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© Cambridge University Press 2008
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1
If you are teaching a monolingual group in their own country, 
you can ask students to explain in their own language what 
you get when you open a bank account. Their description will 
probably include their fi rst language equivalents of 
debit card 
number, bank account number
and 
PIN
. Ask students to do 
the exercise.
2
Ask students to do the exercise. Discuss students’ answers. 
If you are teaching a multilingual group, fi nd out how similar 
ATMs are around the world.
3
You can do this activity as a class. Get students to stand 
up as if they are standing in front of an ATM machine. Say 
the numbers 1–9 aloud and get students to mime each 
instruction given on the ATM screens in the book.
Ask students if ATM instructions are similar in their country. 
Are there any other instructions? For example, sometimes you 
might be told to press a YES button if you want a receipt.
If you are teaching a multilingual group, ask students to look 
at screen 2 again. Ask them how they say the name of their 
language in their own language, e.g. 
italiano
is Italian for 
Italian
, 
Deutsch
is German for 
German
, 
magyar
is Hungarian 
for 
Hungarian
.
4
Ask students to complete the exercise. Students can work in 
pairs to ask and answer questions, e.g. 
Can you order a bank 
statement? Can you fi nd out how much money you have in 
your bank account?
Focus on … verbs
In this exercise students revise the spelling of the key imperative 
form of the verbs used when operating an ATM. Ask students to 
do the exercise. You could explain to students that this meaning 
of 
enter
(to put information into a book, computer or document) 
is not the most common meaning of 
enter
(to go into a place). 
Give some examples, e.g. 
The police entered the building by 
the back door
. You could also mention a third meaning of 
enter
(to do an exam or competition, e.g. 
Are you going to enter the 
photography competition?
).