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POGRAMACIÓN GENERAL

English for Banking and

FinanceCEF

__________________ÁREA DE LENGUA EXTRANJERA

INGLÉS

Programación General – English for Banking and Finance 1

English for Banking and Finance Teaching Programme

UNIT 1: MONEY MATTERS

I. AIMS- To read a bank statement- To read an introduction to finance- To listen to two phone conversations- To listen to three conversations- To listen to three experts- To speak about someone’s monthly budget- To speak about their own budget- To speak about activities important for economy- To speak about supply and demand- To speak about renting or buying a flat- To speak about institutions- To write short report about money- To write a short paragraph describing what an institution they

use offers and what is happening at the moment- To write their own budget- To explain personal banking habits- To use basic financial terms- To discuss the economy- To describe different types of financial organisations- To understand how investment banks work- To use the present simple- To use the present continuous- To use the present simple with adverbs of frequency and time

expressions- To know the form and use of articles- To know vocabulary about personal banking- To know opposites- To know the functions of financial institutions- To know expressions about investment banking- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a bank statement- Reading an introduction to finance- Listening to two phone conversations- Listening to three conversations- Listening to three experts- Speaking about someone’s monthly budget


- Speaking about their own budget- Speaking about activities important for economy- Speaking about supply and demand- Speaking about renting or buying a flat- Speaking about institutions- Writing short report about money- Writing a short paragraph describing what an institution they

use offers and what is happening at the moment- Writing their own budget- Speaking about economyLanguage reflectionsA. Language and grammar functions- Present simple- Present continuous- Present simple with adverbs of frequency and time

expressions- Articles

B. Vocabulary- Personal banking- Opposites- Functions of financial institutions- Investment banking

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about budgets- To debate about banks

CROSS-CURRICULAR TOPICSMoral and civic educationTo greet and introduce peopleTo talk about other countries with respect and interestTo debate about the crisisEducation for peaceTo respect different countriesRoad SafetyTo use the car carefullyHealth EducationTo debate about the crisis and healthEducation for equalityTo respect men and women when having what is considered non-typical positions for their sex

BASIC COMPETENCES- Communication in the mother tongue and in foreign

languages: present simple, present continuous, adverbs of


frequency and time expressions, articles, personal banking, opposites, finantial institutions. Pronunciation, intonation and stress.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ASSESSMENTI. Communication skills

- Students’ Book. Partner Files, pages 68, 69- Students’ Book. Review, page 11- Students’ Book. CD-ROM


II. Language reflections- Students’ Book. CD-ROM- Students’ Book. Review, page 11

III. Sociocultural aspects- Students’ Book. CD-ROM- Students’ Book. Review, page 11

UNIT 2: PRODUCTS IN RETAIL BANKING

I. AIMS- To read costumer information from a website bank- To read an online banking account- To read an advertisement about tips for online banking- To read a leaflet about In-company telephone training- To read an email- To listen to a conversation between a bank clerk and a new

costumer to open an account- To listen to a conversation between an online banking

costumer and a costumer adviser- To speak about online banking- To speak about training courses- To write three online banking tips- To write notes for a new employee- To find out what a customer needs and give advice- To explain online bank accounts- To give and check instructions- To compare product details- To know the form and use the modals for ability and possibility- To make suggestions and recommendations- To use the future: will, going to, present continuous- To know the form and use of sequencers- To know the superlative and comparative forms of adjectives- To know vocabulary about retail banking products- To know vocabulary and expressions about online banking- To know telephone helping words- To know product phrases - To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading costumer information from a website bank


- Reading an online banking account- Reading an advertisement about tips for online banking- Reading a leaflet about In-company telephone training- Reading an email- Listening to a conversation between a bank clerk and a new

costumer to open an account- Listening to a conversation between an online banking

costumer and a costumer adviser- Speaking about online banking- Speaking about training courses- Writing three online banking tips- Writing notes for a new employee- Explaining online bank accounts- Comparing product details

Language reflectionsA. Language and grammar functions- Modals for ability and possibility- Making suggestions and recommendations- Future possibility and ability: will, be able to- The imperative- Sequencers- Present continuous for future- Comparative and superlative adjectives

B. Vocabulary- Retail banking products- Online banking- Telephone helping words- Product phrases

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming- To think and talk about the future- To debate about customer needs

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisConsumer educationTo debate about consumerism


languages: the future, comparative and superlative


adjectives, modal verbs, sequencers. Pronunciation, intonation and stress.










II. Language reflections


- Students’ Book. CD-ROM- Students’ Book. Review, page 19


UNIT 3: PERSONAL LOANS AND CREDIT

I. AIMS- To read information from a bank intranet- To read a leaflet about a multi-function card- To read a FAG web page- To read a checklist for new employees- To read a mortgage application- To listen to a radio spot- To listen to two conversations- To listen to a trainee retail banker talking about a customer’s

account- To listen to a conversation- To speak about credit cards- To speak about the Champion Card- To discuss a leaflet- To speak about the pros and cons of an application- To speak about credit- To agree and disagree politely- To ask for and give information- To explain terms of mortgages- To know the form and use of the zero conditional- To know the form and use of the first conditional- To know the modals for obligation, necessity, prohibition


- To know the modals for possibility and permission- To know vocabulary about credit and debit cards- To know vocabulary about borrowing money- To know vocabulary about mortgages - To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading information from a bank intranet- Reading a leaflet about a multi-function card- Reading a FAG web page- Reading a checklist for new employees- Reading a mortgage application- Listening to a radio spot- Listening to two conversations- Listening to a trainee retail banker talking about a customer’s

account- Listening to a conversation- Speaking about credit cards- Speaking about the Champion Card- Discussing a leaflet- Speaking about the pros and cons of an application- Speaking about credit- Asking for and giving information

Language reflectionsA. Language and grammar functions- Zero conditional- First conditional- Modals for obligation, necessity and prohibition- Modals for possibility and permission

B. Vocabulary- Credit and debit cards- Using credit cards- Borrowing money- Mortgages

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming- To think and talk about cash and/or credit cards- To debate about mortgages

CROSS-CURRICULAR TOPICS


Moral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisConsumer educationTo debate about consumerism


languages: conditionals, modal verbs, cards, mortgages. Pronunciation, intonation and stress.







- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English


Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.





UNIT 4: ISLAMIC BANKING

I. AIMS- To read an article about Islamic banking- To read index cards about Islamic banks- To read a leaflet about corporate products- To read a conversation in a webinar- To speak about Islamic banks- To speak about past habits


- To listen to a lecture- To listen to a customer of First Bank- To listen to three costumers talking about their needs- To write an email- To explain the regulations of Islamic banking- To compare Islamic and non-Islamic banking- To use the past simple- To use used to- To use the past continuous- To use modals in the past- To know word partnerships- To know banking verbs- To know Islamic corporate banking terms- To know the background of Islamic banks- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading an article about Islamic banking- Reading index cards about Islamic banks- Reading a leaflet about corporate products- Reading a conversation in a webinar- Speaking about Islamic banks- Speaking about past habits- Listening to a lecture- Listening to a customer of First Bank- Listening to three costumers talking about their needs- Writing an emailLanguage reflectionsA. Language and grammar functions- Past simple- Used to- Past continuous- Modals in the past

B. Vocabulary- Word partnerships- Banking verbs- Islamic corporate banking terms- Background of Islamic banks

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming


- To think and talk about Islamic banks- To compare Islamic and non-Islamic Banks

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisConsumer educationTo debate about consumerismEducation for peaceTo show respect for other countries


languages: past simple, used to, past continuous, modals in the past. Word partnerships, banking verbs. Pronunciation, intonation and stress.






- Cultural awareness and expression which involves appreciation of the importance of the creative expression of


ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).







UNIT 5: THE STRUCTURE OF A BANK

I. AIMS- To read a brochure about jobs in a bank- To read an organogram- To read an article about the changing world of banking- To listen to people talking about their departments- To listen to a talk- To speak about bank departments- To speak about themselves and about their companies- To speak about deposit accounts- To speak about banking jobs, responsibilities and tasks- To write three statements- To describe the work in different departments of a bank- To explain the hierarchy in a bank- To know the form and use of prepositions- To know the use of gerunds and infinitives after verbs- To use the future forms and the past simple- To use the present perfect- To know verb-noun partnerships- To know job titles and departments- To know presentation words- To know vocabulary about historic banking- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading a brochure about jobs in a bank- Reading an organogram- Reading an article about the changing world of banking- Listening to people talking about their departments- Listening to a talk- Speaking about bank departments- Speaking about themselves and about their companies- Speaking about deposit accounts- Speaking about banking jobs, responsibilities and tasks- Writing three statementsLanguage reflectionsA. Language and grammar functions- Prepositions- Gerunds and infinitives after verbs- Future forms and past simple- Present perfect


B. Vocabulary- Verb-noun partnerships- Job titles and departments- Presentation words- Historic banking

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming- To think and talk about banks- To know the departments of a bank

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisTo debate about banksConsumer educationTo debate about consumerism


languages: prepositions, gerunds and infinitives, future and past, present perfect, job titles and departments. Pronunciation, intonation and stress.




- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of


social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;









UNIT 6: FINANCE IN COMPANIES

I. AIMS- To read guidelines for bank advisers- To read a balance sheet- To listen to a radio interview- To listen to six numbers and write them down- To listen to people talking about getting a loan or not- To speak about running a small business- To speak about balance sheets- To speak about mathematics- To speak about problems- To speak about cash flow statements and income statements- To write a short report about an income statement- To discuss cash flow issues- To describe assets and liabilities- To understand an income statement- To show the cause of a problem and its effect- To know the form and use of quantifiers- To know the passive forms of verbs- To know the modals of speculation- To know how to express cause and effect- To know cash flow words- To know large numbers- To know mathematical formulas- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading guidelines for bank advisers- Reading a balance sheet- Listening to a radio interview- Listening to six numbers and write them down- Listening to people talking about getting a loan or not- Speaking about running a small business- Speaking about balance sheets


- Speaking about mathematics- Speaking about problems- Speaking about cash flow statements and income statements- Writing a short report about an income statementLanguage reflectionsA. Language and grammar functions- Quantifiers- Passive forms- Modals of speculation- Cause and effect

B. Vocabulary- Cash flow words- Large numbers- Mathematical formulas- Cash flow statement

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming- To think and talk about banks- To show interest in Mathematics- To think and talk about getting loans- To show interest in small businesses- To debate about cash flows and income statements

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisTo debate about small businesses and the crisisConsumer educationTo debate about consumerism


languages: quantifiers, passive forms, modals of speculation, cause and effect, cash flow, large numbers, mathematics. Pronunciation, intonation and stress.



UNIT 7: CORPORATE BANKING

I. AIMS- To read information about corporate values- To read a letter- To read a formal explanation- To listen to a conversation with the head of the department of

the corporate banking department- To listen to three conversations- To listen to a banker- To listen to a conversation about loans- To speak about objects that bank offers to corporate clients- To speak about what they would do in different situations- To speak about the differences between loans, credit lines a

leasing agreements- To write a letter to a customer as if they were bankers- To make suggestions to solve clients’ problems- To discuss corporate product solutions- To formulate a loan modification strategy- To discuss voluntary bankruptcy and legal proceedings- To use the second conditional- To use the second conditional with modals- To make suggestions and recommendations- To use the past simple - To use the present perfect


- To know corporate products- To know verb-noun partnerships- To know word partnerships- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading information about corporate values- Reading a letter- Reading a formal explanation- Listening to a conversation with the head of the department of

the corporate banking department- Listening to three conversations- Listening to a banker- Listening to a conversation about loans- Speaking about objects that bank offers to corporate clients- Speaking about what they would do in different situations- Speaking about the differences between loans, credit lines a

leasing agreements- Writing a letter to a customer as if they were bankersLanguage reflectionsA. Language and grammar functions- Second conditional- Second conditional with modals- Making suggestions and recommendations - Past simple- Present perfect

B. Vocabulary- Corporate products- Verb-noun partnerships- Word partnerships- Debt

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming- To think and talk about banks- To think and talk about loans, credit lines a leasing

agreements

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisTo debate about debt


Consumer educationTo debate about consumerism


languages: second conditional, modals, suggestions, recommendations, past simple, present perfect. Partnerships. Pronunciation, intonation and stress.













UNIT 8: CENTRAL BANKS AND BANKING REGULATIONS

I. AIMS- To read forum posts on central and national banks- To read an article about liquidity and the business cycle- To read some headlines from financial newspapers- To read an extract from the annual report- To speak about central banks- To speak about their job or the job they would like to have- To describe the economic situation- To speak about what they have been doing for the last month


- To speak about the regulations for banks - To speak about the problem of liquidity- To speak about sales- To listen to an investment manager talking to a journalist about

the economy- To write a short report on the problems facing the bank today- To write a paragraph describing a graph- To talk about central banks and their functions- To explain the business cycle- To discuss regulations and risk- To describe graphs- To know the form and use of the gerund as subject and object- To use the present perfect continuous- To know the form and use of the defining relative clauses- To know the different parts of speech- To know vocabulary about central banking- To know vocabulary and expressions about the business cycle

and liquidity- To know the regulations- To know adjectives and adverbs describing change- To improve the pronunciation of the English Language- To improve the intonation of the English Language

II. CONTENTSCommunication Skills- Reading forum posts on central and national banks- Reading an article about liquidity and the business cycle- Reading some headlines from financial newspapers- Reading an extract from the annual report- Speaking about central banks- Speaking about their job or the job they would like to have- Speaking about the economic situation- Speaking about what they have been doing for the last month- Speaking about the regulations for banks - Speaking about the problem of liquidity- Speaking about sales- Listening to an investment manager talking to a journalist

about the economy- Writing a short report on the problems facing the bank today- Writing a paragraph describing a graph- Speaking about central banks and their functions- Speaking about regulations and riskLanguage reflectionsA. Language and grammar functions- Gerund as subject and object- Present perfect continuous- Defining relative clauses- Parts of speech


B. Vocabulary- Central banking- Business cycle and liquidity- Regulations- Adjectives and adverbs describing change

Sociocultural Aspects- To show interest in economy- To think and talk about the crisis- To debate about consuming- To think and talk about central banks- To think and talk about loans, credit lines a leasing

agreements- To debate about the banking regulations

CROSS-CURRICULAR TOPICSMoral and civic educationTo think and talk about customer obligations and rightsTo debate about the crisisTo debate about banking regulationsTo think and talk about central banksConsumer educationTo debate about consumerism


languages: gerunds (subjects and objects), present perfect continuous, defining relative clauses, parts of speech, central banking, regulations, adverbs and adjectives describing change. Pronunciation, intonation and stress.




- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life.


It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;









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