Three stages of financial life

28 February 2018

Lecturers
Students

Accounting
Business & Communication

Classroom Context

English

English

B1
B2

Vocabulary
Grammar

Listening
Speaking
Critical Thinking
Writing
Reading

This video addresses the needs of both lecturer and students as a warmer for a discussion around a topic that is common but not usually well planned. Nowadays financial literacy is a relevant topic for young adults and digital natives. This short video allows students to go beyond their immediate financial needs and question their long-term life planning regarding responsible money management. Since this is an emerging topic, the resource can be adapted to different groups of students, ranging from B1 to C2 in the fields of economics, accountancy or business in general. Although from 2018, the idea underlying the video is quite timely and still relevant. As for the method, it is suggested to address the task-based learning, as indicated in the guidelines.

This resource should be used in a language specific context, to students of the business and management area. The language contained in the video can be captivating and stimulate a debate on money and financial literacy. This debate could enhance speaking skills in a real context but also an imaginary one. If someone wins Euromillion how does this change financial planning in the future? As such, the resource can be a good basis for the enhancement of speaking skills, but also of financial knowledge in general, while reinforcing grammar skills such as the use of the future tense and if-clauses.
The video is also a good source for reading keywords and keyphrases which could be replicated in written form, through an exercise in which students could give recommendations or suggestions to someone while using modal verbs.

Step 1 – The teacher asks the students the importance they attribute to money. The students must explain how it matters to them orally.
Step 2 – The teacher passes round a multiple-choice questionnaire regarding financial literacy and money issues. The students are given 10 minutes to answer the questionnaire. The results are debated in a group.
Step 3 – The teacher shows the video and the students have to read what is shown.
Step 4 – The students watch the video a second time while they take notes about the financial planning mentioned on the video.
Step 5 – Students will debate in groups what they will do/will not do or what they are going to do/are not going to do regarding their financial planning, thus using the future tense. Their statements will be written down as a group and then presented to the class, originating further debate. The teacher will act as a facilitator, not interfering with the ongoing discussion.