Detailed Sample Task: Stage I

CLB 2 - Speaking
Giving Instructions

Banking & Numeracy

Real-World Task

Give 1 to 2 instructions to a friend on how to deposit a cheque through online banking.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to banking such as account and deposit.
Some background knowledge of the function of cheques and the options for depositing them into a bank account.
Knowledge of date formats, monetary amounts formats and calendar formats.

Context:

In Canada, cheques may be given to you for employment income, official / government payments or refunds. They usually need to be deposited into your own bank account to get the money. You can deposit a cheque in person at the bank or through online / mobile banking.
When teaching about online banking deposits, it is necessary to consider how to use your phone to do banking, take pictures of cheques for deposit, and waiting periods for deposits to appear in accounts.
Online banking requires a bank account and the account to be able to be accessed online. A password is required.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Imperative verbs to give directions / instructions
Sequencing words for giving instructions such as first, then, after that, finally and so on.
Adequate pronunciation to convey basic messages

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to convey the purpose of an utterance through body language and language.

Sociolinguistic Knowledge:

Use culturally appropriate non-verbal communication strategies.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Do you have a bank account? Which institution do you use? In what ways (if any) is banking different in Canada to other countries you have lived in? Do you ever use online banking? Do you use banking apps on your phone? What are the benefits of online banking?
On a simplified image of an online banking web page, circle each of the vocabulary words found on the webpage image. Discuss the meaning of each word and build a set of simplified definitions for the vocabulary word list.
Learners create a set of word cards with the vocabulary words on one side and definitions on the other. Practice activities using these cards can provide a review for each lesson focused on different aspects like pronunciation or word meanings.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Listen to a short, instructor-created audio with 3 simple instructions for how to check your bank balance. Answer three simple true / false questions about the instructions.
Introduce the imperative verb form through a total physical response approach. Take turns to give one instruction to the rest of the class, such as stand up, sit down, and so on. Pay close attention to the imperative form of the verb and word order, as well as using hand gestures to support the communication. Write the simple instructions on the board and repeat the activity. Ask learners to read the sentences aloud in a choral manner.
Review the grammar rules for how to use imperative verbs and practice copying the simple imperative sentences used in the classroom instructions. Highlight the imperative verb in each sentence. Now read the instructions aloud with a partner.
Read three simple sentences with simple instructions about online banking and match the instruction to an image of a bank customer following the instruction. Now practice reading the sentences aloud to your partner.
Review sequencing words used frequently in giving instructions such as first, then, after that, finally and so on.
Practice explaining to your partner how to open your online banking app. such as ….
Each learner creates a set of three cards each with a one step instruction for how to use your mobile banking app. Learners practice their set of instructions and then give the instructions to three classmates. Each time they make the request, learners try to speak a little faster and use your cards a little less each time.
Read a short, instructor-made story about the steps of depositing a cheque online. Identify the sequencing words and circle, underline the imperative verbs and highlight the capital letters and punctuation.
Listen to the instructor read the story, then repeat after them and finally, read individually in turn and in pairs. Read the story multiple times over the course of several lessons to practice pronunciation, intonation and fluency.
Take three jumbled sentences for how to deposit a cheque using online banking and put the words in the correct order. With a partner, practice reading the sentences aloud.

Sample Skill-Using Tasks:

Give 1 to 2 instructions to a friend on how to check your bank account balance through online banking.

Sample Assessment Tasks:

Give 1 to 2 instructions to a friend on how to deposit a cheque through online banking.

Teaching Considerations

Cultural Considerations:

Many learners come from countries where banking systems work differently or where people may rely more on cash and informal savings systems.
In some cultures, learners who identify as women may not be used to having control of finances or depositing cheques. Explain that in Canada, anyone can have a bank account, and that it is good to know how to deposit a cheque.

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.such as online shopping websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Complete formatted texts online, such as 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 such as those found on online shopping websites.
Support learners in finding, navigating and using websites.
Share knowledge and strategies to ensure online safety.

Equity, Diversity, Inclusion and Indigenization Strategies:

Recognize that people who identify as women may not have had access to their own finances. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.
Recognize that issues related to economic disadvantage are often stigmatized. Instructors can: work to reduce the stigma.

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.
For some learners, there may be trust concerns with digital systems, especially Newcomers who have faced surveillance or data misuse in previous political regimes.
Some learners may come from countries where trust in banks is low due to corruption, instability, or economic crises.
Learners who have experienced or are experiencing financial hardship may find discussions of finances triggering. Avoid making assumptions about learners’ finances and when needed refer learners for further support.

Strategies:

Make sure that learners are always aware of the purpose of the activity and be ready to provide support if needed.
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:

Take a field trip to a local bank or credit union to hear about bank accounts and services at a very simple level.
Invite a financial literacy program facilitator to talk about budgeting, saving, banking, and online banking in Canada at a very simple level.

Realia:

Authentic banking websites
Simplified brochures from different financial institutions
Instructor-created cheques to create scavenger hunt activities

Units and Modules:

Lessons and Activities:

Tutela: Bank services. H5P Interactive book CLB ⅔
Tutela: Opening a bank account
Tutela: Banking Vocabulary-Reporting a Lost, Stolen or Damaged Bank Card H5P
Tutela: Using an ATM
A search of NLCG ( nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: