English 1 version 2.indd



English for Banking and Finance 1

General Teaching Programme

_____________________________

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:

To develop speaking and understanding through conversations about banking products and

services.

To exchange information about the products and services you desire in a bank.

To understand a simple conversation and using can/can’t to talk about the services your

banks offer.

To learn specific vocabulary related to products and services offered by banks.

To be able to say, write and understand different aspects products and services in banking.

To use comparative adjectives to discuss customer care offered by banks.

To learn words and expressions used in banking.

CONTENTS LISTENING

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.

SPEAKING

Think about banks and discuss what products and services they offer.

Work in pairs taking turns to ask and answer questions.

Discuss how banks attract new customers.

Use can/can’t to talk about things you are able to do.

Work in pairs and discuss where you can/can’t use your credit card.

Discuss whether customer care or services is more important.

READING

Read the descriptions about products and services required.

Read short sentences inserting suitable words or phrases.

Read an article about customer care.

Read sentences talking about customer care.

Read a grammar note about the use can/can’t.

Read Marwan and Peter’s conversation.

Read a dialogue and number the sentences.

Read a memo about customers sharing opinions on products and services provided by banks.

Read a grammar note about the use of comparative adjectives.

WRITING

• Complete the sentences with the suitable words or phrases.

• Write the missing word to complete the questions.

• Complete the sentences with words and phrases to complete definitions.

• Write can/can’t to complete the sentences.

• Write questions and short answers using can/can’t.

• Write three sentences about you and your partner can and can’t do.

• Write six questions from the customer survey.

LANGUAGE KNOWLEDGE AND USE

– Linguistic knowledge:

Grammar.

Verb opposites: Save/spend, borrow/lend

Can/can’t

Questions and short answers

Word partnerships

Can/can’t + present simple

Comparative adjectives

Vocabulary.

Products and services (foreign exchange, insurance...)

Advertising

Online banking

Products and services

Customer surveys

Pronunciation

• British and American English

– Learning reflection:

Understanding what products and services are.

Learning how banks attract new customers.

Learning when to use can/can’t.

Reading and listening about what banks can offer their customers.

Learning when and how to use comparative adjectives.

Learning functional language to speak about customer care and banking services.

SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS

• To learn how to discuss banking products and services using specific banking vocabulary.

• Interest in learning about services and products offered by banks.

• Positive attitude towards working in pairs.

• Willingness to discuss how banks work and what they offer, learning 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. Using specific vocabulary to discuss products and services offered by banks to their customers. p. 20,24,25,26.

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 to banking and services in banks 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 banks attract new customers. p.22.

4.1 Evaluation criteria: Be willing to learn about customer care.

5. Cultural and artistic competence: References to how people invest their money. p.20.

5.1 Evaluation criteria: Pleasure in learning cultural facts.

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

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: banking products and services

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 3 p. 24,25,

Vocabulary Study, Course book, Unit 3. p.21,24

Grammar Study, Course book , Unit 3. p. 23, 26

Reading study, Unit 3 p. 20,22,24,25,26

Writing study, Course book, Unit 3. p.23,26

Speaking study, Course book, Unit 3. p. 21,22,23,25,26

Review, Unit 3, Course book, p. 27

Extension activities:

CD-ROM Extension activities:

Products and services. PDF

What can you do? PDF

What can banks give to customers? PDF

Customer service. PDF

EVALUATION

1. EVALUATION RESOURCES

Formative evaluation

Classroom observation to check both individual and global progress

Skills: reading, writing, listening exercises

• Review Unit 3 p. 27

Accumulative evaluation Self-evaluation

2. EVALUATION CRITERIA

• To understand the general message of texts about products and services offered by banks, and to identify relevant details in oral messages related with them.

• Express himself/herself with fluency and using the correct pronunciation - intonation when using can/can’t 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 products and services.

• Complete short dialogues using the appropriate structures, functions and vocabulary, such as using comparative adjectives.

• Use consciously his/her linguistic knowledge in order to listen to dialogues about customer services offered by banks.

• 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 3.

UNIT 4 BANK TRANSACTIONS

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

To develop speaking and understanding through conversations using formal language.

To exchange information about banking transactions.

To understand a simple conversation and to use the present continuous to talk about

something that is happening at the moment.

To learn different world currencies to be able to discuss bank transactions.

To be able to say, write and understand the process of bank transactions.

To use Wh- question words to ask and answer questions about banks.

To learn countable and uncountable nouns to discuss bank related issues.

CONTENTS LISTENING

Listen and match each dialogue to a transaction.

Listen again and complete dialogues.

Listen and underline the stressed words in each sentence.

Listen to Sam talking about a business trip.

Listen and write the currencies he needs.

Listen to Sam at the foreign exchange currency counter.

Listen again and answer the questions.

SPEAKING

Study a picture and talk abut what you see.

Talk about what the people in the bank are doing.

Work in pairs. Role play the customer and cashier.

Use different ideas to speak about customer and cashier roles in banking.

Work in pairs and discuss the questions posed.

In pairs quiz each other on countries and their currencies.

Use Wh- question words to quiz your partner.

READING

Read the grammar note about the present continuous.

Read the dialogue between a customer and a bank cashier.

Read a grammar note about polite language.

Read the questions and answers made by the cashier.

Read an article on travelling abroad and exchanging money.

Read the grammar note on Wh-question words.

Read the questions using the Wh-question words..

Read a grammar note on countable and uncountable nouns.

WRITING

Write sentences comparing the present simple to the present continuous..

Write each expression in the box.

Listen and complete the dialogues.

Using the given vocabulary, fill in the gaps.

Complete the questions with the Wh-question words.

Choose the correct noun in italics.

LANGUAGE KNOWLEDGE AND USE

– Linguistic knowledge:

Grammar.

Present continuous

Polite language

Word stress

Wh-questions

Wh-questions words

Countable and uncountable nouns

Vocabulary.

Time expressions

Transactions

Foreign exchange

Currencies

Singular and plural nouns

Pronunciation

• British and American English

– Learning reflection:

Understanding how bank transactions work.

Learning when and how to use the present continuous versus the present simple.

Learning when and how to use polite language in the banking business.

Reading and listening about foreign currencies.

Learning when and how Wh-question words.

Learning functional language to speak using countable and uncountable nouns in

banking transactions.

SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS

To learn how to use polite language to express yourself.

Interest in learning about foreign countries and their currencies.

Positive attitude towards working in pairs.

Willingness to discuss how bank transactions work learning 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. 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.

2. Mathematical competence: Commissions and exchange rates. p. 32,33.

2.1 Evaluation criteria: Interest in learning about countries and the exchange rate and comission on their national currency.

3. Knowledge and interaction with the physical world: References to countries and their national currencies. p.32,33

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

4. Social and civil competence: To learn how to use polite language in banking transactions p.16.

4.1 Evaluation criteria: To be willing to learn about customer care.

5. Cultural and artistic competence: References to people and their national currency, how banking transactions work around the globe. p.30,31,32,33,.

5.1 Evaluation criteria: Pleasure in learning cultural facts.

6. Competence of learning to learn: Students complete the Review in Unit 4, p.35.

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: Foreign Currency

Using maths skills to understand exchange rates, commissions and world currencies.

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 4 p. 30,31,32,

Vocabulary Study, Course book, Unit 4. p. 33

Grammar Study, Course book , Unit 4. p. 28,30,34

Reading study, Unit 4 p. 33

Writing study, Course book, Unit 4. p. 29,31,

Speaking study, Course book, Unit 4. p. 28,31,32,

Review, Unit 4, Course book, p. 35

Extension activities:

CD-ROM Extension activities:

What are they doing?/How can I help you? PDF

Foreign currency/Asking questions. 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 4 p. 35

2. EVALUATION CRITERIA

To understand the general message of texts about social interaction between customer and bank employees using polite language, and to identify relevant details in oral messages related with them.

Express himself/herself with fluency and using the correct pronunciation - intonation when using Wh-questions to ask questions related to banking.

Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about foreign currencies.

Complete short dialogues using the appropriate structures, functions and vocabulary, such as using the present continuous.

Use consciously his/her linguistic knowledge in order to listen to dialogues about foreign currencies.

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.

UNIT 5 INVESTMENT

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

To develop speaking and understanding through conversations about investing money.

To exchange information about investment portfolios.

To understand a simple conversation and use simple language to talk about arranging an

appointment.

To learn about the stock markets and examples of stock market indices around the

world.

To be able to say, write and understand the use of the present continuous.

To use specific vocabulary to talk about investment portfolios.

To speak about different ways to invest your money.

To learn through reading and speaking about investment .

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.

Read a saying and talk about its meaning.

Read this article about investment portfolios.

Read it again and complete the sentences with the words in the box.

Read the text and talk about the difference between a stock exchange and a stock market

index.

Read about Mark Hunter’s appointments.

WRITING

Complete these sentences with the words and expressions.

Read the article. Complete these sentences with the words and expressions.

Look at Mark’s diary and answer these questions.

Write your own diary for next week.

LANGUAGE KNOWLEDGE AND USE

– Linguistic knowledge:

Grammar.

Investment expressions

Investment portfolios

Plurals

Present continuous

Prepositions of time

Vocabulary.

Expressions

Investment types

Stock exchanges

Stock indices

Appointments

Pronunciation.

• British and American English

– Learning reflection:

Understanding basic ways to invest money.

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 how to communicate with people of all socio-economic backgrounds.

Interest in learning about investment portfolios.

Positive attitude towards working in pairs.

Willingness to discuss investments and to 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. Discuss your investment portfolio. p. 39.

1.1 Evaluation criteria: Interest in learning about banking.

2. Mathematical competence: Students learn about the stock market. p. 40.

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 market index. p.41.

5.1 Evaluation criteria: Pleasure in learning cultural facts.

6. Competence of learning to learn: Students complete the Review in Unit 5, p.43.

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.

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 5 p. 37,42

• Vocabulary Study, Course book, Unit 5. p. 37,

• Grammar Study, Course book , Unit 5. p. 41,42

• Reading study, Unit 5 p. 36,38,40,41

CROSS-CURRICULAR ITEMS Finances: Spreading the risk

• Learning how investment portfolios work.

ATTITUDES AND VALUES

• Writing study, Course book, Unit 5. p. 42

• Speaking study, Course book, Unit 5. p. 36,39,41,42

• Review, Unit 5, Course book, p. 43

Extension activities:

CD-ROM Extension activities:

The stock market. PDF

Investing money. PDF

Spreading the risk. PDF

Arrangements and appointments. 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 5 p. 51

2. EVALUATION CRITERIA

Understand the general message of texts about types of investment, and identify relevant details in oral messages related with them.

Express himself/herself with fluency and using the correct pronunciation - intonation when using the present continuous to talk about arrangements and appointments.

Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about investment portfolios.

Complete short dialogues using the appropriate structures, functions and vocabulary, such as writing prepositions of time.

Use consciously his/her linguistic knowledge in order to listen to people’s fi nancial needs.

Analyse social aspects of the Anglo-Saxon countries, by comparing how investment banking works 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 5.

UNIT 6 A CAREER IN ACCOUNTANCY

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

To develop speaking and understanding through conversation about accountancy profession.

To talk about future intentions.

To understand a simple conversation about jobs in accountancy with an emphasis on specific

vocabulary related to this job.

To learn adjectives and their opposites.

To be able to say, write and understand different aspects of accountancy.

To use specific vocabulary to describe people who work in accountancy.

To speak and use be going to and will.

To learn through reading and speaking about accountancy.

CONTENTS LISTENING

Listen to Bob and Callum’s dialogue at the gym.

Complete the sentences with the words in the box and check your answers by listening to

the audio.

Listen and check your answers.

Match and listen to check your answers.

SPEAKING

Work and pairs and discuss this statement.

Work in small groups and discuss these questions.

Which of these things do you think an accountants do?

Discuss answer you wrote previously.

Discuss what qualities you find important for an account.

READING

Read the text.

Read the text again and tick the correct statement.

Choose the best explanation for each statement.

Find the words in the text.

Study a grammar note about the difference between be going to and will.

Complete the sentences and dialogues.

Read an information sheet.

Read a memo.

Read part of a questionnaire.

Read the answers to the questions in the listening.

WRITING

Write the vocabulary words given.

Complete the sentences with be going to or will.

Complete the memo with the vocabulary words.

Match the accountancy jobs in the box with the description.

Complete the sentences with suitable words or phrases.

Write your own answers to the questions in 6.

Complete the sentences with some adjectives from the box.

Complete the information.

Make a list of qualities you need for your job.

LANGUAGE KNOWLEDGE AND USE

– Linguistic knowledge:

Grammar.

Adjectives

Be going to

Will

Matching verbs to noun phrases

Negative prefixes

Opposite meanings of adjectives

Vocabulary.

Careers in accountancy

Financial statements

Opposites of nouns

Accountancy jobs

Job qualities

Job prescriptions

Pronunciation.

• British and American English

– Learning reflection:

Understanding the job an account performs.

Learning to talk about the future.

Learning adjectives and their opposites.

Reading and listening about people’s jobs in accountancy.

Learning functional language to speak about jobs in accountancy and their function.

SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS

To learn how to communicate with people using specific accounting vocabulary.

Interest in learning about jobs in accounting.

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 6 p. 46,48,49,

Vocabulary Study, Course book, Unit 6. p. 45,47,48

Grammar Study, Course book , Unit 6. p.50

Reading study, Unit 6 p. 44,47,48

Writing study, Course book, Unit 6. p. 49

Speaking study, Course book, Unit 6. p. 44,45,46,50

Review, Unit 6, Course book, p. 51

Extension activities:

CD-ROM Extension activities:

Who needs accountants?. PDF

What do accountants do?. PDF

Jobs in accountancy. PDF

What makes a good accountant?. PDF

EVALUATION

1. EVALUATION RESOURCES

Formative evaluation

Classroom observation to check both individual and global progress

Skills: reading, writing, listening exercises

• Review Unit 6 p. 51

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 the future.

• Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about jobs in accountancy.

• Complete short dialogues using the appropriate structures, functions and vocabulary, such as using negative prefixes to form adjectives.

• Use consciously his/her linguistic knowledge in order to listen to dialogues about the job an accountant does.

• Analyse social aspects of the Anglo-Saxon countries, by comparing how people use accountancy in different areas of banking 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 6.

UNIT 7 AN ACCOUNTANT´S LIFE

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

To develop speaking and understanding through conversations about the past.

To exchange information about the stages in your career.

To understand a simple conversation using the past simple to talk about things you did and

didn’t do.

To learn specific vocabulary related to making calculations.

To be able to say, write and understand different aspects of working as an accountant.

To use the negative past simple to talk about actions in the past.

To learn words and expressions used in making calculations and talking in the past.

CONTENTS LISTENING

Listen to George talking about his conference.

Listen again and mark which statements are true or false.

Listen and number the calculations.

Practise saying the calculations, listen and check.

Listen to a conversation and tick the jobs she 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.

SPEAKING

Discuss conferences you attend. Likes and dislikes.

Work in pairs exchanging information about calculations.

Read out calculations and write them down.

Practise saying large numbers.

Work in pairs and compare sentences with your partner.

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.

READING

• Read the list of things George comments on.

• Read the grammar note on the past simple of be.

• Read and complete the dialogue with the past of be.

• Read the adjectives and fill the gaps.

• Read a list of jobs.

• Read a grammar note on the past simple of regular verbs.

• Read and complete information about George’s career.

• Read a description and underline the past verbs.

• Read a grammar note on the past simple of irregular verbs.

• Read a to do list.

• Read a tax return letter written by George and complete with the words from the box.

WRITING

Fill in the gaps with the past simple of be.

Use stronger adjectives to complete the dialogues.

Read some calculations and write them down.

Write five sentences about what you did and didn’t do.

Complete the information about George’s career.

Write the verbs in the box in the correct column.

Make a table of yourself using dates and past simple verbs.

Write the verbs in the past simple.

Write five sentences using the past simple.

Complete the tax return letter with the words in the box.

LANGUAGE KNOWLEDGE AND USE

– Linguistic knowledge:

Grammar.

Past simple of verb to be

Stronger adjectives

Calculations

Past simple of regular verbs

Past simple

Pronunciation

Past simple of irregular verbs

Vocabulary.

Business and travel

Calculation symbols

Large numbers

Tasks

Careers

A “to do” list

Tax returns

Pronunciation

• British and American English

– Learning reflection:

Understanding large numbers and mathematical calculations.

Learning how the past simple works.

Learning an example of a specific career in finance.

Reading and listening about the day in the life of an accountant.

Learning when and how to use the regular and irregular past simple.

Learning functional language to explain calculations and actions in the past.

SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS

To learn how to discuss actions in the past using specific banking vocabulary.

Interest in learning about a specific job in banking.

Positive attitude towards working in pairs.

Willingness to discuss how banks work and what they offer, learning 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. Using the past simple to describe a person’s life in accountancy.

p. 52,53,55,56,57.

1.1 Evaluation criteria: Interest in learning about jobs in banking.

2. Mathematical competence: Learning about making calculations using large numbers.

2.1 Evaluation criteria: To be able to use mathematical concepts in English.

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 countries.

4. Social and civil competence: To learn how to treat people with respect. p.53.

4.1 Evaluation criteria: Be willing to learn how to be tactful with our choice of adjectives.

5. Cultural and artistic competence: References to how people work and live. p.52,55,56,57.

5.1 Evaluation criteria: Pleasure in learning cultural facts.

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

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 competence: Calculations

• Learning how to use large numbers and symbols 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 7 p. 52,54,55,56,58

Vocabulary Study, Course book, Unit 7. p. 53,54,56,58

Grammar Study, Course book , Unit 7. p. 53,54,55,57

Reading study, Unit 7 p. 57

Writing study, Course book, Unit 7. p. 55,56,57

Speaking study, Course book, Unit 7. p. 52,54,55,56,57,58

Review, Unit 7, Course book, p. 59

Extension activities:

CD-ROM Extension activities:

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

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 7 p. 59

2. EVALUATION CRITERIA

To understand the general message of texts about the life of an accountant, and to identify relevant details in oral messages related with them.

Express himself/herself with fluency and using the correct pronunciation - intonation when using the past simple to express what an accountant does in his daily life.

Recognise the general idea 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.

Use consciously his/her linguistic knowledge in order to listen to dialogues about what someone did or didn’t do.

Analyse social aspects of the Anglo-Saxon countries, by comparing how people work in accountanncy in those countries compared with people in their own country.

Identify learning strategies used to progress in the learning process by completing the Review for Unit 7.

UNIT 8 THE ECONOMY

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

To develop speaking and understanding through conversations using the future.

To exchange information about the economy.

To understand a simple conversation and to use the future to talk about future predictions.

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.

To learn how to make predictions about the economy using Will for future predictions.

CONTENTS LISTENING

Listen and repeat the numbers.

Listen and tick the numbers you hear.

Listen to a radio interview.

Listen again and fill the gaps.

Listen and check your answers.

SPEAKING

Work in pairs and discuss these questions.

Say the percentages.

Look at the words and discuss with your partner.

Make predictions about the price of things.

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.

Read a news briefing.

Read positive and negative expressions.

WRITING

• Write the vocabulary using economic indicators.

• Match and write the economic indicators with their meanings.

• Look at the graphs and complete the sentences.

• Make a presentation about two countries and their economic activities.

• Complete the sentences with the words given.

• Write down your ideas on names and location of central banks.

• Write the expressions you underlined.

LANGUAGE KNOWLEDGE AND USE

– Linguistic knowledge:

Grammar.

Synonyms

Economic descriptors

The number 0

Will for future predictions

A news briefing

Vocabulary.

Economic indicators

Decimal numbers

Percentages

Bank of England

Positive and negative expressions

Pronunciation.

• British and American English

– Learning reflection:

Understanding what economic indicators are.

Learning how to say the 0 in different ways.

Learning when to use Will for future predictions.

Reading and listening about predictions in the economy.

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.

Willingness to discuss how banks work and what they offer, learning 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. Using specific vocabulary to discuss predictions about the future. p. 64.

1.1 Evaluation criteria: Interest in learning about the economy.

2. Mathematical competence: Learning about the number 0.

2.1 Evaluation criteria: To be able to use mathematicalconcepts in English.

3. Knowledge and interaction with the physical world: References to world economies and their central banks.

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

4. Social and civil competence: To learn how to use the appropriate positive and negative expressions to give good and bad news.

4.1 Evaluation criteria: Be willing to be tactful in the expressing good or bad news.

5. Cultural and artistic competence: References to world economies. p. 62,63.

5.1 Evaluation criteria: Pleasure in learning cultural facts.

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.

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 competence:

• Learning how to express oneself correctly using different ways of saying the number 0.

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:

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

• Review Unit 8 p. 67

Listening 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

Accumulative evaluation Self-evaluation

2. EVALUATION CRITERIA

• To understand the general message about economic indicators and trends in the economy, and to identify relevant details in oral messages related with them.

• Express himself/herself with fluency and using the correct pronunciation - intonation when using Will for future predictions to express what you believe will happen.

• Recognise the general idea and be able to get specific information of written texts coming from different sources that talk about the economy.

• Complete short dialogues using the appropriate structures, functions and vocabulary, such as trends and numbers.

• Use consciously his/her linguistic knowledge in order to listen to dialogues about the economy.

• Analyse social aspects of the Anglo-Saxon countries, by comparing how the economy works 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 8.

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