vettorazzi catia lessonplan -...

Author: Catia Vettorazzi

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BANK MONEY: WRITING A PERSONAL CHEQUE/CHECK SCHOOL

High - Professional School

C.F.P. Enaip – Via Giamaolle, 15 38°50 BORGO VALSUGANA TN

Qualifica di Operatore ai Servizi di Vendita

YEAR / CLASS

II CLASS

16 Students: aged between 15 and 17 years old, including 1 foreign student

First experience of CLIL

SUBJECT : ECONOMICS

TOPIC:

PAPER SETTLEMENT INSTRUMENTS - BANK CHEQUES

WRITE AND USE A BANK CHEQUE


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CLIL LANGUAGE USED

ENGLISH: use 90% of L2 language

Teacher / Teaching team profile

Teacher’s role:

Main Teacher

Subject taught: BANK MONEY

Student group profile (general)

CEFR Level: o A1 o B1

o A2 o B2

o C1 o C2

No Experiences of CLIL Other mother tongue Migrant Background

Timetable fit Two hours Lesson of 60 minutes

Previous lessons: 20 hours Module about PAYMENT INSTRUMENTS

The origins of the banknote, the merits of the banknote, activities of the central bank, bank account. Paper Payment for purchases: money, promissory note.

Future lessons: Making a credit transfer, payment cards, debit cards, credit cards, prepaid cards, the latest technologies


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Resources & tools

Materials used: Bentley K., “The TKT Course – CLIL Module”, Cambridge University Press, Cambridge, United Kingdom. Devastato M., “Start-up Economia aziendale”, Scuola &Azienda, Bergamo, 2015. Use of CLIL Glossary. Astolfi E., Vivere l’Azienda Oggi”, Tramontana, 2014. Adapted material, suitable to use with the class and delivered in photocopies. Web Sites: https://www.bancaditalia.it/pubblicazioni/quaderni-didattici/money-istruments/Money-and-other-payment-instruments-Web.pdf. Adapted material, suitable to use with the class and delivered in photocopies. https://www.youtube.com/watch?v=dIZWqIv_flA. Downloaded MP4 Audio File http://www.wikihow.com/Write-a-Check


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Students’ prior knowledge, skills, competencies

Subject Language Sales contract, obligations for the contracting parties. Elements of the sales contract: package, delivery, payment. Billing of merchandise and services, Delivery note, invoice content, Valued Added Tax (VAT)

Italian Language with some elements of Business English

Learning Outcomes expected for this lesson

Know (write these on the board) § About a personal cheque § About how to fill in a personal cheque Be able to:


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§ Define a personal cheque (identify and locate every part) § Write a personal cheque (determine, fill in and control the writing because banks can refuse payment if even

only one element is missing) § Suggest a payment instrument and develop opinions.

4 CS PLANNING GRID CONTENT

COGNITION

CULTURE

COMMUNICATION

Bank cheque

Knowledge: identification and recall of information. Writing a personal cheque (identify and locate every part) Application: use of facts, rules and principles. Writing a personal cheque (determine, fill in and control the writing because banks can refuse payment if even only one element is missing) Synthesis: combining an idea to form a new whole. Writing a personal cheque (plan and suggest other types of payment instruments)

Improve citizens’ financial knowledge Help learners make informed decisions

Interaction and speaking in group work


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Methodology

How the teacher in a particular lesson manages to integrate language and content

1. The teacher presents the topic and gives a picture of a bank check. The teacher discusses with learners the photocopies including the image and writes on the board a scheme to define the subjects involved.

2. They watch a short video on the compilation of a bank check.

https://www.youtube.com/watch?v=dIZWqIv_flA

3. The teacher proposes a practical exercise with flashcards to be carried out in pairs.

4. The teacher proposes an analysis activity: learners try to complete the paragraph with the missing words, provided below. This is an individual task.

5. Write a check based on the exercises given by the teacher. Pairwork.

6. Simulation of a real situation: there are two people, a customer and a bank employee, the customer goes to

the bank and asks for information on how to fill in a bank check.


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Activity Activity aims Activity

Procedure Language Interaction Materials (please

cite all sources) Timing Assessment

1

Revision of the argument

Introduction to the

lesson and explanation

Start- Activating prior knowledge- The teacher introduces the topic through a brainstorming task using a word map. The teacher presents the topic and gives a picture of a bank check. The teacher discusses the cards with the learners including the picture and writes on the board a scheme to define the subjects involved.

English 100%

Vocabulary: Types of payment instruments Reading: understand economic text of liv B1, be able to identify specific information (scanning for information) and be able to classify the information found in the text. Word level: key vocabulary on board Learning style: Visual learner

Whole class

Material prepared by the teacher and recorded on the board. Picture downloaded from: https://www.bancaditalia.it/pubblicazioni/quaderni-didattici/money-istruments/Money-and-other-payment-instruments-Web.pdf

30 minutes

Remembering and identifying. Regular monitoring of classroom performance and contribution (Check the work done so far)

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Revision of the argument and introduction to the lesson:

PAYMENT

INSTRUMENTS

ELECTRONIC PAPER

MONEY CHEQUES PROMISSORY NOTE

BANKTRANSF ER

RiBa

ADUE

MAV

PLASTIC MONEYDEBIT CARDCREDIT CARD

PREPAID CARD

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The teacher presents the topic:

THE BANK CHEQUE/CHECK

A bank cheque is a payment instrument that orders a bank to pay a specific amount of money from a person's account to the

person in whose name the cheque has been issued.

The person writing the cheque, the drawer, has a transaction banking account (also called current account) where his/her

money is held. The drawer writes the various details including the monetary amount, date, and a payee on the cheque, and

signs it, ordering his/her bank, known as the drawee, to pay that person or company the amount of money stated.

Both the drawer and payee may be natural persons or legal entities.

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The four main items on a cheque are

1. Drawer, the person or entity who writes the cheque

2. Payee, the recipient of the money: the person or company you are sending the check

3. Drawee, the bank or other financial institution where the cheque can be presented for payment

4. Amount, the currency amount

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DELIVER A CHEQUE

ORDER TO PAY PAY THE CHEQUE

CUSTOMER

THE DRAWER

THE BANK

THE DRAWEE

BENEFICIARY

THE PAYEE

1 2

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Example: look at this check and describe the four items.

Drawer:

______________________

Payee or Beneficiary:

______________________

Drawee:

______________________

Amount:

______________________

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2

Learn how to write a check

The class watches a short video, with English subtitles, on the compilation of a bank check.

English 100%

Listen to and follow instructions Learning style: auditory learner.:

Whole class

Video is downloaded from: https://www.youtube.com/watch?v=dIZWqIv_flA

10 minutes

Listening Comprehension Regular monitoring of classroom performance and contribution Peer assessment

The teacher suggests watching a video on how to write a cheque.

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3

Explain the context and teach vocabulary.

The teacher proposes a practical exercise with flashcards.

English 100% Sequence events in order Learning style: Kinaesthetic learner

Pairwork

Material prepared by the teacher, images downloaded from: http://www.wikihow.com/Write-a-Check

20 minutes

Application Observe working methods and check the result. Be able to collaborate in groups.

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Match the sentences with the correct picture

A. WRITE THE DATE ON THE LINE IN THE UPPER RIGHT HAND CORNER.

B. WRITE THE NAME OF THE RECIPIENT,

(THE PERSON OR COMPANY YOU'RE SENDING THE CHECK).

C. WRITE THE AMOUNT OF THE CHECK.

WRITE THE EXACT AMOUNT, USING DOLLARS AND CENTS. IF THE CHECK IS FOR TWENTY DOLLARS, WRITE "20.00."

D. WRITE THE MONETARY AMOUNT OF

THE CHECK IN WORD.

E. SIGN THE CHECK ON THE LINE IN THE BOTTOM RIGHT CORNER. YOUR CHECK WILL BE INVALID IF IT IS NOT PERSONALLY SIGNED.

F. FILL OUT THE MEMO SECTION ON THE

BOTTOM LEFT OF THE CHECK. THOUGH THIS PART OF THE CHECK IS OPTIONAL, IT CAN BE HELPFUL TO WRITE A NOTE TO YOURSELF OR THE RECIPIENT TO REMEMBER WHAT THE CHECK IS FOR.

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4

Revision vocabulary and concepts

The teacher proposes an Analysis activity: a cloze test. Learners try to complete the paragraph with the missing words, provided below.

English 100%

Reading and writing: Understand a level B1 economic text, be able to identify specific information and to use and understand the content. Word level: key vocabulary on board Learning style: Kinaesthetic learner

Individual work. Adapted material, delivered in photocopies.

10 minutes

Application Continuous and Formal assessment: Observe working methods (efforts, attention, concentration , interest) and check the result.

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Complete these expressions with the word from the box. A bank cheque is a credit ____________ whereby somebody that

has funds available in his __________ orders the ______ to pay a

given amount to somebody else.

There are three parties to a bank cheque:

1. the __________, that is a current account ______ that

___________a cheque on a bank ___________a certain

amount;

2. the _________, that is the subject that receives the

_______ to pay a certain amount;

3. ________, that is the subject in _______ of whom the

cheque was issued.

A bank cheque cannot be drawn for an amount exceeding the

bank _________, i.e. the funds available on the current account;

cheques drawn for __________ amounts are not covered and

known as __________ cheques.

Bad cheques entail serious penalties and enforcement proceedings against the assets of the drawer.

§ Dishonoured § Bank § Payee § Current account § Draws § Favour § Endorsed § Order § To pay § Balance § Higher § Holder § Instrument § Drawer § Drawer § Drawee

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Personal cheque Requires the existence of a current account and is written by the ..................

who ................ the bank to pay the ..............

instructs – drawer – payee

Data

Cheques can be …............. within eight or fifteen days depending on whether the …............. is the ….............. as the drawer

place of payment - same – cashed

Drawer The person writes the various details including the…………., ……….., and

a ………….. on the cheque, and signs it.

payee - monetary amount – date - payee

Payee The person who may either …............. a cheque at the bank which issued it,

at the drawer's bank or …................ it in his own current account

cash – depositing

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5

Write a cheque

Write a check based on the exercises proposed by the teacher.

English

100%

Individual

work

Material prepared by the teacher.

20 minutes

Application Formal assessment

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Read the instruction and fill in the blank cheque according to the materials learned. Mrs Julie Smith, who lives in Milan, has to pay her dentist, Dr. Mary Marlin, for an amount of EUR 342,00. She has the account (no. 123456) at the bank Mediolanum headquartered in Milan She decides to write a bank cheque on March 3, 2016

BLANK CHEQUE

Mrs. Maria Rossi buys, on April 12, 2016, a dress at the Fashion Outlet, located in Rovereto. She decides to pay for the dress, which costs 560.00 EUR, with a personal check. Maria has an account (no. 345678) at the bank Unicredit headquartered in Milan.

The store Tuttofrutta snc, located in Trento, has to pay an invoice (no. 34 of March 12, 2016) with an amount equal to 1.235,00 EUR. It decides to pay his Supplier, the wholesale of Trento Fruit and Vegetables, writing a bank cheque for the total amount. The shop has an account (no. 789012) at the bank Cassa Mediolanum headquartered in Milan She decides to write a bank cheque on April 10, 2016.

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Communicative activity: Talk about how and when you could use a cheque

Simulation of a real situation: there are two people, a customer and a bank employee. The customer goes to the bank and asks for information on how to fill out a bank check. The teacher films a video of two working groups (random selection) and then all the class watch the video.

English 100%

Interaction: know how to discuss with the group showing ability to summarize what they ask, know how to express information and know how to argue one’s position. Communicative functions: describing facts, asking and answering questions.

Pair work A video camera provided by the school

30 minutes

Evaluation Creative thinking Reasoning Continuous assessment. Formative assessment, peer and self-assessment. Evaluate the different aspects: linguistic, technical, professional, using an evaluation grid prepared by the teacher. Learners could assess the level of learning outcomes they achieved. Be able to collaborate in groups. Participation

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