English for Banking & Financeeer a ae a Edinburgh Gate following for their kind permission to Harlow reproduce their photographs: Essex CM20 2JE England Cover images: Front: Alamy Images: and Associated Companies throughout Chris Brink / VIEW Pictures Ltd |; the world. Photolibrary.com: Achim Sass r, travelstock44 Background, White ‘www. pearsonlongman.com © Pearson Education Limited 2011 The right of Helena Gomm to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988, All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their ‘own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale. First published 2011 ISBN: 978-1-4082-5194-2 Set in PalatinoUnit 1 Personal finance page 3 Unit 2 Jobs in banking page 12 Unit 3 Banking products and services page 21 Unit 4 Bank transactions page 28 Unit 5 Investment page 37 Unit 6 A career in accountancy page 45 Unit 7 An accountant’s life page 53 Unit 8 The economy page 62Personal fin Briefing ‘This unit offers a gentle introduction to banking and finance. It covers personal introductions, pronunciation and spelling of names and numbers, ‘and nationalities and languages. It also introduces words used to talk about personal finances and the ways in which people manage their money and pay for goods and services. ‘This section introduces the present simple of be in the context of greetings and introductions. Whether ‘or not you use a person’s first name in the UK depends on a number of factors, mainly how well you know them and the nature of your relationship. ‘Complete strangers will usually use Mr, Mrs or Ms followed by the surname; Ms is often preferred for ‘women as it does not denote their marital status. Status and age may also play a role. For example, a bank employee would generally not use a customer's first name, and surnames are often used with older people. Contractions such as My niame’s ... and I'm from . are introduced. The section also looks at words for countries, nationalities and languages. ‘This section concentrates on the spelling and pronunciation of names and numbers. Students look at the information generally found on business cards and identify company acronyms, shortened versions of company names. They are also introduced to the names of some currencies (pound, euro, dollar and yen), and the coins and notes (paper money) that are in circulation. ‘The section begins by teaching students how to talk about possessions and moves on to a discussion of how people pay for things. The following methods are mentioned: in eash, by credit card, by debit card, by cheque, by direct debit and by standing order. Cash payments are those made using coins or banknotes. Customers use debit cards (also known as cash cards or bank cards) to get money at a cash machine, or pay for goods in shops or when shopping online. They differ from credit cards in that the payee receives the money they are owed direct from the cardholder's bank account. With a credit card, the payee gets the money from the credit card company and the cardholder then pays the company, either in full or in part, with any outstanding amount accruing interest. Cheques are still used in English-speaking countries, though UK banks are moving towards phasing them out. Bank ‘customers receive a chequebook and when they ‘want to pay someone, they write the name of the payee, the amount and the date on a cheque, sign it and give it to the payee. The payee then takes it to their bank, where itis processed, and the money is transferred from the payer's bank account into the payee's bank account. Direct debit is a method of payment often used to pay regular bills (for ‘example, household bills from utility companies). ‘The customer completes a bank form, which gives permission for the utility company to receive money from the customer's bank account. A mortgage is a type of loan taken out to buy property. Mortgage repayments are spread over several years and accrue interest, the extra money that customers pay back in addition to the original loan. The bank sets an amount which has to be paid back each month and this is taken from the customer's bank account. If the amount is the same every month, it will probably be paid by a standing order rather than a direct debit. With a direct debit, the payee determines the amount taken. A standing order tells the bank to pay a certain amount on a certain day. In this section, students read a text which gives advice on money management. This advises keeping toa realistic budget, a sensible plan for how much you will spend on your various expenses, things such as household bills, food, ete. which have to be paid out of your salary, the money you earn from ‘your job. Italso mentions saving towards a pension, the money you receive from a pension scheme when you retire. The text advises checking prices in more than one shop before making purchases and other economy measures to control spending. Further reading Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: The Economist newspaper, Financial Times, Banking Ti Ro >Teacher's notes [Getiing to know youll 1) Vocabulary Go through the phrases in the box with the class and make sure they understand all of them. Elicit when they might be used. Then ask students to match them to the pictures. Point out that in the UK, complete strangers do not usually address each other by their first names, so the taxi driver in picture 6 says Mr Stoner rather than William. In picture 5, a colleague is being introduced by his first name (Henry), which amounts to an invitation to the other person to use this name in future. The same is true in picture 2, where Jane is inviting the listener to use her first name. 1.Good moming. 2 My name's Jane. 3 Pleased to meet you. 4 What's your name, please? 5 Thisis Henry. 6 Are you Mr Stoner? Extra activity Have a class discussion about the use of first | names and surnames in the students’ own | | countries. How well do they havetoknow | someone before they use their first name? Are | there any other factors (for example status or age) that play a role inthe choice of ames? | Are some industries or companies more formal than others when it comes to the use of names? | Listening [SD Tell students that they are going to hear four conversations in which people introduce themselves or other people. Ask them to read through the gapped conversations first and to think about which of the words in the box they might use to complete them. Stronger classes could be asked to complete the gaps and use the listening to check their answers. Weaker classes could listen to the recording before completing the gaps. Check answers by asking pairs of students to take the roles of A and B and to read out their completed conversations. Point out the information about contractions in the margin. Contractions are commonly used in formal and informal speaking and in informal writing. Make sure students understand what the full forms are for each contraction. You may need to point out now or later on that contractions are not used in short answers. So, for example, the answer to Are you Mr Stoner? would be Yes, lam, not Yes, I'm. tam 2is 3Are 4!m What's Gname's 7 this Speaking Pat students in pairs and ask them to practise the conversations in Exercise 2 using their own, names. Demonstrate first with a confident student. Encourage them to use contractions where appropriate. For the fourth conversation, they will have to invent an imaginary colleague to introduce. Language Go through the Language box with the class. Draw students’ attention to the contractions and the difference between the singular and plural verb forms. Ask a confident student where they are from, then get that student to ask another student the same question and so on. Then indicate one of the students and ask Whereis he/she om? Encourage the other students to answer. Indicate two students (from the same country) and ask Where are they from? Elicit answers. Then get students to practise asking and answering similar questions in pairs. If all your students are from the same country, you ‘might like to bring to class some newspapers and magazines with photos of famous people from a variety of countries. Use these to practise asking questions about where people are from. ‘You might also like to teach short answers, using, questions such as Are you from Germany? (Yes, I am./No, I'm not). Point out or remind students that we do not use contractions in short answers. Use students and/or photos to practise Is he/she from the USA? Are they from Spain?, etc Vocabulary Focus students’ attention on the table. Point out the three different columns (Country, Nationality and Language(s)) and draw their attention to Spain, where the words for nationality and language are the same (Spanish). Explain that this is often but not always the case. Ask students to work individually to complete the table with the words in the box and then to identify which countries have the same word for nationality and language (Germany, Italy, France, China, Japan and Spain).Check answers with the class. You may like to explain that the correct nationality word for the UK (United Kingdom) is British, not English, as the UK is made up of several countries (England, Wales, Scotland and Northern Ireland) and the word Englis refers only to those people who come from England. If your students all come from the same country, ask them to say the name of their country, their nationality and their language in English. If they ‘come from a range of countries, put the table headings on the board and invite students to come up and add their countries, nationalities and languages. Encourage stucents to keep vocabulary notebooks and to divide them by topic. T could use the words here to start a page on countries, nationalities and languages. 4German 2 italian 3 Brazil 4French 5 China 6Japanese 7.British 8 English For extra practice on stressed syllables, say the words in the table aloud and ask students to ten and underline the stressed syllables. Point ‘out that there are some patterns. For example, all the words which end in ese, such as Chinese and. Japanese, have the stress on the final syllable. With italy and Egypt, the first syllable is stressed. for the country word but for the nationality, the stress moves to the second syllable. Ask students to work individually to complete the five conversations. Point out the use of I'm ‘from + country, [am + nationality and I speak + language. Allow students to compare their answers in pairs and then check with the class by asking different pairs to read out their completed conversations. Make sure they pronounce the different country, nationality and language words correctly. 1 Eoypt, Arabic 2Japan 3 Germany 4English § American, Portuguese Speaking Go through the example with the class, then put students in pairs and ask them to have a similar conversation. Go round the class monitoring and making sure they are pronouncing the nationality and language words correctly Extra activity Ask several students to introduce the partner they worked with in Exercise 6 to the class, saying, for example, This is jorge. He’s Brazilian, He speaks Portuguese, Spanish and English. Teach the third person singular speaks if students do not already know it.Listening Focus students’ attention on the business card. Get them to identify the different items on it: the company name, the person's name, the job title, the address, the phone number and the email address. Ask them to make three sentences using the information on the card. Stronger students could be invited to make more than three sentences, Suggested answers name's Jon Philips. He's a financial adviser. His company is UBCS Intemational His company address is 33 Victoria Street, London W1 6AZ. His telephone number is (44) 020 7521 3842, His email address is [email protected]. | Extra activity | Find out how many students in the class have | business cards. Ask them to show the cards to | the class if they have them, making sentences using the information on their own cards. For ‘example: My name's Maria Fucci. I'm an account manager. My company is... . They could also use | their business cards to introduce each other to | the class. For example: This is Maria Fucci. She's | ax account manager. Her company is... |Go through the instructions with the class. Make sure students understand the ‘expression human resources manager as it isa useful one for understanding the context here and it will come up again in Unit 2. Go through the questions and the possible answers with the class so that students know what to listen out for. Reassure them that you do not expect them to understand everything on the first listening but they should try to listen out for the answers to these questions. Play the recording and ask students to choose the correct answers. You may need to play the recording more than once. 1b 2c Go through the gapped sentences with the class and ask students to think about which words from the box they would use to complete them. ‘Then play the recording and ask them to complete the sentences. Check answers with the class, asking individual students to read out the completed sentences. ‘repeat 2check 3 spell 4 family Speaking 4 Demonstrate the activity first with a confident student. Get the student to play A and you play B, Put students in pairs and ask them to practise the conversation using their own names. Remind them to change roles so that both of them have a chance to play each of the parts. Get a confident pair to perform their conversation for the class. 5 Ask students to cover the text and look at the photos. Elicit that they show company logos. Ask them if they know the names of any of these companies before they do the matching exercise. Ask students to uncover the fext and choose the correct answers from the choices given. Then put them in pairs and ask them to take turns asking, and saying what the letters stand for. They should use the example conversation (which does not refer to any of the photos here) as a model. 1b 2a 3a 4b 6 Do the first item with the class as an example, then ask students to decide what the next three numbers are for the remaining lines. They can write them in their notebooks if they wish. Check answers by getting individual students to say each line, together with the next three numbers. Check that they pronounce the m at the end of fourteen, fifteen, eighteen, etc. very clearly. These numbers can easily be confused with forty, fifty, eighty, etc if students are not careful with their pronunciation. Make a point of insisting that all final sounds of words are pronounced accurately. In the students’ chosen field, a mistake in number pronunciation could be very serious and expensive! 1. ten, twelve, fourteen 2 six, five, four 3 fifteen, eighteen, twenty-one 4 thirty-two, sixty-four, one hundred and twenty-eight For extra practice, you could ask students to write more number sequences for classmates to add the next three numbersListening Vocabulary ‘Tell students that they will hear five sentences/ short conversations and that they should tick the number they hear in each one. With weaker classes, you may need to pause the recording after each item or play it a second time. You could also go through the pronunciation of the pairs of numbers before you play the recording. Putstudents in pairs and ask them to check their answers. Play the recording again if necessary. ‘Then ask them to take turns in their pairs saying all the numbers aloud. A good way to do this is to have one student say one of the numbers in the pair and the other point to the number they think they heard. The student who said the number then says whether that was the number they meant or not. Monitor carefully and if there are discrepancies between what students think they said and what they think they heard, give extra help with pronunciation to those pairs. 2120 b30 ¢50 di17 14 Writing Look at the example with the class and point out that numbers like twenty-six are hyphenated, ‘The and in one hundred and twenty-six is normal in British English. Americans tend to miss it out (saying, for example, one hundred twenty-six or three hundred forty), Check that students have written the numbers correctly; note that forty has no u in the middle, unlike fourteen. Then get individual students to read the numbers aloud. b thirty-nine and twelve forty-five d three hundred e eighty-eight Extra activity Tell students that you are thinking of a number between 1 and 500. Ask them to guess what it is, Each time they suggest a number, tell them whether your number is more or less than the number they have suggested. With a bit of tactical guesswork, students will discover your ‘number surprisingly quickly. To give them plenty of practice and to prevent them guessing too quickly, itis often a good idea to ‘choose a number somewhere in the middle of the range. To give more practice, students could then play the game again in groups. 9 Ask students to label the symbols and check answers before moving on to the second part of the exercise. Point out that yer is the plural form of yen ~ it does not take an-s.Go round the class making sure students are writing the amounts in words correctly. Get individual students to read ‘out what they have written, yen %=percent 4 twenty-seven pounds 2 thirty-three euros 3 fifty-nine percent 4 twelve dollars 5 one hundred and eighty yen 10 Ask students to work individually to write down three amounts in both figures and words. ‘When they say them to their partner, the partner should write them down and then check that they have written them correctly. Monitor carefully and if there are discrepancies between, what one student says and what the other writes, you may need to do some remedial pronunciation work. Extra activity If possible, show students some British coins | and notes. Explain that there are 100 pence in | one pound. Pence is the plural of penny and it is usually written as a letter p. The coins in regular circulation in the UK are 1p, 2p, 5p, | 10p, 20p, 50p, £1 and £2; the notes are £5, £10, £20 and £50. Encourage students to give similar information about their own currency and its coins and notes. With multinational groups, puta table of notes and coins on the board and invite students of different nationalities to ‘come up and add the currency of their own ‘countries, explaining it to the rest of the class as | they do so.Vocabulary Focus attention on the pictures and ask students to label them with the words in the box. Check answers with the class. 1car 2house 3garden 4 garage Scomputer 6 credit card Go through the example conversation with the class, then demonstrate with a confident student, getting the student to ask you a question about one of the things in the pictures in Exercise 1. Then put students in pairs and get them to take tums asking and answering questions about the things in the pictures. Go round the class making sure that students are forming the «questions and short answers correctly. Language Go through the Language box with the class. Draw students’ attention to the question form and short answers. Point out that we do not use have in the short answers. Drill questions and answers around the class. If itis culturally acceptable in your class, you might like to ask people to say what they have in their wallets or bags. T have .. (with the question form Do you have 2) is one of the structures we use to talk about possession in English. Also commonly used is 1 have got .., with the question form Have you got ? This is more common in British English than American English. You might like to teach this alternative form to stronger classes. Note, however, that the examples in this book all use the Ihave ... and Do you have ...? forms. Listening (CRE With stronger classes, you could ask stuclents to complete the gaps before they listen and use the recording to check their answers. With all classes, ask students to look at the conversation before they listen and think about ‘what words they need to use in the gaps. Check answers by asking pairs of students to read out the completed conversation. Point out the use of the third person singular does in the questions about the house, and the third person singular doesn’t in negative short answers. have 2do 3Does 4does 5 Does 6 doesn't For extra practice, you could ask students to have similar conversations in pairs about their own houses, giving true information. Teach the word flat (or the American word apartment) if flats are more common than houses in the students’ culture. You might like to teach words for other features they could ask about (for example, balcony, terrace or swimming poo). Language Go through the Language box with the class. Begin with the first section and elicit more examples of things that are always or usually true. Point out that the third person singular form of have is has. Drill this around the class, using hair colour or clothes (for example, Nadia dias blonde hair. Juan has a blue sweater.) Explain the use of the present simple for things that happen regularly. Point out the third person singular form pays in the examples. Make sure students pronounce the s clearly at the end of third person singular verbs. Remind them of the third person negative form doesn’t, which they saw in Exercise 3. Drill the various forms, giving students a pronoun and a method of payment (for example, we and in cash), and getting them to produce a correct sentence (for example, We py in cash.) Then give students another pronoun and ask for another sentence. Continue until they are producing correct sentences for all the pronouns. Also drill the negative forms. Aska confident student a question (for example, How do you pay for your lunch?) and elicit an answer (for example, I pay in cash.). Then get that student to ask another student and so on. To practise short answers, write the following question on the board: Do you pay for your lunch in cash? Blicit a short answer (for example, Yes, do,) and then get the student who has answered to ask another studenta similar question. Listening [GRID Focus attention on the pictures. Read the labels and make sure students can pronounce the words correctly. Point out that the tin ‘mortgage is silent. Some students may have difficulty pronouncing both the th and the s in clothes; they will be more intelligible if they pronounce it as close than if they try to turn it into a two-syllable word. Eom‘You may need to explain that groceries can include food, drink and household items such as cleaning materials. Explain morlgage if necessary (see Briefing section above). ‘Tell students that they are going to listen to a ‘woman talking about how she pays for these things. Write various methods of paying for things on the board (for example, itt cash, by credit card, by direct debit, by cheque, by standing onder) and make sure students understand them. Point out the use of ir in in cask and by in the rest of the phrases. (See the Briefing section for explanations of the payment methods mentioned here.) Ask students to listen to the recording and tick the correct columns in the table. With weaker students, you may need to pause the recording, and play sections again to help them determine the answers. Check answers with the class. groceries: in cash clothes: by debit card mortgage: by standing order household bills: by direct debit petrol: by credit card Speaking Ask students to puta tick in another colour in the table to indicate how they pay for these things. I they do not have some of these (for example, a mortgage or a car), they could base their answers on parents or friends. Then ask them to think of three more things that they pay for and add them to the table, again putting a tick to show how they pay for them, Go through the example with the class. Then put students in pairs and ask them to take turns asking and answering questions about how they pay for things. As they do this, go round making sure they are doing it correctly. Remind them to ask questions about the items they added to the table, Their partner will not necessarily have these items in their own table, so they will have to listen to the question and respond appropriately. Listening (GRIM Remind the class of the s at the end of third person singular present simple verbs. Focus attention on the three sentences and ask students to listen to the recording, paying attention to the pronunciation of the letter s at the end of pays, writes and uses. Introduce the phonemic symbols 2), /s/ and /O2/ and write them on the board, with pays, writes and uses ‘under the relevant symbol. Drill the correct pronunciation of these words. Start with choral repetition to build students’ confidence, then ask individual students to pronounce the words. Ah) iss 3/02 Tell students to decide which verb should go in which column. Encourage them to say the words aloud so that they get a feel for what sounds right. Do not check answers at this stage but allow them to compare their answers in pairs. Jal: buys, saves Iv: cheoks, takes [02l: chooses, watches [SRI Tel students that they are going to hear six sentences in which the verbs in Exercise 7 appear. Ask them to listen carefully to the verbs and check their answers to Exercise 7. Then play the recording again and ask them to listen and repeat the verbs. Once they have repeated them chorally, ask for individual repetition to check that they are pronouncing the endings correctly, As students complete the sentences, go round giving extra help where necessary. Check that everyone has formed the third person singular verbs correctly. Check answers by asking individual students to read out the completed sentences. Take note of any problems with the pronunciation of third person singular endings. ‘pay 2uses 3buy 4pay Ssaves Greads 7watches check Extra activity ‘Ask students to use the sentences in Exercise 9 to make questions to ask each other. Remind them that they will have to change all the initial pronouns to you. Use this as an opportunity to ensure that they look out for other things that need to be changed when you make a statement into a question, For example, in the first one, they will need to change both pronouns (Do you pay for your groceries by cheque?), Especially with weaker classes, check that all the questions have been formed correctly before you get students to take turns asking and answering them.‘Managing your money _ Be Vocabulary Read the words in the box aloud and go through the definitions, making sure students understand them. Then ask students to work individually to match the words to the definitions. Get them to compare answers in pairs before checking with the class ‘pension 2budget income 4 salary Sexpenses 6 realistic Reading Allow plenty of time for students to read the advice and to find and underline the words from Exercise 1. Answer any questions they have about the meaning of the text and ask them whether they think it contains good advice. How much is my income? Can | save for a pension? How can I earn more money? Does my salary pay all my expenses? 's my budget realistic? Speaking Go through the questions with the class and make sure everyone understands them. Then ask students to discuss the questions in pairs. Go round the class encouraging students and helping with vocabulary. As you do this, make a note of any good tips that you hear. In a feedback session, ask students who thought of these tips to share them with the class. Ask students to work individually to complete the conversations, then get them to compare answers in pairs before checking, with the class. team 2salary 3pension 4 check Sbudget 6 walk Put students in pairs and ask them to take turns asking and answering the questions in Exercise 4..Go round giving help where needed. Extra activity With stronger classes, you could ask students adviser and a client. Using the information in the text in Exercise 2, the financial adviser asks the client about the way they manage their ‘money and then gives advice based on the client's responses. 102 Listening [BBB Ask students to work individually to decide on the correct order of the conversation. Point out that the first and last lines have been numbered for them. Play the recording for students to check their answers. Then ask them to practise the conversation in pairs. Draw their attention to the margin box and point out that there are several ways of asking people what they do for a living. What do you do? and What's ‘your job? are two common ways. |'m Susan. Nice to meet you, too. ‘Where are you from, Susan? ''m from the UK. Are you from the USA? ‘No, I'm not. I'm from Canada, So Susan, what do you do? 'm a secretary at a bank in London. What ‘about you?’ ma trainee at a bank in Toronto, Well, nice to meet you. Enjoy the seminar. Speaking Put students in pairs and ask them to practise the conversation in Exercise 1, this time using their own names, countries and jobs. Go through the example conversation with the class to show them what they need to do. Go round giving help and encouragement. You could take this ‘opportunity to do some vocabulary work on job titles, making sure all the students can describe their own jobs accurately. When the pairs have finished, ask them to get into a four with another pair and change partners. They should then Practise the conversation again. Finally, they should introduce their two partners to each other, giving as much information as they can remember. 2 onen on Listening (GMD Tel students that they are going to listen toa phone call between a bank customer and an account manager. Ask them to listen and find ‘out what the customer wants the account manager to do. Reassure them that it does not matter if they do not understand everything. All they have to listen out for is this one piece of information. ‘The customer wants the account manager to change the address and phone number on her account. 4 Ask students to read the change of address form ‘carefully. Tell them that there are five mistakes init, Play the recording again and ask them to find the mistakes. New Address: 455 Loomis Street, Winchester S013 50z Home phone number: 01962829741 Mobile phone number: 0779589803 Speaking 5 Putsstudents in pairs and ask them to decide who will be A and who will be B. Tell the B students to turn to page 68 and look at the information there. The call should start when the phone rings and B should answer it as instructed. When they have finished, they can ‘compare B's completed form with the information given to A on page 11. Phone call roleplays often work best if students sit back to back. Go round giving help and encouragement during the roleplays and take note of any particularly good pairs. Encourage them to perform their conversations again for the class. In Unit 2 students will be discussing jobs in the financial field. You might like to prepare for this by finding out what the students’ job titles and responsibilities are; translate these into English so that you can help them with vocabulary when they talk about their own jobs or jobs that they would like to do in the future, aBriefing This unit focuses on daily routines, duties and responsibilities in a banking context. It discusses items in an office and company facilities and also looks at various jobs in the banking field, and the duties and responsibilities that go with these jobs. The context of a new trainee arriving at a bank is used to present there is and there are for talking about items in an office and company facilities. Most offices will contain items such as desks, computers and drinks machines but not all companies will havea cafeteria. Students read an information sheet which describes some of the bank's products and services: current and savings accounts, mortgages, insurance, loans, foreign exchange services and investment advice. Current accounts are used by ‘bank customers to manage their everyday finances, receive salary payments and pay bills. Savings accounts are a way of investing money not needed for daily expenses; the bank pays interest to the customer. A mortgage isa type of loan used for buying property. By buying insurance, you can get money if something valuable is damaged or stolen. You can also insure yourself and your health with life insurance. Banks often act as insurance brokers or offer insurance advice. A broker is someone who sells something on behalf of someone else in exchange for a payment or commission. A loan is an amount of money borrowed from a bank, which is paid back with interest. Banks offer foreign exchange services to people who need foreign currency. Investment advice is another service offered by banks, The information sheet also describes the job of a bank's cashiers, the employees who sit at the bank counter and deal face to face ‘with customers, helping them make deposits or withdrawals (put money into or take money out of their accounts) and checking balances (the amount of money customers have in their accounts). ‘This section focuses on the present simple for talking about facts and routines, The vocabulary for bank services used in the first section is recycled here. The adverbs of frequency aluoays, usually, often, sometimes and never are also introduced. ‘The main reading text in this section is about jobs in banking. The jobs described here (account manager, branch manager, investment analyst, customer service adviser, human resources manager, supervisor, IT services manager and cashier) should have their equivalents in most contexts. In the US, cashiers are often called tellers. Customer service advisers may not work in the bank itself but in call centres. They answer customers’ questions by phone. The text mentions that banks are not the only organisations in the UK offering financial services. Other organisations include supermarkets, many of which have financial departments and may provide bank accounts, credit cards and loan facilites. Building societies are a British institution originally set up as savings associations in order to lend money to their members 50 they could build houses. ‘These were initially mutual organisations, owned by their members. In recent years many have abandoned their mutual status and become limited companies, offering similar products and services to the high-street banks. The text also mentions appraisal systems, whereby employees meet with their line managers to discuss their performance. Banks may also offer good pension schemes to their employees: the bank and the employee put money towards the pension that the employee will receive ‘when they reach retirement age. ‘This section looks at the qualities needed by employees to make customers feel valued. Students read comments from a customer service survey in which a bank asks its customers to comment on the service they have received, These comments introduce positive and negative adjectives, which are useful for talking about customer service and how employees can best present a positive image for their company. Students look at how adjectives, can be made negative by the addition of a prefix. Further reading ‘Use the following keywords to search the internet for websites which give more in-depth information about the topics covered in this unit: Barclays Bank ~ careers, The Economist newspaper, Financial ‘Times, Banking Times. or)Teacher's notes a iy Ask students to work in pairs and to roleplay a situation in which two people meet at a banking seminar. Remind them to introduce themselves and ask questions about their jobs and nationalities. Listening 1 Go through the instructions with the class and establish the context for the conversation. Then ask students to look at the words in the box and decide which ones they think they might hear in the conversation. It does not matter whether they are right or wrong here. The point is simply to get them thinking ahead and predicting the sort of vocabulary they might expect to hear in a given situation. Prediction is a useful listening skill for students to acquire. 2 CEM Play the recording and ask students to underline the words and expressions from the box in Exercise 1 that they hear. When you have checked their answers, encourage them to say the context in which they heard the words. For ‘example, they may remember that Emilia said that Martin’s colleagues were ata seminar today and that Martin could use Peter's computer. boardroom break cafeteria_computer rinks machine finish work introduction lunch seminar start work welcome 3 Go through the sentences with the class before you play the recording again. Encourage students to think about whether they are true or false before they listen. Then play the recording, for them to check. You may need to play it more than once. Check answers by reading out each sentence and having a show of hands on who thinks itis true and who thinks it is false. Then focus attention on the form of the sentences and point out the use of there is for singular objects, there are for plurals and the negatives there isn't and there aren't ATT sf 4T ST “er Language Go through the examples in the Language box with the class. Explain that with affirmative plurals, we can give a precise number (for ‘example, There are four desks) or we can use some without giving the number (for example, There are some books.). Point out the use of a and any in. negative sentences (There isn’t a computer. There aren't any cups.). Give students practice in using these structures by asking about items in the classroom. Elicit short answers to some questions (for example, Are there any books in this classroom?), then encourage students to make their own statements (for example, There are some desks. There isn’t a drinks machine. There aren't any computers.). Remind them of the contracted forms isn’t and aren’t Writing Make sure students understand all the words in the box. Ask them to write sentences about their ‘own offices or the rooms where they study. Encourage them to write singular and plural sentences in the affirmative and the negative. As they do this, go round checking that everyone is using the structures correctly. Make sure particularly that they have grasped the concept ‘of some with affirmative plurals and any with negative plurals. Speaking Go through the example conversation with the class and then put students in pairs to have similar conversations about the things in their offices or places of study. They can base their ‘questions on the sentences they wrote in Exercise 4 if they find this helpful. Reading This exercise is intended just to get students to ook through the text to find the information to complete the fact sheet. They will look more closely at the vocabulary in the text in Exercise 7. Give students time to read the text and locate the information they need. Check answers and then ask them to read the text again more carefully. Be prepared to ariswer any questions they have. Es:Head office: Frankfurt Branches: Europe, the Middle East, Asia Number of branches: 320 Number of employees: 40,000 Services: All should be ticked except ‘accountancy. Extra activity | With tess confident classes, you might like to | doa warm-up activity before students read the | text to get them to practise scanning a text just | t0see what information it gives. This is useful | practice as students often think they have to | understand every single word of a text and can become discouraged as soon as they come across an unknown word. Ask them to work in teams of two or three and to look through the text quickly and say which of these things it mentions (they do not need to produce the actual information at this stage): 1 the number of employees 2 the number of customers 3 the banking services UBCS offers 4 the opening and closing hours | 5 the location of the head office If you set this up asa competition, students | will concentrate on trying to find the | information they need to win rather than ee, | 4, and 5 are mentioned. Vocabulary Ask students to work individually to find and underline the words and match them to the phrases. Then allow them to compare answers in pairs before checking with the class. ‘head office employees 3 deposits 4.withdrawals mortgages 6 current ‘account 7 savings account 8 investments Speaking Do the first item as an example with the class, then ask students to use the prompts to make questions for the remaining items. Check answers with the class. If your students are all employed in banks, you could ask them to answer the questions, either as a whole class or in pairs. ‘Where is your head office? How many branches do you have? How many employees do you have? What kind of products and services do you provide? What is the name of your bank? Where are your branches? oo Rene Put students in pairs and ask them to decide who is A and who is B. Student B turns to page 68 and reads the information there. Explain that they each have information about a bank they work for and that they should use the questions in Exercise 8 to find out about each other's banks, Demonstrate with a student if necessary, Begin by asking the student for the name of their bank. “Beer lopauilo every cave Speaking Go through the example conversation with the class, then choose a confident student and have a similar conversation about one of the other items in the box. Put students in pairs and get them to continue asking and answering questions about what they do every day. Go round monitoring and helping where necessary. Listening [SEED Remind students that Martin isa trainee at UBCS and that itis his first day at the company. Go through the instructions with the class. Play the recording and ask students to read the conversation as they listen. Then ask them to tell you three things that Nabila does every day. There are several possible answers. Accept any that make sense and are grammatically correct. ‘Suggested answers She helps customers deposit and withdraw money from their accounts. She answers questions about the bank's products and services. ‘She checks balances for customers. She helps her boss. ‘She gives customers information about the bank's interest rates. ‘She helps customers with forms. Language Go through the Language box with the class. Explain that we use the present simple to talk about things we do regularly (for example, ! go to work by train, Thave lunch in the cafeteria). Point out the use of adverbs of frequency in the Language box. These are used to say how often someone does something, Students will look at these in more detail on page 15. Remind students of the third person singular forms with -s or -es, and the three different ways these endings can be pronounced. Also remind students of the questions and short answers they practised in Exercise 1; point out that the auxiliary do is used in short answers. However, questions that begin with whi-words (for example, When does the bank open? What time do _you have lunch?), we do not use doin the answer (Ut opens 9.00. Ihave lunch at 12.30.). Ask students some questions beginning with What time do you ...? ‘Then ask some yes/no ‘questions (for example, Do you have lunch in the cafeteria?). When they are answering confidently, get students to practise asking and answering ‘questions about routines in pairs. Go round monitoring and checking that everyone is forming the questions and answers correctly. Ask students to work individually to match the sentence halves. Explain that they are sentences about Nabila Habib’ dai to compare answers in pairs before checking with the class. Ask individual students to read the complete sentences aloud. After checking, answers, ask students to say if they do any of these things every day. If they do, get them to make new sentences beginning with I (for example, I come to work at 830.) If they say they do not do these things every day, get them to make new sentences beginning with I but correcting the information to make it true for them (for example, I come to work at 8.00.). 1c 2d 3a 4b Sf 6e Writing Remind students of the list of daily activities in Exercise 1. Go through the example sentences ‘with the class and then ask students to write similar sentences about their daily routines. Listening (SREY Tet students that they are going to listen to more of Martin and Nabila‘s conversation. Go through the items in the list with the class, then play the recording and ask them to tick the items Martin and Nabila talk about. 2.and 4 should be ticked, Focus attention on the words in the box. Explain that these are adverbs of frequency and that they are used to say how often someone does something. Students will look at these in more depth in the Language box below but for now they should just listen to the conversation again and complete the sentences with the words they hear. Point out that they will need to use some of them more than once. Check answers by asking individual students to read out their completed sentences.‘usually 2sometimes 3 always 4usually Soften Gusually 7 sometimes never Language Go through the Language box with the class. Point out the scale of frequency from 100% (always) to 0% (never) next to the adverbs of frequency. Drill these by asking students to use them in sentences about their own routines. Elicit or point out that adverbs of frequency normally go immediately after the subject of the sentence and before the verb. Draw students’ attention to the position of the adverbs of frequency in negative sentences (after ddon’t/ doesn’t and before the main verb). Make sure students understand that adverbs of frequency come before the main verb but after the verb be. Go through the examples in the box With the class. Then write she / never / early on the board and elicit the following two sentences: She never arrives early. She is never early. | Extra activity The aim of this activity is to check word order | with adverbs of frequency in affirmative and negative sentences. Write the following on the board and ask students to put the words in order to make sentences. 1 Nabila / late / is / never | 2. Martin / has / often / ina restaurant / dinner / om Saturday 3 Nabila / at home / usually / is / on Sunday evening 4 Martin / on / doesn't / Saturday morning / | usually / play footbalt Nabila / to work / cycles / sometimes ‘Martin / to work / goes / by train / always Nobila / often / busy / is /‘at work ‘Martin / sometimes / at the weekend / is / fired Answers: 1. Nabila is never late. 2. Martin often has dinner in a restaurant on Saturday. 3. Nabila is usually at home on Sunday evening. 4 Martin doesn’t usually play football on Saturday morning. 5. Nabila sometimes cycles to work 6 Martin always goes to work by train. 7. Nabila is often busy at work. | [= rine sonnin date weed Ask students to work individually to complete the sentences with adverbs of frequency so that they are true for them. Ask them to compare their sentences with a partner and then get individual students to read their sentences out to the class. For extra practice, ask students to change the sentences in Exercise 6 so that they are true for them and to compare and discuss their sentences with a partner. Speaking) Read the example conversation aloud with a confident student taking one of the parts. Then put students in small groups and ask them to discuss what they do every day and at the weekend. Ask one member of each group to take notes and tobe prepared to report back to the ‘class on what was said. When they do this, take note of any problems with the use of adverbs of frequency and do remedial work if necessary. 16What's your job? Reading ‘The reading text in this section is quite long, so Exercise 1 is a warm-up, intended to make the reading less daunting by doing some pre- teaching of vocabulary. Ask students to look at the words in the box. Allow them to work in pairs if they wish, to decide which words are jobs and which are companies/ places of work. Jobs: branch manager, cashier, customer service adviser, investment analyst, senior ‘account manager, supervisor, trainee ‘Companies/places of work: building society, insurance company, supermarket Ask students to read the text. With weaker classes, ask them first to underline all the jobs that are mentioned init (trainee cashier, senior account manager, investment analyst, customer service adviser, cashier, supervisor, branch manager). Allow them plenty of time to do this and let them use dictionaries if necessary. Check answers with the class. Go through the statements with the class and see if they can say whether any of them are true or false. Then ask them to read the text again and find the answers. Confident students could be asked to correct the false statements. 1. F (There are trainees with basic school qualifications.) 2. F (Customer service advisers in call centres talk to customers on the telephone.) 3T 4 F (They go on training courses and usually spend two years learning how the bank ‘works before they can become managers.) 5 F (They sometimes visit business customers in their office or factory.) eT Vocabulary Ask students to work individually to find words and expressions in the text to match the definitions. Allow them to compare answers in pairs or small groups before checking with the lass. 1 communication skills 2 corporate banking 3 supervisors 4 appraisal system 5 pension scheme Remind students of the jobs they saw in the box in Exercise 110n page 16. Ask them to use these words to complete the sentences. They can do this in pairs or small groups. Check answers by having individual students read out their completed sentences. 1 supervisor 2 cashier 3 customer service adviser 4investment analyst _5 branch manager 6 senior account manager Speaking Put students in pairs and ask them to discuss whether they do or would like to do any of the jobs in Exercise 4. Go round giving help where needed and encourage students to give reasons. Invite confident students to report back to the class on their ideas. Reading Read the job description aloud to the class or get a student to read it out. Then ask them to look at the jobs in the box and decide which one it describes. human resources manager Listening Explain that students will hear four people talking about their jobs. For each person, there isa choice of two possible jobs. Ask students to listen and tick the correct job for each person. Point out that the speakers do not give their job titles, ust a description of what they do. ‘You may need to play the recording more than cnce and pause it after each speaker to give students time to process what they hear and decide which job is correct. 1 Isabella: senior account manager 2. Raoul: cashier 3. Ravi: customer service adviser 4 Jenny: IT services manager Ask students to read the gapped sentences and. think about what words they might use to complete them. Then play the recording again for them to listen and complete the sentences. Check answers by having individual students read out their completed sentences. ‘for, information 2 deposits, handle 3 for, deal’ 4 care, deal ET9 Ask students to match the two halves of the sentences. If they are having difficulty, refer them back to their completed sentences in Exercise 8. Check answers with the class. Highlight the use of the prepositions in deal with, take care of and be responsible for, and the lack of a preposition with handle. 1d 2¢ 3a 4b Extra activity Practise these useful expressions by getting students to supply their own endings to the first halves of the sentences in Exercise 9, | making them true for them. They can then | compare their sentences with a partner. 8Language Explain that customer care refers to the way customers are treated by a company. Itis an important factor in whether customers feel that their experience has been a positive one and whether they will use that company again. Introduce the idea of a customer service survey, in which a company asks its customers about how they have been treated in order to check that its employees are treating the customers ‘well and that the customers are satisfied with the service they receive. Make sure students ‘understand positive and negative. Give them time to read the comments from the survey, discuss them in pairs or small groups and decide whether they are positive or negative. Check answers with the class and focus on the positive and negative adjectives used in the survey. 1N 2P 3N 4P 5P | Extra activity Have a class discussion about how students like to be treated when they are customers in a bank, shop, etc. Recycle some of the adjectives from Exercise 1 by asking them whether they like shop assistants to be attentive or whether they prefer to be left alone, in what situations | they expect the people serving them to be | knowledgeable, etc. Read out the sentences in the Language box or get several students to read them out. Point out the position of the adjectives (at the end of sentences using the verb be and before the noun they describe in sentences using the verb have). the two types by writing prompts on the board and asking students to make sentences, Start with sentences using the verb be and then ask students to make equivalent sentences using hace. For example: + my boss / frienily (My boss is friendly.) imy sister's house / big (My sister’s house i big) 1 boss / friendly (Chave a friendly boss.) iy sister / house / big (My sister has a big rouse.) ‘Make sure students do not try to make the adjectives plural with plural nouns. Vocabulary ‘Ask stuclents to match the positive adjectives on. the left to their negative opposites on the right. Check answers with the class and make sure they understand the meanings of all the words. Point out that we can make some words negative by adding a prefix (for example, in-, un- ‘or in:-) and that they can often guess that a word has a negative connotation if they see this prefix. Ask students to call out any other adjectives they know that form a negative in this way. Some words they may know are: complete ~ incomplete, interesting ~ uninteresting, possible ~ impossible. Recording words together with their opposites is a good technique for learning vocabulary. Encourage students to keep their vocabulary notebook up-to-date and to starta page of adjectives, noting them down with their opposites where possible. te 2d 39 4f 5c 6a 7b Encourage students to read through the whole text before they start looking for words to complete the gaps. This will give them a general sense of what the text is about and make it easier to find the words later. Let them work in pairs to complete the gaps. Check answers by getting individual students to read out their completed sentences. At the end, ask them to read the whole text again and to comment on the tips. For extra practice, ask students to work in pairs and write one more tip to add to the list in Exercise 3. 1 polite, friendly 2 efficient ‘3knowledgeable, ignorant 4 inattentive 5 patient Extra activity With stronger classes, you could ask students to work in pairs and to write a conversation. between a bank employee conducting a ‘customer care survey and a customer. The bank employee should ask about the customer's ‘experience of service at the bank. Elicit some of the questions they might ask and write them on the board. As students work, go round giving help where needed. When they have finished, ask them to practise their conversations, taking, tums to be the customer. Some pairs could then perform their conversations for the class 19Reading Encourage students to read through the whole conversation once before they complete the gaps. This will give them a general sense of what the conversation is about, which will help them select the correct words from the box. Remind them that they will have to change some of the words into the correct form. You might like to do the fist item with the class and point out that the verb in the box needs to be changed to the third person singular to fit the gap correctly. Students will check their answers by listening to the conversation in Exercise 2. opens 2leave S3get 4eat Sleam Shelps checks Bgives 9 shows 10 put Listening Play the recording and ask students to check their answers to Exercise 1. Then let them practise the conversation in pais, Geta confident pair to act it out for the class. Writing Remind students that the position of adverbs of frequency is different in sentences with the verb be, Ask them to rewrite the sentences, putting the adverbs in the correct place. Check answers by asking individual students to read out their sentences. 1 | usually go to work at 8.30. 2 always go home at 5.00. 3. | amnever late for work. 4 | sometimes eat my lunch in the cafeteria. 5 | often sit and watch the other cashiers. 6 The cashiers are always helpful and polite to the customers. Speaking Go through the sample questions with the class. To demonstrate the activity, you could invite students to ask you these questions. Then put students in pairs and ask them to take turns asking and answering questions about what they do every day. Remind them that they will need the present simple to talk about routines and encourage them to use adverbs of frequency ‘where appropriate. Writing 5 The preparation for this writing exercise was done in Exercise 4, so it would be a good idea to do itimmediately after Exercise 4 or set the writing for homework as a follow-up to the work done in class. Encourage students to use as many of the words and expressions in the box as they can. Remind them again of the use of the present simple for routines and the use of adverbs of frequency. Where appropriate, they ‘could also use some of the positive adjectives from the Customer care section. Ses As Unit 3 discusses the products and services offered by a bank, you might find it useful to make a collection of advertisements for different products and services from banks and other financial institutions in English-speaking countries. These can often be found in English-language newspapers. Use them to get students to identify the products being advertised, the different interest rates paid on investments or charged for loans, etc.onl Briefing This unit introduces the basic products and services of a bank’s retail section. Itexplains how people manage their money, receive their salaries, pay their bills or borrow money, and the way in which the This section introduces the most common products and services of a bank. A current account is used to receive or pay in money and to provide cash when needed, for example, by using the cash machine or ATM (automated teller machine). The people described have various forms of income (for example, an allowance, money given to children by their parents; a pension, money received when a person is retired; a salary, money received for working). Savings accounts are used to save money and usually pay higher interest than current accounts. A mortgage is a type of loan used to buy property. It is paid back in instalments which include interest. For customers interested in buying shares (parts of a company) or bonds (a type of investment which pays back the amount the bond cost plus interest), banks offer investment advice The foreign exchange counter changes money for customers travelling abroad. Credit cards help ‘customers to pay without cash. Insurance is important if something valuable is damaged or if you are injured. Customers can pay a fee to leave ‘aluable items or documents in a safe deposit box, ‘which is usually located in the bank. This section deals with the issue of what is done for ‘existing customers in contrast to the special treatment that new customers receive. Can for ability is also introduced and practised. An arrangement fee is paid by a customer when they arrangea mortgage with the bank. Interest is paid on savings accounts to make them attractive to ‘customers. Banks also charge interest when customers borrow money from them. The interest rate indicates how high the interest is for these two products, Banks earn some of their income from the difference between the interest they pay to savers and the interest they charge to borrowers. ing products and services ‘This section focuses on what a bank can do for its ‘customers. In addition, it introduces typical collocations used in retail banking. Debit cards, also known as cash cards or bank cards, can be used to get cash at an ATM or to pay for products in shops. Cheques are used to pay bills. and expenses. Online banking allows customers to make transactions via the internet. Telephone banking also allows customers to perform transactions over the telephone. Credit cards let customers buy things they pay for ata later date. ‘The bank checks their credit rating to see if they are good customers and usually pay their bills. Credit agencies check the information about customers and. tell the banks if the person presents a risk or not. New customers are usually given low spending limits until they prove that they are responsible customers and will pay the money back. A PIN (Personal Identification Number) is necessary to log onto accounts on the internet or to use an ATM. The balance shows customers how much money they have in their accounts. In the main reading text, students think about the difference customer service makes to customers, in contrast to the actual products offered by a bank. ‘Comparative adjectives are also introduced and practised by comparing the services of two banks. ‘Charges are fees banks charge their customers to carry out services for them. Transactions refers to any type of activity involving money moving in or out of an account. The cashiers at a bank (often called tellers in the US) work at the counter or window. Branches are smaller offices of a bank set ‘up to help customers. They are located in convenient locations which people can easily reach. Further reading, Use the following keywords to search the internet, for websites which give more in-depth information about the topics covered in this unit: RBS (Royal Bank of Scotland) ~ personal loans, NatWest (National Westminster Bank) ~ business products, ‘The Economist newspaper, Financial Times, Banking Times SETeacher's notes daily routines to each other. Go round monitoring and checking that they are using the present simple and adverbs of frequency correctly. lucts and 1 Go through the list of products and services with the class and make sure students understand all the wos Thon a them ok he ones ta they can get at their bank. Put students in pairs and ask them to compare their answers. Encourage them to make a list of any other products and services they can get at their bank. Have a feedback session in which the pairs report their ideas to the class. Reading 2. Focus on the photos and tell students that they are going to read about these people and their banking needs. Ask them to read each text carefully and decide which of the products and services in Exercise 1 they need. With weaker classes, go through the texts one by one, dealing, with any vocabulary problems and eliciting, what products/services the person needs before going on to the next text. 1 savings account 2morgage 3 foreign exchange 4investment advice 5 safe deposit box 6 loan Vocabulary 3. Go through the list of expressions with the class, then ask students to look back through the texts in Exercise 2 and find words or phrases with the same meaning. Check answers with the class. allowance 2 (buy) shares 3 round:-the- worldticket 4 driving licence § insurance 6 pension Extra activity Ask students to talk about their experiences of some of the words in Exercise 3 by asking, different questions (for example, Do your parents give you an allowance? Do you bury shares? Do you hace a driving licence? Do you have urance? Do you save fora pension?) 4 Ask students to work individually to complete the sentences with words and phrases from Exercises 1 and 2. Allow them to compare their answers in pairs before checking, with the class. Point out the use of some before the word insurance in question 8. At this level, itis probably best to teach this as a set phrase rather than going into the question of countable and uncountable nouns (these are addressed in Unit 4), Make sure that students do not try to make the word plural. 1 safe deposit box mortgage 3 foreign exchange 4shares Ssavings 6 credit card loan 8 insurance Ask students to match the verbs on the left to their opposites on the right. Recording words together with their opposites (where appropriate) is a good technique for learning vocabulary. Encourage students to keep a vocabulary notebook and to note down opposites where possible. Lend and borrow can present problems for some students as their own languages may not differentiate between them. Make sure that stucents understand the difference. It may help to point out that the choice of word in pairs such as lend/ borrow, give/ take, come’ go, bring/ take, etc. often depends on the speaker's viewpoint and location in relation to the listener. 4c 2d 3b 4a ‘Ask students to use the verbs in Exercise 5 to complete the questions. Check answers with the class before moving on to Exercise 7 to ensure that students have the correct questions to ask. 1spend 2lend 3borrow give § buy Gtake 7save 8 sell Speaking Put students in pairs and ask them to take turns asking and answering the questions in Exercise 6.Go round monitoring and helping with vocabulary. Put any interesting and useful ‘words on the board. When the students have completed the activity, have a class feedback session in which they discuss their ideas and note down any new vocabulary they think they will find useful. ee 21 miihateorpuidas Make sure students understand the question, then put them in pairs to discuss it. Point out that they can use the vocabulary in the box if they like or their own ideas. Go ound monitoring and helping where necessary. Encourage pairs to report back to the class on their ideas. Reading Ask students to work individually to read the article. Give them time to do this and be prepared to answer any questions on vocabulary. However, do not translate every word for them; encourage them to read for gist the first time and to concentrate on getting the general meaning rather than worrying about individual words which they may not know. Go through the two summaries with the class and ask them to say which one they think best describes the content ofthe article Elicit students’ own response to the article. Is this practice common with banks in their countries? 1 Have students work individually or in pairs. Ask them to read the definitions and choose the correct word or expression from the box to complete each one. Check answers with the class. Check understanding by asking students to give examples of special offers and free gifts that they have seen, as well as any examples of small print they know of. Find out if arrangement fees are common with mortgages in their countries and whether banks ever limit their offers to new customers only. arrangement fee 2 free gift 3 limited attractive § special offer 6 Small print Language Go through the Language box with the class. Tell students that can and can’t are used to talk about ability and possibility. Note that they are also used to talk about permission and prohibition but this is not dealt with here. Point ‘out that the forms are the same for all persons: there is no plural form and no third person singular s, Also draw students’ attention to the fact that can/ can't are followed by another verb without fo. Explain that can’t is an abbreviation of cannot. Draw students’ attention to the position of can in questions and to short answers, Tell them that these short answers sound softer and less abrupt than just yes or no. Stronger classes may be able to complete the sentences without looking back at the text in Exercise 2. They can then do so to check their answers. Weaker classes will need to read the text again first. 1can 2can 3cant 4can Scant Go through the example with the class, pointing ‘out that students first have to forma quest using the prompts and then write short answers: the tick or cross in brackets indicates whether the answer is positive or negative. Ask students to work individually. Check answers by getting one student to read out a question and another to give the answer. 2 Can Rafiq and Selma buy a fiat? Yes, they can, 3. Can Karl get advice on investments? Yes, he can. 4 Can you get any special offers at your bank? No, We can't 5 Can Marvin buy a car? No, he can't. 6 Can Rafiq end Selma borrow money from Selma's parents? Yes, they can. 7 Can they get a better interest rate? No, they can't Speaking Go through the items in the table with the class and make sure that students understand them all. Then ask them to work individually to add two more items to the table. Go round giving help where necessary. Then ask them to tick the things they can do and cross the things they cannot do, Put students in pairs and ask them to take turns asking and answering questions to find out what their partner can and cannot do. Go through the example with the class first and as they ask their questions, go round making sure they are forming them correctly. Students should put ticks and crosses in the table according to their partner's answers. When they have finished, ask them to report back to the class on what they found out (for example, Maria can’t play the piano. She can use a computer.Writing Go through the example sentences with the lass. Point out the use of both where the speaker and Shilfpi can do the same thing, and neither where they cannot do the same thing. If necessary, write on the board: 1.can drive, Shilpi can drive. —> We can both drive. 1 can’t ride a horse. Skipi can’t ride a horse. —> Neither of us can ride a horse. Also point out the use of but to make a contrast where one person can do something but the other cannot Ask students to write three sentences about themselves and their partner, using the information from the table they completed in Exercise 6. 24Listening Explain that students are going to hear two colleagues who work in a bank talking about the products and services the bank offers. ‘Ask students to listen and circle or underline the ones that they mention. cheques current account debit card interest rate loans and mortgages online banking savings account Go through the gapped sentences with the class and encourage students to think about what ‘words could be used to complete them. Stronger students may remember the words from the listening and may be able to complete some of them already. Then play the recording again and ask students to listen for the missing words. You may need to play the recording several times and pause it at strategic places to allow students to write in their answers. Check answers with the class and use the opportunity to do some pronunciation and intonation practice. 1current 2savings interest 4 rate Sdebit 6ATM online 8loans Reading Ask students to read the conversation and to decide if the statements below it are true or false. When you have checked the answers, you might like to get students to practise the conversation in pairs, taking turns to be Marwan, who says the most. 4f 27 SF 47 6T 67 Vocabulary ‘The aim of this exercise is to familiarise students with some common banking collocations. Encourage students to read the words in the list aloud together with the word in bold to get a feel for what sounds right or wrong, as well as considering the meaning. Check answers with the class. Encourage students to try to make sentences using some of the correct collocations. ‘currency withdraw, current 3 foreign ‘exchange, debit 4 loan Speaking Go through the instructions and the examples with the class. Then put students in pairs and ask them to talk about where they can and cannot use their credit cards. Encourage some pairs to report back to the class on their ideas. Reading Go through the whole conversation with the class, perhaps getting individual students fo read out the different lines. Then ask them to ‘work individually or in pairs to decide on the correct order. Point out that the first and last lines of the conversation have already been numbered. Remind students to look for clues in the wording at the end of questions and the ‘opening of responses. Encourage them to check their own answers by reading the conversation. aloud, taking one part each, to see if it makes sense. ‘The sentences should be numbered in the following order: 1, 6, 2, 7, 4, 8, 3, 10, 5, 9, 11 Lister (EH Play the recording for students to check their answers to Exercise 6. If students have got the order of the ‘conversation right, they should be able to match the sentence halves easily. Check answers by having individual students read out the completed sentences. 4e 2f 3a 4b 5c 6dSpeaking Explain the term customer service (the concept of treating customers politely and well) and ask students if they can think of any examples of 00d or bad customer service that they have ‘experienced. Put them in pairs and ask them to discuss whether they think a bank’s products and services or its staff are the most important thing for them. Encourage pairs to report back to the class on their ideas. Reading Draw students’ attention to the title ofthe text (Customer power) and ask them to say why they think customers might have power (because if they are unhappy with the service they get, they can go elsewhere). Ask students to read the text and decide which of the comments are about people at the bank and which are about its products and services. 1PS 2PS 3P 4P 5PS 6P Language Go through the Language box with the class. Explain that comparative adjectives are used to compare two things and that there are differences between the forms of short adjectives (which add -er thar) and long adjectives (more .. than), Also draw students’ attention to the spelling changes. In general, short adjectives with a vowel sound followed by a consonant double the consonant before -er (for example, bigger, hotter, fater). Those ending in -y change the -y to an-iand then add -er (for example, ‘easier, friendlier, happier). Point out the irregular forms better and worse. ‘Ask students to reread the text in Exercise 2 and to underline all the comparative adjectives in it. When checking answers, if students ask why ‘more polite has been used rather than polite, tell them that both forms are possible and itis a question of usage - some adjectives which might be considered short simply sound better with ‘more, particularly in formal situations. Encourage students to keep a page of their vocabulary notebooks for adjectives and to add to it any new examples from this unit, together with their comparative forms. lower higher easier faster more polite more convenient friendlier more efficient | Extra activity Go round the class giving students prompts in the form of a pair of nouns which they have to compare in any way they like. For example: ‘Teacher: Maria: cat and dog. | Maria: Dogs are friendlier than cats, Writing Give students time to absorb the information in the customer survey and go through the ‘example with the class. Point out that the ATMs at UBCS got three ticks in the survey whereas those in Benhams Bank got a cross, so the machines at UBCS are easier to use than those at Benhams Bank. If necessary, explain that the more ticks an item gets, the better itis, while a ross indicates that itis bad. So in some cases, they will be comparing something which is good in one bank and bad in the other, and in other cases they will be comparing something which is ‘good in one bank and better in the other. Ask students to work individually to write six ‘more sentences comparing the products and services at the two banks. Go round monitoring and giving extra help where needed. Allow students to compare answers in pairs before checking with the class. Suggested answers The cashiers at UBCS are more efficient than those at Benhams Bank. The employees at Benhams Bank are friendlier than those at UBCS. ‘The service charges at UBCS are lower than those at Benhams Bank. ‘The interest rates at Benhams Bank are higher than those at UBCS. The branches of UBCS are in more convenient places than those of Benhams Bank. The products at Benhams Bank are more attractive than those at UBCS.Listening [BBE Go through the four choices with the class, then ask them to listen and decide which one is correct. 2 Go through the statements with the class first so that they know what information to listen out for. Then play the recording again and ask them to decide whether the statements are true or false. Ti F (He says he holds a savings account.) F (He says he doesn't know much about investments.) 7: F (The meeting is on Wednesday.) F (He says he can do Wednesday at three.) oan one Extra activity Ask students to imagine that Mr Allen now realises that three o'clock on Wednesday is not convenient for him. Ask them to invent a reason and to roleplay a phone call in which Mr Allen phones Mr Haddad and explains this, giving the reason and rearranging the meeting, for another day and time. Students will almost certainly need to write out their conversations in advance. Go round giving help and advice as they do this. When they come to roleplay the | phone call, discourage them from simply | reading out what they have written. | Reading Give students time to read the email thoroughly. ‘Then ask them to answer the questions below it. ‘You might like to point out the formal features of the email, particularly the salutation (Dear Mr Allen) and the use of Yours sincerely at the end, ‘They should copy this style in their reply in Exercise 4, 1 He has another meeting at 2.30 and it may take a long time. 2 He attaches an information sheet about the investment services that the bank offers. Writing 4° Go through the instructions with the class. With weaker students, you might like to do this writing exercise as a class on the board, eliciting the different elements from different students. Ask students to write their emails. Go round helping where needed. Make sure they begin with Dear Mr Haddad and end Yours sincerely, James Allen. Get some students to read their ‘emails out to the class. Make sure they have included all the necessary information. 5 Read the statements to the class or ask confident students to read them out. Then ask students to decide if they are positive or negative. Check answers with the class. 1P 2N 3P 4N 5P 6P Speaking 6 Putstudents in pairs and ask them to discuss the positive and negative points in Exercise 5. Encourage them to give their own opinions on ‘online banking Extra activity Students could write a short text giving their ‘own views on online banking and saying what the positive and negative points are. In Unit 4, students will be introduced to the present continuous for talking about things that are happening at the moment. This tense is often used to describe what is happening in pictures, so you ‘might find it useful to make a collection of photos and illustrations for extra practice. In the course of this unit, students will also practise several customer service situations,-mostly conversations between a cashier and a bank customer. You could bring these to life by providing, a few props (for example, money for the cashier to count out, forms for the customer to fill in, etc.).