Bank statement

Understanding a bank statement - Teacher’s Pack

English in my home – Something in the post

Unit 3a – Understanding a bank statement

© British Council 20121


Contents

Unit 3a A bank statement – teacher’s notes

Unit 3a A bank statement – learner resources

(Unit 3a A bank statement – additional resources for teachers)

Unit 3a A bank statement – answers

Powerpoint file



IntroductionThis resource has been produced in two different formats: a self-access resource for learners with online activities this teacher’s pack, including teacher’s notes and worksheets to download

OverviewThis resource, Something in the post – Understanding a bank statement, is part of Unit 3 of English in my home which aims to give ESOL learners the confidence and the language to deal with situations they may encounter in their homes.

The three units of English in my home are:

Unit 1 Someone at the door aims to give learners confidence and equip them with the language necessary to deal with situations where unexpected callers (e.g. an electricity meter reader) arrive at the door.

Unit 2 Someone on the phone shows how to deal with incoming phone calls from a range of people. This includes unwanted calls (e.g. marketing cold calls).

Unit 3 Something in the post features some of the most common kinds of mail that people receive (e.g. a utility bill), and enables learners to understand what the text means, and to know what to do in response.

Level: Entry 2 / Access 3 in Scotland / CEF A2. The materials are designed to be flexible in terms of differentiation, and are accessible to established E2 learners and at the same time relevant to E1, as, well as E3 and L1.



Structure, learning hours and delivery context English in my home provides a minimum of 11 hours of learning in a classroom or self-access context through a series of three linked units. Each unit can be taught as a standalone. Here is an overview of the content of each unit is divided into three units. Each unit has four topics:

Unit 1: Someone at the door (includes films)

o Topic a: Electricity meter reading

o Topic b: Charity collection

o Topic c: Parcel delivery

o Topic d: The neighbour

Unit 2: Someone on the phone (includes films)

o Topic a: Cold call

o Topic b: Wrong number

o Topic c: An emergency

o Topic d: Getting a plumber

Unit 3: Something in the post o Topic a: Bank statement (the focus of this set of resources)

o Topic b: Phone bill

o Topic c: Attempted delivery note

o Topic d: Note from a neighbour

Each of the four topics in Someone at the door and Someone on the phone features a short film. These films have been scripted specifically for the project, and involve actors. The two central characters are a married Indian couple, who have recently moved to the UK, and who are getting used to life here. Each film focuses on them in a specific scenario, such as dealing with a meter reader who arrives at their flat, or dealing with unwanted cold calls on the telephone. ESOL learners should be able to relate to the experiences of the couple.

The learner materials and teacher notes contain activities for use before, during and after watching the films. They enable the students to notice, learn and use some of the functional language featured in the films.

Something in the post, uses semi-authentic material of the kinds that learners may receive in their home, and helps them to understand these and know what action is needed.

Most topics provide approximately 60 minutes of classroom time. Units 1 and 2 can last longer if teachers choose to use the transcripts, for example by getting the students to act out sections of the dialogues.



Unit 3 Something in the post: overviewThe unit provides approximately 3 hours of classroom time. Note: there are no films for Something in the post. The topics (which teachers can use in any order) are as follows:

o Topic 3a: Bank statement (the focus of this set of resources)

o Topic 3b: Phone bill

o Topic 3c: Attempted delivery note

o Topic 3d: Note from a neighbour



Unit 3a Something in the post: a bank statement – teacher’s notes

Time:

Approximately 1 hour. Timings are flexible.

Aims

- To familiarize learners with the format and conventions of a bank statement- To develop learners’ numeracy skills and ability to identify specific information in a table- To provide an opportunity to practise speaking about household spending

Objectives All learners will be able to:

- understand a bank statement

Some learners will be able to:

- produce a mock-up version of a bank statement with appropriate language

PreparationYou will need:

- one copy the learner resources for each learners (Page 9 - 11). Cut page 11 in half for Student A and Student B.

- data projector to show bank statement. A Powerpoint containing the image can be found at the end of this document.



Suggested ProcedureTasks 1 & 2: Lead-in and Vocabulary (Tasks 1 & 2)Ask learners which banks they use. Conduct a quick survey to see which bank is most used by the class. Explain that they are going to learn how to talk about money and banks, and understand bank statements. Put the learners into groups of four, and distribute the worksheet. Ask them to do Task 1: Vocabulary. Check answers together, then ask the students to discuss the questions (Task 2).

Task 3: understanding a bank statementIf possible, show the bank statement on a projector. Ask:

- Do you ever get something like this from your bank?

- What’s it called? (bank statement)

- What does it tell you?

- Do you look at your bank statements? (Why? / Why not?)

Discuss the questions in Task 3 together in open class. Invite one learner to come to the front, and show the class exactly where on the statement each piece of information can be found.

Task 4: finding information in a bank statement (group work)For this activity, the class are in two groups: A and B. Give half of the Student As the bank statement, and give the other half the Student A questions. Tell the people with the questions to work with the people with the bank statement, and to find the answers. Allowing students to work in groups, as well as pairs, will allow greater opportunity for peer teaching. Do likewise for group B. Monitor, and make sure all students have the correct answers. You could do this by checking the answers of at least one strong student in each group and getting the others to check with that student.

Emphasise that it is important for the students to remember the answers, as they will have to explain them to other students.

DIFFERENTIATION You may wish to group weaker students (in terms of both language and numeracy) with stronger ones for this activity.

Task 5: test each other (pair work)Explain that the students are going to test each other. Ask each Student A to go and sit with a Student B. Each pair will need to be able to see a copy of the statement (either onscreen or as a paper copy). Students A and B take turns to read out one of their sentences; the other must check against the bank statement to see if it is true. The students give each other feedback after each question. Note: the final question (Student A’s question 7 and Student B’s question g) are more difficult, so be prepared to provide extra help with these.

Alternatively, you may prefer to do the task in open-class. This may be more appropriate if you feel your learners might struggle with the information gap.

DIFFERENTIATION If you have pairs of students at a similar level who are of a competitive bent, you may wish to set this task as a competition, where a correct answer scores 1 point.



Feedback and vocabulary reviewConduct whole-class feedback. Ask if they can remember the useful vocabulary in the bank statement. Ask them:

- What’s another word for a cash machine on the street? (cashpoint)

- Each bank branch has a reference number with six digits? What’s it called?

- What’s the name of the card you make payments with? (debit card)

- What’s the name for the amount of money in your account? (balance)

Task 6: writingThis activity is optional; students will never in real life need to write a bank statement, and so you may prefer not to do this activity. Alternatively, it could be given for homework. It is designed to be used if you feel that the students would benefit from further familiarisation with the form and language of bank statements, or if you wish to set the students a task with a numeracy focus.

Give the learners the blank bank statement; ask them to invent 5 different transactions, and write them into the statement. They could have fun – and make Arjun incredibly rich! Encourage them to use the May statement as an example.

Follow-up activities The learners could devise and conduct a survey about banking habits for the class, with questions like:

Do you check your bank statement online?

How do you pay your bills?

Refer students to the online versions of these ESOL Nexus activities on understanding a bank statement at: http://esol.britishcouncil.org/english-my-home/understanding-bank-statement

You could refer the learners to another resource about understanding bank statements, for example http://www.learndirect.co.uk/campaigns/worth-learning/managing-money/understanding-bank-statement/

You could discuss ways in which this statement is set out differently to Arjun’s statement. Get the learners to make their own quiz questions or true / false statements about it.

You could also ask them how their own bank statements are different to Arjun’s.


http://www.learndirect.co.uk/campaigns/worth-learning/managing-money/understanding-bank-statement/

http://www.learndirect.co.uk/campaigns/worth-learning/managing-money/understanding-bank-statement/

http://esol.britishcouncil.org/english-my-home/understanding-bank-statement


Unit 3a Something in the post: a bank statement – learner resourcesTask 1: vocabularyComplete the sentences with these words.

account number

balance

branch

cashpoint

debit card

overdrawn

sort code

statement

transfer

1. When I want to pay for something expensive in a shop, I use my …………………

2. If I need more cash, I go to the ………………… outside the bank, and use my card and pin

number to get money.

3. The amount of money in your account is the ………………….

4. Your account has a number (e.g. 1398 3492). This is called your ………………….

5. Every month, my bank sends me a …………………. This tells me what I have spent, and

what the balance is.

6. There is a ………………… of Bank UK on Giston High Street.

7. Every bank branch has a reference number (e.g. 24 84 79), which is called a ……………

8. A payment from one bank account into another bank account is called a ………………….

9. Last month, I was ………………….(I had less than £0.00 in my account).

Task 2: discussionIn groups, ask and answer the questions.Do you have and use a debit or credit card? What do you use it for?

How often do you use cashpoint machines?

How do you pay your bills – in cash, by cheque, or by direct debit?

How can you check how much money you have in your account?

What does your bank send you in the post? Do you look at it? Do you understand it?





Unit 3a Something in the post: a bank statementArjun has a bank account with Bank UK. Every month, they send him a bank statement. This shows the money going into his account, and the money going out. Look at Arjun’s bank statement:

Mr Arjun ChowdryFlat 30, Bewick CourtStanton RoadGistonLondonNW1 6YS

Your account statement Issue date 10 JuneYour branch GistonYour sort code 74 28 50Your account number 13429946

Bank UK43 Giston High StreetGiston LondonNW1 6YVwww.bankuk.com

Account summary: Balance 1 May £672.96Total out £972.86Total in £1042.65Balance 31 May £742.75Date Payment type Details Money

out (£)Money in (£)

Balance (£)

1 May balance brought forward 672.963 May Cashpoint Bank UK, Giston High St 50.00 622.96

8 May debit card Giston Value Foods 73.69 549.27

14 May standing order rent – Giston Housing Assoc. 500.00 49.27

16 May Cashpoint Bank UK, Giston High St 50.00 0.73 OD

18 May debit card Happy Toys 32.27 33.00 OD

19 May bank charges Bank UK 28.35 61.35 OD

20 May Transfer from Arjun Chowdry savings a/c 200.00 138.65

22 May direct debit City Electricity Services 85.94 52.71

25 May direct debit Mobile4U 31.67 21.04

26 May bank giro credit

Giston Petrol Station 842.65 863.69

27 May debit card Giston Value Foods 66.93 796.76

29 May debit card onlinefood.com 54.01 742.75

31 May balance carried forward 742.75

Task 3: understanding a bank statementa. In which month were all these payments?b. Which column shows the money Arjun spent? c. Which column shows money that came into Arjun’s bank account?d. What was the largest payment (in or out)? What do you think it was for?e. How much money did Arjun have on May 1 and on May 31?


http://www.bankuk.com/


Student A

Task 4: finding information in a bank statement True or false?

1.On 1 May, Arjun had £672.96 in his account.

2.Arjun paid £500 rent on May 14.

3. The sort code of Arjun’s bank is 13429946.

4.Arjun took out £50 from a cashpoint on two different days.

5.Arjun pays his electricity bills by direct debit.

6.On May 19, Arjun’s bank paid him £28.35.

7.There are 7 different kinds of payment on this statement.

Task 5: test each otherSit with another student. Ask if sentences 1-7 are true or false.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Student B

Task 4: finding information in a bank statement True or false?

a.Arjun’s home postcode is NW1 6YV.

b.On 8 May, Arjun paid for his shopping with his debit card.

c.Arjun pays his mobile bills by direct debit.

d.Arjun spent £33.00 on his debit card on May 18.

e.Between 16 May and 19 May, there was no money in Arjun’s account.

f. There was more money in Arjun’s account on May 1 than on May 31.

g.Arjun paid £200 from this account into another account.

Task 5: test each otherSit with another student. Ask if sentences a-g are true or false.


English in my home – Teacher’s Pack

Unit 3a Something in the post: a bank statement – Additional resources for teachers

Task 6: writingComplete Arjun’s next bank statement. Use your own ideas.

In June:

Arjun paid a gas bill. (Decide how much it was for.)

Arjun worked overtime. (How much did he earn?)

Someone paid Arjun some money. (Who was it? How much did Arjun get?)

Mr Arjun ChowdryFlat 30, Bewick CourtStanton RoadGistonLondonNW1 6YS

Your account statement Issue date 10 JulyYour branch GistonYour sort code 74 28 50Your account number 13429946

Bank UK43 Giston High StreetGiston LondonNW1 6YVwww.bankuk.com

Account summary: Balance 1 June £742.75Total out £Total in £Balance 30 May £Date Payment type Details Money

out (£)Money in (£)

Balance (£)

1 June balance brought forward 742.75

30 June balance carried forward


http://www.bankuk.com/




Unit 3a Something in the post: a bank statement – answersTask 2: vocabulary

1. debit card2. cashpoint3. balance4. account number5. statement6. branch7. sort code8. transfer9. overdrawn

Task 3a. In May. (The bank sent him the bill in June.)b. ‘Money in’ c. ‘Money in’ = Arjun gets the money; ‘Money out’ = Arjun spends the moneyd. Money in: £842.65 to Arjun, from Giston Petrol Station. This could be his job.

Money out: £500 rent paymente. May 1: £672.96

May 31: £742.75

Task 4 / 5Student A

1. true2. true3. false – the sort code has 6 digits. 13429946 is the account number.4. true5. true6. false – the bank charged him for being overdrawn (for having less than £0)7. true – cashpoint withdrawals; debit card payments; standing order; direct debits; bank

charges; transfers; bank giro credit

Student Ba. falseb. truec. trued. false – he spent £32.27. £33 was the balance (the amount of money in his account) after this

paymente. true – Arjun was overdrawn at this timef. falseg. false – he paid £200 into this account



Something in the post – visual files

There is a Powerpoint presentation available on the ESOLNexus website for you to display in class. It contains visuals of the bank statement, phone bill, an attempted delivery note and note from a neighbour.

You will find the image of the bank statement on slide 1.

Bank statement


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Bank statement

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