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Main focus: Annual fees and interest rates are the main deciding factors. Steer students to focus more on these by pre-teaching their meanings. Meanings may vary by student country of origin. Blurbs may be confusing and distracting; annual fees and interest rates are straightforward.

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Before reading, view vocabulary related to general banking terms, credit cards, bank services, and formulaic expressions used in banks. Class discussion, comprehension check on prior knowledge, facilitates the reading to follow

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You are teaching an awesome LINC 4 class! Score! LINC is a theme-based curriculum, and this week, Banking is your topic. Score again! You have found two great authentic resources to include in your lessons. However, you are not entirely certain how you will adapt them for teaching.

1. Reading resource: Best TD Credit Cards in Canada | TD Canada Trust

2. Listening resource: https://youtu.be/8BW6FpXokQ8

With your group, review the two resources above. Then, in the Padlet, come up with one lesson activity idea for each resource that you could use to incorporate it into your week's lesson. If your group decides that you want to do some sort of comprehension, provide a minimum of 2 comprehension questions you would ask. Remember that your students are in CLB 4.

Link to CLB document: Canadian Language Benchmarks,language-benchmarks.pdf

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Part 1: Ranking Activity

Students will rank the cards together as a class from most affordable to least affordable to own, based on annual fees and interest rates.

Reason: Some students may not be familiar with interest rates and the impact they may have on their finances.

Part 2: Group Discussion

1. Which cards would be best for...

Students

Personal

Business

2. Which part of the range do these cards appear on?

3. Would it be smart for a student to get a card with a high annual fee and a high interest rate? Why or why not?

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1. Warm up question

- Do you have a bank account?

- What bank do you use?

2. Learning vocabulary

: Checking/Saving account, Annual fee, monthly interest, e-transfer, online banking, cash advance

3. Find information

- Warm up question: What are the two ways to apply for TD Credit Card? (Answer: Visit a TD Branch in person or apply online.) What legal documents do you need to open a bank account?

- Teachers share the link of TD credit card web site.

- Discuss how to download TD app.

- Ask students what information they need to complete the application.

- Let students browse the web site and find the answer.

- Share the answer (Full legal name and date of birth, Home address, phone number and email address, Information about employment status, Gross annual income, Residential status)

- Ask students "What are the 5 features TD card offer?"

- Share the answer Cash Back/Aeroplan points/TD Travel Rewards/No annual fee/Low rate.

4. Closing questions

After they're done with browsing and answering questions. Teachers ask "What type of card do you want? Personal/Business/Student?"

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Discussion: "Do you use a credit card? Why or why not?"

Introduce key vocabulary: credit card, upgrade, financial tool, cashback, annual fee, rewards.

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Create a table with the card names as the column names and the row names are features: Annual rate, Interest rate (APR), rewards program, cash back, travel benefits, and sign-up offer. as students watch the video they will fill in the table.

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Have students watch the video and then pose listening comprehension questions to them such as;

“Which card would you choose?”

“Is the Simplii Cash Back Visa Card the best CIBC credit card?”

“Which card is better for someone who wants to save money?”

“Is the CIBC Aventura Visa Card the best option?”

“Why does the man prefer the Aeroplan card to the Aventura card?”

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Part 1: Both students listen to the video

Part 2: Students have a discussion roleplay in which one student is a bank associate and the other is looking to sign up for a credit card. They should have a conversation ot uncover the credit card signee's needs and lifestyle, which the bank associate will use to suggest a credit card. The students swap roles after they are finsihed.

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Reading Comprehension (Activate of an ESA):

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Reading Comprehension (Activate of an ESA):

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Ask the students to read the credit card information provided on the website and then select the credit card they would choose from the list provided, Then have them provide three reasons (in short sentences) why they selected the card they did. Make sure as an instructor that you have previously addressed what is meant by the different interest rates and the annual fee, this would make the activity purpose based on both student output and as a way for the instructor to check their comprehension of the lesson.

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Before we start the reading, we will start with some warm up questions such as:

"What is a credit card?"

"Why do people use credit cards? What should you and should not do with a credit card?"

"If you had a credit card in your home country, how did you use it?"

Then we would present the vocabulary that they would see on the document:

credit card, how it differs from a debit card, reward points, cash back, over limit fees.

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The class would then be instructed to do a small role-play based on the reading:

Roleplay activity, "what would be the most useful account for me in this situation"

Student One: “I would like a credit card”

Student Two: “What type of card would you want?”

Student One:“Which card would suit me, I am a _____” Personal account, business account, student,

Student Two: “Would you like a card with cash back or areoplan points?”

Student One: “Do you have a card with no annual fee?”

Student Two: “Let me look, that would be this card ____”

During this the students would comb through the website to find a card that would suit the needs of student one, then they would discuss why and switch.

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1. Tell students that they're going to watch CIBC credit card introduction video. And they need to choose which bank they will use.

2. Have students watch CIBC credit card introduction video.

3. Have a group activity to compare 2 banks and discuss what students will choose.

4. Each groups share their opinions.

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1. warm-up: How many of you have credit cards?

What is a credit card? What features do they have? How do you apply for a credit card?

2. Hand out the credit card applications, and ask students to identify unknown vocabulary. Have the students write the words on the whiteboard.

Vocabulary practice:

1. use H5P to identify the definition, match the words to the definitions.

2. Ask those students who have financial background to explain new vocabulary to the class.

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For this we would ask comprehension questions about the video:

1. What is one feature of the Adventure card?

2. What is one important feature of the Costco card?

3. Did the video creator think that the DIVIDENDS VISA card worth it? Why or why not?

4. Which company has the best credit card in the video's opinion?