Topic VI: Money

UNIT FOCUS: This topic introduces the currency of the host country. Money is practiced again in other topics: Food Shopping; Clothing Shopping; Food: Restaurants; Housing: Finding a Place to Live; Transportation and Communication Systems. This topic also includes Banking competencies to help students learn the language to cash checks and, where appropriate, to open a bank account and use banking services.

6.1 Identify currency by name, value.

Situation: in shopping situations; cashing a check

FUNCTIONS:	ENGLISH LANGUAGE SAMPLES:
- identifying	(names of bills, coins)
	(numbers)

Presentation:

- Numbers: Review numbers, using activities suggested in Topics l and 2. Teach numbers to 1000.

- Coins and Bills: First show students the paper currency and see how many bills they can identify. Divide students into groups and give each group a pile of paper money (you can make play money). Call out an amount of money.

Each group must show you that amount. Then show students the coins. See how many coins the students can identify. Call out amounts of money and have the groups of students show you the coins to equal that amount. Finally call out combinations of paper money and coins and have groups of students show that amount.

Practice:

- Money Cards: Make cards with pictures of coins and bills on them. In pairs or groups, one student shows a card. The other students say the amount that is on the card. They can also try to write the amount without speaking.

- Count the money: Give each student a pile of coins and bills. Have students count the money and tell you how much they have. Change the amounts and repeat. Or put a big pile of money on a table. Call out an amount. Two students go to the table; the one who finds the amount first wins.

- Games: (see General Activities): Play Tic Tac Toe; Bingo; Run and Touch, Concentration, Spinners, Magic Cubes, etc. with money.

- Give Me Money: Seat students in pairs in a row parallel to the board, so that one student in each pair is facing the board and the other has his back to it. Give the students who can't see the board a pile of money. Tell them not to turn around. Write an amount of money on the board without talking. The student in the pair facing the board says, "Give me (amount of money)," reading the amount from the board. The student with the money gives him the proper amount. Practice with different amounts. Then have students switch positions.

Prices: Put out pictures of food items (already studied in Topic IV). Put a price on each picture. Ask students to choose an item and read the price aloud. Give each student a different amount of local currency. Ask them to write down the food items they could buy with that amount of money.

6.2: Compare currency to U.S. money

Situation: shopping;, cashing a check

- comparing	X amount of host country money
	equals X amount of U.S. money.

Presentation/Practice:

- Equivalents: Write an amount of U.S. money on the board. Give each student bills and coins of the host country currency. Have them find the amount of host country money equivalent to the U.S. currency.

6.3 Locate place to cash check/money order.

Situation: with host family; on the street

- inquiring	A: Where's the bank/money changer?
	B: It's on Main St./over there/near
- locating	the market.
	- Go one block. Turn right/left.
- giving directions	- It's on the corner.
	A: Where can I cash a check?
	A: When is the bank open?
	B: It's open from 10:00 to 3:00.

Presentation:

- City Map: (see General Activities) In the Housing Unit, students may have made a map of the city. Have students locate the banks on this map and point out their location. Have students ask each other: "Where's the bank?" Other students respond, "It's near the (market)." or "It's over there." or "It's on Main street."

- Giving Classroom Directions: Ask for a volunteer to come to the front of the room. Tell him that you will give directions and you both will follow your directions together. Then while saying the directions, walk with the student around the room: for example: "Go straight. Turn left." Then ask other students to follow your directions.

- Giving Directions On A Map: Using the map of the town, use your fingers (or a small doll) to demonstrate walking down a street. Have a student ask, "Where's the bank?" As you move your fingers (the doll), say "Go one block. Turn right/left. The bank is on the corner of Main Street and First Street."

- Cummings Device- Banking Hours: (see General Activities) Teach the banking hours dialogue using a Cummings Device:

When is the bank open?	1. 9:00,10:00, 8:00
It's open from __1__ to __2__.	2. 2:00, 3:00, 4:00

Practice:

- Directions: Move the location of the bank around on the large city map. Have students practice giving directions to each other in response to the question
'Where is the bank?'

- TPR: (see General Activities) Set up the desks in the classroom to represent streets in a town. Leave spaces between sets of desks to signify blocks. Tell the class that the rows are streets with blocks. Give directions and have students follow your directions. Then have students give each other directions. For example: "Go straight. Turn right. Walk two blocks."

- Fluency Square-banking hours?: Use the Fluency Square technique (see General Activities). Make a grid on the board such as the following:

	OPEN	CLOSED
Main St. Bank	9:00	3:00
State St. Bank	10:00	4:00

Ask the class questions such as:

What bank is open at 9:00?
What bank is closed at 4:00?
What bank is open from 9:00- 2:00?
When is the Main Street Bank open?

Use:

On the street: Have students go outside the classroom and each ask 2 people on the street "Where is the bank?" Have students record the responses and then report back to the class. Different ways to give directions can be recorded on a wall chart (see General Activities).

Banking Hours: Have students visit nearby banks and record the hours. Have students note where they find the hours (on the door, inside, by asking).

6.4 Cash a check/money order.

Situation: at a bank; money changer

(note: the language will vary here depending on the procedure for cashing a check in the host country)

- making a request	A. I'd like to cash a check.
- asking for information	B. Do you have identification?
- following instructions	A. Yes, here's my passport.
	B: Sign here.
	B: Here's your money.
- expressing gratitude	A: Thank you.

Presentation:

- Dialogues (see General Activities): Present check cashing language in the form of a dialogue. Have students practice the language.

- Action Sequence: Cashing Check (see General Activities): Go through the steps in cashing a check. Have students follow your directions.

Practice:

- Role Play: At the Bank. (see General Activities): Have several students be bank tellers and the rest of the students be customers. Give each customer a check to cash. Give tellers currency. Have students practice the language needed to cash a check.

Use:

Field Trip - A Visit to a Bank: (see General Activities): Go to a local bank.

Students who have checks to cash can practice the dialogue in a real situation.

6.5. Open a back account 6.6 Use a bank account

Situation: at a bank

- inquiring if something is possible	(The language here will vary based on
- following instructions	the host country's system of banking
	and the specific procedure for opening
	and using bank accounts)

Presentation:

- Dialogues (see General Activities): Develop dialogues using the language needed to open/use a bank account.

Practice:

- Role Plays: (see General Activities) The teacher or more advanced students should take the role of the bank manager. The rest of the students should practice language needed to open/use a bank account.