Spanish Level 3, Activity 12: Vamos al banco Parte 2 / Let’s go to the Bank Part 2 (Face-To-Face)

Created Dec. 3, 2024 by Amber Hoye, Gabby Bates, Abby Cain, Alejandra Garcia, Sue Juarez, Mardy Morales, Alesandra DiMatteo, Ismenia Gallegos, Borja Aguilera, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language?CLICK HERE

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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Vamos al banco II / Let's go to the bank II, Intermediate Mid

Description:

In this lab, students will practice using terms and vocabulary regarding banking. They will build off of the vocabulary learned in the previous lab, such as banks, banking, money saving and transactions. 

Proficiency Level:

Intermediate Mid

Keywords:

banking, savings account, money, checks, withdrawal, checking account

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.

Relevant Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CONN 1.1 - Compare and contrast information acquired from other content areas.
  • CONN 2.1 - Access authentic materials prepared in the target language by or for native speakers.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can practice talking about money and using vocabulary for the bank.
  • I can learn simple interactions at the bank, such as how to deposit a check, withdraw money, etc. 
  • I can utilize new vocabulary regarding money such as "cuenta de ahorros."

Materials Needed:

Would you like to make changes to the materials? Access the template(s) below:

- Cards (Canva Template, free account required)

Warm-up

1. Begin by opening the Google Slideshow and introducing the Can-Dos for today’s activity. 

2. Watch the video on the slideshow about Paddington Bear going to the bank.

"Vamos a ver un vídeo muy divertido sobre el Oso Paddington cuando va al banco. Presten atención al vocabulario sobre el banco y el proceso." 

Main Activity

1. You all need to go to the bank. In partners, you are going to practice the vocabulary of the bank. One person is going to act the part of the employee of the bank and the other person is going to act the part of the client. Use the words and the examples in the list on the cards.

"Uds. necesitan ir al banco. En grupos de 2, van a practicar el vocabulario del banco. Cada persona va a tener una tarjeta con una situación. Una persona va a actuar el papel del empleado del banco y la otra persona va a actuar el papel del cliente. Usen las palabras y los ejemplos de las preguntas en la lista de las tarjetas."

2. Students will split into pairs. They will take turns being bankers and clients. One student will be a client and the other will be a banker. Be sure they pay attention to the “Al mínimo” section as this is the objective for their situation. 

"Uds. van a trabajar en grupos de 2 y van a tomar turnos con los papeles del banco y del cliente. Para empezar una persona va a ser el banco y la otra va a ser el cliente. Presten atención a la sección que dice “Al mínimo” porque esta parte es el objetivo de tu situación."

Wrap-up

Ask the following questions to finish the lab: 

1. En tu opinión, ¿Cuánto dinero debes tener en una cuenta de ahorros?

2. ¿Prefieres pagar con efectivo, cheque o tarjeta de crédito/débito? ¿Por qué?

3. ¿Es mejor usar un banco local como Idaho Central Credit Union o un banco nacional como Wells Fargo?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can practice talking about money and using vocabulary for the bank.
  • I can learn simple interactions at the bank, such as how to deposit a check, withdraw money, etc. 
  • I can utilize new vocabulary regarding money such as "cuenta de ahorros."

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