Let's go to the Bank Part 2,English Template, Intermediate Mid

Created April 29, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

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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.

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1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
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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 for your language, follow the instructions below:

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Let's go to the bank II

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 (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language) 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 (target culture) .
  • Standard 4.2 Students demonstrate an understanding of the concept of culture through comparisons between (target culture) and their own.

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.
  • CLTR 1.1- Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.

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.

Materials Needed:

To edit materials, download a copy and edit the copy rather than the original. 

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.

"We are going to watch a fun clip about Paddington and when he went to the bank. Pay attention to the bank vocabulary and the process."

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.

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

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. 

"You all are going to work in partners and take turns with the roles of the bank employee and the client. In order to start one person is going to be the banker and the other the client. Pay attention to the black, bold text (except for one card that has the objective in green), this part is the objective of the situation."

Wrap-up

Ask the following questions to finish the lab: 

In your opinion, how much money should you have in a savings account?

Do you prefer to pay with cash, check or credit card? Why?

Is it better to use a local bank like Idaho Central or a bigger bank like 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!

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. 

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