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UNIT 1 PERSONAL FINANCE

WRITING
OBJECTIVES
• Complete some sentences with short dialogues.
Throughout this unit, the student will be able to achieve the following aims:
• Write the missing countries, nationalities or languages.
•• Complete
To developthe dialogue.

English for
speaking and understanding through conversation about money.
•• Write the numbers
To share information in about
words.oneself.
•• Write
To understand a simple amounts
the numbers and dictated
conversation and by
useyour partner.
simple language to speak about oneself.
•• Write thehow
To learn vocabulary words
to dictate namesused
andinnumbers
Paying for
andthings.
to understand someone dictating back to you.
•• Complete
To be ablethe sentences
to say, in the
write and present simple.
understand numbers as used in finance and banking.
• To use specific vocabulary that one would pay for.

Banking and
• To speak about different ways to pay for items.
• To learn through reading and speaking about managing money.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:

Finance 1
Grammar.
CONTENTS
• Present simple of verb To Be.
• Acronyms
LISTENING
•• Have
Listen(Present Tense)some dialogues 1-4 with the words in the box.
and complete
•• Asking
Listen to a phone (with
questions Do)choose the best answer.
call and
• Listen and complete sentences with words in box.
• Listen and tick the number you hear.
Vocabulary.
• Listen and complete this dialogue with the words in the box.
•• Listen and andcountries
Nationalities, tick howand
many things the speaker pays for.
languages.
• Numbers and currency symbols.
• Everyday things
General Teaching Programme

SPEAKING
Words related to fi nance (salary, income, pension, etc.)

• 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.


Area of Foreign Languages
Use words to to complete dialogue.
Take turns to ask and answer questions.

English for Banking and Finance


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.

General Teaching Programme – BANKING AND FINANCE 1 1


• Attentive-assertive
Willingness to discuss
listening
personal finance and learn through dialogues and personal experience.
• Use
Enjoyment
of target
inlanguage
completing
in class
activities

MIXED-ABILITY
BASIC COMPETENCES
ACTIVITIES
1. Linguistic communicative competence: All the activities of the unit use the language as an
•instrument
Listening, Course book,Ex.
of communication. Unit 1. p. 4,6,7,8,9
Introducing themselves to their partners. p. 4.
Consolidation
• Vocabulary Study, Course book, Unit 1.p. 5,7,8,10
activities:
• 1.1 Grammar
Evaluation criteria:
Study, Interest
Course book in learning
, Unit about banking.
1.p. 5,8,9
• Reading study, Course book, Unit 1. p.10
2.
• Mathematical competence:
Writing study, Students
Course book, Unitpractise
1. p. 7 the number ins English. p. 7.
• 2.1 Speaking
Evaluationstudy, Course
criteria: Tobook, Unit
be able to 1.
usep.mathematical
4,5,6,9,10 concepts in English.
• Pronunciation study, Course book, Unit 1. p. 9
•3. Knowledge
Review, Unit
and 1, Coursewith
interaction bookthe
p. physical
11 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


Pronunciation.
dialogues and speakings throughout the unit.
• Verb ending. /z/, /s/, or /iz/
• 7.1 Evaluation criteria: To
British and American enjoy one on one participation. To be willing to listen and
English
interact with others.
– Learning reflection:
8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/
• Understanding basic introductions.
her actions, both with others and with him/herself, above all when resolving everyday problems.
• Learning to introduce oneself.
• Learning the countries, nationalities and their languages.
• Reading and listening about names and numbers.
• Spelling numbers
CROSS-CURRICULAR
• Learning functional language for meeting people.
ITEMS Maths: Paying for
things
• Using numbers and maths skills to communicate in English

ATTITUDES AND VALUES


SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
• Politeness in the other language.
• To
Effort with
learn hownew vocabulary and
to communicate structures.
with people of all nationalities .
• Interest and respect about
in learning in thePersonal
classmates’ opinions, mother tongue, accent, origin, etc.
finance.
• Overcome mentaltowards
Positive attitude blocking when meeting
working in pairs. new people in the target language

General Teaching Programme – BANKING AND FINANCE 1 2


UNIT 2 JOBS IN BANKING

WRITING
OBJECTIVES
• Complete short dialogues using the appropriate structures, functions and vocabulary,
•such as writing
Complete the fact sheet.
Throughout thisnumbers.
unit, the student will be able to achieve the following aims:
• Write the missing words and expressions
• Use consciously
To develop
Put his/her
the words speakinglinguistic
in orderand knowledge
understanding
to make inthrough
sentences. order toconversation
listen to numbers.
about jobs in banking.
•• Analyse Tosocial
exchange
Write theaspectsinformation
adverbs of about
frequency. your daily routine.
of the Anglo-Saxon countries, by comparing how things are paid for
• To understand
Write the wordsa simple conversation
and expressions and and
matchusetothe present
their simple and adverbs of frequency
meanings.
(e.g.
• Cash,
to credit
talk card
about or
your cheque)
job. in those
Complete the sentences with the jobs. countries with the ones in their own country.
•• Identify
To learn
Listen adjectives
and fill
learning and their use.
the gaps.used to progress in the learning process by completing the
strategies
• To be ablethe
Complete to say,
tips write and understand different aspects of jobs in finance and banking.
for cashiers.
Review
• for use
To Unitspecific
1. 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.

LANGUAGE KNOWLEDGE AND USE


– Linguistic knowledge:

Grammar.
CONTENTS
• There is/There are
Extension activities:
LISTENING
• Singular/plural questions
CD-ROM
• Extension
Listen
Presenttosimple activities:
someone’s first day on the job.
•• Listen
Adverbsto Martin as
of frequency
Introducing he meets a work colleague for the fi rst
yourself. PDF
•• time.
Forming sentences
Saying names and numbers. PDF
•• Listen to
Adjectives
Asking and a conversation between work
answering questions. PDF colleagues.
•• Listen
The and tick
imperative what is talked about.
Discussing ways to manage money. PDF
• Listen to people talking about their jobs.
• Listen and and complete the gaps.

EVALUATION
SPEAKING
1. •EVALUATION RESOURCES
Work in pairs talking about what there is or isn’t in your office.
• Work
Formative in pairs asking and answering questions about your bank.
evaluation
• Discuss which things you do every day.
• Classroom
Use adverbsobservation
of frequency totocheck both individual
talk about what you and globalday
do every progress
and at the weekend..
• Skills: reading, writing, listening exercises
Work in pairs and discuss different jobs in banking.
• Discuss questions related to various jobs in banking.

Accumulative evaluation

Self-evaluation
READING
•• ReviewRead Unit and
1 p. listen
11 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.
2. •EVALUATION CRITERIA
Read a dialogue between Nabila and Martin.
•• Understand the general note
Read a grammar message
aboutofthetexts about
use of personalsimple.
the present information, and identify relevant
•details inRead a grammarrelated
oral messages note about the use of the adverbs of frequency.
with them.
• Read a short article on jobs in banking.
•• ExpressRead
himself/herself
comments made with my
fluency and using
customers aboutthe
thecorrect pronunciation - intonation when
bank cashiers
•using expressions
Read the tips given topeople.
for meeting cashiers on Customer Care.
• Recognise the general idea and be able to get specific information of written texts coming
from different sources that talk about personal finance.

General Teaching Programme – BANKING AND FINANCE 1 3


SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
ATTITUDES AND VALUES
• Politeness in the other language.
• To learn how to communicate with people using specific banking vocabulary.
• Effort with new vocabulary and structures.
• Interest in learning about jobs in banking.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
• Positive attitude towards working in pairs
• Overcome mental blocking when meeting new people in the target language
• Willingness to discuss jobs in banking and learn through dialogues and personal experience.
• Attentive-assertive listening
• Enjoyment in completing activities
• Use of target language in class

BASIC COMPETENCES
MIXED-ABILITY
1. Linguistic communicative competence: All the activities of the unit use the language as an
ACTIVITIES
instrument of communication. Ex. Describing an office or talking about a daily routine. p. 12,15.
• Listening Course book, Unit 2 p.12,14,13,17
Consolidation
• 1.1 Vocabulary
EvaluationStudy,
criteria: Interest
Course in Unit
book, learning about jobs in banking.
2. p.13,1618
activities:
• Grammar Study, Course book , Unit 2.p. 12, 14,15, 18
•2. Mathematical competence:
Reading study, Unit 2 p.16,17
• 2.1 Evaluation criteria: book, Unit 2. p.12, 15
Writing study, Course
• Speaking study, Course book, Unit 2. p. 12,13,14,15,17
•3. Knowledge
Review, Unit
and 2, Coursewith
interaction book,
thep.physical
19 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.
Vocabulary.
5. Cultural and artistic competence: References to how people work and live. p.14,15.
• Things in an office
• 5.1 Evaluation criteria: Pleasure in learning cultural facts.
Banking expressions
• Every day activities
6.
• Competence of learning of
Companies/places to work
learn: Students complete the Review in Unit 2, p.19.
• Jobs in Banking
6.1 Evaluation criteria: Interest in learning how to learn in English.
• Positive and negative adjectives
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete
dialogues and speakings throughout the unit.

Pronunciation.
7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and
interact with others.
• British and American English

– Learning reflection:
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
• Understanding a description.
problems.
• Learning to talk about daily routines.
• Learning positive and negative adjectives.
• Reading and listening about people’s jobs in banking.
• Learning when
CROSS-CURRICULAR and how to use adverbs of frequency.
ITEMS
• Learning functional language to speak about jobs in banking and their functions.
Social competence: Customer
care• Using tact and the correct vocabulary to communicate in English

General Teaching Programme – BANKING AND FINANCE 1 4


UNIT 3 BANKING PRODUCTS AND SERVICES

•• Complete
OBJECTIVES the sentences with
Express himself/herself with words
fluencyandandphrases
using theto complete definitions. - intonation when using
correct pronunciation
•Throughout
Write can/can’t to complete
this unit, theyou the will
student sentences.
be able
adverbs to express what in your daily life.to achieve the following aims:
• Write questions
To develop and short answers
speaking and be using can/can’t.
understanding throughinformation
conversations about banking products and
• Recognise the general idea and able to get specific of written texts coming from
•different services.
Write three sentences about youjobs
andinyour partner can and can’t do.
• sources
To that information
exchange talk about about banking.
the products and services you desire in a bank.
•• Write six
To questions
Complete understand from
short dialogues the
a simplecustomer
using survey.
conversation and using
the appropriate can/can’t
structures, to talkand
functions about the services
vocabulary, suchyour
as
banks offer.
using
• adjectives.
To learn specific
LANGUAGE KNOWLEDGE AND vocabulary
USE related to products and services offered by banks.
• Use consciously
To be ablehis/her
to say, linguistic
write and knowledge
understand in different
order toaspects
listen products andabout
to dialogues services in banking.
daily routines
– Linguistic
• To useknowledge:
comparative adjectives to discuss customer care offered by banks.
in jobs in banking.
• To learn words and expressions used in banking.
Grammar.
• Analyse social aspects of the Anglo-Saxon countries, by comparing how people work in different
•areas of banking
Verb opposites: Save/spend,
for in those countriesborrow/lend
with the ones in their own country.
• Can/can’t
• IdentifyQuestions
learning strategies
and short used to progress in the learning process by completing the Review
answers
CONTENTS•for Unit 2.Word partnerships
LISTENING• Can/can’t + present simple
•• Comparative adjectives
Listen to someone talking to their colleague about products and services.
• Listen again and complete the sentences.
• Listen to a conversation between a teller and a customer.
• Listen and tick what is talked about.

Extension
S PEAKING activities:
CD-ROM
• Extension
Think activities:
about banks and discuss what products and services they offer.
•• Work
Starting out. PDF turns to ask and answer questions.
in pairs taking
•• Discuss
What dohowyoubanks attract
do every new
day?. customers.
PDF
•• Use can/can’t to talk
What’s your job?. PDF about things you are able to do.
•• Work in pairs and
Customer care. PDF discuss where you can/can’t use your credit card.
• Discuss whether customer care or services is more important.

EVALUATION
READING
1. •EVALUATION
Read theRESOURCES
descriptions about products and services required.
• Read
Formative short sentences inserting suitable words or phrases.
evaluation
• Read an article about customer care.
• Classroom observation
Read sentences to check
talking about both individual
customer care. and global progress
• Skills: reading, writing, listening exercises
Read a grammar note about the use can/can’t.
• Read Marwan and Peter’s conversation.
• Read a dialogue and number the sentences.
Accumulative
• evaluation
Read a memo about customers sharing opinions on products and services provided by banks.
• Read a grammar note about the use of comparative adjectives.
Self-evaluation
• Review Unit 2 p. 19

2. RITING
W EVALUATION CRITERIA
• To understand the general message of texts about daily routines, and identify relevant details in
• Complete the sentences with the suitable words or phrases.
oral messages related with them.
• Write the missing word to complete the questions.

General Teaching Programme – BANKING AND FINANCE 1 5


•• Overcome mental
Willingness blockinghow
to discuss when meeting
banks worknewand
people
whatin they
the target
offer,language
learning through
•dialogues
Attentive-assertive listening
and personal experience.
•• Use of target
Enjoyment inlanguage in class
completing activities.

MIXED-ABILITY
BASIC COMPETENCES
ACTIVITIES
1. Linguistic communicative competence: All the activities of the unit use the language as an
•instrumentListening Course book,Ex.
of communication. Unit 3 p. specific
Using 24,25, vocabulary to discuss products and services
Consolidation
•offered by
Vocabulary Study,customers.
banks to their Course book, Unit 3. p.21,24
p. 20,24,25,26.
activities:
• Grammar Study, Course book , Unit 3. p. 23, 26
• 1.1 Reading study,
Evaluation Unit 3 Interest
criteria: p. 20,22,24,25,26
in learning about jobs in banking.
• Writing study, Course book, Unit 3. p.23,26
•2. Mathematical
Speaking competence:
study, Course book, Unit 3. p. 21,22,23,25,26
• Review, Unit 3, Course book, p. 27
2.1 Evaluation criteria:

3. Knowledge and interaction with the physical world: References to banking and services in
banks around the world.

3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign
countries.
Vocabulary.
4. Social and civil competence: To learn how banks attract new customers. p.22.
• Products and services (foreign exchange, insurance...)
• 4.1 Evaluation
Advertising criteria: Be willing to learn about customer care.
• Online banking
5.
• Cultural and artistic
Products competence: References to how people invest their money. p.20.
and services
• Customer surveys
5.1 Evaluation criteria: Pleasure in learning cultural facts.

6. Competence of learning to learn: Students complete the Review in Unit 3, p.27.


Pronunciation
6.1 Evaluation criteria: Interest in learning how to learn in English.
• British and American English
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete
dialogues and speakings throughout the unit.
– Learning reflection:
• 7.1 Evaluation
Understandingcriteria: To enjoyand
what products oneservices
on one participation.
are. To be willing to listen and
• interact with others.
Learning how banks attract new customers.
• Learning when to use can/can’t.
•8. The emotional
Reading and listening about
competence: what
(Castilla la banks can The
Mancha): offermaturity
their customers.
which a student shows in his/
•her actions,
Learning when and how to use comparative adjectives.
both with others and with him/herself, above all when resolving everyday problems.
• Learning functional language to speak about customer care and banking services.

CROSS-CURRICULAR ITEMS
• Social competence: banking products and services
• Using tact and the correct vocabulary to communicate in English
SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
ATTITUDES
• To learnAND VALUES
how to discuss banking products and services using specific banking vocabulary.
• Politeness in the other
Interest in learning language.
about services and products offered by banks.
• Effort with
Positive new vocabulary
attitude and structures.
towards working in pairs.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

General Teaching Programme – BANKING AND FINANCE 1 6


UNIT 4 BANK TRANSACTIONS

WRITING
OBJECTIVES
• Complete short dialogues using the appropriate structures, functions and vocabulary, such as
•Throughout Write
using comparative thissentences
unit, the comparing
student willthe
adjectives. bepresent
able to simple
achievetothe
thefollowing
present continuous..
aims:
•• Write each expression
To develophis/her
speaking in the box.
and understanding
•• Use consciously
Listen and complete linguistic knowledge inthrough
the dialogues. order toconversations using formal
listen to dialogues language.
about customer
To exchange information about banking transactions.
•services
• Using
offered
To the
by given
understand banks. vocabulary,
a simple fill in theand
conversation gaps.
to use the present continuous to talk about
• Complete
something the
that questions
is happening with the
at theWh-question
moment. words.
•• AnalyseChoose
social aspects of the Anglo-Saxon
in italics. to be able toby
countries, comparing how banks work in those
• To learn the correct
different nouncurrencies
world discuss bank transactions.
countries
• Tocompared
be able towith
say,the ones
write andinunderstand
their own country.
the process of bank transactions.
• Identify
Tolearning
use Wh-strategies
question usedwordstotoprogress
ask andinanswer questions
the learning aboutbybanks.
process completing the Review
• To learn countable and uncountable nouns to discuss bank related issues.
LANGUAGEfor Unit KNOWLEDGE
3. AND USE

– Linguistic knowledge:

Grammar.
• Present continuous
CONTENTS
• Polite language
LISTENING
• Word stress
• Listen and match each dialogue to a transaction.
ExtensionWh-questions
activities:
• Listen again and
Wh-questions complete dialogues.
words
CD-ROM
• Extension
Listen and and
Countable activities:
underline the stressed
uncountable nounswords in each sentence.
•• Listen
Products and services. PDF a business trip.
to Sam talking about
•• Listen
What canandyou
write
do?thePDF
currencies he needs.
•• What can banks giveforeign
Listen to Sam at the exchange
to customers? PDFcurrency counter.
•• Listen again and answer
Customer service. PDF the questions.

EVALUATION
SPEAKING
1. •EVALUATION RESOURCES
Study a picture and talk abut what you see.
• Talk about what the people in the bank are doing.
Formative
• Workevaluation
in pairs. Role play the customer and cashier.
•• Use different ideas to speak
Classroom observation aboutboth
to check customer and cashier
individual rolesprogress
and global in banking.
•• Work in pairs and discuss the questions posed.
Skills: reading, writing, listening exercises
• In pairs quiz each other on countries and their currencies.
• Use Wh- question words to quiz your partner.
Accumulative evaluation

Self-evaluation
READING
• Review Unit 3 p. 27
• Read the grammar note about the present continuous.
• Read the dialogue between a customer and a bank cashier.
2. •EVALUATION CRITERIA
Read a grammar note about polite language.
•• To understand the general message
Read the questions of texts
and answers madeabout products
by the cashier.and services offered by banks, and to
•identify relevant
Read an details
article in
onoral
travelling abroad
messages andwith
related exchanging
them. money.
• Read the grammar note on Wh-question words.
•• ExpressRead
himself/herself
the questionswith fluency
using and using thewords..
the Wh-question correct pronunciation - intonation when using
•can/can’tRead a grammar
to express what note onyour
you in countable and uncountable nouns.
daily life.
• Recognise the general idea and be able to get specific information of written texts coming from
different sources that talk about products and services.

General Teaching Programme – BANKING AND FINANCE 1 7


SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
CROSS-CURRICULAR ITEMS Social
competence:
• Foreign
To learn how toCurrency
use polite language to express yourself.
• Using maths
Interest skills about
in learning to understand exchangeand
foreign countries rates, commissions
their currencies.and world currencies.
• Using tact and the correct vocabulary to
Positive attitude towards working in pairs. communicate in English
• Willingness to discuss how bank transactions work learning through dialogues and
personal experience.
ATTITUDES
• AND VALUES
Enjoyment in completing activities.
• 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
BASIC new people in the target language
COMPETENCES
• Attentive-assertive listening
•1. Linguistic
Use of target language
communicative in class
competence: All the activities of the unit use the language as an
instrument of communication. Ex. Using specific vocabulary to discuss bank transactions offered
by banks to customers. p. 28,29,30,34.

1.1 Evaluation criteria: Interest in learning how banks function.


MIXED-ABILITY
2. Mathematical competence: Commissions and exchange rates. p. 32,33.
ACTIVITIES
• Listening Course book, Unit 4 p. 30,31,32,
Consolidation2.1 Evaluation criteria: Interest in learning about countries and the exchange rate and co-
• Vocabulary Study, Course book, Unit 4. p. 33
mission on their national currency.
activities:
• Grammar Study, Course book , Unit 4. p. 28,30,34
• Reading study, Unit 4 p. 33
•3. Knowledge
Vocabulary. Writingand interaction
study, with the
Course book, physical
Unit world: References to countries and their
4. p. 29,31,
national currencies. p.32,33
•• Speaking study, Course book, Unit 4. p. 28,31,32,
Time expressions
•• Review, Unit 4, Course book, p. 35
Transactions
3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign
• Foreign exchange
countries.
• Currencies
• Singular and plural nouns
4. Social and civil competence: To learn how to use polite language in banking transactions p.16.
Extension activities:
4.1 Evaluation criteria: To be willing to learn about customer care.
CD-ROM Extension activities:
Pronunciation
•5. Cultural andare
What artistic competence:can
they doing?/How References to people
I help you? PDF and their national currency, how
British transactions
•banking and American
Foreign English
work around questions.
currency/Asking the globe. p.30,31,32,33,.
PDF

– Learning reflection:
5.1 Evaluation criteria: Pleasure in learning cultural facts.
• Understanding how bank transactions work.
6. Competence of learning to learn: Students complete the Review in Unit 4, p.35.
• Learning when and how to use the present continuous versus the present simple.
• 6.1 Evaluation
Learning whencriteria: Interest
and how to useinpolite
learning how toinlearn
language in English.
the banking business.
• Reading and listening about foreign currencies.
7.
• Personal autonomy
Learning whenandandinitiative competence:
how Wh-question Initiative to work in pairs to complete
words.
dialogues
• and speakings throughout the unit.
Learning functional language to speak using countable and uncountable nouns in
banking transactions.
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.

General Teaching Programme – BANKING AND FINANCE 1 8


UNIT 5 INVESTMENT

LANGUAGE
2. EVALUATION
OBJECTIVESKNOWLEDGE CRITERIA
AND USE

– Linguistic

Throughout knowledge:
To understand
this unit, the
thestudent
generalwill
message
be ableoftotexts
achieve
aboutthe
social
following
interaction
aims:between customer and
bank
• employees using polite language, and to identify relevant
To develop speaking and understanding through conversations about details in oral investing
messages money.
related
Grammar.
with them.
• To exchange information about investment portfolios.
•• Express
Investment
To himself/herself
understand expressions with fluencyand
a simple conversation anduseusing the correct
simple pronunciation
language to talk about- intonation
arranging an
when
•0 using Wh-questions
Investment portfolios
appointment. to ask questions related to banking.
•• Recognise
Plurals
To the the
learn about general
stockidea and be
markets andable to get specific
examples of stockinformation of written
market indices aroundtexts
the coming
from
•0 different sources that
Present continuous
world. talk about foreign currencies.
•• Complete
be able short
Prepositions
To dialogues
write andusing
of time
to say, the appropriate
understand the use ofstructures,
the presentfunctions and vocabulary, such
continuous.
as
• using the present continuous.
To use specific vocabulary to talk about investment portfolios.
•• Use
To consciously
speak his/her ways
about different linguistic knowledge
to invest in order to listen to dialogues about foreign
your money.
currencies.
• To learn through reading and speaking about investment .
• Analyse social aspects of the Anglo-Saxon countries, by comparing how banks work in
those countries compared with the ones in their own country.
• Identify learning strategies used to progress in the learning process by completing the
Review for Unit 4.
CONTENTS
LISTENING
• Listen to a fi nancial adviser.
• Read and listen to what people say about their financial needs.
• Listen and check your answers.

SPEAKING
• Work in pairs and discuss different types of investment.
• Talk about how you diversify $100,000.
• Work in small groups and discuss your portfolio.
• Discuss how you keep a record of your appointments.
• Look at Mark’s diary and answer questions.
• Take turns to ask each other about your appointments.

READING
• Read a text about Investing your money.
• Read the text again to see if the statements are true or false.
EVALUATION
• Read a saying and talk about its meaning.
• Read thisRESOURCES
1. EVALUATION article about investment portfolios.
• Read it again and complete the sentences with the words in the box.
Formative
• evaluation
Read the text and talk about the difference between a stock exchange and a stock market
• index.
Classroom observation to check both individual and global progress
•• Read
Skills:about Mark
reading, Hunter’s
writing, appointments.
listening exercises

Accumulative evaluation
WRITING
Self-evaluation
• Complete these sentences with the words and expressions.
• ReviewRead
Unit the
4 p.article.
35 Complete these sentences with the words and expressions.
• Look at Mark’s diary and answer these questions.
• Write your own diary for next week.

General Teaching Programme – BANKING AND FINANCE 1 9


2.1 Evaluation criteria: To be able to use mathematical concepts
in English.
3. Knowledge and interaction with the physical world: References to countries and their stock
markets.

3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign
countries.

4. Social and civil competence: To learn how to make an appointment. p.41.


4.1 Evaluation criteria: Be willing to learn how to correctly use the present continuous.

5. Cultural and artistic competence: References to countries and their stock markets and stock
Vocabulary.
market index. p.41.
• Expressions
5.1 Evaluation criteria: Pleasure in learning cultural facts.
• Investment types
•6. Competence
Stock exchanges
of learning to learn: Students complete the Review in Unit 5, p.43.
• Stock indices
• 6.1 Evaluation
Appointments 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.
Pronunciation.
7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and
• British and American English
interact with others.
– Learning reflection:
8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/
• Understanding basic ways to invest money.
her actions, both with others and with him/herself, above all when resolving everyday problems.
• Learning basic vocabulary for an investment portfolio.
• Learning about stock markets.
• Reading and listening about arrangements and appointments.
• Learning functional language to talk about what you are doing right now.

SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS


• • To learn
Politeness howother
in the to communicate
language. with people of all socio-economic backgrounds.
• • Interest in learning
Effort with new vocabulary about
andinvestment
structures.portfolios.
• • Positive
Interest attitudeintowards
and respect workingopinions,
the classmates’ in pairs. mother tongue, accent, origin, etc.
• • Willingness
Overcome mentaltoblocking
discuss when
investments and
meeting to learn
new peoplethrough dialogues
in the target and personal experience.
language
• • Enjoyment in completing
Attentive-assertive listening activities
• Use of target language in class

MIXED-ABILITY
ACTIVITIES BASIC COMPETENCES
•Consolidation
Listening Course book,
1. Linguistic Unit 5 p. 37,42
communicative competence: All the activities of the unit use the language as an
activities:
instrument of communication.
• Vocabulary Study, Course book, Unit Ex.
5.Discuss
p. 37, your investment portfolio. p. 39.
• Grammar1.1
Study, Course book
Evaluation , UnitInterest
criteria: 5. p. 41,42
in learning about banking.
• Reading study, Unit 5 p. 36,38,40,41
2. Mathematical competence: Students learn about the stock market. p. 40.

General Teaching Programme – BANKING AND FINANCE 1 10


UNIT 6 A CAREER IN ACCOUNTANCY

WRITING
OBJECTIVES
• WritingWrite
Throughout study, Course
thisthe
unit, thebook,
vocabulary Unit
student
words 5. given.
will p.
be42able to achieve the following aims:
•• Speaking Complete
To study,
develop the
Course sentences
book,
speaking with
Unit
and 5. p.going
be tothrough
or will.conversation about accountancy profession.
36,39,41,42
understanding
•• Complete
ToUnit the
talk5,about memo
future with the
intentions. vocabulary words.
••• Review,To
Match Course
the book,
accountancy p.jobs
43 in the box with the description.
understand a simple conversation about jobs in accountancy with an emphasis on specific
• Complete the
vocabulary sentences
related to thiswith
job. suitable words or phrases.
Extension
•• activities:
Write your own answers to the questions in 6.
To learn adjectives and their opposites.
CD-ROM •• Complete
Extension the sentences
activities: with
To be able to say, write and understandsome adjectives from
different the box.
aspects of accountancy.
•• Complete
To use the
specific information.
vocabulary to describe people who work in accountancy.
•• The
Make stock market.
a list ofuse PDF you need for your job.
qualities
To speak and
Investing money. PDF be going to and will.
• To learn through
Spreading the risk.reading
PDF and speaking about accountancy.
• Arrangements and appointments. PDF

LANGUAGE KNOWLEDGE AND USE


EVALUATION
– Linguistic knowledge:
1. EVALUATION RESOURCES
CONTENTS
Grammar.
Formative evaluation
LISTENING
• Adjectives
Listen to Bob and Callum’s dialogue at the gym.
• Classroom observation to check both individual and global progress
• Complete
Be going to the sentences with the words in the box and check your answers by listening to
• Skills: reading, writing, listening exercises
• Will
the audio.
• Listen andverbs
Matching checktoyour
nounanswers.
phrases
Accumulative
• Match evaluation
Negativeandprefixes
listen to check your answers.
• Opposite meanings of adjectives
Self-evaluation
SPEAKING
• Review Unit 5 p. 51
• Work and pairs and discuss this statement.

Vocabulary. Work in small groups and discuss these questions.
• Which
2. •EVALUATION of these things do you think an accountants do?
CRITERIA
CROSS-CURRICULAR
Careers
Discuss in accountancy
answer you wrote previously.
• • Understand
Financial the general message of texts about types of investment, and identify relevant
statements
ITEMS Discuss
Finances: what qualities you find important for an account.
details
• in oral messages
Opposites of related
nouns with them.
• •• Learning
Spreading Express
thehow himself/herself
risk
investment
Accountancy with fluency
jobs portfolios work.and using the correct pronunciation - intonation
when
• usingJobthe qualities
present continuous to talk about arrangements and appointments.
• EADING
R • Recognise
Job the general idea and be able to get specific information of written texts coming
prescriptions
ATTITUDES AND VALUES
from different sources that talk about investment portfolios.
• Read the text.
• Complete short dialogues using the appropriate structures, functions and vocabulary, such
• Read the text again and tick the correct statement.
as writing prepositions of time.
• Choose the best explanation for each statement.
• Use consciously his/her linguistic knowledge in order to listen to people’s fi nancial
• Find the words in the text.
needs.
• Study a grammar note about the difference between be going to and will.
• Analyse social aspects of the Anglo-Saxon countries, by comparing how investment
• Complete the sentences and dialogues.
banking works in those countries with the ones in their own country.
• Read an information sheet.
• Identify learning strategies used to progress in the learning process by completing the
• Read a memo.
Review for Unit 5.
• Read part of a questionnaire.
• Read the answers to the questions in the listening.

General Teaching Programme – BANKING AND FINANCE 1 11


SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS
ATTITUDES AND VALUES
• Politeness in the other language.
• To learn how to communicate with people using specific accounting vocabulary.
• Effort with new vocabulary and structures.
• Interest in learning about jobs in accounting.
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
• Positive attitude towards working in pairs.
• Overcome mental blocking when meeting new people in the target language
• Willingness to discuss jobs in banking and learn through dialogues and personal experience.
• Attentive-assertive listening
• Enjoyment in completing activities
• Use of target language in class

MIXED-ABILITY
BASIC COMPETENCES
ACTIVITIES
1. Linguistic communicative competence: All the activities of the unit use the language as an
•instrument
Listening Course book,Ex.
of communication. Unit 6 p. 46,48,49,
Describing an office or talking about a daily routine. p. 12,15.
Consolidation
• Vocabulary Study, Course book, Unit 6. p. 45,47,48
activities:
• 1.1 Grammar
Evaluation criteria:
Study, Interest
Course book in learning
, Unit about jobs in banking.
6. p.50
• Reading study, Unit 6 p. 44,47,48
•2. Mathematical competence:
Writing study, Course book, Unit 6. p. 49
• 2.1 Speaking
Evaluationstudy, Course book, Unit 6. p. 44,45,46,50
criteria:
• Review, Unit 6, Course book, p. 51
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
Extension activities:
countries.
CD-ROM Extension activities:
•4. SocialWho
and needs
civil competence:
accountants?.ToPDF
learn how to treat customers with respect. p.16.
• What do accountants do?. PDF
4.1 Evaluation criteria: Be willing to learn about customer care.
• Jobs in accountancy. PDF
•5. Cultural
What makes
and a good
artistic accountant?.
competence: PDF to how people work and live. p.14,15.
References
5.1 Evaluation criteria: Pleasure in learning cultural facts.

6. Competence of learning to learn: Students complete the Review in Unit 2, p.19.


EVALUATION
6.1 Evaluation criteria: Interest in learning how to learn in English.
1. EVALUATION RESOURCES
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete
Formative evaluation
dialogues and speakings throughout the unit.
Pronunciation.
• Classroom observation to check both individual and global progress
7.1 Evaluation
•• British Skills: criteria:
reading, To listening
writing, enjoy oneexercises
on one participation. To be willing to listen and
and American English
interact with others.
– Learning reflection:
8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/
• Understanding the job an account performs.
her actions, both with others and with him/herself, above all when resolving everyday problems.
• Learning to talk about the future.
• Learning adjectives and their opposites.
•• ReviewReading
Unit 6 p.and
51 listening about people’s jobs in accountancy.
CROSS-CURRICULAR
• ITEMS language to speak about jobs in accountancy and their function.
Learning functional
Social competence: Customer
care• Using tact and the correct vocabulary to communicate in English

General Teaching Programme – BANKING AND FINANCE 1 12


UNIT 7 AN ACCOUNTANT´S LIFE

•• Read
OBJECTIVES a list
Express of jobs.
himself/herself with fluency and using the correct pronunciation - intonation when using
•Throughout
Read a grammar
this unit,
notethe
onstudent
the pastwill
adverbs to express the future. simple
be able
of regular
to achieve
verbs.
the following aims:
•• Read and
To develop
Recognise complete speaking
the generalinformationand be
idea and understanding
about
ableGeorge’s through
career.information
to get specific conversations about the
of written past.
texts coming from
•• Read aTo exchange
description information
and underline about
the the
past stages
verbs. in your career.
different
• sources
To that talk
understand about conversation
a simple jobs in accountancy.
using the past simple to talk about things you did and
•0• Read a grammar
didn’t do. note on the past simple of irregular
Complete short dialogues using the appropriate structures, verbs. functions and vocabulary, such as
•• Read aToto learn specific vocabulary related to making calculations.
do list.
using
• negative prefixes
To be able to say,to write
form adjectives.
and understand different aspects of working as an accountant.
•• Read a tax
To return
use the letter
negative written
past
Use consciously his/her linguistic by George
simple andabout
to talk
knowledge complete
in towith
actions
order inthe
listen towords
the past. fromabout
dialogues the box.
the job an
• To learn words and expressions used in making calculations and talking in the past.
WRITINGaccountant does.
• AnalyseFill social aspects
in the of thethe
gaps with Anglo-Saxon
past simple countries,
of be. by comparing how people use accountancy
•in different
Useareas
stronger adjectives to complete the dialogues.
of banking in those countries compared with the ones in their own country.
• Read some calculations and write them down.
•• IdentifyWrite
CONTENTS learning
five strategies
sentences used
abouttowhat
progress in the
you did andlearning process by completing the Review
didn’t do.
•for Unit 6.
Complete the information about George’s career.
LISTENING
•• Write
Listenthe verbs intalking
to George the boxabout
in thehis
correct column.
conference.
•• Make
Listenaagain
tableand
of yourself
mark whichusingstatements
dates and are
pasttrue
simple verbs.
or false.
•• Write the verbs in the past simple.
Listen and number the calculations.
•• Write five
Practise sentences
saying using the past
the calculations, simple.
listen and check.
•• Complete the tax return letter with
Listen to a conversation and tick the jobsthe words
she in the box.
finished.
• Listen again and write what she didn’t do.
• Listen and check your answers.
• Listen and repeat the verbs.
• Listen to a dialogue.
• Listen again and answer questions.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:

Grammar.
• Past simple of verb to be
SPEAKING
• Stronger adjectives
• Discuss conferences you attend. Likes and dislikes.
Calculations
• Work in pairsofexchanging
Past simple information about calculations.
regular verbs
• Read out calculations and write them down.
Past simple
• Practise saying large numbers.
Pronunciation
• Work in pairsofand
Past simple compare
irregular sentences with your partner.
verbs
• Take turns asking and answering questions.
• Work in pairs discussing the dates in your table.
• In pairs take turns asking and answering about what George did.
• Read George’s letter and discuss a set of questions.

Accumulative evaluation

Self-evaluation
READING
• Read the list of things George comments on.
2. •EVALUATION
Read the grammarCRITERIA
note on the past simple of be.
• To understand the general message of texts about daily routines, and identify relevant details in
• Read and complete the dialogue with the past of be.
oral messages related with them.
• Read the adjectives and fill the gaps.

General Teaching Programme – BANKING AND FINANCE 1 13


Pronunciation 6.1 Evaluation criteria: Interest in learning how to learn
• British and American English
in English.
7. Personalreflection:
– Learning autonomy and initiative competence: Initiative to work in pairs to complete
dialogues and speakings throughout the unit.
• Understanding large numbers and mathematical calculations.
• 7.1 Evaluation
Learning how criteria:
the pastTosimple
enjoy works.
one on one participation. To be willing to listen and
• interact with others.
Learning an example of a specific career in finance.
•8. The emotional
Reading and listening about
competence: the day
(Castilla in the lifeThe
la Mancha): of an accountant.
maturity which a student shows in his/
•her actions,
Learning
both with others and with him/herself, above all whenpast
when and how to use the regular and irregular simple.everyday problems.
resolving
• Learning functional language to explain calculations and actions in the past.

CROSS-CURRICULAR ITEMS
Maths competence:
• Learning how toSuse
Calculations OCIO -CULTURAL
large numbers and symbols
ASPECTS ANDto communicate in English.
INTERCULTURAL AWARENESS
• To learn how to discuss actions in the past using specific banking vocabulary.
ATTITUDES
• AND VALUES
Interest in learning about a specific job in banking.
• Politeness
Positive in thetowards
attitude other language.
working in pairs.
• Effort with new
Willingness vocabulary
to discuss and structures.
how banks work and what they offer, learning through dialogues
•0 Interest
and and respect
personal in the classmates’ opinions, mother tongue, accent, origin, etc.
experience.
• Overcome in
Enjoyment mental blocking
completing when meeting new people in the target language
activities.
• Attentive-assertive listening
• Use of target language in class

BASIC COMPETENCES
MIXED-ABILITY
1. Linguistic communicative competence: All the activities of the unit use the language as an
ACTIVITIES
•instrument of communication.
Listening Course book,Ex. Using
Unit 7 p. the past simple to describe a person’s life in accountancy.
52,54,55,56,58
Consolidation
•p. 52,53,55,56,57.
Vocabulary Study, Course book, Unit 7. p. 53,54,56,58
activities:
• Grammar Study, Course book , Unit 7. p. 53,54,55,57
• 1.1 Reading
Evaluation criteria:
study, Unit 7 Interest
p. 57 in learning about jobs in banking.
•2. Mathematical
Writing study,
competence: book,
Course Unitabout
Learning 7. p. 55,56,57
making calculations using large numbers.
• Speaking study, Course book, Unit 7. p. 52,54,55,56,57,58
• 2.1 Review,
Evaluation
Unitcriteria:
7, CourseTobook,
be able to use mathematical concepts in English.
p. 59
3. Knowledge and interaction with the physical world: References people’s jobs in accountancy
around the world.

3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign
Vocabulary.
countries.
• Business and travel
•4. SocialCalculation symbols To learn how to treat people with respect. p.53.
and civil competence:
• Large numbers
• 4.1 Evaluation
Tasks criteria: Be willing to learn how to be tactful with our choice of adjectives.
• Careers
5.
• Cultural anddo”
A “to artistic
list competence: References to how people work and live. p.52,55,56,57.
• Tax returns criteria: Pleasure in learning cultural facts.
5.1 Evaluation

6. Competence of learning to learn: Students complete the Review in Unit 7, p.59.

General Teaching Programme – BANKING AND FINANCE 1 14


UNIT 8 THE ECONOMY

EVALUATION
OBJECTIVES
Throughout this unit, the student will be able to achieve the following aims:
1. EVALUATION RESOURCES
• To develop
Formative speaking and understanding through conversations using the future.
evaluation
• To exchange information about the economy.
• Classroom
To observation
understand to check bothand
a simple conversation individual andfuture
to use the global
toprogress
talk about future predictions.
• Skills: reading, writing, listening exercises
To learn specific vocabulary to talk about the economy.
• To be able to say, write and understand economic indicators.
• To use correct expressions, either negative or positive to talk about the economy.
Accumulative
• To learn evaluation
how to make predictions about the economy using Will for future predictions.

Self-evaluation
• Review Unit 7 p. 59

CONTENTS
2. EVALUATION CRITERIA
LISTENING
•• To understand
Listen and repeatthe general message of texts about the life of an accountant, and to identify
the numbers.
relevant
• details
Listen in
andoral
tickmessages related
the numbers youwith
hear.them.
•• Express himself/herself
Listen to a radio interview. with fluency and using the correct pronunciation - intonation
when
• using the past simple to express
Listen again and fill the gaps. what an accountant does in his daily life.
•• Recognise the general idea
Listen and check your answers. and be able to get specific information of written texts coming
from different sources that talk about an accountant’s life.
• Complete short dialogues using the appropriate structures, functions and vocabulary, such
as the irregular past simple.
SPEAKING
• Use consciously his/her linguistic knowledge in order to listen to dialogues about what
someone did orindidn’t
• Work pairsdo.
and discuss these questions.
• Analyse social aspects of the Anglo-Saxon countries, by comparing how people work in
• Say the percentages.
accountanncy
Lookin at those countries compared with people in their own country.
• the words and discuss with your partner.
• Identify learning strategies used to progress in the learning process by completing the
• Make predictions about the price of things.
Review for Unit 7.
• Discuss two positive and negative aspects about the economy.

READING
• Read and check meaning of words in dictionary.
• Read th text and fill th gaps.
• Read sentences using specific vocabulary about the economy.
• Read a grammar note on 0.
• Read the grammar note on Will for future predictions.
• Read the listening dialogue.
• Read a quiz on the Bank of England.
Extension
• activities:
Read a news briefing.
CD-ROM
• Extension
Read positive activities:
and negative expressions.
• Calculations. PDF
• She worked hard yesterday. PDF
• Was it a good conference? PDF
• He finished school in 1994/He became an account. PDF
• A tax return. PDF

General Teaching Programme – BANKING AND FINANCE 1 15


BASIC
• Make a presentation about two countries and their economic activities.
COMPETENCES
1. Linguisticthe
• Complete communicative
sentences withcompetence: All the activities of the unit use the language as an
the words given.
instrument of communication. Ex. Using specific vocabulary to discuss predictions about the
• Write down your ideas on names and location of central banks.
future. p. 64.
• Write the expressions you underlined.
1.1 Evaluation criteria: Interest in learning about the economy.
LANGUAGE KNOWLEDGE AND USE
– Linguistic knowledge:
2. Mathematical competence: Learning about the number 0.
2.1 Evaluation criteria: To be able to use mathematicalconcepts in English.
Grammar.
3.
• Knowledge and interaction with the physical world: References to world economies and
Synonyms
their
• central banks. descriptors
Economic
• The number 0
• 3.1 Evaluation criteria:
Will for future Curiosity in learning about geography, social facts about foreign
predictions
• countries.
A news briefing

4. Social and civil competence: To learn how to use the appropriate positive and negative
expressions to give good and bad news.
Vocabulary.
• 4.1 Evaluation criteria: Be willing to be tactful in the expressing good or bad news.
Economic indicators
• Decimal numbers
5.
• Cultural and artistic competence: References to world economies. p. 62,63.
Percentages
• Bank of England
5.1 Evaluation criteria: Pleasure in learning cultural facts.
• Positive and negative expressions
6. Competence of learning to learn: Students complete the Review in Unit 8, p.67
6.1 Evaluation criteria: Interest in learning how to learn in English.
Pronunciation.
7. Personal autonomy and initiative competence: Initiative to work in pairs to complete
• British and American English
dialogues and speakings throughout the unit.
– Learning reflection:
7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and
• Understanding
interact with others.what economic indicators are.
• Learning how to say the 0 in different ways.
•8. The emotional
Learning competence:
when to use Will for future
(Castilla predictions.
la Mancha): The maturity which a student shows in his/
•her actions,
Reading
both with others and with him/herself,inabove
and listening about predictions the economy.
all when resolving everyday problems.
• Learning when and how to use give positive and negative news.
• Learning functional language to speak about trends in the economy.

SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS


• To learn how to discuss economic indicators and trends in the economy using specific
banking vocabulary.
• Interest in learning about the economy.
• Positive attitude towards working in pairs.
WRITING Willingness to discuss how banks work and what they offer, learning through dialogues and

0 personal experience.
•• Write the vocabulary
Enjoyment using economic
in completing indicators.
activities.
• Match and write the economic indicators with their meanings.
• Look at the graphs and complete the sentences.

General Teaching Programme – BANKING AND FINANCE 1 16


• Analyse social aspects of the Anglo-Saxon countries, by comparing how the economy
MIXED-ABILITY
works in those countries compared with the ones in their own country.
ACTIVITIES
• Identify learning strategies used to progress in the learning process by completing the
Consolidation
•Review Listening
activities: for Unit 8.Course book, Unit 8 p. 63,65
• Vocabulary Study, Course book, Unit 8. p. 61,62,
• Grammar Study, Course book , Unit 8. p. 63,64
• Reading study, Unit 8 p. 60,65,66
• Writing study, Course book, Unit 8. p. 63
• Speaking study, Course book, Unit 8. p. 61,63,64,66
• Review, Unit 8, Course book, p. 67

Extension activities:
CD-ROM Extension activities:
• Predictions PDF
• The Central Bank PDF
• Economic Indicators PDF
• Trends and numbers PDF
• Good news, bad news. PDF

EVALUATION

1. EVALUATION RESOURCES
Formative evaluation
• Classroom observation to check both individual and global progress
• Skills: reading, writing, listening exercises

Accumulative evaluation

Self-evaluation
• Review Unit 8 p. 67

CROSS-CURRICULAR
2. EVALUATION CRITERIA
ITEMS
• To understand theMaths
general message about economic indicators and trends in the economy,
competence:
• Learning how to express oneself correctly using different ways of saying the number 0.
and to identify relevant details in oral messages related with them.
• Express himself/herself with fluency and using the correct pronunciation - intonation when
ATTITUDES AND VALUES
using
• Will for futureinpredictions
Politeness to express what you believe will happen.
the other language.
•• Recognise
Effort
the general idea and be and
with new vocabulary ablestructures.
to get specific information of written texts coming
• Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
from
• different sources
Overcome that talk
mental aboutwhen
blocking the economy.
meeting new people in the target language
•• Complete
Attentive-assertive listening
short dialogues using the appropriate structures, functions and vocabulary,
• Use of target language in class
such as trends and numbers.
• Use consciously his/her linguistic knowledge in order to listen to dialogues about the economy.

General Teaching Programme – BANKING AND FINANCE 1 17