Detailed Sample Task: Stage I

CLB 2 - Speaking
Getting Things Done

Banking & Numeracy

Real-World Task

Using two or three sentences, make a request at a bank to withdraw some cash.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to banking and finances, as well as phrases for making requests.
Knowledge of how Canadian banks work, including the functions of a bank, such as saving money, withdrawing cash, paying bills, and so on.
Knowledge of different types of bank accounts and how to access money.

Context:

In Canada, many Canadians use ATMs or online banking, but in-person banking is still common, especially for large cash withdrawals. Open a bank account soon after arriving in Canada, to ensure you can get paid from a job or receive money from the government.
Some banks offer free financial literacy workshops, especially for women and Newcomers.
There may also be financial literacy workshops offered by a local settlement agency or library.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Basic syntax for simple statements.
Adequate pronunciation to convey basic messages.

Knowledge and Strategies

Textual and Functional Knowledge:

Convey intended purpose of an utterance through intonation, language, and body language.
Use common expressions for specific purposes (such as greeting and leave-taking).

Sociolinguistic Knowledge:

Culturally appropriate non-verbal communication strategies.
Culturally appropriate strategies to convey politeness and respect.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: How do you prefer to pay for everyday items in Canada? How does this compare to how you paid for groceries, gas, and so on in other countries in the world? Are there any items you prefer to pay cash for? When do you use a debit / credit card? If you need cash, do you use the ATM or go into the bank?
Match picture flashcards with images of vocabulary items to the words. Create a word bank for vocabulary items for banking and numeracy in the classroom.
Using replica bills, role play with a partner asking for different amounts of money asking with different denominations of bills.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Listen to a short audio making a simple request at the bank. Answer three simple true / false questions about the audio.
Review the rules for word order of simple statements, such as “I want to ask about my bank balance.” Look at a set of simple sentences and highlight the subject of the sentence, underline the verb, and circle the punctuation.
Take word card sets of jumbled simple sentences. In pairs, re-order the word cards to make simple statements / requests.
Listen to an audio of a short conversation between a customer at a bank and a bank teller. Listen again and read along with a text of the conversation. Read aloud as a class, practice matching the intonation and rhythm of the conversation. In pairs, take turns reading aloud the conversation trying to match the pronunciation of the original.
Create a set of five cards each with a one sentence request you would make at different community businesses, such as a bank, laundromat, daycare, and so on. Practice the request and then make the request to five classmates. Each time you make your request try to speak a little faster and use your cards a little less each time.
Practice asking a classmate to withdraw cash or another bank transaction using the vocabulary cards and replica bills.

Sample Skill-Using Tasks:

Role play with a classmate making a request at a local business or service centre. Switch partners and make the request again.

Sample Assessment Tasks:

Using two or three sentences, role play making a request at a bank to withdraw some cash.

Teaching Considerations

Cultural Considerations:

In Canada, polite requests in businesses usually use “please”, or “I would like…” rather than just making simple demands, such as “Give me money.” which could be seen as rude. Smiling and eye contact are common and seen as friendly. It is common for Canadians to say “thank you” even for simple help.
It is not a good idea to share your PIN (Personal Identification Number), even with a bank teller.
It is very common to have to show a bank card or photo ID at the bank in Canada.

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.
Read information from a screen.
Navigate camera and microphone
Adjust volume on device

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).

Equity, Diversity, Inclusion and Indigenization Strategies:

Recognize that people who identify as women may not have had responsibility for sharing the management of household 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.

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.
Questioning role plays can be triggering for learners who have experienced trauma. Be careful with the tone of questions in any kind of community related role play situation and make sure learners understand the purpose of the activities.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Be careful with the tone of questions in any kind of role play situation and make sure learners understand the purpose of the activities.
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 workshops or financial literacy supports.
Invite a financial literacy program facilitator to talk about budgeting, saving, banking, credit basics in Canada.

Realia:

Brochures / flyers for financial or community financial literacy programs.
Screenshots of online / simplified forms to apply for a bank / debit card.
Replica bills to encourage development of numeracy skills with denominations and values

Units and Modules:

Lessons and Activities:

Multimedia:

Tutela: ESL Image Bank: Banking & Finance
YouTube (RightStart Newcomer Services): Going to the bank
YouTube (Ellii): Going to the bank – Everyday English dialogues