THEME: Consumerism
MODULE PLANNING FRAMEWORK
|THEME: For Consumers |
|Module: Banking: Preliminaries to Setting up Accounts (continued from module plan 1) |
|Skills |Listening |Speaking |Reading |Writing |
| |CLB 5 |CLB 5 |CLB 5 |CLB 5 |
|Content Focus Information | | |Differences between banks and credit | |
| | | |unions. | |
| | | |Banks are well-regulated institutions that | |
| | | |guarantee deposits up to a certain amount | |
|CLB Competency/ies |III. Suasion |I. Social Interaction |III. Business/service texts |I. Social interaction |
| |Demonstrate comprehension of factual |Indicate non-comprehension |Identify factual details and some inferred |Convey a personal message ina formal…email |
| |details and some inferred meanings in |II. Instructions |meanings in moderately complex |III. Business/service messages |
| |simple…commercials |Give an extended set of simple clause |business/service texts, including formatted|Convey business messages as written notes |
| | |directions to find an ATM |texts. | |
| | | |IV. Informational Texts | |
| | | |Demonstrate comprehension of… basic graphs | |
|Genre |Commercial |Directions | |Email request for information |
|Text structure/Features |Text type: Problem/response |Text type: sequential |Identify layouts |Format: sections of email message (To, From|
| | | |Circle required information on authentic |Subject, Message) |
| | | |charts |Tone: semi-formal; business-like, direct |
| | | | |Features: use of complete sentences, few |
| | | | |contractions, little slang, politeness |
| | | | |conventions |
|Language Focus |Vocabulary: related to banking context |Grammar: |Vocabulary development |Functions: |
| |Adjectives and intensifiers – used to |Transitional words: first, then, next… | |Business greetings/closings |
| |persuade listeners |Imperatives | |polite requests |
| |Recognize persuasive appeals (logic, |Prepositional phrases (at the corner, | | |
| |emotion, reliability/ethics) |across from.., before the X, on the | |Grammar: |
| | |left/right, etc.) | |Modals (would, could…) for polite requests |
| | |Sociocultural: | | |
| | |Verbal and non-verbal signals for | |Vocabulary: related to context |
| | |comprehension/non-comprehension: eye | | |
| | |contact, nodding, smiling, short phrases, | | |
| | |back-channelling | | |
| | |Understand and use appropriate gestures | | |
|Language & Learning Strategies |Discuss vocabulary before listening |Closure: responding to thanks for help, |Reread and clarify information in brochures|Check spelling and grammar before sending |
| |Practise requesting repetition and |ending the conversation |Determine meaning from context | |
| |clarification |Clarifying |Scan for required information | |
| | |Meaning of directional gestures and |Circle/highlight relevant information in an| |
| | |vocabulary |information chart | |
| | |Align gestures with directions | | |
|Essential Skill Focus |Oral communication, Document Use, Numeracy, Finding information, Writing, Computer Use |
|ES-focused instructional | |
|activities | |
| |Listening comprehension - Use a map with banking institutes marked on it; give specific directions to a partner and have student follow/point out the route |
|Teaching Resources & Materials |Teacher-made tape of customer service |Class set of city maps, prepared with |Class sets of bank and credit union |Examples of email messages requesting |
| |dialogue |locations of banks and credit unions |brochures |different types of information |
|Outcome Assessment Task |Use the taped dialogue to develop a set of |Students have a set of cards or a list of |Read a services/fees chart in an authentic |Write an email to a bank using “Contact Us”|
| |questions for a customer service rep |different bank/credit unions. Student 1 |bank brochure; identify key information in |to find specific information |
| | |has a map with several banking institutions|order to make an informed decision about | |
| | |marked; Student 2 has a map with none of |choosing a bank | |
| | |the banks marked. Student 2 draws a card |Justify the decision | |
| | |or chooses a bank or credit union branch | | |
| | |from the list and asks Student 1 how to get| | |
| | |there. Student 1 gives directions to a | | |
| | |partner, who must mark the route on their | | |
| | |map. They must clarify by asking | | |
| | |questions. | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- water theme activities for preschoolers
- water theme for preschool
- water theme preschool lesson plans
- wonderful water theme for toddlers
- water theme for preschoolers
- water play theme for toddlers
- water theme preschool
- weekly theme ideas for preschool
- weekly theme ideas
- winter solstice theme party
- summer party theme ideas adults
- winter wonderland theme decorations ideas