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In this lesson, students will learn several transactional words and phrases connected with visiting a bank in the UK. The idea of lexis lesson focusing on transactional situations is to help students overcome difficulties that they may face in English-speaking countries as EAL speakers. In this lesson students will perform a matching task to grasp the meanings of the words, and their understanding will be checked with a gap fill exercise. They will then interact with the language in natural conversation through a kinaesthetic organisation task, followed by a freer practice for them to experiment with the new language.
This lesson follows a TTT (Test-Teach-Test) format. This kind of lesson format can be effective with new classes to help gauge their ability levels, but you need to be especially attentive towards the start of the lesson, as some students may lack the confidence to experiment with language. With a decent language focus section, this will work with A2 / Pre-Intermediate, but an extended freer practice (dialogue development) section also means it would be effective with low-B1(Intermediate) groups.
Learning Objectives (By the end of the class, students will be better able to...)
Understand and Apply language specific to the context of being in a bank
Use target language to Create real-life conversation scenarios in the transactional context of a bank
Required Materials
Printer
Scissors for cut-up exercise
Procedure
Warmer (5 minutes)
Split class into 2 or 3 teams. Give them 90 seconds to draw a picture of a bank and populate the picture with as much related vocab as possible. Groups then hold up their drawings and T judges winning team. Useful vocab can go on the vocab section of your board.
Test (5 minutes)
Ask students to volunteer reasons to visit a bank and write down the reasons they come up with. Then, tell them you are going to test their vocab and give Activity 1. Allow pair work / peer correction, then work through the answers as a class.
Language Focus (10 minutes)
Get the phrases on the board and go through the "teaching" section of the lesson.
Some things to look for with Form:
Withdraw FROM
Deposit INTO
Exchange rate FROM x TO y
SET UP / CANCEL a direct debit
Some things to look for with Pronunciation:
dɪˈpɒzɪt (deposit)
wɪθˈdrɔː (withdraw)
iksˈtʃeɪndʒ (exchange - highlight the "iks" sound at the start)
ˈsteɪpmənt (statement - highlight the schwa and, with B1 groups, the assimilation of t to p)
Controlled Practice (10 minutes)
Activity 2 is aimed at testing a) understanding and b) helping with an appreciation of form and collocation. Get the students to work alone to start with, then peer share before feedback. Get volunteers to read out the sentences and note down any other useful language (see activity 4 for ideas)
Controlled Practice 2 (10 minutes - can be omitted with A2 groups)
Depending on time/class level (shorter length classes or lower level groups might struggle), use Activity 3. Cut up the sentences and give them out to pairs as a bundle.
For A2 students, give two bundles, one for each conversation
For B1 students, jumble both conversations together and let them sort them out. You could also use both methods for differentiation with a mixed-level class
T monitors and gives pointers as necessary. Allow pairs a couple of minutes to confer with other pairs before taking answers as a group
If there is time, get pairs to "perform" the two conversations - this leads nicely into the freer practice.
Freer Practice (25 minutes)
In pairs, students are to create a duologue according to the instructions on Activity 4. Give plenty of assistance, allow questions/requests for extra vocabulary, and board as necessary. Students must write down their conversations.
Differentiation: Stronger pairs can make two contrasting conversations / include a complaint for a longer conversation
Get some volunteers to perform their conversations.Other students can listen for use of target language and note down the examples and any collocations. Correct as necessary.
Feedback (10 minutes)
Hide the language focus from earlier in the lesson and ask students to recall the target language and selected MPF items.
Follow up / Extension
This lesson can follow into a lesson on telephone conversations to customer services, or the language of complaint. It can also be used as a contextual setting for lessons on backshifting for politeness for high B1 / low B2 classes.
