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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Three stages of financial life

Date of Publication

28 February 2018

Target Group


Domain Area

Business & Communication

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Linguistic Features



Critical Thinking


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.

Case study

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.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


This resource matches both lecturers and students’ needs. It meets the students’ needs as they must develop their reading skills and, simultaneously, they can expand related vocabulary and improve their grammar. Technically, it is very easy to use, since it is accessible through YouTube. Despite being a video, no words are spoken and the contents appear written on screen, making the resource still attractive and thus keeping the students’ motivation. This video is short and is a good warmer to engage students in a debate that can reinforce the use of verbs in the future tense, through rewriting techniques or enhancement of speaking skills.
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