Learn the vocabulary and steps needed to use an ATM
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Week of Sept. 28/26
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Lesson plan overview
| Task | To learn the basic vocabulary needed to understand the steps in using an ATM |
| CLB level | CLB Stage I (CLB 1-3) |
| Delivery method | Online |
| Class size | 10-15 students (vary the number of activities according to your class size) |
| Estimated time | 1.5 to 3 hours (depending on whether you complete all parts of the lesson) |
| CLB Skills and Competencies | Speaking: Interacting with others Getting things done Sharing information Listening: Interacting with others Comprehending instructions Getting things done Comprehending information Reading: Comprehending information |
| Language focus | Learn the vocabulary needed to understand this topic. Learn about some of the verbs used in ATM transactions. Complete the optional “Part B: Building Sentences” activities below to help your students move from understanding vocabulary to using that vocabulary to create simple sentences. Use the appropriate grammar structures and vocabulary to respond personally to the reflection questions. (Encourage students to respond in full sentences.) |
| Cultural focus | Students learn about the services offered by ATMs. |
| Specific task learning objectives | Students learn vocabulary related to using an ATM. Students understand the English used during the process of using an ATM. Students learn the names of the parts of an ATM (e.g., keypad, screen, etc.). |
| ESL Directions original video (🎥) and audio (🔊) activities? | This lesson plan includes video (🎥) and audio (🔊) activities. |
| Resource attribution | ESL Directions original resources are marked below with an asterisk (*). Feel free to use these, but please give credit to ESL Directions. |
Part A: Vocabulary acquisition and practice
This is a self-contained, complete lesson plan (about 1.5 hours) focused on vocabulary.
Part B: Building sentences
Part B takes your students further by giving them some tools to build simple sentences (using the vocabulary they learned in Part A).
Use Part B if you want to focus on sentence production, teach for a longer time (1 to 1.5 additional hours), or break your lesson into two related parts.
Part C: Reflection Questions
These questions work at the end of either part A or B.
Lesson plan
Part A: Vocabulary acquisition and practice
Warm-up: Introducing the topic and defining our terms
Today, we’re going to talk about how to use an ATM.
- What is an ATM?
- Have you used an ATM?
- What words do you need to know to use an ATM?
Skill-building activities
- Using an ATM flashcards*
- Let’s listen to the vocabulary again* 🔊 (Ask students to pay attention to the pronunciation and meaning of the words. You can also ask the students to share the meanings verbally.)
Skill-using tasks
- Using an ATM 🎥 (Ask students to listen for this lesson’s vocabulary in this video about a woman using an ATM.)
- Read the text aloud and answer the comprehension questions*
- Frame sequence: Understanding ATM action words* (Read and explain each phrase. Pay special attention to the verbs used in ATM actions.)
- Identify the verbs cloze activity*
- Unjumble ATM phrases*
- Label the ATM machine*
Assessment/review tasks
- Quiz*
- Speaking cards* 🔊 (Ask students to read and explain each card.)
- Summing up using an ATM*
Part B: Building sentences
Warm-up: Introducing the topic
In this part of the lesson, we’re going to work on creating short sentences from the vocabulary we learned in Part A.
Skill-building and skill-using activities
Forming imperative verbs
Imperative verbs either tell people what to do or give an instruction.
You make an imperative by using the base form of the verb you see in infinitives, e.g., to insert, to check, to choose.
To make the imperative, take off the “to” and use the verb by itself, e.g., insert, check, choose.
- Quick guide: Forming the imperative*
- Let’s practice*
- Using imperative verbs* (A more detailed explanation that you can teach in class or send home with your students.)
Using “I would like …” in sentences
“I would like …” means the same as “I want …” but is more polite.
- Quick guide: “I would like …”*
- Let’s practice “I would like” statements with nouns*
- Let’s practice “I would like” statements with verbs*
- Using “I would like …”* (A more detailed explanation that you can teach in class or send home with your students.)
Word order in English sentences
Today, we’ll look at three important parts of English sentences.
- What is a subject?
- What is a verb?
- What is an object?
Let’s practice!
- Quick definitions: Subjects, verbs, and objects*
- Unjumble the sentences*
- Create sentences in subject/verb/object order*
- Subject/verb/object explainer* (A more detailed explanation that you can teach in class or send home with your students.)
Assessment/review activities
- Getting help at an ATM*🎥 (Watch a story using the lesson vocabulary.)
Part C: Reflection questions
- Do you feel comfortable using an ATM?
- Do you know about ATM fees? Do you only use the ATM of your own bank?
- What transactions do you do at an ATM? Examples might include withdrawing or depositing cash, paying bills, checking your balance, etc.
- Do you do online banking? Is it easy for you to understand the instructions?
- Did you use ATMs in your home country? Were ATMs different there?
- Are Canadian attitudes to money different from attitudes in your home country?
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Wordwall is a very useful interactive lesson-creation site. If you sign up for a free Wordwall account, you will be able to see our “Finance” folder, which includes ESL Directions activities you can add to your lessons.
ABOUT ESL DIRECTIONS
Kathy Garnsworthy, the creator of ESL Directions, is an ESL teacher, movie buff, constant reader, and former editor and communications pro. Now a graduate of the Teaching English as a Second Language program at the University of Manitoba and an ESL teacher in Edmonton, Alberta, she specializes in teaching online classes of beginner ESL students.
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