A Budget Is A Plan That Shows How Much Money Comes in

Conversation Questions Business
A Part of Conversation Questions for the ESL Classroom. Could I ask you some questions about your business? When did you start your business? Are you only a service provider? Do you have any service expansion plan? Do you have international presence? Do you think recession is affecting your business? What is the strength of your employees? Do you have any challenge in manpower retention? Who is taking care of your human resources department? What is so special about your business? How do you motivate your employees? Do you provide transport facility to employees? Do you have any play ground / gym in your company? Do you take of everything personally? Do you have any program like employee of the month or employee of the year? How many branches do you have in overseas? What one quality in your people really affect your business? Will you give any special benefit to your employees? How often do you travel abroad? Do you really believe in innovation? Where from do you get inspiration for growth? Do you think every company should prepare budget for income and expenses? What is the governing principal of your business? Do you take any assistance for technology improvement? Do you think technology is must to grow your business? Do you invite outside consultants to train your people? What do you feel about growth of your company? Do you want to give any message to the people?
What one thing can transform business to a higher level?
Conversation Questions Gambling

A Part of Conversation Questions for the ESL Classroom. Do you play the lottery? What kind of lottery do you play? Do you play football pools? Do you play slot machines? How many forms of gambling as you can think of? What percentage of people do you think gamble? What do you think is the most amount of money that different people loose? E.g. An average person or a big gambler? Do you bet? How often? What's the biggest bet you ever placed? Apart from the obvious financial problem what other consequences can occur as a result of excessive gambling? Who suffers the most from a gambling problem? Apart from the obvious reason of winning money, why do people gamble? Why is gambling addictive? Do you think it could be genetic? What kinds of people do you think are more prone to developing a gambling problem? Do you think there is gender difference? At what age do people generally start gambling? What's the usual age limit for gambling games? Do you regard putting money in machines for prizes, at an amusement arcade, as gambling? Is there such a thing as good and bad luck? If so, what is it? Does luck have anything to do with winning? Do you think it's possible for a gambling addict to kick the habit? What help is available for addicts? What techniques can you think of that may help an addicted gambler quit? Should some forms of gambling be banned?
Do you think that those who own and run casinos are criminals or conmen? Does the national lottery encourage gambling?
Conversation Questions Possessions

A Part of Conversation Questions for the ESL Classroom. What's your most valued possession? Can you remember the last gift you were given? Did you like it? Do you ever buy 'gifts' for yourself? What's the most expensive thing you've ever bought? What do you think of this saying, "Possessions rot, rust, and decay but compassion lasts forever"? Have you ever given away something by accident? What was it? How did you give it away by accident? Have you ever met an 'indian giver' (someone who gives something to another person, but later demands it back)? What is the meaning of "give and take"? What does this mean to you? Do you spend more money on temporary things (services/food/drink/a good night out) or on physical objects (a car, a cellphone, some good books)? Can you take something out of your pocket, bag, or wallet? What is it? Where did you get it? Why did you get it? Do you still find it useful, interesting or entertaining?
Conversation Questions Poverty, Food Programs, Welfare, Homeless

A Part of Conversation Questions for the ESL Classroom.
Related: Social Problems, Homeless
Poverty
What is poverty? What kind of problems do poor people have?
Why are people hungry? Do you feel sorry for people who live on the street? Are people who live on the street necessarily lazy? Do you believe that the rich are growing richer, and the poor are growing poorer? Shouldn't all people work for a living? Would you pay more taxes, if this would eliminate poverty by creating jobs for everyone? Will there always be poverty in the world? Should countries send troops to foreign countries to fight terrorism, or should governments fight poverty around the world instead? Are there more important issues than poverty? If so, name them in order of importance. Why does every country in the world have poor people? Do you consider yourself to be poor, middle-class, or rich? What country do you think has the best record for helping its poor? What country do you think has the worst record for helping its poor? Does poverty cause crime? Have you ever donated to the food bank? Have you ever thought about going to the
Food Programs
food bank? Do you know anyone who has gone to church for food? What programs does your city have for feeding the needy? What food programs does your country have? Have you ever used a food program after a natural disaster?
Welfare
What do you think about people receiving welfare?
Should the government fund the welfare system? What do you think of countries that do not have a welfare system? What do you think about people who work for cash and receive welfare as well? Should governments invest money in space missions or welfare? Would you eliminate the welfare system? Do you think it's okay for the government to keep decreasing the welfare amount? How long should someone receive welfare? Forever? What is a good reason for someone to receive welfare? What punishment would you give someone who is on welfare illegally, but has lots of money? Would you report welfare fraud to the police, even if it were a close friend? Should welfare recipients receive free housing?
Homeless
Have you ever talked to a homeless person? Are there homeless people in your country?
Have you ever helped a homeless person? How? How does the government in your country support the homeless? What do you think of governments who put the homeless in jails or even torture or kill them? Do you think the government should create jobs for the homeless, instead of just giving them money? Why do people end up being homeless? Have you ever visited a homeless shelter?
Conversation Questions Retirement

Related: Age: Youth & Old Age, Nursing Homes and Retirement Communities Disabilities and Handicaps
What is the age for mandatory retirement in your country? At this stage of your life, are you beginning to make plans for your retirement years? Why? What would be a perfect retirement for you? How would you rate your career in general? (For retired people) Ranging from 1-10, 10 being the highest, how would you rate your career? Why? Where would you like to spend your retirement years? Why? During retirement, where would you like to stay, in the city or in the province? Do you intend to look for another job after you retire? Why? In one word, how would describe your career?
Would you like to spend the rest of your life in another country? Is it common in your country to leave for another one after retirement? In your culture, do the children have to support their parents financially after they retire? Would you like to live together with your children even if they are already married? Why? Do you have a pension plan? What are your goals before you retire? Would you consider retiring early if you make it big? Do you consider spending the rest of your career in your present company? Why? Five years from now, what do you think would be the improvements in your career? Do you expect any promotion sometime soon? Are you going to move to another company if you don't get the promotion you are expecting? Do you think you would be able to save enough for your retirement years? What is your major goal before you retire? If you can still work after your mandatory retirement, will you look for another job? Are you planning to open your own business when you retire? What kind of business would it be? What are the three (3) things you would like to accomplish/have before and after you retire? How would you spend your daily life after retirement? Five years from now, what do you think would be the improvements in your career? How about 10 to 20 years? Are you planning to open your own business when you retire? What kind of business would it be? What are the three things you would like to accomplish/have before and after you retire?
Conversation Questions Self-employment

Related: Jobs
Are you self-employed? Have you always been self-employed? Why did you start your own business? What are some things that you need to consider when starting your own business? Is it easy to start a business in your country? Have you ever worked for a self-employed person? Would you be happier if you were self-employed? What are some of the difficulties in being self-employed?
Conversation Questions Service Industry

A Part of Conversation Questions for the ESL Classroom. Do you or anyone you know use a landscaping service? Is it common in your country? If you had to send a package overseas right away, which service would you use? Why? How often do you use a dry cleaning service? Do you ever decide not to buy an item of clothing because it requires dry cleaning? If so, tell us about it. If not, would you ever? For what purpose? When might you choose to use it?
Have you ever had someone design a webpage for you?
Do you ever use a gift wrapping service when you buy a gift from a store? Have you ever planned a special event? A party? An Anniversary? A wedding? Is it common to use a house cleaning service in your country? Does someone clean your house for you? Do you know many people who use a house cleaning service?
How often do you use copying and printing services? What do you use them for? Do you feel you get more things done when you have a full schedule, or an almost empty schedule? Why?
Would you hire someone to plan your wedding, or would you, your friends or family do the planning? Do you or your family ever hire someone to install home appliances, or do you prefer to do it yourself? If you were building an addition onto your home, how would you go about doing it? What would you do yourself, and what would you hire someone to do? If so, for what purpose? If not, would you ever? Have you ever used a translation service?
If your friend?s car broke down in your hometown, where would you recommend they get it repaired? If you had all the money you needed, what three services would you hire to make life easier? If I wanted to open a new restaurant in your hometown, what advice would you give me? What advice would you give a small business who is creating a website? What kind of information is most important to display?
A budget is a plan that shows how much money comes in (income) and how much money goes out (expenses). We use a budget to make sure we have enough money to buy the things we need and really want. A budget also helps us set aside money for things that we cant afford to buy right now. The money we set aside is called savings.
TASK
You will learn the different parts of a budget. You will also create a budget you could use to reach a savings goal.
PROCESS
Activity1: Read the story Tims Turn to Learn and answer the questions on the worksheet. When you are finished, you will discuss the worksheet answers with your class. Activity 2: Tim and Money Mouse reduced their spending in order to save money for the future. Another way they could have saved more money is by increasing their income. Read the story Heather Learns About Earning to find out how Heather increased her income. Then, answer these questions about the story:
1. What was Heathers problem? 2. How did she earn the money she needed? 3. What else might Heather have done to earn the money she needed? Activity 3: Now that you know what income and expenses are, can you find the income and expenses in this budget?
CONCLUSION
A budget helps us keep track of our money so that we can use it on things we really need and want. A budget also helps us save for things that we cant afford to buy right now. A balanced budget has money in (income) equal to money out (spending and saving).
ASSESSMENT ACTIVITY
Now it is your turn to create a budget!: www.econedlink.org/interactives/EconEdLinkinteractive-tool-player.php?filename=em483_budget2.swf&lid=483
EXTENSION ACTIVITY
Read the story, Alexander Who Used to Be Rich Last Sunday. Discuss with your class what happened to Alexanders money. Also discuss how you can keep from buying things that you don't need. Think of something special that you would like to save money for. Use the Spending Tale to keep a personal spending diary. Then create a budget that will help you reach your savings goals.
Budgeting involves understanding how much money you earn and spend over a period of time. When you create a budget, you are creating a plan for spending and saving money.
CONSUMER EDUCATION
A General Resource:
For the lessons on money and banking, there is a good general resource from the Federal Deposit Insurance corporation (FDIC) in English or Spanish. It is called Money Smart An Adult Education Program. Topics are as follows:
Bank on It (about the services of financial institutions) Borrowing Basics (about borrowing) Check it Out (about checking) Money Matters (about budgeting) Pay Yourself First (about saving) Keep It Safe (about customer rights, scams, identity theft, complaints) To Your Credit (about credit reports) Charge It Right (about credit cards) Loan to Own (about consumer loans) Your Own Home (about home financing)
Course: Consumer Economics Unit: Money and Banking
Lesson: Investing
NOTE: This lesson is a minimal introduction to investing. If your students want more on investing, the Suggested Resources in this lesson give a basis for additional class sessions, or you may want to ask a professional from a local brokerage to address your class.
Competency Objectives:
Adult learners
will understand the concepts of risk and return.
Suggested Criteria for Success:
Learners will
identify gain or loss on a group portfolio project and will relate the results of that portfolio to risk and return.
Suggested Vocabulary: shares risk return
stock
diversification portfolio
gain
loss
Suggested Materials:
Instructor selected or
constructed handouts from the suggested resources given below and included at the end of this lesson.
Newspaper stock pages collected for different days over a period of time. Any days can be used, but the greater the span of time covered, the more
the more likely that fluctuations of the market will be shown in the class portfolio project.
Keep a list of the dates on your newspapers before you distribute them.
Suggested Resources: NOTE: Some of these resources are intended for school-age learners. The information is pertinent and clear. However, please scrutinize what you plan to use, and work with these material to eliminate references to lower grades, children, youth, teens, etc., which could offend adult learners.
http://www.bygpub.com/fin ance/finance0.htm . Understanding and Controlling Your Finances. Click on Investment Options.
http://www.jumpstart.org/. Scroll down. Beneath the calendars, click on click here for the 12 Principles for Personal Financial Literacy and a lesson plan for each principle. The June lesson plan Pay Yourself First is a good one to
research for this lesson. The Richest Man in Babylon by George Clayson can be located in most libraries. The premise is that a person can acquire wealth by living on 90% of his income and saving the remaining 10%.
http://www.teachmefinanc e.com/. Teach Me Finance.
http://www.stocksquest.co m Free stock market simulation game.
http://www.thinkquest.org Click on Library. Search for Stock Market and explore the various pertinent entries. Also search for Investing.
http://www.infohq.com/CP A/begin-investing-guide.htm Beginners Guide to Investing.
http://www.urbanext.uiuc.e du/risk/index2.html. Developing a Personal Risk Management Plan.
This site gives an online risk instrument for rating the potential financial severity and the probability of a series of events at this time in the individuals life.
Suggested Methods: Reading, Discussion, Lecture, Group Work, Journal Work
Suggested Steps:
Distribute handouts that you select or construct from the suggested materials in addition to or in place of the handout attached to this lesson. Use these for reading and to help you explain the basic concepts of stock, stock market, risk, return, and diversification. Stress that other components of a financial plan that should be in place before investing in the stock market. (See attached handout.)
Ask students: Why is it a good rule never to invest money that you cant afford to lose?
Why could you lose money in the market? How does consumer confidence affect the market? How do global affairs affect the market? Ask students to give examples for each of these questions, and be prepared with examples of your own.
Group Portfolio Project: Give students stock pages from the newspaper and show them how to read the New York Stock Exchange entries. (Price/Earnings, Projected Price/Earnings, Last Trade of the Day, and Change--up or down--from the previous day.)
On the board, put a sequential list of the dates for the newspapers that you handed out. Ask students to add their names beside the date of the newspaper they have. Choose several stocks. Ask each student to tell the closing price (last trade of the day) from their newspaper. Remember, the closing price will be for the previous day. You will have a chart that looks something like the following:
S t u d e n t
N e w s p a p e r d a t e
C l o s e o n
J e f f e r s o n P i l o t
Wach ovia
r i s p y K r e m e
A n g e l o
1 2 / 1 1 / 0 7
1 2 / 1 0 / 9 8 0 7 3 / 3 / 0 7
6 7 3 / 4
3 1
7 8
K i m
3 / 4 / 0 7
6 7
2 9
8 1
e t c .
e t c .
e t c .
e t c .
e t c .
Ask each student to pretend that this is his/her personal portfolio. If he/she bought 100 shares of each stock in the portfolio at the closing price on the first newspaper date and sold all shares at the closing price on the last newspaper date, would he/she have a gain or loss on each stock? On the portfolio of all stocks? What was his/her return? Was there another day (before the last newspaper date) that would have been a better sale date for any of the stocks? Why?
Teach the Rule of 72: See http://beginnersinvest.about.com/library/weekly/aa0125 01a.htm.
To determine how long it will take for money to double, divide the interest rate into 72. For example, an account earning 6% interest will double in 12 years. 72/6 = 12.
To determine what interest rate you must earn to double your money in a given number of years, divide 72 by the number of years in which you want your money to double. To double your money in 4 years, for
example, divide 72 by 4. This gives you the interest rate (18%) you must earn in order to achieve your goal.
Work these problems with your students: How long will it take to double your money at 3% interest? What rate of interest must you earn to double your money in 5 years?
Journal Work: Look through your daily newspaper and cut out two articles about events that you think may affect or be reflected in the stock market. Why do you think so? Put both your thoughts and the articles in your Journal.
Investing
What is stock? Stock represents ownership of a company. Suppose you start a small company while you are young and it does well. By the time you want to retire and sell your company, it is worth a $1,000,000 dollars. One person may not be able to buy your company, but twenty people may put in $50,000 each. These twenty people will own shares of the company or shares of stock. Pieces of a company are bought and sold as shares of stock.
If the company continues to do well, a stockholder will eventually be able to sell his/her shares for more than he/she paid for them. The difference is called return on investment or capital gain. This difference is the increase in the money (capital) originally invested in the company. A stockholder must sell his/her shares before recognizing a gain or loss.
If the company does not do well, the stockholder will not be able to sell his/her shares for as much as he/she paid for them. A stockholder could lose his/her entire investment. That is the risk that stockholders take. A good rule to follow:
Never invest money in the market that you cant afford to lose.
Risk and return are related. The greater the risk that a company may not do well, the greater the rate of return if it does. In addition to the risk one takes that a company will/will not perform well, there is risk in the market itself. Diversification (owning a balance of different types of investments) helps protect investors against excessive risk. For example, bonds typically do well when stocks are down and visa versa.
Inflation is growth in the cost of products and services (also called the increase in the cost of living). Inflation causes the purchasing power of a dollar to go down over time. In investing for the future, you want your money to earn more than the rate of inflation.
How are stocks traded? Publicly traded stocks are bought and sold on stock markets such as the New York Stock Exchange, the Nasdaq, and the American Stock Exchange. Other countries have national stock exchanges.
Before you invest: You should, at minimum, have the following before you invest in the stock market: You should You should You should You should months. You should You should You should have a clear set of financial goals. make more than you spend, monthly and yearly. not have any credit card debt. have a safety net of savings to carry you three to six be saving for retirement. have a will. have life insurance if others depend on your income.
Financial Education.....A Corporate Commitment

The Federal Deposit Insurance Corporation (FDIC) recognizes the importance of financial education, particularly for those with little or no banking experience. In 2001, the FDIC started a national financial education curriculum by launching Money Smart, a comprehensive financial education curriculum designed to help low- and moderate-income individuals outside the financial mainstream enhance their financial skills and create positive banking relationships. The FDIC has reached over 2.5 million consumers since 2001. Financial education fosters financial stability for individuals, families, and entire communities. The more people know about credit and banking services, the more likely they are to increase savings, buy homes, and improve their financial health and well being. The Money Smart curriculum is available free of charge in four primary formats:
An instructor-led curriculum for adults on CD-ROM available in seven languages and print versions for the visually impaired (learn more) An instructor-led curriculum for young adults between the ages of 12-20 on CD-ROM, Money Smart for Young Adults (learn more) A self-paced Computer-Based Instruction (CBI) format online for ages 13 and over in English and Spanish (learn more) A portable audio (MP3) version, Money Smart Podcast Network (learn more)
The Money Smart program may be used by financial institutions and other organizations interested in sponsoring financial education workshops. Collaboration is important to the success of any education effort. The FDIC encourages banks to work with others in their communities to deliver financial education and appropriate financial services, including to individuals who may not have a relationship with an insured depository institution. The Money Smart program can help banks fulfill part of their Community Reinvestment Act obligations. The Community Reinvestment Act of 1977 (CRA) encourages federally insured banks and thrifts to help meet the credit needs of their entire community, including areas of low-and moderate-income. When a bank's CRA performance is reviewed, the institution's efforts to provide financial education and other retail services are a positive consideration.
A ......... is the person who directs, supervises and operates a business or a section of a business. This person is in a management position but is not always the owner of the company.
(a) worker (b) manager (c) wealthy person

esl test: economics questions test (2) (questions)
Improve your progress in learning English! < Previous These users have taken this test.
10/10 10/10 7/10
Next >
10/10
10/10
125 days ago
Ivarelad
one year ago
Brickroad
Ofelija
one year ago
one year ago
Titilili
Antifakosn
one year ago
Do you want to be in this list? Please register on our forum und take the tests with your own progress report!
Users with photos Question: How to add my photo to my forum profile?

english vocabulary, grammar and idioms
When people or departments become highly-skilled in one area of production because they only create or produce one item or one part of an item, ......... occurs. (a) labor (b) service (c) specialization
Start FREE email English course now! Join more than 100,000 learners!
esl lesson plans in 6 short stories with exercises
......... is a system where products or parts of products move from one worker to another. This is an efficient system that is used in order to manufacture products in a highly productive manner. (a) A labor shortage (b) A line of people (c) An assembly line
Pimsleur English ESL/EFL Learning English can be fun. Try this audio program and you will make progress fast.
have you ever heard about phrasebase?
When companies split up or divide workers' tasks so that each worker performs one job or task, the process is known as .......... (a) division of labor (b) student lines (c) technology
1528 English Grammar Exercises Printable, photocopiable. For use in a classroom, at home, on your PC or anywhere.
english for beginners
Many companies around the world use ........., or make use of scientific advancements, to manufacture new and improved products every day. (a) introductions (b) division (c) technology
Start improving your listening skills today! Take these listening exercises now.
language is a cycle
......... store huge amounts of information within computer systems that were not in existence 40 years ago. (a) Advantages (b) Databases (c) Assembly lines
british vs. american english
In some nations, people and families are below the poverty level and are in need so they are given ......... in order to survive. (a) technology (b) welfare (c) consumers
want to learn english language through hip-hop?
In a ......... economy, individuals and businesses own and make most of the decisions about resources. In this type of economy, the people own and control most of the production processes. (a) modest (b) market (c) command
vocabulary games: english adverb quiz
In a ......... economy, individuals and governments own and control production together. They both decide how resources will be used, what will be produced and who will buy and use the products. (a) market (b) mixed (c) command
esl english vocabulary: verb noun adjective lists
Whether businesses manufacture goods or offer services, all of the money taken in by a business is called .......... (a) costs (b) labor (c) revenue
Lesson: Investing
NOTE: This lesson is a minimal introduction to investing. If your students want more on investing, the Suggested Resources in this lesson give a basis for additional class sessions, or you may want to ask a professional from a local brokerage to address your class.
Adult learners
will understand the concepts of risk and return.
Learners will
identify gain or loss on a group portfolio project and will relate the results of that portfolio to risk and return.
Suggested Vocabulary: shares risk return
stock
diversification portfolio
gain
loss
Instructor selected or
constructed handouts from the suggested resources given below and included at the end of this lesson.
Newspaper stock pages collected for different days over a period of time. Any days can be used, but the greater the span of time covered, the more the more likely that fluctuations of the market will be shown in the class portfolio project.
Keep a list of the dates on your newspapers before you distribute them.
http://www.bygpub.com/fin ance/finance0.htm . Understanding and Controlling Your Finances. Click on Investment Options.
http://www.jumpstart.org/. Scroll down. Beneath the calendars, click on click here for the 12 Principles for Personal Financial Literacy and a lesson plan for each principle. The June lesson plan Pay Yourself First is a good one to research for this lesson. The Richest Man in Babylon by George Clayson can be located in most libraries. The premise is that a person can acquire wealth by living on 90% of his
income and saving the remaining 10%.
http://www.teachmefinanc e.com/. Teach Me Finance.
http://www.stocksquest.co m Free stock market simulation game.
http://www.thinkquest.org Click on Library. Search for Stock Market and explore the various pertinent entries. Also search for Investing.
http://www.infohq.com/CP A/begin-investing-guide.htm Beginners Guide to Investing.
http://www.urbanext.uiuc.e du/risk/index2.html. Developing a Personal Risk Management Plan. This site gives an online risk instrument for rating the potential
financial severity and the probability of a series of events at this time in the individuals life.
Suggested Methods: Reading, Discussion, Lecture, Group Work, Journal Work
Suggested Steps:
Distribute handouts that you select or construct from the suggested materials in addition to or in place of the handout attached to this lesson. Use these for reading and to help you explain the basic concepts of stock, stock market, risk, return, and diversification. Stress that other components of a financial plan that should be in place before investing in the stock market. (See attached handout.)
Ask students: Why is it a good rule never to invest money that you cant afford to lose? Why could you lose money in the market?
How does consumer confidence affect the market? How do global affairs affect the market? Ask students to give examples for each of these questions, and be prepared with examples of your own.
Group Portfolio Project: Give students stock pages from the newspaper and show them how to read the New York Stock Exchange entries. (Price/Earnings, Projected Price/Earnings, Last Trade of the Day, and Change--up or down--from the previous day.)
On the board, put a sequential list of the dates for the newspapers that you handed out. Ask students to add their names beside the date of the newspaper they have. Choose several stocks. Ask each student to tell the closing price (last trade of the day) from their newspaper. Remember, the closing price will be for the previous day. You will have a chart that looks something like the following:
S t u d e n t
N e w s p a p e r d a t e
C l o s e o n
J e f f e r s o n P i l o t
Wach ovia
r i s p y K r e m e
A n g e l o
1 2 / 1 1 / 0 7
1 2 / 1 0 / 9 8 0 7 3 / 3 / 0 7 e t c
6 7 3 / 4
3 1
7 8
K i m
3 / 4 / 0 7
6 7
2 9
8 1
e t c
e t c
e t c
e t c
Ask each student to pretend that this is his/her personal portfolio. If he/she bought 100 shares of each stock in the portfolio at the closing price on the first newspaper date and sold all shares at the closing price on the last newspaper date, would he/she have a gain or loss on each stock? On the portfolio of all stocks? What was his/her return? Was there another day (before the last newspaper date) that would have been a better sale date for any of the stocks? Why?
Teach the Rule of 72: See http://beginnersinvest.about.com/library/weekly/aa0125 01a.htm.
To determine how long it will take for money to double, divide the interest rate into 72. For example, an account earning 6% interest will double in 12 years. 72/6 = 12.
To determine what interest rate you must earn to double your money in a given number of years, divide 72 by the number of years in which you want your money to double. To double your money in 4 years, for example, divide 72 by 4. This gives you the interest rate (18%) you must earn in order to achieve your goal.
Work these problems with your students: How long will it take to double your money at 3% interest? What rate of interest must you earn to double your money in 5 years?
Journal Work: Look through your daily newspaper and cut out two articles about events that you think may affect or be reflected in the stock market. Why do you think so? Put both your thoughts and the articles in your Journal.
Investing
What is stock? Stock represents ownership of a company. Suppose you start a small company while you are young and it does well. By the time you want to retire and sell your company, it is worth a $1,000,000 dollars. One person may not be able to buy your company, but twenty people may put in $50,000 each. These twenty people will own shares of the company or shares of stock. Pieces of a company are bought and sold as shares of stock.
If the company continues to do well, a stockholder will eventually be able to sell his/her shares for more than he/she paid for them. The difference is called return on investment or capital gain. This difference is the increase in the money (capital) originally invested in the company. A stockholder must sell his/her shares before recognizing a gain or loss.
If the company does not do well, the stockholder will not be able to sell his/her shares for as much as he/she paid for them. A stockholder could lose his/her entire investment. That is the risk that stockholders take. A good rule to follow:
Never invest money in the market that you cant afford to lose.
Risk and return are related. The greater the risk that a company may not do well, the greater the rate of return if it does. In addition to the risk one takes that a company will/will not perform well, there is risk in the market itself. Diversification (owning a balance of different types of investments) helps protect investors against excessive risk. For example, bonds typically do well when stocks are down and visa versa.
Inflation is growth in the cost of products and services (also called the increase in the cost of living). Inflation causes the purchasing power of a dollar to go down over time. In investing for the future, you want your money to earn more than the rate of inflation.
How are stocks traded? Publicly traded stocks are bought and sold on stock markets such as the New York Stock Exchange, the Nasdaq, and the American Stock Exchange. Other countries have national stock exchanges.
Before you invest: You should, at minimum, have the following before you invest in the stock market: You should You should You should You should months. You should You should You should have a clear set of financial goals. make more than you spend, monthly and yearly. not have any credit card debt. have a safety net of savings to carry you three to six be saving for retirement. have a will. have life insurance if others depend on your income.
Conversation Questions Money & Shopping

Please remember that some questions about money may be considered too personal to ask anyone who is not a very close friend or a family member.
About how much did you spend on presents last year? About how much do you usually spend each day? Are you a price conscious shopper? Are you good at saving money? Are you saving money to buy something? If so, what are you planning to buy? How much will it cost? How much longer will you need to save before you can buy it?
Do banks pay a higher percent of interest here or in your country? Do you compare prices at different stores when you shop? Do you enjoy shopping? Do you ever buy second-hand things? ("used things") Do you ever give money to charity? How often do you give to charity? How much do you give?
Do you gamble?
Do you give tips at a restaurant in your country? How about to taxi drivers? Do you haggle when you shop ? Do you have a credit card? Do you have a credit card? If so, do you have more than one? Do you have more than one bank account? Do you have to pay a sales tax in your country? Do you invest in the stock market? Do you often put money in the bank? Do you sometimes buy things that you don't need? If so, give some examples. Do you sometimes give money to charities? Do you think that money can buy love? Do your parents give you an allowance? (Did your parents give...?) How much? (Maybe not a good question to ask.) What do you use it for? How often do they give it to you?
Have you ever been in debt? Have you ever owed money to people? Have you ever bought a lottery ticket? Have you ever found any money? If so, what did you do with it? Have you ever given money to a beggar? Have you ever given money to a homeless person? Have you ever had any money stolen from you? How important is money to you? If you had no money, do you think you could be happy? How many different kinds of coins are there in your country? What are they? How much did you spend last week? How much did you spend yesterday? How much do you have to spend to eat a good meal at a restaurant in your country? How much do you spend on food each week? How much do you think it costs to fly to Guam? How much do you think it costs to stay at a hotel in London? How much do you usually spend each month on entertainment? How much do you usually spend each month on food? How much do you usually spend each month on transportation?
How much does it cost to get a haircut in your country? How much does it cost to ride a bus in your country? How much is a liter of gasoline in your country? How much money did you make on your first job? (How much money do you think you will make on your first job?) Where did you spend it? What did you spend it on? Do you often spend that amount in one day? How much money did you spend yesterday?
How much money did your parents give you for an allowance when you were ten years old? How much money do you have on you now? (Maybe not a polite question to ask.) How much money do you have with you now? (Maybe not a good question to ask.) How much time did you spend the last time you went shopping? How often do you go shopping? If someone gave you a lot of money, what would you do with it? If someone gave you a million dollars, what would you do with it? Some people say that "money makes the world go around." Do you agree? Why or why not? What bank do you use? What do you need to buy next? What do you spend most of your money on? What do you spend the most money on each month? What do you want to buy next? What is something that you have bought recently that cost a lot of money? What is something that you have bought recently that was a good bargain? What is something that you have bought recently? What is something that you want to buy, but don't have enough money to buy. What is something that you want to buy, but think you never will. What is the average salary in your country? What is the most expensive thing you've ever bought? How much did it cost? What is your opinion of discount stores? What kind of things do you often shop for?
What kinds of things are you saving your money for? What store did you like best and what store did you like least? What was the last thing you bought for someone else? What was the last thing you bought for yourself? Where did you buy it? why did you buy it?
What was the last thing you spent money on? What's the most expensive thing you have ever bought? What's the most expensive thing you've ever bought? What's the most money you have spend on one thing? What's the most money you have spent on something to eat? What's the most money you have spent on something to wear? What did you buy? What's your favorite place to shop? What's your favorite shopping area or store? Where did you buy ___? (your shoes / your watch / etc.) How much did you pay? When did you buy it/them?
Where do you keep your money? Where do you usually buy food? Where is your favorite shopping area? Which costs more, a hamburger in America or a hamburger in your country? Which costs more, your telephone bill or your electric bill? Which do you prefer, large stores or small stores? Which do you think is more important, love or money? Which store do you go to the most often? Where is it? Why do you like to go there?
Who do you often go shopping with? Who do you spend money on? In a marriage, do you think one person should handle the finances, or both? How do you think money helps make us happy? Do you think money is more important than love? How much money do you want to earn each month? What qualities must a person have to make BIG money? Should children get an allowance (pocket money) from their parents?
When do you get your allowance? How long does it last? Is it enough money?
How do you usually spend your money? What do you usually buy? How much should you give to your children? How much do you give to your children? Do you ever give money to beggars on the street? Why or why not? Do you ever give money to charity? Why or why not? If you found 100,000 won (or local currency) in a bag on the street, what would you do? Keep it? What are you saving your money for? Do you want to buy something special? Who takes care of the money in your house? When you buy something, do you "shop around" and go to many stores to compare prices? When you buy something, what is most important to you: price, quality, fashion trend, status/image? Explain these proverbs: What do they mean? Say them in other English words. The best things in life are free. Time is money. Save your pennies for a rainy day. Money talks. You can't take it with you when you go. Money doesn't grow on trees How would you spend it? What would you buy? Would you spend it on yourself, put it in the bank or buy something for your family? Would you spend it all? What was it? Who did you give it to? What was the occasion? I would stop spending money on ___.
Your rich uncle just died and gave you 50,000,000 won. (or local currency)
What is the most you have ever spent on a gift?
If you had to save money, what can you do without?
If you needed to earn some extra money, how would you do that? If you had a large amount of money, what would you do with it? Have you or your family ever won any money in a lottery? How much money would you have to win to be happy? Why do people often want more money, no matter how much they have got? Why are poor people in many cases more generous than rich people? What are some reasons for people being poor? Can poverty be avoided? How do people become rich? Do you think that riches can have a bad effect on a person? How? What do you do if you can't get the clerk's attention at the store? Is it easier to return items in the U.S. or in your country? If you can't find an item at the store, do you find a clerk and ask for help, or do you leave and go somewhere else? If you don't want help when the clerk asks if you need help, what do you say? Is it OK to bring children to the market or the department store? Is it bad if one person or company controls the market that it specializes in? For example, is it wrong for Microsoft to control most of the operating system software in the world? Do you consider companies like Microsoft and people like Bill Gates smart and shrewd?
Some questions about Taxation. In New Zealand at the moment the government is thinking of imposing a "flatulence tax" on farmers for the livestock they own, as the flatulence contributes to Ozone depletion (supposedly). What is the most ridiculous tax in your country, past, or present? Do you think taxes in your country are too high/low? What about New Zealand Taxes? / What about taxes here? What is the effect on the economy of high taxation? What is the effect on the economy of low taxation? What are some of the different kinds of taxes your country has? If you were the ruler of your country, what would you do to change the taxation system? What is the funniest tax you can think of to introduce? What do you like spending money on? What don't you like spending on? What would you love to buy but you can't afford? What is the next "big" thing you are going to buy? Have you ever given money to people who beg in the streets? Do you have a credit card? How many?
Is it better to pay cash or by credit card? What things do you pay cash for? What things do you pay by credit card? Do you pay your credit card on time? Have you ever paid late your credit card? What happened? Are credits cards a good thing? Do/Did your parents give you an allowance? How much? Have your parents ever given you a credit card to pay for something? What did you buy? Should parents give a credit card to teenagers? Have you ever lent money to someone? Who? What did he/she need the money for? Have you ever borrowed money from someone? Who? What did you need the money for? Who wouldn't you lend money to? Do you play the lottery? What kind of lottery do you play? Do you play football pools? Do you play slot machines? How much money do you spend for your son to go to the college? Can I put my money in a Swiss bank? Why do I always spend too much money? How much money do you need for happiness? How often do you go shopping? Are you a price-conscious shopper? Do you "shop around" and go to many stores to compare prices? Do you ever buy second-hand things ("used things")? When you buy something, what things are most important to you? Price? Quality? Fashion trends? status? or image? Do you haggle (bargain with the seller) when you shop? Do you give tips at a restaurant in your country? At a bar? How about to taxi drivers? To hairdressers? At hotels? At airports to people who carry your bags? Do you feel comfortable tipping? Do you have more than one credit card? What bank do you use? Do you like the service you receive? Do you think that taxes are too high? How do you think the government uses all the taxes they collect? Do you sometimes buy things that you don't need?
Are you saving money to buy something? If so, what are you planning to buy? How much will it cost? How much longer will you need to save before buying it? Do you agree with the Beatles that "money can't buy you love"? Did your parents give you an allowance (pocket money) when you were a child? What did you use it for? Should children get an allowance from their parents? Do you ever gamble? Did you win anything? Have you ever found any money on the street? If so, what did you do with it? Do you ever give money to charity? How much do you give? Have you ever given money to a beggar or homeless person? Have you ever had any money stolen from you? What happened? What would you love to buy but that you can't afford? What would you do if you won a large sum of money? What is the first thing you would buy with it? Would you invest it? Would you give some money to charity? Would you help your family/friends? How long would it take you to spend 1 million dollars? Can a person be rich without having a lot of money or possessions? How? How important is money to you? If you had little money, could you be happy? How much do you spend each month on food? Where do you usually buy food? What do you spend most of your money on each month? How much did it cost you to fly here from your home country? How much does it cost to get a haircut in your country? Here? How much does it cost to ride a bus in your country? Here? How much is a liter of gasoline in your country? Here? Which costs more, a hamburger here or a hamburger in your country? If someone gave you a million dollars, what would you do with it? Some people say that "money makes the world go round." Do you agree? What is something that you bought recently? What is something that you want to buy, but think you never will? When did you open your first bank account? How old were you when you earned your first salary? What did you spend it on? Do you think that it is right for someone to beg for money? Would you give money to a beggar? Why?
When you buy something, what things are most important to you: price, quality, fashion trends, status, or image? Do you have more than one bank account? Are you good at saving money? Have you ever bought a lottery ticket? Did you ever gamble? How much did it cost you to fly to here from your home country? If you had to save money, what could you do without? "I would stop spending money on ___". Why are poorer people in many cases more generous than rich people? If you don't want help when the store clerk asks if you need help, what should you say to them? (Hint: You can say, "Thanks, I'm just looking.") Do you think taxes in your country are too high/low? What are some of the different kinds of taxes your country has? If you were the leader of your country, what would you do to change the taxation system? What would you do to help your country's economy? Which shopping centers and stores do you like best and which do you like least? What was the last thing you bought for someone else? Why did you buy it? What's the most money you have spent on something to wear? Who takes care of the money in your family's home? What qualities must a person have to make "big money"? Do you often buy products that advertised on TV, newspapers or magazines? If so, what was the last item that you bought? Do you consider consumerism good or bad? What differences can you notice between commercials from 10 or 15 years ago and commercials today? Can you explain these proverbs in other words? The best things in life are free. Time is money. Save your pennies for a rainy day. Money talks. You can't take it with you when you go. Money doesn't grow on trees.
Lesson: Banking
Competency Objectives: Adult learners will complete the basic documents for checking. Adult learners will differentiate between simple and compound interest. Adult learners will specify types of accounts that have more/less restrictions and liquidity.
Suggested Criteria for Success: Adults write checks and deposit slips. Adults record transactions in a check register. Adults choose compound interest over simple
interest as the way to earn more in the same period of time. Adults rank accounts in terms of their restrictions, liquidity, and interest rates.
Suggested Vocabulary: Savings Account Deposits CD
Checking Money Market
Withdrawals Transaction Balance Bill Principal Interest Liquidity Compound Interest Receipt
Rate of Return FDIC (Federal Deposit Insurance Corp.) Yield
Saving: Take Control of Your
Personal Finances. This is one of a series of consumer education booklets by the ABA Education foundation, a subsidiary of the American Bankers Association. See Suggested Resources below for order information.
Handouts for each student of completed and blank checks, deposit slips, and check register. You can get basic documents from a local bank. One copy of each document and a copy machine will provide you with sufficient working resources. An alternative source for these basic documents is at the website http://www.teachercreated.com/pdfs/ lessons/020927im.pdf.
Instructor copy from . Click on Centers and Institutes (left side) then on English Language Center. Click on Teacher Corner. Click on Adult Education ESL Teacher Guide. Click on Section III. Click on Lesson 7, Dictation Exercise.
Paper and pens or pencils.
Optional: fliers from local banks describing their checking services.
Information about Simple and Compound Interest rates from the following sites: http://www.webmath.c om Click on Math for Everyone from the listings across the top of the page. Under Personal Finance, click on Compound Interest. Put in the following numbers to get an explanation of the problem used later in this lesson. Principal = $1000; interest rate = 4%; times per year = 2; number of years = 5. Click on Find my new amount of money! and you will get both the answer and an explanation of the calculation. Return to Personal Finance, click on Simple Interest, and enter: Principal = $1000; interest rate = 4%; annual interest; after 5 years.
http://www.teachersch oice.com.au/mathematics_howto_library.htm Free Mathematics How-to Library: Click on Money, then on Compound Interest.
Access to a computer with internet and an LCD projector is
desirable. A calculator is a viable alternative. Be sure you know how to figure numbers to the nth power. Your purpose is to demonstrate the concept of compound interest, not to teach the math involved. Internet calculators programmed for the purpose allow you to make your point repeatedly with different sets of figures, but without the time required for the mathematical calculations.
Make one copy per student of the information located at http://www.bygpub.com. Look for the part of a dollar bill. Click on Understanding and Controlling Your Finances. Click on Part 2. Incentives. Click on Weekly Investment Calculator located below the article entitled Approach 1 Becoming a Millionaire. Before you print this article, put in a weekly contribution of $5 at an interest rate of 4%.
Suggested Resources: NOTE: Some of these resources are intended for school-age learners. The information is pertinent and clear. However, please scrutinize what you plan to use,
and work with these material to eliminate references to lower grades, children, youth, teens, etc., which could offend adult learners.
www.aba.com. The American Bankers Association Education Foundation has free booklets on Budgeting, Saving, and Credit. Contact 1-800-886-3346 or email EduFoun@aba.com. These have budget worksheets and are available in both English and Spanish. (From the www.aba.com address, click on Products (left side of screen). Then click on Main Menu, followed by Alphabetical List (center screen). Move down the page until you come to Consumer Education Booklets: Budgeting, Credit, Checking, Savings.)
www.aba.com. Under Navigate aba, click on Consumer Connection for resources on Banking Services, Personal Finance, Consumer Protection, and for Interactive Calculators and Quizzes.
http://www.teachercreated .com Click on Free Stuff (across the top of the page), then on Free Lessons and Activities. Then click on here, under Free Lesson Plans and Activities. Under Math, Intermediate Grades 3-5, click on Checking Account. Finally, under Activity Sheets near the bottom of the page, click on Click here.) The Checking Account lesson (grades 3-5) has good, printable check and deposit slip samples, check and deposit slip blank forms, and a check register sample and blank form. To access these forms directly try http://www.teachercreated .com/pdfs/lessons/010810im.pdf or http://www.teachercreated .com/pdfs/lessons/020927im.pdf
Instructor copy from . Click on Centers and Institutes (left side), then on English Language Center. Click on Teacher Corner. Click on Adult Education ESL Teacher Guide. Click on Section III. Click on Lesson 7, Dictation Exercise. This is a lesson on listening comprehension on the topic of banking.
Instructor copy from . Click on Centers and Institutes (left side), then on English Language Center. Click on Teacher Corner. Click on Adult Education ESL Teacher Guide. Click on Section III. Click on Module XI under Lesson 7 for suggestions on using the listening comprehension lesson.
http://www.jumpstart.org/. Scroll down. Beneath the calendars, click on click here for the 12 Principles for Personal Financial Literacy and a lesson plan for each principle. Applicable lessons are Compare Interest Rates (May), Pay Yourself First (June), Money Doubles by the Rule of 72 (July), and Start Saving Young September). Try http://www.jumpstart.org/principles.c fm for direct access.
http://www.eduref.org/ Click on Lesson Plans at the top of the screen. Click on Social Studies, then on Economics. Click on Teaching Basic Banking Principles for a lesson plan addressing money, money supply, reserve, and net worth.
http://www.esolcamba.org/ checking.html An online exercise on reading a bank statement.
Check with your local BB&T branch office about Spanish language audio tapes produced by BridgeWorks to educate this ethnic group about the banking industry. (Use your favorite search engine to look for CC&T BridgeWorks.)
http://www.practicalmoney skills.com Click on Lesson Plans across the top of the screen. Scroll down to College Lesson Plans and choose Lesson 8, Saving and Investing.
http://bogglesworld.com/b ank_roleplay.htm This banking roleplay includes a bank teller activity sheet, a bank client activity sheet, and realia (bank cards, photo IDs, money, checks, and bills).
Suggested Methods: Lecture, Discussion, Hands-on Practice, Journal Work
Some Suggested Steps:
Types of Accounts. Ask students if they have bank accounts so you can adjust your lesson according to the skills and knowledge that students already possess. People have different types of accounts for different reasons. Do your students have Checking Accounts, Savings Accounts, Money Market Accounts, and CDs? What are each of these types of accounts?
Deposits
(In)
Withdrawals (Out)
Checking. Checking accounts keep your money safe and provide you with a complete record of all transactions. Define with the class the words check (a written order to a bank to pay the amount specified), and deposit (putting money--cash and checks--in the bank), and withdrawal (taking money out of the bank).
Part 1. Distribute handouts on checks, deposit slips, and the check register. Demonstrate their use. Before you do the exercise below, you may need to teach some additional vocabulary if students do not
understand the wording on checks and deposit slips. For example, pay to the order of, signature, list checks singly. Explain that signature means to write, not print, their name. Another area that may be confusing is completing the deposit slip when several checks are being deposited with one deposit slip. Clear up these areas and try the following activities.
Divide the class into small groups. One person in each group is designated as the banker (or teller). Then work through the transactions listed below. Everyone (bankers included) does all transactions. The instructor checks the work of the banker for each group, and the bankers check the work of others in their group. Assign a date to each of the transactions that is appropriate to the time you are teaching this lesson.
Exercise: Transactions for a Checking Account You start an account with $100 cash that you take to the bank on (give date). The bank issues you checks and a check register. Record the beginning balance in your check register. You employer pays you by check. Your wages are $400. Make out a deposit slip to take to the bank with your salary check. Record the transaction in your check register. Have the Banker check everyone in the group.
Appoint a new Banker for the next transactions.
You receive an electric bill for $58.20 from Greedy Power Company, Box 7891, Othertown, NC 34567. Make out a check to pay the electric bill. Record the transaction in your check register. What will you do with the check? You receive $80 cash from your spouse. You spend $12.95 and deposit the rest. Make out your deposit slip. Record the transaction in your check register.
You employer pays you by check. Your wages are $400. Make out a deposit slip to take to the bank with your salary check. Record the transaction in your check register. Have the Banker check everyone in the group.
Appoint a new Banker for the next transactions.
You pay the rent with a check for $600 to Garden Apartments and give the check to the apartment manager. Record the transaction in your check register. You buy groceries and pay by check at Friendly Market. Your bill totals $47.88. Make out your check. Record the transaction in your check register. Have the Banker check everyone in the group.
Do all the check registers balance?
Part 2. Read the dictation from (see Suggested Resources above to locate the dictation precisely.) Read the sentences through once before you ask students to write them. For the writing exercise, read each sentence clearly and slowly with appropriate pauses for students to write. Use the board or overhead projector to write the paragraph and allow students to check their work. Review aloud, asking for any questions. Follow with the comprehension questions from this same internet address.
Part 3. Banks differ in the services provided and the charges made for checking accounts. Even the same bank may have a number of checking accounts with different features. Some features to know are Minimum Balance Monthly Service Fee
If you want to compare services from different banks, distribute checking account fliers from area banks and let students discuss and chart the similarities and differences. For some classes, you may want to eliminate this exercise. For others, you may modify it to a discussion of some differing features of accounts like minimum balance, monthly service fee, and unlimited check writing. ************************************************************************************** This is a good place to split this lesson. Assign the accumulation portion of the Savings Project in the Journal Work, i.e., let students see how much change they accumulate in a week. **************************************************************************************
Unlimited Check Writing Unlimited Bank Teller Transactions Unlimited Person-To-Person Telephone Access
Savings Account. Checking accounts are good to pay bills, to keep accurate and traceable records, and to avoid carrying large amounts of cash. But sometimes you need money for emergency expenses or a valued goal. Introduce the concept of saving.
Ask students if they save and how they determine what their savings will be. Frequently people think they will save whatever they have left. Another way to look at savings is to pay yourself first. Make savings a high priority in your budget. Your money then works for you, moving you toward your goals with either simple interest or compound interest. A savings account keeps money easily available to you (provides liquidity) while it earns interest. How does interest work? Show students about simple and compound interest. Try to teach the concept of compounding without extensive emphasis on the math. Access to the internet sites given on the next page is helpful in this regard because you can illustrate without spending time on calculation.
With simple interest, you earn interest payments from the principal only. With compound interest, your interest payments are reinvested and you and earn interest on both the principal and the interest. Make sure students understand this difference. An interest rate compounded by reinvestment has a yield that is higher than the interest rate itself. Tell students always to look at both rate and yield.
Though your primary purpose is teaching the concept, prepare to support your statements with the math. See Suggested Materials above for directions using http://www.webmath.com.
Show students the following formula for calculating interest: A = P (1 + r/t) When A = amount in your account at the end of a year P = principal r= rate of interest (usually for a year)
t*n
t = number of compounding times per year n = number of years
Work the following example with the class: Anna invests $1000 at 4% interest for 5 year. What will be the difference in her earnings with simple
and compound interest if the interest is compounded twice a year?. NOTE: If you want to make the contrast between simple and compound interest more striking, do the same problem with a higher interest rate.
Simple Interest: A = P (1 + r/t)

t*n
You
can also use the simpler formula A = P*r*n A = 1000 (1 + 0.04/1) A = 1000 (1.04)5 A = 1000 (1.216) A = $1216
1*5
Compound Interest
A = P (1 + r/t)
t*n
You
can also use the simpler formula A = P*r*n and A = 1000 (1 + 0.04/2) 2*5 add
the new principal to the old principal each time before A = 1000 (1 + .02)2*5 the calculation. A = 1000 (1.02)10 A = 1000 (1.218) A = $1218 repeating
If you have internet access at your teaching location, the following sites have online calculators.
http://www.webmath.com Click on Math for Everyone from the listings across the top of the page. Under Personal Finance, click on Compound Interest or on Simple Interest.
http://www.pine-grove.com has Loan*Calculator! Plus, a free downloadable compound interest/simple interest calculator with calendar math.
http://www.1728.com/compint.htm figures compound interest.
http://www.finaid.org/calculators/compo undinterest.phtml shows the effective interest rate for an investment compounded at different intervals. This is a good site for quick calculations on yearly, quarterly, monthly, and daily interest compounding.
www.creditexpert.com. Click on Credit Tools, then on Calculators.
Distribute the handouts you have made from . (See Suggested Materials. Before you print this article, put in a weekly contribution of $5 at an interest rate of 4%. ) Make the point that a small amount of money saved regularly can accumulate substantially with compound interest. By saving a small dollar amount students can see how much they will have at the end of 1, 2, 3, 4, 5, 10, 15, 20, 30, and 40 years. If you have computer access and a LCD projector when you are with the class, you can do several different calculations to show how a small amount saved regularly will accumulate.
Money Market Account. A money market account typically requires a large minimum balance, has limited check writing privileges with charges if you exceed the number of checks permitted in a statement period, and has transaction limits. So why would you want such an account? There are two reasons: (1) money market accounts have higher interest rates (often compounded daily and credited monthly) and (2) you can still withdraw your money without penalty if you need to do so.
Certificate of Deposit. A Certificate of Deposit is a good choice if you wont need your money for a long time period, usually a year or more. CDs usually require a specific (fairly large) minimum amount of money. You agree not to withdraw your money for the time period of the CD. If you withdraw your money before the end of the time, the bank will charge a penalty. The interest rate for a CD is usually higher than
the interest rate for a Money Market or a Savings account because your money is not as available to you.
Review. Put these words on the board: Savings, Certificate of Deposit, Checking, and Money Market. Have students arrange them from the one with the greatest liquidity to the least liquidity. (C, S, MM, CD) Arrange them from the one that typically earns the highest interest to the lowest interest. (CD, MM, S, C)
Ask students if they would have more money at a 4% interest rate if their account is compounded yearly, semi-annually, quarterly, monthly, or daily? (http://www.finaid.org/calculators/compoundinterest.pht ml)
Have students identify the account that most closely matches each of the following descriptions. 1) This account requires a large minimum balance and limits the number of transactions per statement period in return for a higher interest rate. (MM) 2) This account lets you do many transactions but pays little or no interest. (C) 3) You agree not to withdraw any of your money or do any transactions for a specified period of time in order to earn high interest. (CD) 4) You can start this account with a small amount of money, you can get your money out at any time, and you earn interest, but you typically are limited in the number of transactions each statement period. (S)
Journal Work: Savings Project: Keep a glass or jar and put all your change in it each night for a week. At the end of the week, count the money. How much money did you accumulate? How much money will you have in a year if you save this same amount every week? (52 weeks x the $ amount of your
change) Suppose you use your years change to open a savings account. What will be your opening balance? (52 weeks x the $ amount of your change) If your savings account earns 2%, compounded monthly, how much will you have at the end of the first month without adding any more to the account? (A = P(1 + .02/12) 12*1
Suggestion to the instructor: Use http://www.bygpub.com to give feedback to each student about how much he/she will have at the end of 5 years if he/she continues to save weekly the amount of change that he/she accumulated in the one week experiment. Assume an interest rate that is consistent with todays current earnings. (To get to the calculator from http://www.bygpub.com,
Writing Assignment: In your home country, what is the (usual) attitude that people have toward money? Do you think that people in America view money differently? Has being in America changed the way you spend or save money?
Alternate Writing Assignment: What things can you and your family can do to save money? Examples might be to buy items on sale, to use coupons, to take your lunch to work instead of eating out.
As the instructor, you may want to review http://www.bygpub.com/finance/ (Understanding and Controlling Your Finances) for additional savings ideas.
Lesson: Credit and Borrowing
Adult learners will
understand that borrowing is a privilege based on evidence that shows you will be able to repay what you borrow.
With income
figures and the 20-10 rule in hand, adults will correctly determine whether an imaginary borrower should carry a specified level of debt.
Suggested Vocabulary: credit repay character capital) capacity secured loan credit limit minimum monthly payment
borrow
collateral (or
unsecured
grace period
credit report debt annual fee finance charge fee annual percentage rate interest rate transaction
An overhead projector and
transparencies of the handouts suggested below would be a way to present the material without multiple copies of handouts. The materials marked in red below are necessary handouts.
CREDIT: Take Control of Your Personal Finances. This is one in a series of consumer education booklets by the ABA Education Foundation, a subsidiary of the American Bankers Association. See Suggested Resources below. The following pages are particularly pertinent for this lesson: page 1, 3, 8, 9, 12.
http://www.practicalmoney skills.com/english/teachers/. click on Lesson Plans, scroll down to Teens, then click on lesson 7 (About Credit). Click on Lesson Outline, then on Print All Lesson Materials, then scroll down and print the following pages as handouts. (Remember to specify current page only in Microsoft Word to avoid printing the whole document.) page 3 (The Three Cs) page 2 (Advantages and Disadvantages of Using Credit), page 6 (Building a Credit History) page 10 (How Much Can You Afford?)
At this same site, click on lesson 8 (Credit Cards), then on
Lesson Outline, then on Print All Lesson Materials, then scroll down and print the following pages as handouts . (Remember to specify current page only in Microsoft Word.). page 3 (Calculating Finance Changes) page 4 (Examples of Finance Charges)
The handout entitled Making a Loan at the end of this lesson.
www.aba.com. The American Bankers Association Education Foundation has free
booklets on Budgeting, Saving, and Credit. Contact 1-800-886-3346 or email EduFoun@aba.com. These have budget worksheets and are available in both English and Spanish. (From the www.aba.com address, click on Products (left side of screen). Then click on Main Menu, followed by Alphabetical List. Move down the page until you come to Consumer Education Booklets: Budgeting, Credit, Checking, Savings.)
http://www.practicalmoney skills.com/english/teachers/. Practical Money Skills contains a wealth of information for teachers, students, parents, and consumers. The materials for teachers include lesson plans and teaching notes, while the section for students includes student materials, activities, and quizzes. Click on Lesson Plans and scroll down to College (Age 18 and up) for lessons pertinent to the topic of Credit and Borrowing. The first is About Credit, and the second is Credit Cards.
http://www.jumpstart.org/. Scroll down. Beneath the calendars,
click on click here for the 12 Principles for Personal Financial Literacy and a lesson plan for each principle. Applicable lessons are Dont Expect Something for Nothing (February), Know Your Take-Home Pay (April), Compare Interest Rates (May), and Dont Borrow What You Cant Repay (December), Your Credit Past Is Your Credit Future (August). Try http://www.jumpstart.org/principles.c fm for direct access. Another good resource is at http://www.jumpstart.org/realitychec k, where you will find the Jumpstart Reality Check.
http://www.idfpr.com/defa ult.asp Click on Banks, then on Financial Literacy. (Both are on the left side of the page.) Explore the resources you find here.
Free guides are available through the Fannie Mae Foundation. Go to http://www.fanniemaefoundation.org and click on Publications at the top of the screen, then on Home-Buying Guides for pdf versions or on Catalog
of Publications for information about getting printed copies. Knowing and Understanding Your Credit explains what credit is and why it is important to buy a home, how to order your credit report and correct any errors, what your credit score means to lenders, and helpful tips on how to repair past credit problems. Borrowing Basics: What You Dont Know Can Hurt You tells what you can do to avoid predatory lenders, signs that may point to an untrustworthy loan situation, ways you can get the best loan for your situation, and a useful glossary of loan terms that will help you understand lending terms.
Suggested Methods: Work, Journal Work
Discussion, Group
Some Suggested Steps:
What Is Borrowing? Start class by asking one of your students if you may borrow his/her pen or pencil, book, or notebook. Once the item is in your hands, ask that student (or all students) to take out their pens, open their books, or open their notebooks. What about the student whose property you have in your hand? Does he/she have use of it now? Borrowing gives you the temporary use of something you would not otherwise have, with the understanding that you will return the thing received or its equivalent to the owner.
Typically a lender does not loan something unless he/she can be without the use of it himself/herself. If you borrowed a pen or pencil, perhaps the owner has another writing implement, or perhaps he/she will need you to return his property before he can write. You may to give other examples of borrowing to convey the concept. If you borrow a car to get to work, does the owner have the use of it while you are working? Ask class members to contribute examples of borrowing.
What is Credit? Why did the student let you use his/her pen/pencil, book, notebook, or whatever item you requested? Let students discuss the reasons they might loan an item to another person. Typically all reasons will include some element of belief that the person will return the property. To borrow (especially to borrow money), a person must be considered creditworthy. The lender must believe in the borrowers ability to repay the loan.
An individual might have a personal friendship or family relationship with a borrower that enables him/her to decide whether to extend the privilege of credit. Banks and businesses rely on measures of character, collateral, and capacity as well as a review of outstanding credit to decide if a person can be trusted to repay a loan.
Give students three handouts:
page 3 in Credit: Take Control of Your Personal Finances, page 3 (The Three Cs) of the lesson About Credit, and Making a Loan from the end of this same lesson.
Read the indicators of good character, collateral, and capacity with the class. Divide students into groups and give each group a scenario from the end of this lesson to discuss. Ask each group to determine whether they will make a $10,000.00 loan to this person and to explain how they made this decision. The thought process involved in the decision to make or deny the loan may be complex, but in each case students should find that the ability of the borrower to repay the loan will be the criteria that is really being examined.
Is There a Cost to Credit? When you borrowed a pen/pencil or book or notebook from a student, the expectation existed that you would give it back. For most loans, the borrower returns more than the original item or amount. The additional is called interest, and one reason lenders make loans is to earn the interest. When you repay a loan of money, you repay it with more than the amount you borrowed. That amount of interest is specified when you take the loan. For class reading, use pages 8 and 9 of Credit: Take Control of Your Personal Finances.
What Are the Advantages and Disadvantages of Credit? Distribute the handout Advantages and Disadvantages of Using Credit. Read this handout together. Perhaps an additional advantage of using a credit card and paying off the balance every month is to establish a good credit history, which leads to the next topic.
How Do You Establish a Good Credit Record? Ask students to think back about the items they considered in deciding whether to give loans to Bertram, Benita, and Runyan. Based on the items considered, what are things they think these three could do to establish/keep a good credit record? It may be helpful to return to this question after you distribute handouts of page 1 of Credit: Take Control of Your Personal Finances and/or page 6 of About Credit (Building a Credit History). Read these with the class. Note the credit tip about gasoline credit cards on page 9 of Credit: Take Control of Your Personal Finances.
Are You in Credit Trouble? Use the three handouts How Much Can You Afford? (the 10-20 rule) and Calculating Finance Changes and Examples of Finance Charges. Look at the monthly income of Bertram, Benita, and Runyan. Figure the amount of debt that each can safely carry. Assume that all three will keep their same jobs and same monthly salary so you can use their present monthly salary to figure their yearly income. What is the yearly income of each
person? How much debt should each of these individuals carry in monthly payments? How much total debt can each person afford? Did these calculations change any of your earlier decisions about Bertram, Benita, and Runyans $10,000 loan requests?
Give your students a handout of page 12 of Credit: Take Control of Your Personal Finances.. Read together in class these Warning Signs of not managing debt responsibly. Does anyone know someone who does one or more of these things? (Names are not requested.) Does anyone recognize himself/herself? (Confession is not required.)
Journal Work: If you received a pre-approved credit card in the mail, what would you do? Do you think it would be safe to use the card? Why or why not? Do you think the company issuing the card knows all about your finances? If you have actually received such an offer, did it come from a place where you have done business? What rate of interest was being charged?
Making a Loan
Each of the following people has applied for a $10,000.00 loan. You are banker. Will you make the loan? Why or why not?
B e r t r a m
B e n i t a (
R u n y a n ( a g e 3 1 )
( a g e
a g e 4
1 9 ) h a s n e v e r
3 )
h a s u s e d
h a s u s e d
c u s e d c r e d i t p a y s b b i l l s o n t i m e l a t e d a y s 3 0 e e n b e f o r e h a s r e d i t
c r e d i t b e f o r e p a y s b i l l s o n t i m e
w i t h 2 b i l l s i n t h e l a s t y e a h a s r c r e d h a s
n o c r e d i t r e p o r t
i t r e p o r t i s O K
a n e x c e l l e n t c r e d i t r e p o r t l i s t s e m
g i v e s e m
h a s c h a r
p l o y e r , f o r m e r t e a c h e r , a n d l o c a l
a c t e r r e f e r e n c e s f r o m e m p l o y e r ,
p l o y e r , c h u r c h l a y l e a d e r , a n d c
i m
o -
p r i e s t a s c h a r a c t e r r e f e r e n c e s
m e d i a t e
w o r k e r a
s u p e r v i s o r , a n d c o m m u n i t y
s r e f e r e n c e s
c o l l e g e i n s t r u c t o l i v e s w i t h a p a r e n c u r c u r t a t l i v e d l i v e d r h a s h a s
t s a t
r e n t a
r e n t a d d r e s s 2 y e a r s ( m o v e d
c u r r e n t
d d r e s s 3
a d d r e s s s i n c e l b i r t h i o i v e d f r o m h a s m o n t h s ;
n s a m e
u t o f s
t o w n 1 4 y e a r h a s b e e n o n c u s h a s b e e n o n c u
t a t e )
h a s b e e n a t c u
r r e n t j o b 3 m o n t h s
r r e n t j o b 6 m o n t h s a n d o n p r e v i o u s
r r e n t j o b 2 y e a r s ; w i t h s a m e c o m p a
n j o b 7 m o n t h o w n s n o y p r o p e r t y c a r ; i o l d e q u i t y e a r s o w n s $ 5 1 0 0 , 0 0 0 h a s 7 y e a r s y
i t
n h
i s p a i d f o h a s $ 7 0 0 i n s a v i n g s s a v i n g s i n r h a s $ 2 0 0 0
o m e
h a s $ 5 7 , 0 0 0 i n s a v i n
g h a s n o i n v e s t m e n t s m a k e s $ 1 3 8 1 p h a s n o i n v e s t m e n t s m a k e s $ 1 8 7 5 p 4 0 1 K m a k e s $ 5 2 5 9 p i n s h a s $ 5 0 , 0 0 0
e r m o n t h n e t h a s n o o t h e r l o a n s
e r m o n t h n e t h a s s c h o o l l o a n o f $ 3 ,
e r m o n t h n e t h a s c a r l o a n
0 0 0 w h i c h i s n o t d u e t o b e r e p a i d
u n t i l a f t e r g r a d u a t i o n ( t w o y e a r s
f r o m n o w c u r r e n t l i v i n g e x p e n s e s $ ) c u r r e n t l i v i n g e x p e n s e s $ c u r r e n t l i v i n g e x p e n s e s $
5 5 0 / m o ; n o d e b t s
1 4 0 0 / m o i n c l u d i n g c a r p a y m e n t s
2 7 0 0 p e r m o n t h i n c l u d i n g c a r l o a n t
o d e p e n d e n t s
h r e e d e p e n d e n t s
w o d e p e n d e n t s
Lesson: Consumption and Budgeting
Adult learners will
understand the concept that income must equal or exceed spending.
Adult learners will
articulate the concept that a balancing a budget means earning more or spending less.
Suggested Vocabulary: income
short-term goals
expenses long-term goals fixed
expenses
flexible (variable) expenses consumer spending
goods
services wants needs
balance There is no such things as a free lunch. A piece of the pie.
Budgeting: Take Control of
Your Personal Finances. This is one in a series of consumer education booklets by the ABA Education Foundation, a subsidiary of the American Bankers Association. Reproduce the worksheets for each student.
http://www.practicalmoney skills.com/english/teachers/.. This site has a lesson called The Art of Budgeting in the section for College (age 18 and up). Click on lesson plans, then on lesson one, then on lesson outline. Lesson 1 Overheads has a spot you can click to print all lesson materials. Pages 15 through 18 of this lesson have a budget exercise that you can use in your class.
Suggested Resources: NOTE: Some of these resources are intended for school-age learners. The information is pertinent and clear. However, please
scrutinize what you plan to use, and work with these material to eliminate references to lower grades, children, youth, teens, etc., which could offend adult learners.
www.aba.com. The American Bankers Association Education Foundation has free booklets on Budgeting, Saving, and Credit. Contact 1-800-886-3346 or email EduFoun@aba.com. These have budget worksheets and are available in both English and Spanish. (From the www.aba.com address, click on Products (left side of screen). Then click on Main Menu, followed by Alphabetical List. Move down the page until you come to Consumer Education Booklets: Budgeting, Credit, Checking, Savings.)
http://www.practicalmoney skills.com/english/teachers/. Practical Money Skills. This site contains a wealth of information for teachers, students, parents, and consumers. The part for teachers has lesson plans and teaching notes, while the section for students
includes student materials, activities, and quizzes. Begin by reading the Overview under About this Site.
http://www.jumpstart.org/. Scroll down. Beneath the calendars, click on click here for the 12 Principles for Personal Financial Literacy and a lesson plan for each principle. Applicable lessons are Map Your Financial Future ( January), Know Your Take-Home Pay (April), and Budget Your Money (November). For direct access, try http://www.jumpstart.org/principles.c fm. Another good resource is at http://www.jumpstart.org/realitychec k, where you will find the Jumpstart Reality Check.
http://www.idfpr.com/defa ult.asp Click on Banking, then on Financial Literacy. (Both are on the left side of the page.) Explore the resources you find here.
http://iteslj.org/questions/ money.html. Conversation questions on money and shopping
Suggested Methods: Journal Work
Discussion, Math,
Suggested Steps:
Wants vs. Needs. Ask class members to name things that people use money to buy. Make a list on the board. (You may get some ideas for class discussion from http://iteslj.org/questions/money.html. The site has conversation questions on Money and Shopping, and many of them are appropriate to trigger items for this listing exercise--and some are not). Include a variety of both needs and wants. Include services (electric bill, rent, visits to the doctor and dentist) as well as goods (food, clothing, furniture).
Now work as a class to sort the list into two lists: needs and wants.
People want many goods and services. We all have unlimited wants and limited resources. For each of the items on the two lists, let the group assign a reasonable estimate of the cost. Assuming we all have about half the resources we would like to have, add the total cost, divide by 2 and tell students that they have that amount to spend (budget). Give some time for students to determine what they will eliminate from the lists. Ask two volunteers who are willing to share their rankings and put their budgets on the board. How are
they different? What priorities did they set? Did either of them miss a necessary expense (a need)?
Short-term vs. Long Term Goals. Ask students what they consider to be a short time; a long time. Does age affect time perception? Think of a small child waiting for Christmas. Is it a long time from December 1 to December 25th? Is the same period of time as long for an adult? Decide as a class on how you will define short-term (one year perhaps) and long term (ten years perhaps). Which of the Wants and Needs from your list above would be short-term goals? (Perhaps new clothes, a birthday present, dental care, or this months rent.) Which would be long-term goals? (Perhaps home ownership, a new car, a college education for the children.)
Income and Expenses. Use the exercise from pages 15-18 in the lesson referenced above in Suggested Materials (http://www.practicalmoneyskills.com/english/teachers/) to introduce the concepts of income and expenses. (Note: On the worksheet the category fixed expenses is listed twice. The second listing should be flexible expenses.)
Another good resource for mapping income and expenses is in the booklet Budgeting: Take Control of Your Personal Finances. With this resource you may develop an imaginary person or family and give the
figures of their budget for students to use instead of asking students to share anything about their personal finances in class. Have your imaginary person or family overspending their income. Leave room for some adjustments that students will be able to identify to reduce costs to balance the budget. (Take lunches to work and eat out less, do not have a cellular phone unless it is absolutely necessary in the work of the primary wage earner, car pool, postpone vacations and trips until the budget balances, do comparison shopping, buy budget brands, etc.) Help students identify the only two ways that one can balance a budget, i.e., increase income or cut expenses.
Hint: Why do we say balance a budget?
Jumpstarts Reality Check. If you have internet access in the classroom, or if you can arrange for a visit to the library or college computer lab where your students can have such access, Jumpstarts Reality Check http://www.jumpstart.org/madmoney/pgv_money_rc_mai n.html is a good exercise for advanced students. It is particularly good for advanced students who have prior degrees, high school diplomas, or certificates from their homeland. Students learn that more English and more education are necessary to live better. (If you have trouble accessing the address above, try http://www.jumpstart.org/realitycheck.
Journal Work: Do both of the exercises below:
Exercise One. What are my goals? Write your own long-term and short-term goals. Give three long-term and three short-term goals. List things you can do to move toward your most important goal in each category?
L on g Te rm Go als
S h o r t T e r m G o a l s
1 . 2 .
1 . 2 .
3 .
3 .
To meet my most important (#1) long term goal, I can do these things: 1. 2. 3.
To meet my most important (#1) short term goal, I can do these things: 1. 2. 3.
Exercise Two. Where does my money go? Keep a paper and pen with you for a week. Record every item you buy or bill you pay. Beside each item, note whether the expenditure was a need or a want. For example: electric bill need ice cream soda want gas for car to go to work need new designer T-shirt want eggs need beer want Did you start to buy anything during the week and then change your mind because you were keeping this list? What did you learn about your spending by doing this exercise?
Course: Consumer Economics
Unit: Money and Banking
Lesson: Currency
Competency Objectives: The adult student will be able to name the coins and bills in US currency. The adult student will be able tell the buying power of an amount of money. The adult student will be able to make change.
Suggested Criteria for Success: bills.
The
student will demonstrate ability to name the coins and
The student will tell accurately whether selected purchases can be made with a given amount of cash. The student will demonstrate ability to make change.
Suggested Vocabulary: dot period penny dime quarter half dollar golden dollar a dollar ten dollars twenty dollars
decimal
nickel
Kennedy
five dollars
fifty dollars
one hundred dollars $
Suggested Materials: coins.
Real US bills and
Copies of worksheets for students to use in matching coins with their values and in counting the value of numbers of coins. These worksheets are at the end of the free lesson plans called (1) Money Match and (2) Pennies Nickels and Dimes . . . Oh My!. Follow the instructions given in Suggested Resources below, starting at .
Overhead projector and transparencies of the worksheets above are nice but not mandatory.
Sales fliers or grocery ads from your local newspaper, or catalog pages from a department store catalog with priced items.
Play money and items to use in a class auction.
Information about Sakajawea. Two websites are given in the Resources section below. Others may be located with a good search engine.
http://moneyfactory.com. Click on U.S. Banknotes (left side of the screen), then on click here (in the body of the print). At the bottom of the screen under Materials to Download and Order, select click here for information. Educational materials about the redesigned U.S. currency are available for training, education and consumer information
purposes in reasonable quantities at no charge. Also, explore The New Currency or International Training (left side of screen).
http://www.usmint.gov/min t_programs/50sq_program/states/nc/. The North Carolina Quarter.
http://www.usmint.gov Click on h.i.p. pocket change at the bottom of the left column. Click on Teachers at the bottom of your screen. Click on Financial Literacy. Scroll down to Grades K-1 and choose Money Match and/or Pennies Nickels and Dimes . . . Oh My! to print worksheets for students to use in matching coins with their values and in counting the value of numbers of coins.
http://www.distinguishedw omen.com/biographies/sakajawe.htm l. has a paragraph about Sakajawea. (You will find different spellings of her name.)
Another Sakagawea resource is website with pictures can be located at http://www.usmint.gov/. On the left side of the screen, click on Special Programs, then on Golden Dollar Coin. Then click on About Scagawea (under Read More About).
http://www.pbs.org/lewisan dclark/ is the PBS site about the Corps of Discovery led by Meriwether Lewis and William Clark.
http://www.nps.gov/lecl/. This National Park Service site has information on the Lewis and Clark National Historic Trail.
Suggested Methods:
Lecture,
Matching, Addition, Scanning, Journal Work
Suggested Steps:
What
is
the
Start
class
with
demonstration of the period, the dot, and the decimal. If you place it at the end of a sentence, it is called a period. If you place it in an email address, it is called a dot, as in an address like http://www.siteaddress.com. If you place it with many other s, it is called a dot. (dots on a scarf or dress) If you place it in a group of numbers, with or without a dollar sign, it is a decimal. Ask students to use the in activities like writing a sentence, writing an email address, decorating a picture (a Dalmatian, a dress), writing the cost of something (use a newspaper ad with a price included).
US Currency. Show students real money or copies of US coins and bills. See if students know the names of the coins and bills. Teach, as needed, the names of the money listed in the vocabulary above and the symbols $ and . For students who have limited or no facility with US currency, the Money Match assignment (see Suggested Resources) from the US Mint has reproducible pages for students to match coins with their names and with their numeric amount.
Background. US currency consists of bills and coins. Bills are printed by the Bureau of Engraving and Printing. Coins are minted by the United States Mint.
Currency notes of denominations above $100 are not available from the Department of the Treasury, the Federal Reserve System, or the Bureau of Engraving and Printing. In 1969, the Department of the Treasury and the Federal Reserve System announced that $500, $1,000, $5,000, and $10,000 currency notes would be discontinued due to lack of use. These large notes
were issued until 1969, but they were last printed in 1945. (http://www.moneyfactory.com/section.cfm/5/42 )
There are four minting facilities (Philadelphia, Denver, San Francisco, West Point) operated by the United States Mint. Only Denver and Philadelphia manufacture the coins circulated for daily use in commerce: the Lincoln Cent, the Jefferson Nickel, the Roosevelt Dime, the 50 State Quarters, the Kennedy Half Dollar, and the Golden Dollar. (http://www.usmint.gov/, click on About Us, then on Coin Production. Both are on the left side of the screen.)
Currency in Written Form. Write the following figures on the board. $ .87, 21, $ .05, 10, $ .99, 87, $ .23, $ .54, 05, 23, 54, $ .21, 99, $ .10 Ask students to write those that have the same meaning side-by-side in a two-column list. (12 $.12) Allow students to check with a partner, then allow time for any questions. Check as a group if needed. Do all the figures preceded by dollar sign also have a decimal point? How would one read these pairs? Is there any difference in the two versions when they are read aloud?
Now that students have the amounts matched side-by-side, ask them to number the pairs from smallest amount of money (smallest = #1) to the largest amount of money (largest = #7). Let members of the class tell you what will be given the number 1, 2, 3, etc.
Ask students to keep this list. After you have done the exercise below on Dollars and Cents, come back to this list and ask students to show which coins may be combined to equal the total in each of the amounts of money in their list (i.e., 5, 10, 21, 23, 54, 87, 99). Can students demonstrate more than one combination of coins that will total each amount?
Dollars and Cents. Show students that the units of currency follow a pattern of multiplication by 100 except for the quarter and the twenty dollar bill. Review/teach multiplication. There is a short-cut for multiplying by 10 or by 100: The result will always equal the original number (for example, 5) plus the number of zeros in the multiplier (for example, 50 or 500).
P e n n y
D o l l a r
$ . 0 1 x 1 0 0 = $ 1 . 0 0
N i c k e l
F i v e D o l l a r s
$ . 0 5 x 1 0 0 = $ 5 . 0 0
D i m e
T e n D o l l a r s
$ . 1 0 x 1 0 0 = $ 1 0 . 0 0
n o e q u i v a l e n t c o i n
T w e n t y D o l l a r s
$ 2 0 . 0 0
Q u a r t e r
n o e q u i v a l e n t b i l l
$ . 2 5
K e n n e d y H a l f D o l l a r
F i f t y
$ . 5 0 x
D o l l a r s $ 5 0 . 0 0 = 1 0 0
Adding Coin Values. The worksheets from the US Mint for Pennies Nickels and Dimes . . . Oh My! are good for students with limited or no skills with currency. Use these worksheets for easy problems such as the number of pennies in a quarter or amount of money represented by a picture of three nickels. In these pages students work with one type of coin at the time. Make up your own problems for mixed coins. Some examples are given below. The * means the result does not equal an amount for which there is a single equivalent coin or bill. Do the same with paper money.
Coins
Bills
two dimes and a nickel equal? two tens and a five equal? four quarters equal? four twenties equal? five nickels equal? five tens equal? three pennies, two dimes, and a nickel
equal? * equal?*
three ones, two tens, and a five
two dimes, a nickel, and a quarter equal*? equal?* three quarters equal?* three fifties equal? ten dimes equal? ten ones equal? two tens, a five, and a fifty
Do you have enough money? Distribute sale pages or grocery ads from your local newspaper or use catalog pages from a local department store. Give each student an imaginary amount of money. Each student has: Ten one dollar bills Two fifty dollar bills Five twenty dollar bills
Fifteen five dollar bills Twelve quarters Twenty-seven pennies Ten nickels Seventeen dimes Have the students add up their total amount of money. Then you can do one or more exercises. If your newspaper fliers have mostly low priced items, you may adjust the amount of money that students have to spend by about half. You may ask students to work in pairs or alone. Keep in mind that students may not yet know the word or the pronunciation of the item(s) that they will purchase, but they can copy or circle the item and price. Ask each student to list as many items as he/she can buy and the price of each item. Set a limit (such as each item must cost a minimum of $25. For this exercise, students may ignore sales tax. Ask students to find the three highest priced items in the catalog and/or newspaper materials they are working with. Given the amount of money that they have, can they afford to buy all three? (Ignore sales tax for this exercise.) Can they afford to buy two? (Which ones?) Can they afford only one? Do the same exercise as above, but have students allow for a 7% sales tax on the three items. Auction! Pass out equal amounts of play money to each student to use in the auction. (Any combination is acceptable to use.) Appoint one student to be the cashier. Explain auction rules and terms such as bid, going once, going twice, sold, highest bidder. Begin by describing the auction item and its selling points. Take bids. The highest bidder buys the item. The buyer pays the cashier, counting out the correct amount and stating how much change they should get back. (All students may help in this process.) The
auction continues until all items are gone or students tire of the activity. (Save a reward for the cashier.)
A Silent Auction is a good way to give learners practice writing their names and amounts of money using dollar or cent signs. Bidders write their name and their bid on paper and place it under the item they want to buy.
History. Coins and bills tell stories from American history. Read about Sakajawea as a group.
Journal Work: Sakajawea was an important person in Lewis and Clarks exploration of the American West. Write about an exploration in your own life. Remember, not all explorations have to be geographical ones. Who helped you? Draw a picture of a coin that you would design to commemorate your experience.
Strong readers in a mixed class, especially those with computer (perhaps library) access, may want to learn about the person and story of another USA coin or bill. They can write down what they learn and share it with the class.
Lesson Plan #:AELP-ECO0013
Ups and Downs of the Stock Market

An Educator's Reference Desk Lesson Plan Author: NIE Curriculum Guide - The Montana Standard - Butte, MT. Date: 1994 Grade Level(s): 9, 10 Subject(s): Social Studies/Economics Objective: To introduce students to the ups and downs of the stock market Materials: newspapers Worksheet N (listed below) To Start: Ask students to define the word "market," as in a store or flea market-a place where people go to buy and sell things. Explain what the stock market is, describing briefly how it works. Distribute Worksheet N, which asks students to record information about specific stocks and answer questions about each. Follow-Up: Have each student "buy" a stock and follow its progress for a week or longer. Each day have students chart the stock's movement, up or down. At the end of the week, have students calculate whether they would have earned or lost money if they sold their stocks. How would they have felt if they had used real money to buy the stock? Ask the class to think about why and when people might buy stock. (When they want to invest portions of the money they have saved; when they can afford to do so; when they are in a position to leave sums of money invested for long periods of time; etc.)
Worksheet N
A. Directions: For this assignment, report on the current value of the following stocks from the New York Stock exchange. Stock Abbreviation High Low Close Net Change Borden ..... ..... ..... ..... ..... Chrysler ..... ..... ..... ..... ..... Citicorp ..... ..... ..... ..... ..... Dart/Kraft ..... ..... ..... ..... ..... Delta Airlines ..... ..... ..... ..... ..... General Mills ..... ..... ..... ..... ..... Goodyear ..... ..... ..... ..... ..... Pan American ..... ..... ..... ..... .....
Polaroid ..... ..... ..... ..... ..... Revlon ..... ..... ..... ..... ..... B. Directions: Now using the information above, answer the following questions: 1. On the day you recorded the information, what stock was worth the most? _______________________________________________________________________ What was its closing price? _______________________________________________________________________ 2. What stock was worth the least? _______________________________________________________________________ What was its high? _______________________________________________________________________ 3. Which stock experienced the greatest gain? _______________________________________________________________________ How much did it gain? _______________________________________________________________________ 4. What stock experienced the greatest loss and how much did it lose? _______________________________________________________________________ http://www.eduref.org/Virtual/Lessons/Soci al_Studies/Economics/ECO0013.html
Deals on Wheels! Car Loan Project

Appropriate Subjects and Grade Levels For high school students in the following classes: Economics Accounting Business Concepts Business Law
Business Math Financial Records
Length of Project One 55-minute class period; Handout #3 could be continued as homework assignment Optional one additional 55-minute class period for job description & role-play assignment Optional one additional 55-minute class period for guest speaker, job description & role play
NOTE: The length of this project is an estimated minimum time need for completion that may easily be expanded upon. The length of time will naturally increase as the project is expanded upon by the teacher as it is adapted to meet classroom and curriculum goals. Teachers Materials Provided Deals on Wheels Lesson Plan Outcomes/Products Assessments and Standards Matrix identifies lesson outcomes, standards addressed, and ways to measure learning; brief descriptions of corresponding student activities Calculating Amount to Be Financed/Borrowed may be used as a blank overhead to demonstrate completion of student worksheet Calculating Amount to Be Financed/Borrowed Sample Teacher Overheadoverhead master with sample calculation already filled in
Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan may be used as a blank overhead to demonstrate completion of student worksheet Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan Answer Key Budget & Pie Chart Rubric clarify Budget & Pie Chart assignment requirements and assessment criteria
Brief Project Overview: In this project students will learn about budgets, car purchasing, and using credit. They will calculate monthly car payments including tax and license fees, vehicle trade-in and down payments. While this lesson is intended to educate the consumer, and thus all students, there are many career opportunities related to the field of finances. Perhaps this will get students thinking about one.
1 of 20 Deals on Wheels Car Loan Project - Revised 09/14/2004 Finance and Business Industry Sector Grant Sierra College
Budget Essay Rubric clarify Budget Essay assignment requirements and assessment criteria Optional additional activity materials listed below
Student Materials Provided Calculating Amount to Be Financed/Borrowed Student Copyworksheet for calculating car loan amounts Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loanworksheet for calculating monthly car payments Creating a Budgetassignment instructions Budget and Pie Chart Rubric clarify Budget & Pie Chart assignment requirements Budget Essay Rubric clarify Budget Essay assignment requirements Optional follow-up activity materials listed below
Classroom Facilities Needed Computer/printer for students Internet access Word, Excel, Publisher (optional) Overhead projector
Student Supplies Needed Calculators Floppy disk
Teachers Preparation Checklist Review Outcomes/Products and Assessments Matrix, Lesson Plan, student materials and perhaps the recommended background materials Practice following the students exercise directions Make one copy of each handout per student: o Calculating Amount to be Financed/Borrowed Student Copy o Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan o Creating a Budget o Budget and Pie Chart Rubric o Budget Essay Rubric Gather calculators and floppy disks
Recommended Background Materials No-Brainers on Buying a New Car (1998) video The Insiders Guide to Buying a New or Used Car book by Burke Leon, Stephanie Leon Car Secrets Revealed book by Corey Rudl
Optional: Follow-up Activities Financing Practice Problems Student Copy, Financing Practice Problems Answer Key Loan Agent Interview Create a Job Description from the interview results, Job Description for a Career in Finance Rubric Role play the process of obtaining a loan depicting current interest rates, what rates students could qualify for, and how a person could qualify for the lowest rate possible (using information obtained from the interview) Invite a guest speaker from a car dealerships finance department
Deals on Wheels Car Loan Project

Written and Edited by: Beth Islip Susan Espana Kay Fegette Jeanne Sampson Mike Walker
Sierra Community College developed and produced the Business Industry Sector Grant for Finance and Business. Funding provided by the Carl D. Perkins Vocational and Technical Education Act of 1998 through the California Department of Education.
For more information please visit: FAB.SierraCollege.edu
Outcomes/Products, Assessments and Standards Matrix D e a l s o n W h e e l s ! C a

A s s e s s m e n t
o f B l o o m s T a x o n o m y L e v e l
S t a n d a r d s A s s e s s e d
r L o a n P r o j e c t
L e ar ni n g O ut c o m e/ Pr o
d u ct s
C al cu la te a m o u nt to b e fi n a nc e d/ b or ro w e d af te r ta K C o m p l e t e K C a l c u l a t i n g A m o u n n o w l e d g e
I n f o r m a t i o n T e c h n 1 . 6 B u s i n e s s C o r e
n o w l e d g e
x a n d lic e ns e fe es , v e hi cl e tr a d ein a n d d o w n p a y m e
t t o B e F i n a n c e d / B o r r o w e d w o r k s h e e
o l o g y
1 . 6 . 1 A p p l i c a t i o n s
1 . 6 . 1 0 T e l e c o m m
nt .
t .
u n i c a t i o n s
O p t i o n a l : C o m p l e t e
2 . 0 A c c o u n t i n g & F
F i n a n c i n g
i n a n c e
2 . 1 .
P r a c t i c e P r o b l e m s w o r k s h e e t .
C a s h M a n a g e m e n t
2 . 1 . 6 E t h i c s
2 . 2 F i n a n
M a
s t e r y w i l l b e d e t e r m i n e d b y a c c u r
c i a l A n a l y s i s
2 . 2 . 1 C r e d i t A n a l y s i s
2 . 2 .
a c y o f i n f o r m a t i o n . C a l c u l a t i n g A
4 F i n a n c i a l R e s p o n s i b i l i t y
m o u n t t o B e F i n a n c e d / B o r r o w e d s a m
p l e t e a c h e r o v e r h e a d a n d F i n a n c i n
g P r a c t i c e P r o b l e m s A n s w e r S h e e t
p r o v i d e d .
C al cu la te m o nt hl y ca r p a y m e nt , to ta
K C o m p l e t e C a l c u l a t i n g C o m p r e h e n s i n o w l e d g e
L a n g u a g e A r t s 9 / 1 0
R e a d i n
l fi n a nc e ch ar g e a n d to ta l co st of lo a n us in g v ar io us ra te s of T o t a l P a y m e n t , M o n t h l y o f A m o u n t
o n
g C o m p r e h e n s i o n 2 . 6
E v a l u a t i o n
E c o n o m i c s
1 2 . 5 . 3 I n t
in te re st a n d le n gt h of lo a n us in g a ca lc ul at or a n d W e b Si te Lo
F i n a n c e C h a r g e a n d T o t a l C o s t o f L
e r e s t R a t e s & R e l a t i v e S i g n i f i c a n c e
B u s i
a n C al cu la to r.
o a n w o r k s h e e t .
n e s s C o r e
1 . 6 I n f o r m a t i o n T e c h n o l o g y
D i s c u s s p r o s a n d
1 . 6
c o n s o f d i f f e r e n t i n t e r e s t r a t e s
1 A p p l i c a t i o n s
1 . 6 . 2 C o m p u t e r O p e r a t i o n
a n d t e r m s o f l o a n
1 . 6 . 5 I n f o r m a t i o n R
a n d t h e i m p a c t t
e s o u r c e s
1 . 6 . 7 P r o b
h e s e h a v e o n a p e r s o n s m o n t h l y b u
l e m S o l v i n g
2 . 2 F i n a n c i a l A n a l y s i s
2 . 2 . 1
d g e t .
C r e d i t
B r a i n s t o r m a s a c l a s s w a y
A n a l y s i s
2 . 2 . 4 F i n a n c i a l R e s p o n s
s a p e r s o n c o u l d q u a l i f y f o r l o w e r
i b i l i t y
2 . 2 . 1 0 T e c h n o l o g y
r a t e s o f i n t e r e s t .
C a l c u l a t i n g
A m o u n t o f M o n t h l y P a y m e n t , T o t a l
F i n a n c e C h a r g e a n d T o t a l C o s t o f
L o a n A n s w e r K e y p r o v i d e d .
D es ig n a p er
A C r e a n a l y s i
L a n g u a g e
so n al b u d g et th at sh o w s m o nt hl y in co m e a n d fi x e d a n d
t e a n E x c e l s p r e a d s h e e t b u d g e t ( C r
A r t
S y n t h e s i s
s 9 / 1 0
R e a d i n g C o m p r e h e n s i o n 2 . 1 , 2 . 6
fl e xi bl e e x p e ns es , as w ell as to ta ls fo r e ac h se ct io n. Cr e at e a
e a t i n g a B u d g e t ) t h a t s h o w s m o n t h l
S t r a t e L i s t e n i n g S t r a t e g i e s 2 . 3
W r i t i n g
pi e ch ar t to ill us tr at e th e
y i n c o m e
g i e s 1 . 8
a n d f i x e d a n d f l e x i b l e e x
u s i n e s s C o r e
1 . 1 B u s i n e s s C o m m
p e n s e s , a s w e l l a s t o t a l s f o r e a c h
u n i c a t i o n s
1 . 1 . 1 D i v e r s i t y
1 . 1 . 2 E f f e c t i
s e c t i o n . C h a r t t h e f i n d i n g s
e n e s s
1 . 1 . 6 O r a l C o m m u n i c a t i o n s
u s i n g
. 6 I n f
a p i e c h a r t i n c l u d e l a b e l s a n d p e
r m a t i o n T e c h n o l o g y
1 . 6 . 1 A p p l i c a t i o n s
r c e n t a g e s . B u d g e t a n d P i e C h a r t R u
b r i c p r o v i d e d .
S c o r i n g : A R u b r i c
( p r o v i d e d ) t h a t r a t e s t h e t i t l e ,
d a t a a c c u r a c y a n d o r g a n i z a t i o n ,
r e a d a b i l i t y , d a t a
Little Economics for APEC

Monday November 22, 2004 Intermediate + BNE: The APEC (Asia-Pacific Economic Cooperation) summit closed yesterday in Santiago, Chile, with leaders vowing to increase their fight on global terror and weapons of mass destruction. The traditional APEC fare of economic and free trade issues were completely overshadowed by US President George W. Bushs agenda and his war on terror. Proposals to set up a regional free trade agreement were sidelined. APECS closing statement expressed its unmistakable resolve to collectively confront the threat of terrorism and its disastrous effects. In a shaded warning to Iran and North Korea, it promised to eliminate the danger posed by proliferation of weapons of mass destruction, their delivery systems and related items. George W. Bush delivered his usual warning to North Korea, the message is clear to Mr. Kim Jong-Il: Get rid of your nuclear weapons programs. Not all participants were happy with the APEC agenda changed to include terrorism and nuclear weapons. The Malaysian Trade Minister stressed the need for the summit to stick to economics and trade. New Zealand Prime Minister, Helen Clark, however, welcomed a broadened agenda
and urged members to focus on the Palestinian problem, stating, It is not in the interest of our planet to have a proportion of the Muslim world deeply alienated from the West.
POSSIBLE WARM UPS / COOL DOWNS

1. CHAT: Talk in pairs or groups about world trade, APEC, free trade, The Asia Pacific Rim, Chile, world governmental meetings 2. PACIFIC RIM: Brainstorm some of the countries of the Pacific Rim and identify any common bonds between them. 3. FREE TRADE ORGS: Talk about other trade blocs: CAFTA, CEFTA, EFTA, NAFTA, ASEAN, CARICOM, EAEC, ECOWAS, SADC. 4. 2-MINUTE DEBATES: Students face each other in pairs and engage in the following (forfun) 2-minute debates. Students A are assigned the first argument, students B the second. Rotate pairs to ensure a lively pace, let students reuse arguments, and keep noise level up: Free trade is not a good idea vs. Free trade is the way ahead; Free trade helps all poor countries vs. Free trade only helps America; World trade summits need also to focus on terrorism and WMD vs. World trade summits should focus solely on economics and trade; World free trade is possible vs. Impossible;
PRE-READING IDEAS
1. ECONOMY: Look in the dictionary to find the different meanings of the word economy. Talk about each of the words. 2. ABBREVIATIONS: Students match the following abbreviations with their raison detre and discuss their effectiveness / relevance / worth: (a) GATT (b) OPEC (c) OECD (d) WIPO (e) WTO (f) IMF (g) IAEA (h) BENELUX economic cooperation and development international trade nuclear weapons Belgium, Holland and Luxembourg oil protecting intellectual copyright trade and tariffs money
3. TRUE/FALSE: Students predict whether they believe the following statements are true or false: (a) APEC means Atlantic-Pacific Economic Council. T / F (b) Last weeks summit was held in Chile. T / F (c) Free trade and economic cooperation was top of the agenda. T / F
(d) (e) (f) (g) (h)
George W, Bush attended the 3-day summit. T / F Leaders vowed to eliminate the danger posed by WMD. T / F Bush told Mr Kim Jong Il to get rid of his nuclear weapons programs. T / F North Koreas Kim Jong Il attended the summit. T / F Everyone was happy to discuss the war on terror. T / F by in the interest of to do things sidelined need for something fare of items threat of something rid of something you dont want
4. PHRASE MATCH: Students match the following phrases based on the text: (a) leaders vow (b) traditional (c) overshadowed (d) proposals can sometimes be (e) confront the (f) get (g) stress the (h) not
WHILE READING ACTIVITIES

1. GAP-FILL: Put the missing words under each paragraph into the gaps.
Little Economics for APEC - (Mon Nov 22)

BNE: The APEC (Asia-Pacific Economic Cooperation) summit ________ yesterday in Santiago, Chile, with leaders ________ to increase their fight on global terror and weapons of mass destruction. The traditional APEC ________ of economic and free trade issues were completely overshadowed by US President George W. Bushs agenda and his war on terror. Proposals to set up a regional free trade agreement were ________. APECS closing statement expressed its unmistakable ________ to collectively confront the threat of terrorism and its disastrous effects. In a shaded warning to Iran and North Korea, it fare closed sidelined vowing
clear related proliferation resolve
promised to eliminate the danger posed by ________ of weapons of mass destruction, their delivery systems and ________ items. George W. Bush delivered his usual warning to North Korea, the message is ________ to Mr. Kim Jong-Il: Get rid of your nuclear weapons programs. Not all ________ were happy with the APEC agenda changed to include terrorism and nuclear weapons. The Malaysian Trade Minister stressed the need for the summit to ________ to economics and trade. New Zealand Prime Minister, Helen Clark, however, ________ a broadened agenda and urged members to focus on the Palestinian problem, stating, It is not in the interest of our planet to have a proportion of the Muslim world deeply ________ from the West. 2. TRUE/FALSE: Students check their answers to the T/F exercise. 3. PHRASE MATCH: Students check their answers to the word match exercise. 4. QUESTIONS: Students make notes for questions they would like to ask the class about the article. 5. VOCABULARY: Students circle any words they do not understand. In groups pool unknown words and use dictionaries to find the meanings. participants alienated stick welcomed
POST READING IDEAS

1. GAP-FILL: Check the answers to the gap-fill exercise. 2. QUESTIONS: Students ask the questions they thought of above to their partner / group / class. 3. VOCABULARY: As a class, go over the vocabulary students circled above. 4. STUDENT-GENERATED SURVEY: Pairs/Groups write down 3 questions based on the article. Conduct their surveys alone. Report back to partners to compare answers. Report to other groups / the whole class. 5. TO BE A PARTICIPANT: In pairs students brainstorm ideas on the issues that need resolving in world trade. They share their ideas and discuss whether and why (not) these will be resolved in the next 5, 10, 20 years. 6. SUMMIT THEMES: The summit was organized around the following themes. In pairs/groups, take one theme, discuss it and create a presentation and conclusion to be presented to other groups, who will ask you questions: - One community, our future - Advancing development through Trade and Investment Liberalization
- Santiago Initiative for Expanded Trade in APEC - Enhancing Human Security - Underpinning Economic Growth - Promoting Good Governance and a Knowledge-Based Society 7. THE NITTY GRITTY: Here are some more detailed initiatives outlined in the Summit. Discuss the workability of these in groups: - to achieve sustainable and equitable growth and reduce economic disparities - to support efforts to conclude promptly the accessions of the Russian Federation and Viet Nam to the WTO. - improved protection and enforcement of Intellectual Property Rights - to advance the prosperity and sustainable growth of our economies and the complementary mission of ensuring the security of our people. - to collectively confront the threat of terrorism and its disastrous effects on the people and also the economies of the region. - cooperation on the supervision of exported and imported food - to prevent hidden hazardous or toxic materials - to strengthen the public health system to respond to regional health threats. - to dismantle trans-national terrorist groups - to eliminate the danger posed by proliferation of weapons of mass destruction - to fight corruption - to promote the use of English
HOMEWORK
1. VOCAB EXTENSION: Choose several of the words from the text. Use a dictionary or the Google search field to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on APEC. Share your findings with your class next lesson. 3. NITTY GRITTY: Choose one theme from the nitty gritty ideas above and write a short article outlining the pros and cons of your chosen topic. 4. GEORGE ORWELL: The author of 1984 wrote in 1948 that he foresaw the emergence of 3 or 4 major economic blocs that would dominate world affairs and result in war. How far do you see this to be true? Write a comment on this criticizing the establishing of regional trade associations.
ANSWERS
ABBREVIATIONS (a) GATT (b) OPEC (c) OECD (d) WIPO General Agreement on Trade and Tariffs Organization of the Petroleum Exporting Countries Organization for Economic Cooperation and Development World Intellectual Property Organization
(e) WTO (f) IMF (g) IAEA (h) BENELUX
World Trade Organization International Monetary Fund International Atomic Energy Association Belgium Netherlands and Luxembourg Free Trade Area
TRUE/FALSE: Students predict whether they believe the following statements are true or false: (a) APEC means Atlantic-Pacific Economic Council. F (b) Last weeks summit was held in Chile. T (c) Free trade and economic cooperation was top of the agenda. F (d) George W, Bush attended the 3-day summit. T (e) Leaders vowed to eliminate the danger posed by WMD. T (f) Bush told Mr Kim Jong Il to get rid of his nuclear weapons programs. T (g) North Koreas Kim Jong Il attended the summit. F (h) Everyone was happy to discuss the war on terror. F PHRASE MATCH: Students match the following phrases based on the text: (a) leaders vow (b) traditional (c) overshadowed (d) proposals can sometimes be (e) confront the (f) get (g) stress the (h) not GAP FILL: BNE: The APEC (Asia-Pacific Economic Cooperation) summit closed yesterday in Santiago, Chile, with leaders vowing to increase their fight on global terror and weapons of mass destruction. The traditional APEC fare of economic and free trade issues were completely overshadowed by US President George W. Bushs agenda and his war on terror. Proposals to set up a regional free trade agreement were sidelined. APECS closing statement expressed its unmistakable resolve to collectively confront the threat of terrorism and its disastrous effects. In a shaded warning to Iran and North Korea, it promised to eliminate the danger posed by proliferation of weapons of mass destruction, their delivery systems and related items. George W. Bush delivered his usual warning to North Korea, the message is clear to Mr. Kim Jong-Il: Get rid of your nuclear weapons programs. to do things fare of items by sidelined threat of something rid of something you dont want need for something in the interest of
Not all participants were happy with the APEC agenda changed to include terrorism and nuclear weapons. The Malaysian Trade Minister stressed the need for the summit to stick to economics and trade. New Zealand Prime Minister, Helen Clark, however, welcomed a broadened agenda and urged members to focus on the Palestinian problem, stating, It is not in the interest of our planet to have a proportion of the Muslim world deeply alienated from the West.
Help Support This Web Site

Please consider making a donation to Breaking News English.com

A Budget Is A Plan That Shows How Much Money Comes in

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

A Budget Is A Plan That Shows How Much Money Comes in

Transféré par

Droits d'auteur :

Formats disponibles

Conversation Questions Business

What one thing can transform business to a higher level?

Conversation Questions Gambling

Conversation Questions Possessions

Conversation Questions Poverty, Food Programs, Welfare, Homeless

Related: Social Problems, Homeless

Conversation Questions Retirement

Conversation Questions Self-employment

Conversation Questions Service Industry

Have you ever had someone design a webpage for you?

Course: Consumer Economics Unit: Money and Banking

will understand the concepts of risk and return.

Suggested Criteria for Success:

Suggested Vocabulary: shares risk return

http://www.teachmefinanc e.com/. Teach Me Finance.

http://www.stocksquest.co m Free stock market simulation game.

http://www.infohq.com/CP A/begin-investing-guide.htm Beginners Guide to Investing.

http://www.urbanext.uiuc.e du/risk/index2.html. Developing a Personal Risk Management Plan.

Suggested Methods: Reading, Discussion, Lecture, Group Work, Journal Work

Teach the Rule of 72: See http://beginnersinvest.about.com/library/weekly/aa0125 01a.htm.

Financial Education.....A Corporate Commitment

(a) worker (b) manager (c) wealthy person

125 days ago

one year ago

one year ago

Users with photos Question: How to add my photo to my forum profile?

have you ever heard about phrasebase?

english for beginners

british vs. american english

esl test: economics questions test (2) (questions)

want to learn english language through hip-hop?

vocabulary games: english adverb quiz

esl english vocabulary: verb noun adjective lists

Course: Consumer Economics Unit: Money and Banking

will understand the concepts of risk and return.

Suggested Criteria for Success:

Suggested Vocabulary: shares risk return

income and saving the remaining 10%.

http://www.teachmefinanc e.com/. Teach Me Finance.

http://www.stocksquest.co m Free stock market simulation game.

http://www.infohq.com/CP A/begin-investing-guide.htm Beginners Guide to Investing.

Suggested Methods: Reading, Discussion, Lecture, Group Work, Journal Work

Teach the Rule of 72: See http://beginnersinvest.about.com/library/weekly/aa0125 01a.htm.

Conversation Questions Money & Shopping

What is the most you have ever spent on a gift?

If you had to save money, what can you do without?

Course: Consumer Economics Unit: Money and Banking

Suggested Vocabulary: Savings Account Deposits CD

Checking Money Market

Rate of Return FDIC (Federal Deposit Insurance Corp.) Yield

Saving: Take Control of Your

Paper and pens or pencils.

Optional: fliers from local banks describing their checking services.

Access to a computer with internet and an LCD projector is

http://www.esolcamba.org/ checking.html An online exercise on reading a bank statement.

Suggested Methods: Lecture, Discussion, Hands-on Practice, Journal Work

Some Suggested Steps:

Appoint a new Banker for the next transactions.

Appoint a new Banker for the next transactions.

Do all the check registers balance?

t = number of compounding times per year n = number of years

Simple Interest: A = P (1 + r/t)