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: