about customer care.
5. Cultural and artistic competence: References to how people work and live. p.14,15.
5.1 Evaluation criteria: Pleasure in learning cultural facts.
6. Competence of learning to learn: Students complete the Review in Unit 2, p.19.
6.1 Evaluation criteria: Interest in learning how to learn in English.
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit.
7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others.
8. The emotional competence: (Castilla la Mancha) : The maturity which a student shows in his/her actions, both with others and with him/herself, above all when resolving everyday problems.
CROSS-CURRICULAR ITEMS Social competence: Customer care
• Using tact and the correct vocabulary to communicate in English
ATTITUDES AND VALUES
• Politeness in the other language.
• Effort with new vocabulary and structures.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
• Overcome mental blocking when meeting new people in the target language
• Attentive-assertive listening
• Use of target language in class
MIXED-ABILITY ACTIVITIES Consolidation activities:
• Listening Course book, Unit 2 p.12,14,13,17
• Vocabulary Study, Course book, Unit 2. p.13,1618
• Grammar Study, Course book , Unit 2.p. 12, 14,15, 18
• Reading study, Unit 2 p.16,17
• Writing study, Course book, Unit 2. p.12, 15
• Speaking study, Course book, Unit 2. p. 12,13,14,15,17
• Review, Unit 2, Course book, p. 19
Extension activities:
CD-ROM Extension activities:
• Starting out. PDF
• What do you do every day?. PDF
• What’s your job?. PDF
• Customer care. PDF
EVALUATION
1. EVALUATION RESOURCES
Formative evaluation
• Classroom observation to check both individual and global progress
• Skills: reading, writing, listening exercises
• Review Unit 2 p. 19
Accumulative evaluation Self-evaluation
2. EVALUATION CRITERIA
• To understand the general message of texts about daily routines, and identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the correct pronunciation - intonation when using adverbs to express what you in your daily life.
• Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about jobs in banking.
• Complete short dialogues using the appropriate structures, functions and vocabulary, such as using adjectives.
• Use consciously his/her linguistic knowledge in order to listen to dialogues about daily routines in jobs in banking.
• Analyse social aspects of the Anglo-Saxon countries, by comparing how people work in different areas of banking for in those countries with the ones in their own country.
• Identify learning strategies used to progress in the learning process by completing the Review for Unit 2.
UNIT 3 BANKING PRODUCTS AND SERVICES
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims: