Detailed Sample Task: Stage I

CLB 4 - Speaking
Getting Things Done

Banking & Numeracy

Real-World Task

Ask a teller at your local bank branch where you can access financial planning services in French or another language.

Planning Context

Helpful Knowledge:

Vocabulary related to finances and banking such as account, savings, teller and so on.
Learners need a basic understanding of roles in a bank, as well as what basic financial planning entails, such as help with saving, budgeting, investing and so on.

Context:

In Canada, banks often offer services in multiple languages and / or have staff who
Speak French or other languages.

Vocabulary and Grammar

Sample Vocabulary:

account, and other specific accounts that may be discussed as part of financial planning such as TFSA, RRSP, and so on.
teller
bank branch
advisor / financial advisor
appointment
customer service
financial planning
saving / savings
budgeting
investing
services
translation / interpreter
language services
phrases for polite requests: Excuse me, could you help me, I was wondering, I would like to…

Sample Grammar:

Modal verbs: could, would
Complex sentences with because

Knowledge and Strategies

Textual and Functional Knowledge:

Polite requests include a politeness phrase and clear information about what you are requesting.

Sociolinguistic Knowledge:

Using a polite tone and softening language to ask for assistance.
Phrases for polite requests such as Excuse me, could you help me, I was wondering…

Activities and Tasks

Sample Skill-Building Activities:

Discuss in small groups: What services do banks provide? What kinds of information do you need to give bank tellers? What language services are available at local banks? Can you get information about finances in different languages? Ask learners about the importance of understanding financial information in your own language.
Match picture flashcards to vocabulary word lists. Then in pairs match words and images to a third set of cards with definitions of the terms.
Working with a partner, write one sentence using each vocabulary word. Share one of your sentences with the class.
Read a simple financial services webpage from a bank (may need to be simplified by the instructor). Discuss: List all of the different financial planning services available. Talk about any parts of the website which are less clear and need explanation. Practice asking questions about these financial planning services, such as, Excuse me, can you tell me if this workshop is available in French / other language? And so on.
Read a pamphlet from a bank, modified if necessary, about financial planning services provided and find vocabulary words.
Review modal verbs and elicit examples from learners using could or would. Discuss the impact of asking for help or questions without using modal verbs.
Brainstorm expressions for polite requests and make a list on the board. Have learners work with a partner to create a dialogue with polite requests using modal verbs.
Listen to a dialogue between a bank teller and a customer. Answer questions about the dialogue, including the main idea, some key details and one implied meaning question.
Teach complex sentences with because, including rules for commas. Create complex sentences about everyday life using because by combining a main clause with a reason.
Match the request at a bank with the likely reason for the request, e.g. Could you please explain the TFSA account to me… because
I want to start saving money.
Practice with a partner asking about a bank service and asking for clarification for the answer using a role play dialogue provided.
Look at a banking website or app and locate key information.
Discuss online safety with banking.

Sample Skill-Using Tasks:

Role-play a variety of requests at a bank with a classmate. Perform your role-play for the class.

Sample Assessment Tasks:

Role-play with your instructor asking a teller at your local bank branch where you can access financial planning services in French or another language.

Teaching Considerations

Cultural Considerations:

Recognize that issues related to economic disadvantage are often stigmatized. Instructors can work to reduce the stigma.
Conversations in banks in Canada usually take place with a polite, calm, respectful tone. Open the conversation as you would another with openers like, Hi / Hello / Excuse me.
You can expect to line up at a bank in Canada. There may be number systems which require you to take a ticket first.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites relevant to the task.
Use familiar apps, social media platforms and web pages relevant to the task.
Read information from a screen.
Navigate camera and microphone.
Adjust volume on device.
Navigate forms.

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/or adapt digital materials.
Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites relevant to the task.
Support with clicking on appropriate fields for an online form.
Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.
Learners who identify as women may not have had access to their own finances. Make sure that all learners are aware of their rights in Canada and are aware of services and resources that can help them.

Trauma-informed Strategies:

Possible Trauma triggers:

When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.
Learners who have lived or are living in poverty and learners who have lost their homes and possessions may find discussions around banking, money, or finance triggering.
Some learners may come from countries where trust in banks is low due to corruption, instability, or economic crises.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Visit a local bank.
Invite someone who specializes in financial planning to speak to the class.
Have learners create posters about different types of accounts or products available at a bank and hold a financial poster fair.

Realia:

Pamphlets for local banks
Sample forms from local banks
Websites and / or apps for local banks

Units and Modules:

Lessons and Activities:

Tutela: Banking and Money: CLB 3/4 (Not literacy but can be adapted)
Tutela: Norquest LINC Phonics Curriculum: CLB 4L
LINC 4 Classroom Activities: Banking (p. 41-84) (Not literacy but can be adapted)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: