Use these prompts for student presentations and for follow-up questions after each block. The teacher adapts depth to the class; in 1:1 settings, work through all seven sessions in order.
For each session (1–7), prepare a 3–5 minute explanation in English: (1) What was the main idea? (2) Give one real-life example. (3) Use at least six words from that session’s vocabulary card naturally — not as a list. Do not read slides or the recap word-for-word.
Teacher: listen for misuse of terms (e.g. mixing up liquidity and solvency) and ask one clarifying question per block.
“If someone says ‘I can’t afford it,’ what financial ideas are they invoking? How is that different from ‘the company posted a loss’?”
Checks: afford, budget, profit, loss — everyday vs business register.
“Walk me from receiving a paycheck to deciding whether to take a mortgage — what vocabulary appears at each step?”
Checks: personal cash flow vs bank loan structure.
“How does commercial bank money creation relate to what the central bank does when it tightens policy? Use complete sentences, not slogans.”
Checks: link reserves / lending to base rate / inflation at a high level.
“In one minute: what broke in the 2008 narrative we studied, and who was exposed — households, banks, investors abroad?”
Checks: default, mortgage-backed security, creditworthy — causal chain, not blame rant.
“Name two sessions that connect to each other in a way you did not notice in week one. Explain the link in 4–6 sentences.”
Teacher: praise accurate connections; correct wrong bridges (e.g. confusing deposit insurance with MBS).