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What kind of scaffolding did you buy?
Repeating key terms as opposed to using pronouns or synonims.

Why?
Students require repetition to acquire and recall the new terms and phrases.

Topic: Financial English

Level: Vocational training in business administration.

Time: 5 to 15 minutes.

Describe how it works: From time to time by using different games or quizzes students will recall the language acquired in previous sessions.

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What kind of scaffolding did you buy?
Providing a speaking frames such as a debate framework or one for developing a line of reasoning.

It will allow them to discuss and argument their choices.

Topic: Financial English

Level: Vocational Training ( over 16)

Time: 30 minutes

Describe how it works:
Divided in small groups , students by using this framework will choose and argument their decisions to use one or another method of payment in front of different situations.

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What kind of scaffolding did you buy? Brainstorming as a class language needed to discuss a topic.

Why? Effective as an starter and introducimng a new topic, Encourages students to participate  and installs confidence. Low demanding linguistic skills.

Topic: FINANCIAL ENGLISH ; TALKING ABOUT MONEY

Level: Secondary, vocational training.

Time: 30 minuts.

Describe how it works:
Displaying flashcards with images and terms  related to the topic. Students will be encouraged to explain the pictures o terms.

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SAMPLES AND IMAGES Learn with flashcards, games, and more - for free.

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1.  REMEMBERING :

From the material provided by your teacher:  List, describe and define the different items and operations related to money and finance.

2. UNDERSTANDING:

Describing the most used methods and of payment used in commercial transactions.
Performing general main bank transactions and communicates efficiently with their professionals.

3. APPLYING:

Performs different professional roles related to the topic when he is requested and in new situations.

4. ANALYSING:

Investigate which are the requirements in which banks will agree to grant a loan. Justifying them.

5.  EVALUATING :

Studying different financial situations from different companies and explain to whom you will grant or not a Loan and explain why.

6.       CREATE:

Design a financial product to promote the investment for young entrepreneurs , as you work in an ethic bank you must set some conditions and requirements for the applicants.

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1. Lessons must be given in a very visual and attractive format to encourage the students to learn and participate.

2. Scaffolding must be provided for the student to gain confidence, and progress and understanding must be mesured through formative assestment .

3.  Succes criteria must not be focused only in the language but also in content and other employability skills.

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Sequencing activities and  setting assesment criteria according to Bloom's taxonomy.

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Sequencing activities and  setting assesment criteria according to Bloom's taxonomy.

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1. Make sure students know the objectives of the task /lesson.

2.  Programming and sequencing the contents and lessons according to the bloom taxonomy from LOTS to HOTS.

3.  Assesment of students achievements according to the Bllom's taxonomy criteria.

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Fostering students'  interaction not only with their peers but also outside their learning community as a part of their learning.

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Fostering students'  interaction not only with their peers but also outside their learning community as a part of their learning.

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How ?

1. Through collaborative activities:
- Group discussions
- Forums,
- Dialogues.
-Role plays.
-Work in peers worksheets.

2. Use of on-line  and digital tools.
- Google docs
- Social networks.
- Forums
- Padlet.
- Meet - video-conference.

3. Promote activities or assignments that require also social interaction outside the school.
E.g.:  in day to day situations (familly, colleagues, companies , customers and other institutions).