English For Banking & Finance 1 Teacher's Book

English for
Banking & Finance 1

Vocational English
Teacher’s Book
A1-A2
Helena Gomm
Pearson Education Limited The publisher would like to thank the
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© Pearson Education Limited 2011
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First published 2011
ISBN: 978-1-4082-5194-2
Set in Palatino
Contents
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

1 Personal finance
that the payee receives the money they are owed

Briefing direct from the cardholder’s bank account. With a
credit card, the payee gets the money from the credit
This unit offers a gentle introduction to banking and
card company and the cardholder then pays the
finance. It covers personal introductions,
company, either in full or in part, with any
pronunciation and spelling of names and numbers,
outstanding amount accruing interest. Cheques are
and nationalities and languages. It also introduces
still used in English-speaking countries, though UK
words used to talk about personal finances and the
banks are moving towards phasing them out. Bank
ways in which people manage their money and pay
customers receive a chequebook and when they
for goods and services.
want to pay someone, they write the name of the
payee, the amount and the date on a cheque, sign it
Getting to know you
and give it to the payee. The payee then takes it to
This section introduces the present simple of be in their bank, where it is processed, and the money is
the context of greetings and introductions. Whether transferred from the payer’s bank account into the
or not you use a person’s first name in the UK payee’s bank account. Direct debit is a method of
depends on a number of factors, mainly how well payment often used to pay regular bills (for
you know them and the nature of your relationship. example, household bills from utility companies).
Complete strangers will usually use Mr, Mrs or Ms, The customer completes a bank form, which gives
followed by the surname; Ms is often preferred for permission for the utility company to receive money
women as it does not denote their marital status. from the customer’s bank account. A mortgage is a
Status and age may also play a role. For example, type of loan taken out to buy property. Mortgage
a bank employee would generally not use a repayments are spread over several years and
customer’s first name, and surnames are often accrue interest, the extra money that customers pay
used with older people. back in addition to the original loan. The bank sets
an amount which has to be paid back each month
Contractions such as My name’s … and I’m from … and this is taken from the customer’s bank account.
are introduced. The section also looks at words for If the amount is the same every month, it will
countries, nationalities and languages. probably be paid by a standing order rather than a
direct debit. With a direct debit, the payee
Names and numbers
determines the amount taken. A standing order tells
This section concentrates on the spelling and the bank to pay a certain amount on a certain day.
pronunciation of names and numbers. Students look
at the information generally found on business Managing your money
cards and identify company acronyms, shortened In this section, students read a text which gives
versions of company names. They are also advice on money management. This advises keeping
introduced to the names of some currencies (pound, to a realistic budget, a sensible plan for how much
euro, dollar and yen), and the coins and notes you will spend on your various expenses, things
(paper money) that are in circulation. such as household bills, food, etc. which have to be
paid out of your salary, the money you earn from
Paying for things
your job. It also mentions saving towards a pension,
The section begins by teaching students how to talk the money you receive from a pension scheme when
about possessions and moves on to a discussion of you retire. The text advises checking prices in more
how people pay for things. The following methods than one shop before making purchases and other
are mentioned: in cash, by credit card, by debit economy measures to control spending.
card, by cheque, by direct debit and by standing
order. Cash payments are those made using coins or Further reading
banknotes. Customers use debit cards (also known Use the following keywords to search the internet
as cash cards or bank cards) to get money at a cash for websites which give more in-depth information
machine, or pay for goods in shops or when about the topics covered in this unit: The Economist
shopping online. They differ from credit cards in newspaper, Financial Times, Banking Times.
Personal finance 1 3
contractions are not used in short answers. So,
Teacher’s notes for example, the answer to Are you Mr Stoner?
would be Yes, I am, not Yes, I’m.
Getting to know you
1 am 2 is 3 Are 4 I’m 5 What’s
Vocabulary 6 name’s 7 this
1 Go through the phrases in the box with the class
and make sure they understand all of them. Speaking
Elicit when they might be used. Then ask 3 Put students in pairs and ask them to practise
students to match them to the pictures. Point out the conversations in Exercise 2 using their own
that in the UK, complete strangers do not names. Demonstrate first with a confident
usually address each other by their first names, student. Encourage them to use contractions
so the taxi driver in picture 6 says Mr Stoner where appropriate. For the fourth conversation,
rather than William. In picture 5, a colleague is they will have to invent an imaginary colleague
being introduced by his first name (Henry), to introduce.
which amounts to an invitation to the other
person to use this name in future. The same is
Language
true in picture 2, where Jane is inviting the
listener to use her first name. Go through the Language box with the class.
Draw students’ attention to the contractions and
1 Good morning. 2 My name’s Jane. the difference between the singular and plural
3 Pleased to meet you. 4 What’s your name, verb forms. Ask a confident student where they
please? 5 This is Henry. 6 Are you Mr are from, then get that student to ask another
Stoner?
student the same question and so on. Then
indicate one of the students and ask Where is
Extra activity he/she from? Encourage the other students to
Have a class discussion about the use of first answer. Indicate two students (from the same
names and surnames in the students’ own country) and ask Where are they from? Elicit
countries. How well do they have to know answers. Then get students to practise asking
someone before they use their first name? Are and answering similar questions in pairs. If all
there any other factors (for example, status or your students are from the same country, you
age) that play a role in the choice of names? might like to bring to class some newspapers
Are some industries or companies more formal and magazines with photos of famous people
than others when it comes to the use of names? from a variety of countries. Use these to practise
asking questions about where people are from.
Listening You might also like to teach short answers, using
questions such as Are you from Germany? (Yes, I
2 ► 02 Tell students that they are going to hear
am./No, I’m not.). Point out or remind students
four conversations in which people introduce
that we do not use contractions in short answers.
themselves or other people. Ask them to read
Use students and/or photos to practise Is he/she
through the gapped conversations first and to
from the USA? Are they from Spain?, etc.
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
Vocabulary
listening to check their answers. Weaker classes 4 Focus students’ attention on the table. Point out
could listen to the recording before completing the three different columns (Country, Nationality
the gaps. Check answers by asking pairs of and Language(s)) and draw their attention to
students to take the roles of A and B and to read Spain, where the words for nationality and
out their completed conversations. language are the same (Spanish). Explain that
Point out the information about contractions in this is often but not always the case. Ask
the margin. Contractions are commonly used in students to work individually to complete the
formal and informal speaking and in informal table with the words in the box and then to
writing. Make sure students understand what identify which countries have the same word for
the full forms are for each contraction. You may nationality and language (Germany, Italy,
need to point out now or later on that France, China, Japan and Spain).
Check answers with the class. You may like to
Extra activity
explain that the correct nationality word for the
UK (United Kingdom) is British, not English, as Ask several students to introduce the partner
the UK is made up of several countries they worked with in Exercise 6 to the class,
(England, Wales, Scotland and Northern saying, for example, This is Jorge. He’s Brazilian.
Ireland) and the word English refers only to He speaks Portuguese, Spanish and English. Teach
those people who come from England. the third person singular speaks if students do
not already know it.
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 students to keep vocabulary
notebooks and to divide them by topic. They
could use the words here to start a page on
countries, nationalities and languages.
1 German 2 Italian 3 Brazil 4 French

5 China 6 Japanese 7 British 8 English
For extra practice on stressed syllables, say the

words in the table aloud and ask students to
listen 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.
5 Ask students to work individually to complete
the five conversations. Point out the use of I’m
from + country, I 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 Egypt, Arabic 2 Japan 3 Germany

4 English 5 American, Portuguese
Speaking
6 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.
Names and numbers 1 repeat 2 check 3 spell 4 family
Listening Speaking
1 Focus students’ attention on the business card. 4 Demonstrate the activity first with a confident
Get them to identify the different items on it: the student. Get the student to play A and you play
company name, the person’s name, the job title, B. Put students in pairs and ask them to practise
the address, the phone number and the email the conversation using their own names.
address. Ask them to make three sentences Remind them to change roles so that both of
using the information on the card. Stronger them have a chance to play each of the parts.
students could be invited to make more than Get a confident pair to perform their
three sentences. conversation for the class.
Suggested answers 5 Ask students to cover the text and look at the
His name’s Jon Phillips. photos. Elicit that they show company logos.
He’s a financial adviser. Ask them if they know the names of any of these
His company is UBCS International. companies before they do the matching exercise.
His company address is 33 Victoria Street,
Ask students to uncover the text and choose the
London W1 6AZ.
His telephone number is (44) 020 7521 3842. correct answers from the choices given. Then put
His email address is j.phillips@ubcs.com. them in pairs and ask them to take turns asking
and saying what the letters stand for. They
should use the example conversation (which
Extra activity
does not refer to any of the photos here) as a
Find out how many students in the class have model.
business cards. Ask them to show the cards to
the class if they have them, making sentences 1b 2a 3a 4b
using the information on their own cards. For
example: My name’s Maria Fucci. I’m an account 6 Do the first item with the class as an example,
manager. My company is … . They could also use then ask students to decide what the next three
their business cards to introduce each other to numbers are for the remaining lines. They can
the class. For example: This is Maria Fucci. She’s write them in their notebooks if they wish.
an account manager. Her company is … . Check answers by getting individual students to
say each line, together with the next three
2 ► 03 Go through the instructions with the numbers. Check that they pronounce the n at the
class. Make sure students understand the end of fourteen, fifteen, eighteen, etc. very clearly.
expression human resources manager as it is a These numbers can easily be confused with forty,
useful one for understanding the context here fifty, eighty, etc. if students are not careful with
and it will come up again in Unit 2. Go through their pronunciation. Make a point of insisting
the questions and the possible answers with the that all final sounds of words are pronounced
class so that students know what to listen out accurately. In the students’ chosen field, a
for. Reassure them that you do not expect them mistake in number pronunciation could be very
to understand everything on the first listening serious and expensive!
but they should try to listen out for the answers
to these questions. Play the recording and ask 1 ten, twelve, fourteen
students to choose the correct answers. You may 2 six, five, four
need to play the recording more than once. 3 fifteen, eighteen, twenty-one
4 thirty-two, sixty-four, one hundred and
1b 2c twenty-eight
3 Go through the gapped sentences with the class For extra practice, you could ask students to
and ask students to think about which words write more number sequences for classmates to
from the box they would use to complete them. add the next three numbers.
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.
Listening Vocabulary
9 Ask students to label the symbols and check
7 ► 04 Tell students that they will hear five
answers before moving on to the second part of
sentences/short conversations and that they
the exercise. Point out that yen is the plural form
should tick the number they hear in each one.
of yen – it does not take an -s. Go round the class
With weaker classes, you may need to pause the
making sure students are writing the amounts in
recording after each item or play it a second
words correctly. Get individual students to read
time. You could also go through the
out what they have written.
pronunciation of the pairs of numbers before
you play the recording. € = euros $ = dollars £ = pounds
Put students in pairs and ask them to check their ¥ = yen % = percent
answers. Play the recording again if necessary. 1 twenty-seven pounds 2 thirty-three euros
Then ask them to take turns in their pairs saying 3 fifty-nine percent 4 twelve dollars 5 one
hundred and eighty yen
all the numbers aloud. A good way to do this is
to have one student say one of the numbers in 10 Ask students to work individually to write
the pair and the other point to the number they down three amounts in both figures and words.
think they heard. The student who said the When they say them to their partner, the partner
number then says whether that was the number should write them down and then check that
they meant or not. Monitor carefully and if there they have written them correctly. Monitor
are discrepancies between what students think carefully and if there are discrepancies between
they said and what they think they heard, give what one student says and what the other
extra help with pronunciation to those pairs. writes, you may need to do some remedial
pronunciation work.
a 120 b 30 c 50 d 117 e 14
Extra activity
Writing If possible, show students some British coins
8 Look at the example with the class and point out and notes. Explain that there are 100 pence in
that numbers like twenty-six are hyphenated. one pound. Pence is the plural of penny and it is
The and in one hundred and twenty-six is normal usually written as a letter p. The coins in
in British English. Americans tend to miss it out regular circulation in the UK are 1p, 2p, 5p,
(saying, for example, one hundred twenty-six or 10p, 20p, 50p, £1 and £2; the notes are £5, £10,
three hundred forty). £20 and £50. Encourage students to give similar
information about their own currency and its
Check that students have written the numbers coins and notes. With multinational groups,
correctly; note that forty has no u in the middle, put a table of notes and coins on the board and
unlike fourteen. Then get individual students to invite students of different nationalities to
read the numbers aloud. come up and add the currency of their own
countries, explaining it to the rest of the class as
b thirty-nine c forty-five d three hundred they do so.
and twelve 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, it is 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.
Paying for things 1 have 2 do 3 Does 4 does 5 Does
6 doesn’t
Vocabulary For extra practice, you could ask students to
1 Focus attention on the pictures and ask students have similar conversations in pairs about their
to label them with the words in the box. Check own houses, giving true information. Teach the
answers with the class. word flat (or the American word apartment) if
flats are more common than houses in the
1 car 2 house 3 garden 4 garage students’ culture. You might like to teach words
5 computer 6 credit card for other features they could ask about (for
example, balcony, terrace or swimming pool).
2 Go through the example conversation with the
class, then demonstrate with a confident student, Language
getting the student to ask you a question about
one of the things in the pictures in Exercise 1. Go through the Language box with the class.
Then put students in pairs and get them to take Begin with the first section and elicit more
turns asking and answering questions about the examples of things that are always or usually
things in the pictures. Go round the class true. Point out that the third person singular
making sure that students are forming the form of have is has. Drill this around the class,
questions and short answers correctly. using hair colour or clothes (for example, Nadia
has blonde hair. Juan has a blue sweater.).
Language Explain the use of the present simple for things
Go through the Language box with the class. that happen regularly. Point out the third person
Draw students’ attention to the question form singular form pays in the examples. Make sure
and short answers. Point out that we do not use students pronounce the s clearly at the end of
have in the short answers. third person singular verbs. Remind them of the
third person negative form doesn’t , which they
Drill questions and answers around the class. If saw in Exercise 3. Drill the various forms, giving
it is culturally acceptable in your class, you students a pronoun and a method of payment
might like to ask people to say what they have in (for example, we and in cash), and getting them
their wallets or bags. to produce a correct sentence (for example, We
I have … (with the question form Do you have pay in cash.) Then give students another pronoun
…?) is one of the structures we use to talk about and ask for another sentence. Continue until
possession in English. Also commonly used is I they are producing correct sentences for all the
have got …, with the question form Have you got pronouns. Also drill the negative forms.
…? This is more common in British English than Ask a confident student a question (for example,
American English. You might like to teach this How do you pay for your lunch?) and elicit an
alternative form to stronger classes. Note, answer (for example, I pay in cash.). Then get that
however, that the examples in this book all use student to ask another student and so on.
the I have … and Do you have …? forms.
To practise short answers, write the following
Listening question on the board: Do you pay for your lunch
in cash? Elicit a short answer (for example, Yes, I
3 ► 05 With stronger classes, you could ask do.) and then get the student who has answered
students to complete the gaps before they listen to ask another student a similar question.
and use the recording to check their answers.
With all classes, ask students to look at the Listening
conversation before they listen and think about
what words they need to use in the gaps. 4 ► 06 Focus attention on the pictures. Read the
labels and make sure students can pronounce
Check answers by asking pairs of students to the words correctly. Point out that the t in
read out the completed conversation. Point out mortgage is silent. Some students may have
the use of the third person singular does in the difficulty pronouncing both the th and the s in
questions about the house, and the third person clothes; they will be more intelligible if they
singular doesn’t in negative short answers. pronounce it as close than if they try to turn it
into a two-syllable word.
You may need to explain that groceries can phonemic symbols /z/, /s/ and / z/ and write
include food, drink and household items such as them on the board, with pays, writes and uses
cleaning materials. Explain mortgage if necessary under the relevant symbol. Drill the correct
(see Briefing section above). pronunciation of these words. Start with choral
repetition to build students’ confidence, then ask
Tell students that they are going to listen to a
individual students to pronounce the words.
woman talking about how she pays for these
things. Write various methods of paying for 1 /z/ 2 /s/ 3 / z/
things on the board (for example, in cash, by
credit card, by direct debit, by cheque, by standing 7 Tell students to decide which verb should go in
order) and make sure students understand them. which column. Encourage them to say the words
Point out the use of in in in cash and by in the aloud so that they get a feel for what sounds
rest of the phrases. (See the Briefing section for right. Do not check answers at this stage but
explanations of the payment methods allow them to compare their answers in pairs.
mentioned here.)
/z/: buys, saves
Ask students to listen to the recording and tick /s/: checks, takes
the correct columns in the table. With weaker / z/: chooses, watches
students, you may need to pause the recording
and play sections again to help them determine 8 ► 08 Tell students that they are going to hear
the answers. Check answers with the class. six sentences in which the verbs in Exercise 7
appear. Ask them to listen carefully to the verbs
groceries: in cash and check their answers to Exercise 7. Then play
clothes: by debit card the recording again and ask them to listen and
mortgage: by standing order
repeat the verbs. Once they have repeated them
household bills: by direct debit
petrol: by credit card chorally, ask for individual repetition to check
that they are pronouncing the endings correctly.
Speaking 9 As students complete the sentences, go round

giving extra help where necessary. Check that
5 Ask students to put a tick in another colour in everyone has formed the third person singular
the table to indicate how they pay for these verbs correctly. Check answers by asking
things. If they do not have some of these (for individual students to read out the completed
example, a mortgage or a car), they could base sentences. Take note of any problems with the
their answers on parents or friends. Then ask pronunciation of third person singular endings.
them to think of three more things that they pay
for and add them to the table, again putting a 1 pay 2 uses 3 buy 4 pay 5 saves
tick to show how they pay for them. 6 reads 7 watches 8 check
Go through the example with the class. Then put

students in pairs and ask them to take turns
Extra activity
asking and answering questions about how they Ask students to use the sentences in Exercise 9
pay for things. As they do this, go round making to make questions to ask each other. Remind
sure they are doing it correctly. Remind them to them that they will have to change all the initial
ask questions about the items they added to the pronouns to you. Use this as an opportunity to
table. Their partner will not necessarily have ensure that they look out for other things that
these items in their own table, so they will have need to be changed when you make a
to listen to the question and respond statement into a question. For example, in the
appropriately. first one, they will need to change both
pronouns (Do you pay for your groceries by
Listening cheque?). Especially with weaker classes, check
that all the questions have been formed
6 ► 07 Remind the class of the s at the end of correctly before you get students to take turns
third person singular present simple verbs. asking and answering them.
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
Managing your money Extra activity
With stronger classes, you could ask students
Vocabulary to roleplay a meeting between a financial
adviser and a client. Using the information in
1 Read the words in the box aloud and go through the text in Exercise 2, the financial adviser asks
the definitions, making sure students the client about the way they manage their
understand them. Then ask students to work money and then gives advice based on the
individually to match the words to the client’s responses.
definitions. Get them to compare answers in
pairs before checking with the class.
1 pension 2 budget 3 income 4 salary

5 expenses 6 realistic
Reading
2 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 I save for a pension?
• How can I earn more money?
• Does my salary pay all my expenses?
• Is my budget realistic?
…
Speaking
3 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.
the conversations, then get them to compare
answers in pairs before checking with the class.
1 earn 2 salary 3 pension 4 check

5 budget 6 walk
5 Put students in pairs and ask them to take turns

asking and answering the questions in Exercise
4. Go round giving help where needed.
Review 4 Ask students to read the change of address form
carefully. Tell them that there are five mistakes
in it. Play the recording again and ask them to
Listening find the mistakes.
1 ► 09 Ask students to work individually to
New Address: 455 Loomis Street, Winchester
decide on the correct order of the conversation.
SO13 5QZ
Point out that the first and last lines have been Home phone number: 01962829741
numbered for them. Play the recording for Mobile phone number: 0779589803
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 Speaking
there are several ways of asking people what 5 Put students in pairs and ask them to decide
they do for a living. What do you do? and What’s who will be A and who will be B. Tell the B
your job? are two common ways. students to turn to page 68 and look at the
information there. The call should start when the
2 I’m Susan. Nice to meet you, too.
phone rings and B should answer it as
3 Where are you from, Susan?
4 I’m from the UK. Are you from the USA? instructed. When they have finished, they can
5 No, I’m not. I’m from Canada. So Susan, compare B’s completed form with the
what do you do? information given to A on page 11.
6 I’m a secretary at a bank in London. What Phone call roleplays often work best if students
about you?
sit back to back. Go round giving help and
7 I’m a trainee at a bank in Toronto.
encouragement during the roleplays and take
8 Well, nice to meet you. Enjoy the seminar.
note of any particularly good pairs. Encourage
them to perform their conversations again for
Speaking the class.
2 Put students in pairs and ask them to practise
Preparing for the next unit
the conversation in Exercise 1, this time using
their own names, countries and jobs. Go through In Unit 2 students will be discussing jobs in the
the example conversation with the class to show financial field. You might like to prepare for this by
them what they need to do. Go round giving finding out what the students’ job titles and
help and encouragement. You could take this responsibilities are; translate these into English so
opportunity to do some vocabulary work on job that you can help them with vocabulary when they
titles, making sure all the students can describe talk about their own jobs or jobs that they would like
their own jobs accurately. When the pairs have to do in the future.
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.
Listening
3 ► 10 Tell students that they are going to listen
to a 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.
2 Jobs in banking
What’s your job?

Briefing
The main reading text in this section is about jobs in
This unit focuses on daily routines, duties and
banking. The jobs described here (account manager,
responsibilities in a banking context. It discusses
branch manager, investment analyst, customer
items in an office and company facilities and also
service adviser, human resources manager,
looks at various jobs in the banking field, and the
supervisor, IT services manager and cashier)
duties and responsibilities that go with these jobs.
should have their equivalents in most contexts. In
Starting out the US, cashiers are often called tellers. Customer
service advisers may not work in the bank itself but
The context of a new trainee arriving at a bank is in call centres. They answer customers’ questions by
used to present there is and there are for talking about phone. The text mentions that banks are not the only
items in an office and company facilities. Most organisations in the UK offering financial services.
offices will contain items such as desks, computers Other organisations include supermarkets, many of
and drinks machines but not all companies will which have financial departments and may provide
have a cafeteria. Students read an information sheet bank accounts, credit cards and loan facilities.
which describes some of the bank’s products and Building societies are a British institution originally
services: current and savings accounts, mortgages, set up as savings associations in order to lend
insurance, loans, foreign exchange services and money to their members so they could build houses.
investment advice. Current accounts are used by These were initially mutual organisations, owned by
bank customers to manage their everyday finances, their members. In recent years many have
receive salary payments and pay bills. Savings abandoned their mutual status and become limited
accounts are a way of investing money not needed companies, offering similar products and services to
for daily expenses; the bank pays interest to the the high-street banks. The text also mentions
customer. A mortgage is a type of loan used for appraisal systems, whereby employees meet with
buying property. By buying insurance, you can get their line managers to discuss their performance.
money if something valuable is damaged or stolen. Banks may also offer good pension schemes to their
You can also insure yourself and your health with employees: the bank and the employee put money
life insurance. Banks often act as insurance brokers towards the pension that the employee will receive
or offer insurance advice. A broker is someone who when they reach retirement age.
sells something on behalf of someone else in
exchange for a payment or commission. A loan is an Customer care
amount of money borrowed from a bank, which is
This section looks at the qualities needed by
paid back with interest. Banks offer foreign
employees to make customers feel valued. Students
exchange services to people who need foreign
read comments from a customer service survey in
currency. Investment advice is another service
which a bank asks its customers to comment on the
offered by banks. The information sheet also
service they have received. These comments
describes the job of a bank’s cashiers, the employees
introduce positive and negative adjectives, which
who sit at the bank counter and deal face to face
are useful for talking about customer service and
with customers, helping them make deposits or
how employees can best present a positive image
withdrawals (put money into or take money out of
for their company. Students look at how adjectives
their accounts) and checking balances (the amount
can be made negative by the addition of a prefix.
of money customers have in their accounts).
Further reading
What do you do every day?
Use the following keywords to search the internet
This section focuses on the present simple for for websites which give more in-depth information
talking about facts and routines. The vocabulary for about the topics covered in this unit: Barclays
bank services used in the first section is recycled Bank – careers, The Economist newspaper, Financial
here. The adverbs of frequency always, usually, often, Times, Banking Times.
sometimes and never are also introduced.
Jobs in banking 2 12
Teacher’s notes
Language
Warm-up Go through the examples in the Language box
with the class. Explain that with affirmative
Ask students to work in pairs and to roleplay a
plurals, we can give a precise number (for
situation in which two people meet at a banking
example, There are four desks.) or we can use some
seminar. Remind them to introduce themselves and
without giving the number (for example, There
ask questions about their jobs and nationalities.
are some books.). Point out the use of a and any in
Starting out 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
Listening classroom. Elicit short answers to some
1 Go through the instructions with the class and questions (for example, Are there any books in this
establish the context for the conversation. Then classroom?), then encourage students to make
ask students to look at the words in the box and their own statements (for example, There are some
decide which ones they think they might hear in desks. There isn’t a drinks machine. There aren’t any
the conversation. It does not matter whether computers.). Remind them of the contracted
they are right or wrong here. The point is simply forms isn’t and aren’t.
to get them thinking ahead and predicting the
sort of vocabulary they might expect to hear in a Writing
given situation. Prediction is a useful listening
4 Make sure students understand all the words in
skill for students to acquire.
the box. Ask them to write sentences about their
2 ► 11 Play the recording and ask students to own offices or the rooms where they study.
underline the words and expressions from the Encourage them to write singular and plural
box in Exercise 1 that they hear. When you have sentences in the affirmative and the negative. As
checked their answers, encourage them to say they do this, go round checking that everyone is
the context in which they heard the words. For using the structures correctly. Make sure
example, they may remember that Emilia said particularly that they have grasped the concept
that Martin’s colleagues were at a seminar today of some with affirmative plurals and any with
and that Martin could use Peter’s computer. negative plurals.
boardroom break cafeteria computer Speaking

drinks machine finish work introduction
lunch seminar start work welcome 5 Go through the example conversation with the
class and then put students in pairs to have
3 Go through the sentences with the class before similar conversations about the things in their
you play the recording again. Encourage offices or places of study. They can base their
students to think about whether they are true or questions on the sentences they wrote in
false before they listen. Then play the recording Exercise 4 if they find this helpful.
for them to check. You may need to play it more
than once. Check answers by reading out each Reading
sentence and having a show of hands on who
thinks it is true and who thinks it is false. Then 6 This exercise is intended just to get students to
focus attention on the form of the sentences and look through the text to find the information to
point out the use of there is for singular objects, complete the fact sheet. They will look more
there are for plurals and the negatives there isn’t closely at the vocabulary in the text in Exercise 7.
and there aren’t. Give students time to read the text and locate the
information they need. Check answers and then
1T 2T 3F 4T 5T 6F ask them to read the text again more carefully.
Be prepared to answer any questions they have.
Head office: Frankfurt 1 Where is your head office?
Branches: Europe, the Middle East, Asia 2 How many branches do you have?
Number of branches: 320 3 How many employees do you have?
Number of employees: 40,000 4 What kind of products and services do you
Services: All should be ticked except provide?
accountancy. 5 What is the name of your bank?
6 Where are your branches?
Extra activity
9 Put students in pairs and ask them to decide
With less confident classes, you might like to who is A and who is B. Student B turns to page
do a warm-up activity before students read the 68 and reads the information there. Explain that
text to get them to practise scanning a text just they each have information about a bank they
to see what information it gives. This is useful work for and that they should use the questions
practice as students often think they have to in Exercise 8 to find out about each other’s
understand every single word of a text and can banks. Demonstrate with a student if necessary.
become discouraged as soon as they come Begin by asking the student for the name of
across an unknown word. Ask them to work in their bank.
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 as a competition, students
will concentrate on trying to find the
information they need to win rather than
worrying about any words they do not know.
1, 3 and 5 are mentioned.
Vocabulary
7 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.
1 head office 2 employees 3 deposits

4 withdrawals 5 mortgages 6 current
account 7 savings account 8 investments
Speaking
8 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.
What do you do every day? Ask students some questions beginning with
What time do you …? Then ask some yes/no
questions (for example, Do you have lunch in the
Speaking cafeteria?). When they are answering confidently,
1 Go through the example conversation with the get students to practise asking and answering
class, then choose a confident student and have questions about routines in pairs. Go round
a similar conversation about one of the other monitoring and checking that everyone is
items in the box. Put students in pairs and get forming the questions and answers correctly.
them to continue asking and answering 3 Ask students to work individually to match the
questions about what they do every day. Go sentence halves. Explain that they are sentences
round monitoring and helping where necessary. about Nabila Habib’s daily routine. Allow them
to compare answers in pairs before checking
Listening with the class. Ask individual students to read
the complete sentences aloud. After checking
2 ► 12 Remind students that Martin is a trainee
answers, ask students to say if they do any of
at UBCS and that it is his first day at the
these things every day. If they do, get them to
company. Go through the instructions with the
make new sentences beginning with I (for
class. Play the recording and ask students to
example, I come to work at 8.30.). If they say they
read the conversation as they listen. Then ask
do not do these things every day, get them to
them to tell you three things that Nabila does
make new sentences beginning with I but
every day. There are several possible answers.
correcting the information to make it true for
Accept any that make sense and are
them (for example, I come to work at 8.00.).
grammatically correct.
1c 2d 3a 4b 5f 6e
Suggested answers
She helps customers deposit and withdraw
money from their accounts. Writing
She answers questions about the bank’s
products and services. 4 Remind students of the list of daily activities in
She checks balances for customers. Exercise 1. Go through the example sentences
She helps her boss. with the class and then ask students to write
She gives customers information about the similar sentences about their daily routines.
bank’s interest rates.
She helps customers with forms. Listening
5 ► 13 Tell students that they are going to listen
Language to more of Martin and Nabila’s conversation. Go
Go through the Language box with the class. through the items in the list with the class, then
Explain that we use the present simple to talk play the recording and ask them to tick the items
about things we do regularly (for example, I go Martin and Nabila talk about.
to work by train. I have lunch in the cafeteria.).
2 and 4 should be ticked.
Point out the use of adverbs of frequency in the
Language box. These are used to say how often 6 Focus attention on the words in the box. Explain
someone does something. Students will look at that these are adverbs of frequency and that they
these in more detail on page 15. are used to say how often someone does
something. Students will look at these in more
Remind students of the third person singular
depth in the Language box below but for now
forms with -s or -es, and the three different ways
they should just listen to the conversation again
these endings can be pronounced. Also remind
and complete the sentences with the words they
students of the questions and short answers they
hear. Point out that they will need to use some of
practised in Exercise 1; point out that the
them more than once. Check answers by asking
auxiliary do is used in short answers. However,
individual students to read out their completed
with questions that begin with wh-words (for
sentences.
example, When does the bank open? What time do
you have lunch?), we do not use do in the answer
(It opens 9.00. I have lunch at 12.30.).
1 usually 2 sometimes 3 always 8 Martin is sometimes tired at the weekend.
4 usually 5 often 6 usually 7 sometimes
8 never 7 Ask students to work individually to complete
the sentences with adverbs of frequency so that
Language they are true for them. Ask them to compare
their sentences with a partner and then get
Go through the Language box with the class. individual students to read their sentences out
Point out the scale of frequency from 100% to the class.
(always) to 0% (never) next to the adverbs of
For extra practice, ask students to change the
frequency. Drill these by asking students to use
sentences in Exercise 6 so that they are true for
them in sentences about their own routines.
them and to compare and discuss their sentences
Elicit or point out that adverbs of frequency with a partner.
normally go immediately after the subject of the
sentence and before the verb. Draw students’ Speaking
attention to the position of the adverbs of
frequency in negative sentences (after 8 Read the example conversation aloud with a
don’t/doesn’t and before the main verb). confident student taking one of the parts. Then
put students in small groups and ask them to
Make sure students understand that adverbs of discuss what they do every day and at the
frequency come before the main verb but after weekend. Ask one member of each group to take
the verb be. Go through the examples in the box notes and to be prepared to report back to the
with the class. Then write she / never / early on class on what was said. When they do this, take
the board and elicit the following two sentences: note of any problems with the use of adverbs of
She never arrives early. She is never early. frequency and do remedial work if necessary.
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 / in a restaurant /
dinner / on Saturday
3 Nabila / at home / usually / is / on Sunday
evening
4 Martin / on / doesn’t / Saturday morning /
usually / play football
5 Nabila / to work / cycles / sometimes
6 Martin / to work / goes / by train / always
7 Nabila / often / busy / is / at work
8 Martin / sometimes / at the weekend / is /
tired
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.
What’s your job? 4 Remind students of the jobs they saw in the box
in Exercise 1 on page 16. Ask them to use these
words to complete the sentences. They can do
Reading this in pairs or small groups. Check answers by
1 The reading text in this section is quite long, so having individual students read out their
Exercise 1 is a warm-up, intended to make the completed sentences.
reading less daunting by doing some pre-
1 supervisor 2 cashier 3 customer service
teaching of vocabulary. Ask students to look at
adviser 4 investment analyst 5 branch
the words in the box. Allow them to work in manager 6 senior account manager
pairs if they wish, to decide which words are
jobs and which are companies/places of work.
Speaking
Jobs: branch manager, cashier, customer
service adviser, investment analyst, senior 5 Put students in pairs and ask them to discuss
account manager, supervisor, trainee whether they do or would like to do any of the
Companies/places of work: building society, jobs in Exercise 4. Go round giving help where
insurance company, supermarket needed and encourage students to give reasons.
Invite confident students to report back to the
2 Ask students to read the text. With weaker class on their ideas.
classes, ask them first to underline all the jobs
that are mentioned in it (trainee cashier, senior Reading
account manager, investment analyst, customer
service adviser, cashier, supervisor, branch 6 Read the job description aloud to the class or get
manager). Allow them plenty of time to do this a student to read it out. Then ask them to look at
and let them use dictionaries if necessary. Check the jobs in the box and decide which one it
answers with the class. describes.
Go through the statements with the class and see human resources manager
if they can say whether any of them are true or
false. Then ask them to read the text again and
Listening
find the answers. Confident students could be
asked to correct the false statements. 7 ► 14 Explain that students will hear four
people talking about their jobs. For each person,
1 F (There are trainees with basic school there is a choice of two possible jobs. Ask
qualifications.) students to listen and tick the correct job for each
2 F (Customer service advisers in call centres
person. Point out that the speakers do not give
talk to customers on the telephone.)
their job titles, just a description of what they do.
3 T
4 F (They go on training courses and usually You may need to play the recording more than
spend two years learning how the bank once and pause it after each speaker to give
works before they can become managers.) students time to process what they hear and
5 F (They sometimes visit business customers decide which job is correct.
in their office or factory.)
6 T 1 Isabella: senior account manager
2 Raoul: cashier
3 Ravi: customer service adviser
Vocabulary 4 Jenny: IT services manager
3 Ask students to work individually to find words
8 Ask students to read the gapped sentences and
and expressions in the text to match the think about what words they might use to
definitions. Allow them to compare answers in complete them. Then play the recording again
pairs or small groups before checking with the for them to listen and complete the sentences.
class.
Check answers by having individual students
read out their completed sentences.
1 communication skills 2 corporate banking
3 supervisors 4 appraisal system
1 for, information 2 deposits, handle 3 for,
5 pension scheme
deal 4 care, deal
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 2c 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.
Customer care Vocabulary
2 Ask students to match the positive adjectives on
Language
the left to their negative opposites on the right.
1 Explain that customer care refers to the way Check answers with the class and make sure
customers are treated by a company. It is an they understand the meanings of all the words.
important factor in whether customers feel that Point out that we can make some words
their experience has been a positive one and negative by adding a prefix (for example, in-, un-
whether they will use that company again. or im-) and that they can often guess that a word
Introduce the idea of a customer service survey, has a negative connotation if they see this prefix.
in which a company asks its customers about Ask students to call out any other adjectives they
how they have been treated in order to check know that form a negative in this way. Some
that its employees are treating the customers words they may know are: complete – incomplete,
well and that the customers are satisfied with interesting – uninteresting, possible – impossible.
the service they receive. Make sure students Recording words together with their opposites is
understand positive and negative. Give them time a good technique for learning vocabulary.
to read the comments from the survey, discuss
Encourage students to keep their vocabulary
them in pairs or small groups and decide
notebook up-to-date and to start a page of
whether they are positive or negative. Check
adjectives, noting them down with their
answers with the class and focus on the positive opposites where possible.
and negative adjectives used in the survey.
1e 2d 3g 4f 5c 6a 7b
1N 2P 3N 4P 5P
3 Encourage students to read through the whole
Extra activity text before they start looking for words to
Have a class discussion about how students complete the gaps. This will give them a general
like to be treated when they are customers in a sense of what the text is about and make it easier
bank, shop, etc. Recycle some of the adjectives to find the words later. Let them work in pairs to
from Exercise 1 by asking them whether they complete the gaps. Check answers by getting
like shop assistants to be attentive or whether individual students to read out their completed
they prefer to be left alone, in what situations sentences. At the end, ask them to read the
they expect the people serving them to be whole text again and to comment on the tips.
knowledgeable, etc. For extra practice, ask students to work in pairs
and write one more tip to add to the list in
Read out the sentences in the Language box or Exercise 3.
get several students to read them out. Point out
the position of the adjectives (at the end of 1 polite, friendly 2 efficient
sentences using the verb be and before the noun 3 knowledgeable, ignorant 4 inattentive
they describe in sentences using the verb have). 5 patient
Drill the two types by writing prompts on the
board and asking students to make sentences. Extra activity
Start with sentences using the verb be and then With stronger classes, you could ask students
ask students to make equivalent sentences using to work in pairs and to write a conversation
have. For example: between a bank employee conducting a
• my boss / friendly (My boss is friendly.) customer care survey and a customer. The bank
• my sister’s house / big (My sister’s house is big.) employee should ask about the customer’s
• I / boss / friendly (I have a friendly boss.) experience of service at the bank. Elicit some of
• my sister / house / big (My sister has a big the questions they might ask and write them on
house.) the board. As students work, go round giving
Make sure students do not try to make the help where needed. When they have finished,
adjectives plural with plural nouns. ask them to practise their conversations, taking
turns to be the customer. Some pairs could then
perform their conversations for the class.
Review Writing
5 The preparation for this writing exercise was
Reading done in Exercise 4, so it would be a good idea to
do it immediately after Exercise 4 or set the
writing for homework as a follow-up to the
conversation once before they complete the
work done in class. Encourage students to use as
gaps. This will give them a general sense of what
many of the words and expressions in the box as
the conversation is about, which will help them
they can. Remind them again of the use of the
select the correct words from the box. Remind
present simple for routines and the use of
them that they will have to change some of the
adverbs of frequency. Where appropriate, they
words into the correct form. You might like to
could also use some of the positive adjectives
do the first item with the class and point out that
from the Customer care section.
the verb in the box needs to be changed to the
third person singular to fit the gap correctly. Preparing for the next unit
Students will check their answers by listening to
the conversation in Exercise 2. As Unit 3 discusses the products and services
offered by a bank, you might find it useful to make
1 opens 2 leave 3 get 4 eat 5 learn a collection of advertisements for different products
6 helps 7 checks 8 gives 9 shows and services from banks and other financial
10 put institutions in English-speaking countries. These can
often be found in English-language newspapers. Use
Listening them to get students to identify the products being
advertised, the different interest rates paid on
2 ► 15 Play the recording and ask students to investments or charged for loans, etc.
check their answers to Exercise 1. Then let them
practise the conversation in pairs. Get a
confident pair to act it out for the class.
Writing
3 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 I usually go to work at 8.30.

2 I always go home at 5.00.
3 I am never late for work.
4 I sometimes eat my lunch in the cafeteria.
5 I often sit and watch the other cashiers.
6 The cashiers are always helpful and polite to
the customers.
Speaking
4 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.
3 Banking products and services
What can banks give to customers?

Briefing
This section focuses on what a bank can do for its
This unit introduces the basic products and services
customers. In addition, it introduces typical
of a bank’s retail section. It explains how people
collocations used in retail banking.
manage their money, receive their salaries, pay their
bills or borrow money, and the way in which the Debit cards, also known as cash cards or bank cards,
bank helps them to do this. can be used to get cash at an ATM or to pay for
products in shops. Cheques are used to pay bills
Products and services and expenses. Online banking allows customers to
make transactions via the internet. Telephone
This section introduces the most common products
banking also allows customers to perform
and services of a bank. A current account is used to
transactions over the telephone. Credit cards let
receive or pay in money and to provide cash when
customers buy things they pay for at a later date.
needed, for example, by using the cash machine or
The bank checks their credit rating to see if they are
ATM (automated teller machine). The people
good customers and usually pay their bills. Credit
described have various forms of income (for
agencies check the information about customers and
example, an allowance, money given to children by
tell the banks if the person presents a risk or not.
their parents; a pension, money received when a
New customers are usually given low spending
person is retired; a salary, money received for
limits until they prove that they are responsible
working). Savings accounts are used to save money
customers and will pay the money back. A PIN
and usually pay higher interest than current
(Personal Identification Number) is necessary to log
accounts. A mortgage is a type of loan used to buy
onto accounts on the internet or to use an ATM. The
property. It is paid back in instalments which
balance shows customers how much money they
include interest. For customers interested in buying
have in their accounts.
shares (parts of a company) or bonds (a type of
investment which pays back the amount the bond Customer service
cost plus interest), banks offer investment advice.
The foreign exchange counter changes money for In the main reading text, students think about the
customers travelling abroad. Credit cards help difference customer service makes to customers, in
customers to pay without cash. Insurance is contrast to the actual products offered by a bank.
important if something valuable is damaged or if Comparative adjectives are also introduced and
you are injured. Customers can pay a fee to leave practised by comparing the services of two banks.
valuable items or documents in a safe deposit box,
Charges are fees banks charge their customers to
which is usually located in the bank.
carry out services for them. Transactions refers to
What can you do? any type of activity involving money moving in or
out of an account. The cashiers at a bank (often
This section deals with the issue of what is done for called tellers in the US) work at the counter or
existing customers in contrast to the special window. Branches are smaller offices of a bank set
treatment that new customers receive. Can for ability up to help customers. They are located in
is also introduced and practised. convenient locations which people can easily reach.
An arrangement fee is paid by a customer when Further reading
they arrange a mortgage with the bank. Interest is
paid on savings accounts to make them attractive to
for websites which give more in-depth information
customers. Banks also charge interest when
about the topics covered in this unit: RBS (Royal
customers borrow money from them. The interest
Bank of Scotland) – personal loans, NatWest
rate indicates how high the interest is for these two
(National Westminster Bank) – business products,
products. Banks earn some of their income from the
The Economist newspaper, Financial Times, Banking
difference between the interest they pay to savers
Times.
and the interest they charge to borrowers.
Banking products and services 3 21

Teacher’s notes the sentences with words and phrases from
Exercises 1 and 2. Allow them to compare their
Warm-up answers in pairs before checking with the class.
Ask students to work in pairs and to describe their Point out the use of some before the word
daily routines to each other. Go round monitoring insurance in question 8. At this level, it is
and checking that they are using the present simple probably best to teach this as a set phrase rather
and adverbs of frequency correctly. than going into the question of countable and
uncountable nouns (these are addressed in Unit
Products and services 4). Make sure that students do not try to make
the word plural.
1 Go through the list of products and services with
the class and make sure students understand all 1 safe deposit box 2 mortgage 3 foreign
the words. Then ask them to tick the ones that exchange 4 shares 5 savings 6 credit
they can get at their bank. card 7 loan 8 insurance
Put students in pairs and ask them to compare 5 Ask students to match the verbs on the left to
their answers. Encourage them to make a list of their opposites on the right.
any other products and services they can get at
their bank. Have a feedback session in which the Recording words together with their opposites
pairs report their ideas to the class. (where appropriate) is a good technique for
learning vocabulary. Encourage students to keep
Reading a vocabulary notebook and to note down
opposites where possible.
2 Focus on the photos and tell students that they
Lend and borrow can present problems for some
are going to read about these people and their
students as their own languages may not
banking needs. Ask them to read each text
differentiate between them. Make sure that
carefully and decide which of the products and
students understand the difference. It may help
services in Exercise 1 they need. With weaker
to point out that the choice of word in pairs such
classes, go through the texts one by one, dealing
as lend/borrow, give/take, come/go, bring/take,
with any vocabulary problems and eliciting
etc. often depends on the speaker’s viewpoint
what products/services the person needs before
and location in relation to the listener.
going on to the next text.
1c 2d 3b 4a
1 savings account 2 mortgage 3 foreign
exchange 4 investment advice 5 safe
6 Ask students to use the verbs in Exercise 5 to
deposit box 6 loan
complete the questions. Check answers with the
class before moving on to Exercise 7 to ensure
Vocabulary that students have the correct questions to ask.
3 Go through the list of expressions with the class, 1 spend 2 lend 3 borrow 4 give 5 buy
then ask students to look back through the texts 6 take 7 save 8 sell
in Exercise 2 and find words or phrases with the
same meaning. Check answers with the class.
Speaking
1 allowance 2 (buy) shares 3 round-the-
world ticket 4 driving licence 5 insurance
asking and answering the questions in Exercise
6 pension
6. Go round monitoring and helping with
vocabulary. Put any interesting and useful
Extra activity words on the board. When the students have
Ask students to talk about their experiences of completed the activity, have a class feedback
some of the words in Exercise 3 by asking session in which they discuss their ideas and
different questions (for example, Do your note down any new vocabulary they think they
parents give you an allowance? Do you buy shares? will find useful.
Do you have a driving licence? Do you have
insurance? Do you save for a pension?).

What can you do? without to. Explain that can’t is an abbreviation
of cannot.
1 Make sure students understand the question, Draw students’ attention to the position of can in
then put them in pairs to discuss it. Point out questions and to short answers. Tell them that
that they can use the vocabulary in the box if these short answers sound softer and less abrupt
they like, or their own ideas. Go round
than just yes or no.
monitoring and helping where necessary.
Encourage pairs to report back to the class on 4 Stronger classes may be able to complete the
their ideas. sentences without looking back at the text in
Exercise 2. They can then do so to check their
Reading answers. Weaker classes will need to read the
text again first.
2 Ask students to work individually to read the
article. Give them time to do this and be 1 can 2 can 3 can’t 4 can 5 can’t
prepared to answer any questions on
vocabulary. However, do not translate every 5 Go through the example with the class, pointing
word for them; encourage them to read for gist out that students first have to form a question
the first time and to concentrate on getting the using the prompts and then write short answers:
general meaning rather than worrying about the tick or cross in brackets indicates whether
individual words which they may not know. the answer is positive or negative. Ask students
to work individually. Check answers by getting
Go through the two summaries with the class one student to read out a question and another
and ask them to say which one they think best to give the answer.
describes the content of the article.
Elicit students’ own response to the article. Is 2 Can Rafiq and Selma buy a flat? Yes, they
can.
this practice common with banks in their
3 Can Karl get advice on investments? Yes,
countries?
he can.
4 Can you get any special offers at your
1
bank? No, I/we can’t.
3 Have students work individually or in pairs. 5 Can Marvin buy a car? No, he can’t.
6 Can Rafiq and Selma borrow money from
Ask them to read the definitions and choose the
Selma’s parents? Yes, they can.
correct word or expression from the box to 7 Can they get a better interest rate? No, they
complete each one. Check answers with the can’t.
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 Speaking
small print they know of. Find out if 6 Go through the items in the table with the class
arrangement fees are common with mortgages and make sure that students understand them
in their countries and whether banks ever limit all. Then ask them to work individually to add
their offers to new customers only. two more items to the table. Go round giving
help where necessary. Then ask them to tick the
1 arrangement fee 2 free gift 3 limited
things they can do and cross the things they
4 attractive 5 special offer 6 Small print
cannot do.
Language Put students in pairs and ask them to take turns

asking and answering questions to find out what
Go through the Language box with the class. their partner can and cannot do. Go through the
Tell students that can and can’t are used to talk example with the class first and as they ask their
about ability and possibility. Note that they are questions, go round making sure they are
also used to talk about permission and forming them correctly. Students should put
prohibition but this is not dealt with here. Point ticks and crosses in the table according to their
out that the forms are the same for all persons: partner’s answers. When they have finished, ask
there is no plural form and no third person them to report back to the class on what they
singular s. Also draw students’ attention to the found out (for example, Maria can’t play the
fact that can/can’t are followed by another verb piano. She can use a computer.).

Writing
7 Go through the example sentences with the
class. Point out the use of both where the speaker
and Shilpi can do the same thing, and neither
where they cannot do the same thing. If
necessary, write on the board:
I can drive. Shilpi can drive. → We can both drive.
I can’t ride a horse. Shilpi 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.

What can banks give to customers?
Speaking
Listening 5 Go through the instructions and the examples
with the class. Then put students in pairs and
1 ► 16 Explain that students are going to hear ask them to talk about where they can and
two colleagues who work in a bank talking cannot use their credit cards. Encourage some
about the products and services the bank offers. pairs to report back to the class on their ideas.
Ask students to listen and circle or underline the
ones that they mention.
Reading
cheques current account debit card 6 Go through the whole conversation with the
interest rate loans and mortgages online class, perhaps getting individual students to
banking savings account
read out the different lines. Then ask them to
2 Go through the gapped sentences with the class work individually or in pairs to decide on the
and encourage students to think about what correct order. Point out that the first and last
words could be used to complete them. Stronger lines of the conversation have already been
students may remember the words from the numbered. Remind students to look for clues in
listening and may be able to complete some of the wording at the end of questions and the
them already. Then play the recording again and opening of responses. Encourage them to check
ask students to listen for the missing words. You their own answers by reading the conversation
may need to play the recording several times aloud, taking one part each, to see if it makes
and pause it at strategic places to allow students sense.
to write in their answers. Check answers with
The sentences should be numbered in the
the class and use the opportunity to do some following order: 1, 6, 2, 7, 4, 8, 3, 10, 5, 9, 11
pronunciation and intonation practice.
1 current 2 savings 3 interest 4 rate Listening

5 debit 6 ATM 7 online 8 loans
7 ► 17 Play the recording for students to check
their answers to Exercise 6.
Reading
8 If students have got the order of the
3 Ask students to read the conversation and to conversation right, they should be able to match
decide if the statements below it are true or false. the sentence halves easily. Check answers by
When you have checked the answers, you might having individual students read out the
like to get students to practise the conversation completed sentences.
in pairs, taking turns to be Marwan, who says
the most. 1e 2f 3a 4b 5c 6d
1F 2T 3F 4T 5T 6T
Vocabulary
4 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.
1 currency 2 withdraw, current 3 foreign

exchange, debit 4 loan

Customer service lower higher easier faster more polite
more convenient friendlier more efficient
Speaking
Extra activity
1 Explain the term customer service (the concept of
Go round the class giving students prompts in
treating customers politely and well) and ask
the form of a pair of nouns which they have to
students if they can think of any examples of
compare in any way they like. For example:
good or bad customer service that they have
Teacher: Maria: cat and dog.
experienced. Put them in pairs and ask them to
Maria: Dogs are friendlier than cats.
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 Writing
the class on their ideas.
4 Give students time to absorb the information in
the customer survey and go through the
Reading example with the class. Point out that the ATMs
2 Draw students’ attention to the title of the text at UBCS got three ticks in the survey whereas
(Customer power) and ask them to say why they those in Benhams Bank got a cross, so the
think customers might have power (because if machines at UBCS are easier to use than those at
they are unhappy with the service they get, they Benhams Bank. If necessary, explain that the
can go elsewhere). more ticks an item gets, the better it is, while a
cross indicates that it is bad. So in some cases,
Ask students to read the text and decide which they will be comparing something which is good
of the comments are about people at the bank in one bank and bad in the other, and in other
and which are about its products and services. cases they will be comparing something which is
good in one bank and better in the other.
1 PS 2 PS 3P 4P 5 PS 6P
Ask students to work individually to write six
more sentences comparing the products and
Language
services at the two banks. Go round monitoring
Go through the Language box with the class. and giving extra help where needed. Allow
Explain that comparative adjectives are used to students to compare answers in pairs before
compare two things and that there are checking with the class.
differences between the forms of short adjectives
(which add -er than) and long adjectives (more … Suggested answers
than). Also draw students’ attention to the The cashiers at UBCS are more efficient than
spelling changes. In general, short adjectives those at Benhams Bank.
The employees at Benhams Bank are friendlier
with a vowel sound followed by a consonant
than those at UBCS.
double the consonant before -er (for example,
The service charges at UBCS are lower than
bigger, hotter, fatter). Those ending in -y change those at Benhams Bank.
the -y to an -i and then add -er (for example, The interest rates at Benhams Bank are higher
easier, friendlier, happier). Point out the irregular than those at UBCS.
forms better and worse. The branches of UBCS are in more convenient
places than those of Benhams Bank.
3 Ask students to reread the text in Exercise 2 and
The products at Benhams Bank are more
to underline all the comparative adjectives in it.
attractive than those at UBCS.
When checking answers, if students ask why
more polite has been used rather than politer, tell
them that both forms are possible and it is 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.

Review
Writing
Listening 4 Go through the instructions with the class. With
weaker students, you might like to do this
1 ► 18 Go through the four choices with the writing exercise as a class on the board, eliciting
class, then ask them to listen and decide which the different elements from different students.
one is correct.
Ask students to write their emails. Go round
2 helping where needed. Make sure they begin
with Dear Mr Haddad and end Yours sincerely,
2 Go through the statements with the class first so James Allen. Get some students to read their
that they know what information to listen out emails out to the class. Make sure they have
for. Then play the recording again and ask them included all the necessary information.
to decide whether the statements are true or
false. 5 Read the statements to the class or ask confident
students to read them out. Then ask students to
1 T decide if they are positive or negative. Check
2 F (He says he holds a savings account.) answers with the class.
3 F (He says he doesn’t know much about
investments.) 1P 2N 3P 4N 5P 6P
4 T
5 F (The meeting is on Wednesday.)
6 F (He says he can do Wednesday at three.) Speaking
6 Put students in pairs and ask them to discuss the
Extra activity positive and negative points in Exercise 5.
Ask students to imagine that Mr Allen now Encourage them to give their own opinions on
realises that three o’clock on Wednesday is not online banking.
convenient for him. Ask them to invent a
reason and to roleplay a phone call in which Extra activity
Mr Allen phones Mr Haddad and explains this, Students could write a short text giving their
giving the reason and rearranging the meeting own views on online banking and saying what
for another day and time. Students will almost the positive and negative points are.
certainly need to write out their conversations
in advance. Go round giving help and advice Preparing for the next unit
as they do this. When they come to roleplay the
phone call, discourage them from simply In Unit 4, students will be introduced to the present
reading out what they have written. 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
Reading might find it useful to make a collection of photos
3 Give students time to read the email thoroughly. and illustrations for extra practice.
Then ask them to answer the questions below it. In the course of this unit, students will also practise
You might like to point out the formal features several customer service situations, mostly
of the email, particularly the salutation (Dear Mr conversations between a cashier and a bank
Allen) and the use of Yours sincerely at the end. customer. You could bring these to life by providing
They should copy this style in their reply in a few props (for example, money for the cashier to
Exercise 4. count out, forms for the customer to fill in, etc.).
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.

4 Bank transactions
Foreign currency
Briefing
Typical language used when buying currency is
This unit looks in more detail at bank transactions
covered in this section and the main reading text
and the language used by both bank employees and
contains advice for travellers wanting to get the best
customers to facilitate such transactions. The unit
deal when buying foreign currency. The text talks
begins by looking at the present continuous to
about commission, the charge that banks and
describe what people are doing at the moment. This
foreign exchange counters make when changing
is contrasted with the present simple for routine
currency. There may be a minimum charge, which
actions, which students have seen in previous units.
means that the customer has to pay at least a certain
In a range of conversations between customers and
amount to change currency, whether the amount is
cashiers, students see polite language in action and
big or small. With a flat fee, the charge is the same
practise using it in customer service situations. They
whatever the amount. Commission free offers are
also study wh- questions and countable and
common and may look attractive: the bank or
uncountable nouns.
foreign exchange counter does not charge any
What are they doing? commission. However, this often means that the
rates of exchange they offer are not very good as
This section introduces some common verbs for they have to make up for the loss of commission.
activities taking place in a bank. Some of these are Buy-back rates are the rates at which the currency
multi-part verbs such as take out (money from a seller agrees to buy back any currency the customer
cash machine), fill in (a form), talk on (the phone). has left at the end of the trip. Some will do this for
Students practise the present continuous and free. This means the customer does not have to pay
contrast what people are doing now with what they two lots of commission (when buying their currency
usually do, identifying time expressions and and when selling it back).
adverbs that give clues as to what tense is required.
As there are a limited number of things students can Asking questions
say about what they are doing at the moment, it
This section looks at wh- question words and the
would be a good idea to bring to class some photos
difference between countable and uncountable
of people doing various things which can form the
nouns. Students working in banks are likely to have
basis for questions using the present continuous.
to deal with a wide range of questions from
How can I help you? customers. There are also many common banking
words such as money, interest, advice, information,
Some common banking transactions such as (financial) news, currency, insurance, etc. which are
transferring money from one account to another, uncountable or can sometimes be uncountable.
cashing cheques (handing a cheque into the bank Students will practise using these correctly in
and receiving cash in exchange), paying bills and sentences so they should not make common errors
buying currency are taught here alongside such as I would like some informations about … .
withdrawing and depositing money, which
students have already met. Many bank transactions Further reading
involve filling in forms (for example, a paying in Use the following keywords to search the internet
slip, a piece of paper on which the amount of the for websites which give more in-depth information
cash and/or cheques being deposited is listed). about the topics covered in this unit: The Economist
These transactions are used as a context for newspaper, Financial Times, Banking Times.
practising polite language (questions and requests),
which students will find useful in all customer
service situations. When customers ask for money at
a bank, they are often asked how they would like
the money, and the reply might be in tens and
twenties, which refers to ten-pound notes and
twenty-pound notes (in circulation in the UK).
Bank transactions 4 28
(for example, waiting). There is a limit to the
Teacher’s notes things students can say about what they are
actually doing at the moment, so you might like
Warm-up to use one of the extra activities below to
practise the present continuous.
Ask students to write sentences about five things
they can do that they do not think anyone else in the Extra activities
class can do. Then get them to read out their
1 Mime an everyday activity such as
sentences. They score a point for every thing they
brushing your teeth and ask students: What
can do that no one else can do.
am I doing? Elicit You’re brushing your teeth.
What are they doing? Continue with a student doing the miming
and ask: What is he/she doing? Elicit, for
example, He’s/She’s eating breakfast. Get
Speaking students to practise in pairs or small groups.
1 Tell students that they have one minute to study 2 If you have brought in pictures from
the picture and try to remember as much as newspapers and magazines showing people
possible. Time the minute and then tell students doing different activities, hold them up to
to close their books and, in pairs, make a list of the class and ask: What is he/she doing? What
what they saw. Allow them to compare their are they doing?
answers in small groups before having a class
2 Focus on the short answers to the present
feedback session. It does not matter whether
continuous questions in the Language box. Point
they simply identify objects such as the plant,
out that they use the verb be, not the main verb
the cash machine, the pencil, etc., say how many
from the question. Ask students to match the
people there are or attempt to say what the
questions to the answers. Check by having one
people in the picture are doing. Give credit for
student read out a question and another giving
anything they remember accurately. If students
the correct answer.
try to make sentences about what the people are
doing, give them help in forming the present 1b 2c 3a
continuous correctly.
Language Speaking
Go through the Language box with the class. 3 Go through the instructions and the example
Point out that the present continuous is used for with the class. Put students in pairs and ask
talking about things that are happening at the them to take turns making sentences about the
moment. It is often used for describing pictures. people in the pictures, using the words in the
This is not the only use of the present box. Check answers by asking questions such as
continuous but it is the one focused on here. Is F serving a customer? to elicit No, she isn’t. She’s
Make sure that students can form the present talking on the phone.
continuous correctly, using the appropriate form
A is talking to a customer.
of the verb be plus the -ing form of the verb. The
B is filling in a form.
present continuous is formed by adding -ing to C is buying foreign currency.
the infinitive. However, some verbs require D is selling foreign currency.
spelling changes. Point out that the infinitive E is serving a customer.
serve, in common with most verbs ending in -e, F is talking on the phone.
drops the final -e to become serving. Practise the G is taking money out of the ATM.
present continuous by asking students what
they are doing at the moment (for example, For extra practice, you could get students to ask
studying English, sitting in the classroom). If the each other more questions about what the
verb sit comes up, explain that the present people in the picture are or are not doing, in the
continuous is formed by doubling the final style of Exercise 2 in order to practise short
consonant before adding -ing. This is true of answers. This could be done around the class
many verbs that end in a short vowel sound with one student asking a question (Is F filling in
followed by a single consonant (for example, a form?), another answering (No, she isn’t.) and
putting, stopping, hitting, planning, getting). It then asking a new question to another student
does not happen when the vowel sound is long and so on.
Writing Extra activities
4 Focus attention on the pairs of pictures and the 1 Tell students that you are going to call out a
captions which are all time expressions. Go variety of time expressions and that they
through the example sentences with the class. should remain seated if they would use the
Point out or elicit that in each pair, the first present simple with them and stand up if
picture refers to a routine action and therefore they would use the present continuous. Call
requires the present simple; the second picture out a selection of expressions, mixing up
refers to something that is happening at the those that require each tense. Continue until
moment and therefore requires the present students are getting it correct with ease. The
continuous. Ask students to work individually aim here is to encourage instant recognition
to write sentences for each pair of pictures. As of the appropriate tense.
they work, go round giving help where 2 Put students in pairs and tell them to take
necessary and checking that everyone has turns asking each other what they do every
grasped the difference between the two tenses. day, most days, etc. and what they are doing
Check answers by asking individual students to right now. Demonstrate first with a
read out their pairs of sentences. confident student. For example:
T: Laura, what do you do every day?
2 S: I give people investment advice.
a Most days Marta goes to work by car. T: What are you doing right now?
b Today she is going to work by bus. S: I am studying English.
3
a Every day Sophie works in a bank.
b At the moment she is playing tennis.
4
a Paulo usually wears a suit.
b Now he is wearing shorts and a T-shirt.
5
a Most days Lola works on a computer.
b Right now she is playing the piano.
5 Point out that the various time expressions are a

good clue as to which tense is appropriate. Get
students to record the time expressions in two
columns, headed Present simple and Present
continuous. They can look back at the previous
exercise to work out some of the answers here
but with some they will have to think about
whether the time expression suggests something
that happens regularly or something that is
happening right now. If necessary, remind
students that they studied adverbs of frequency
in Unit 2 and that these are used with the
present simple.
present simple: every day, every month, every

year, most days, often, usually
present continuous: at the moment, now, right
now, today
How can I help you? I would like … is very useful for ordering food in
restaurants, where I want … would sound quite
abrupt. It is also the best way to respond to
Listening questions like Would you like coffee or tea?, where
1 Ask students how often they go to their bank the response I want tea would sound too
(the one they use for personal banking, not the demanding. Point out the very common
one they work in if they are already employed). contraction I’d for I would but make sure
Encourage them to say what they do there. students understand that the short answer to
Focus attention on the transactions listed in the Would you like …? is Yes, I would, not Yes, I’d.
box. Have a show of hands from students to find Discourage students from saying things like
out how many of these transactions they do at What do you want? (use How can I help you?) and
their bank. With confident classes, get them to Give me your name (use May I have your name,
say how often they do these things, using some please?) as these sound rude.
of the time expressions that trigger the present
simple from the previous section. Explain that May I have your name? and Can I
have your name? are common ways of asking
2 ► 19 Explain to students that they are going to someone to tell you their name.
listen to five conversations and that they should
decide which of the transactions in Exercise 1 Always encourage students to use please with
each one is about. You may need to play the requests. Please and thank you are used far more
recording more than once and/or pause it after in English than in some other languages and not
each conversation to give students time to using them enough in the UK can be interpreted
decide on their answers. Point out that there is as rudeness. Students will never go wrong if
one extra item in Exercise 1 that does not match they always use please in a request and respond
any of the conversations. to anything they are given or told with a thank
you.
1a 2e 3c 4f 5b
Extra activity
3 ► 20 The intention here is to focus on the polite Practise Would you like …? by pretending to be
forms often used by cashiers and other people a waiter and going round the class taking
who are dealing with customers. The three orders. Ask questions such as Would you like
conversations are taken from the listening in the coffee or tea, sir? and What would you like for
previous exercise, so they will not be unfamiliar dessert, madam?, encouraging students to
to students. Ask them to read through the respond with sentences such as I’d like coffee,
conversations before they listen and to think please and I’d like lemon ice cream, please. Then
about what words are missing. Then play the get confident students to take turns being the
recording and ask them to complete the gaps. waiter going round and taking orders.
You may need to pause the recording after each
conversation or play the relevant sections more 4 Ask students to look back over the conversations
than once. Check answers by getting pairs of they completed in Exercise 3 and decide in
students to read out the completed which one the cashier is less polite. Make sure
conversations. Use this also as a check on their they give reasons for their answer. Ask a pair of
pronunciation. confident students to perform a more polite
version of the conversation for the class.
1 would 2 would 3 May 4 like 5 Could
6 Could 7 ’d like 8 want The cashier is less polite in 3. Certainly, sir
would be more polite than OK, which is an
informal expression. How would you like the
Language
money? would be more polite than How do you
Go through the Language box with the class. want the money?
Make it clear that there is nothing inherently
impolite about the can and want forms but that 5 Ask students to work individually to match up
Could you …?, I would like … and May I …? are the questions and replies. Check answers with
considered more polite and are usually the class, then put students in pairs and ask
preferred in formal situations, particularly when them to take turns asking these questions and
talking to customers or strangers, and when you responding to them. Ask students to use their
are asking someone to do something for you. own names in response to question 1.
1c 2d 3b 4e 5f 6a 9 Draw students’ attention to the words in red in
the conversation in Exercise 8. Tell them that
they are going to practise the conversation again,
Writing this time making changes to the words in red.
6 Go through the sentences with the class and Go through the example conversation with the
point out that most of them (with the exception, class: read it aloud yourself or get a confident
perhaps, of numbers 3 and 8) are not exactly pair of students to read it. Then point out the
impolite but that they could be made politer. ideas in the box and ask students to get into
With weaker students, do the first one with the pairs and practise the conversation again. The
class as an example. Ask them to work student playing the customer should choose a
individually to rewrite the remaining sentences. new transaction and the cashier should respond
Check answers by having individual students appropriately. They should then swap roles and
read their sentences out. the new customer should choose another
transaction. Tell stronger students that they can
1 Who would you like to speak to? use their own ideas as well as those in the box if
2 Would you like to withdraw some money? they wish. As they do this, go round checking
3 I would like to cash a cheque, please. that the conversations are working and that the
4 May I have 500 euros, please? cashiers are listening to what the customers are
5 What currency would you like? saying and making appropriate responses. Make
6 How much would you like of each currency? a note of any particularly good conversations
7 Could you tell me/May I have your account that you hear and ask these pairs to perform
number, please? them again for the class.
8 Could you tell me/May I have your name,
please?
Listening
7 ► 21 Go through the instructions with the
class. Then play the recording and ask students
to underline the stressed words. Play it several
times and pause it after each sentence if
necessary. Check answers before playing it again
for students to repeat the sentences. Encourage
them to copy the speakers’ intonation as closely
as possible. Note that the words stressed in
English are normally the content words (those
that convey the most important information)
and they are usually nouns.
1 Would you like that in dollars or in pounds?

2 I’d like to open an account, please.
3 May I have your name and account number,
please?
4 Could you fill in this form, please?
5 I’d like to transfer some money, please.
Speaking
8 ► 22 Play the recording for students to read
and listen to the conversation. Put them in pairs
and ask them to practise the conversation, taking
turns to be the cashier and the customer. Go
round checking that everyone is doing this with
good pronunciation and appropriate intonation.
Choose a particularly good pair to perform their
conversation for the class.
Foreign currency Listening
6 ► 24 Explain that when Sam goes to the bank,
Speaking there is a problem. Ask students to listen to the
recording and say what the problem is.
1 Put students in pairs and ask them to discuss the
questions. As they do this, go round giving help The bank only has euros and pounds, not the
with vocabulary where needed. Have a feedback other currencies that Sam needs.
session in which students report back to the
class any interesting information they found out 7 Go through the questions with the class. With
about their partners and see how many stronger students, see how many they can
currencies they can name. Put a list on the board. answer already without listening again. Play the
recording and ask students to answer the
Listening questions. When you have checked the answers,
you might like to go through the audio script on
2 ► 23 Tell students that they are going to hear a page 74, drawing students’ attention to the
businessman, Sam Peterson, talking about a polite forms used in it.
business trip. Point out the list of countries in the
table and ask them to listen and tick the ones he 1 euros and pounds
mentions. Check answers with the class. 2 dirham, yen and yuan
3 The cashier offers to order them.
The following countries should be ticked: 4 next Tuesday
Germany, France, Japan, the United Kingdom 5 on Friday
(UK), the United Arab Emirates (UAE), China,
the United States of America (USA)
Reading
3 Ask students to listen again and to note down
8 Go through the choices with the class and then
the currencies in the correct places in the table.
ask students to read the article quickly and
You may need to pause the recording at strategic
decide who the advice is for. Encourage them on
places to enable them to do this. Check their
this first reading just to skim the text to find the
spelling when you check the answers, then ask
answer. They will have an opportunity to read
why Sam does not need any dollars.
the text again more thoroughly in Exercise 9.
Germany: euro Check answers with the class, then answer any
France: euro questions students may have about the article.
Japan: yen
the United Kingdom (UK): pound c
the United Arab Emirates (UAE): dirham
9 Ask students to read the statements carefully,
China: yuan
the United States of America (USA): dollar then read the article again and decide if they are
Sam doesn’t need any dollars because he lives true or false. When checking answers, encourage
in New York. students to give reasons for their decisions. Go
through the text looking at any vocabulary
4 Ask students to work in pairs to add the students do not understand. Focus on useful
currencies of the other countries in the table. expressions such as get a better deal, plan ahead, no
Then get them to add their own countries and matter how much and beware of.
currencies if they are not already there and two
more that they know of. 1 T
2 F (You can change a small amount of
Switzerland: Swiss franc money, but you will still pay the same fee for
Spain: euro doing it.)
Sweden: Swedish krona 3 T
4 F (The text advises travellers to beware of
‘commission free’ offers.)
Speaking
For extra practice for stronger students, you
5 Go through the example with the class, then ask
could ask them to write true statements for
students to work in pairs and take turns asking
numbers 2 and 4, starting with the sentence
and answering similar questions about countries
beginnings given.
and currencies.
Suggested answers
2 A flat fee means that you pay the same
commission to change a small amount as
you do to change a large amount.
4 The article advises travellers to add up all
the charges and work out which company
offers the most currency for their money.
Vocabulary
10 Ask students to find the words and phrases in
the box in the article and underline them. They
should then match them to the definitions.
Check answers by having individual students
read out the definitions and the phrases.
1 commission 2 minimum charge

3 buy-back rate 4 exchange rate
Asking questions (for example, advice, information, insurance).
Again, list students’ correct suggestions on the
board, under the heading Uncountable nouns,
Language then get them to produce a range of affirmative
Go through the first Language box with the and negative statements and questions using
class. Point out that many words used at the their words. Draw their attention to the question
beginning of questions begin with wh-, hence the How much money does she want? in the first
name wh-question words. Questions beginning Language box and explain that we use how much
with how are also usually included under this in questions with uncountable nouns. Point out
heading. Explain that wh- questions cannot be that most uncountable nouns do not have plural
answered with yes or no – they ask for more forms but there are some that look like plurals
information than this. Make sure students know (when they are not) because they end in -s.
the difference in meaning between the different Amongst these are news and some clothes items
question words. Ask them to make further like trousers and shorts.
example questions with each one. Point out the use of some with plural countable
For extra practice for stronger students, you nouns and with uncountable nouns in
could ask them to make up answers to the affirmative sentences. Explain that any is used in
example questions in the Language box. negative sentences with both countable and
uncountable nouns.
the questions. Check answers by getting Another category (not dealt with here) covers
students to read their questions aloud. The nouns that can be countable or uncountable
answer to number 3 could be either when or how. depending on the meaning. Coffee is regarded as
However, make sure for the next exercise that uncountable when it is being viewed as a
students use when for number 3. substance but we can say three coffees when we
mean three cups of coffee. Similarly, chocolate
1 How 2 Who 3 When/How 4 What (the substance) is uncountable but you can say
5 Where 6 How many a box of chocolates when you are referring to
individual items within the box.
2 Ask students to match the questions from
Exercise 1 to the answers given here. Check Extra activity
answers by getting one student to read out a Drill sentences with some of the uncountable
question and another to give the correct answer. nouns like information and advice that
sometimes give trouble and that students will
a5 b2 c3 d1 e6 f4
often have to use in the financial world.
Go through the second Language box with the Write up on the board: I would like some
class. Begin with countable nouns. Read the information about mortgages. Get students to say
example sentences and get students to call out the sentence aloud and then give them another
more countable nouns. Make a list on the board prompt: investments. Elicit the sentence I would
under the heading Countable nouns and when like some information about investments. Continue
you have five or six good suggestions, ask with further prompts (for example, insurance,
students to make statements using them, some loans, interest rates, online banking), then change
singular and some plural. Then ask for some the sentence stem to I would like some advice
questions, making sure they use How many …? about mortgages. Give further prompts to elicit
or Do you have any …? Then ask for some more sentences.
negative statements, again some singular and
3 Put students in pairs and ask them to look at the
some plural (for example, I don’t have an
sentences and try to decide if the nouns in italics
appointment. I haven’t got any brothers.)
are countable or uncountable. Point out that
Move on to the explanation of uncountable good dictionaries will usually indicate whether a
nouns. Go through the examples and then ask noun is countable or uncountable.
students to call out more examples of
uncountable nouns. These may include liquids 1 advice U, shares C 2 commission U,
like milk, things which are generally regarded as transactions C 3 interest U, account C
a whole rather than individual portions (for 4 job C
example, gold, cheese, rice) and abstract things
Review Preparing for the next unit
In Unit 5, students will be talking about various
Vocabulary forms of investment, so any newspaper adverts or
1 Remind students that adverbs of frequency and photos illustrating different types of investment (for
time expressions give clues as to whether the example, art, property, antiques, as well as obvious
verb should be in the present simple or present financial instruments such as shares or bonds) might
continuous. Ask them to work individually to be useful as a springboard to spark discussions. This
complete the sentences but allow them to unit also deals with making appointments and
compare answers in pairs before checking with arrangements, so calendars and diaries would be
the class. helpful, particularly blank ones where students can
write in appointments and then discuss their future
1 charge, are offering 2 is serving 3 are plans.
offering 4 walk, am going, is raining 5 is
making 6 wears
2 Ask students to read through the whole

conversation before they try to complete the
gaps. By doing this, they will have a better idea
of what it is about and this will help them make
the correct choices.
1 Can 2 I’d like 3 Could 4 some

5 how many 6 How 7 any 8 could you
9 How much 10 Would you like
Listening
their answers to Exercise 2 and then get them to
practise the conversation, taking turns to play
the cashier and the customer.
Speaking
4 The conversation students will have here is
based on the one in Exercise 6 on page 32, so
weaker students could be encouraged to read
the audio script for that exercise before they
begin. However, discourage them from having
the script open in front of them during the
roleplay.
Put students in pairs and ask them to decide
who is A and who is B. Ask them to turn to their
respective pages and read the information there
carefully. Student A starts the conversation.
As they work, go round giving help where
needed. Make sure they are using polite
language. Take note of any particularly good
conversations and get those students to perform
their conversations again for the class.
5 Investment
of high-risk investments and would prefer slower

Briefing but more certain growth. Another may be looking
for quick rewards and may be more open to a
This unit looks at ways of investing money,
higher-risk investment strategy. Portfolio managers
spreading the risk through the use of investment
also consider the individual investor’s financial
portfolios and the stock market. It also includes a
needs and the changing economic conditions.
section on arrangements and appointments, giving
opportunities for students to practise using the The stock market
present continuous to talk about future plans and
arrangements, and prepositions of time. This section looks at one popular type of investment,
shares, which are traded on a stock market in a
Investing money stock exchange, the building where the trading
takes place. There are many stock markets around
This section examines why people invest (to make a
the world and each has a stock market index, a
profit by selling something at a higher price than
measure of how well it is doing based on a record of
they paid for it) and the kinds of things they invest
the changing prices of certain shares and the volume
in. These can be financial instruments such as shares
of trade in those shares during the course of a
and bonds or things such as stamps, coins, property,
trading day. A reading text explains that companies
memorabilia and collectibles. Memorabilia are
issue shares in order to raise capital for expansion or
items valued for their association with famous
to pay for the company’s running costs. Investors
people, historical events or aspects of culture (for
buy shares in the hope that they will be able to make
example, films and television). Collectibles are
a profit by selling their shares at a higher price than
objects that gain value from the fact that they are
they paid for them; they also benefit from
popular with people who like to collect sets of things
dividends, money paid to company shareholders to
(for example, antique snuff boxes or silver thimbles).
reflect the profits which that company has made.
A reading text explains the difference between
savings and investments. Investments are more Arrangements and appointments
risky because there is no guarantee that you will
make a profit and you may not even get back your This section looks at the use of the present
capital, the money you put in. With savings, your continuous for talking about future plans and
capital is safe and you will not lose it, though there arrangements. Prepositions of time are also
is the risk that inflation will reduce its value. introduced in the context of planning business
Students listen to a financial adviser talk about the appointments and talking about future plans.
relative risk and rate of return of shares, bonds and
You might find it useful to get your students to
mutual funds, investment instruments where the
bring their appointments diaries, calendars or
money of several investors is pooled and used to
electronic diaries – whatever they use to record
buy shares and bonds. The investors pay a fund
future appointments – to class for the Arrangements
manager to make the decisions about what to buy
and appointments section.
and sell and when.
Further reading
Spreading the risk
This section is about investment portfolios, which for websites which give more in-depth information
are designed to spread the risk by putting an about the topics covered in this unit: What
investor’s money into different types of investments. Investment magazine, The Economist newspaper,
Then, even if one investment does badly, there is a Financial Times, Banking Times.
chance that the others will do well and make up for
any loss. Diversification, putting your money in
different types of investments, is one way of
reducing the risk of losing all your money. The
portfolio manager chooses the investments to match
the investor’s profile. One investor may be nervous
Investment 5 37
3 Go through the statements with the class.
Teacher’s notes Stronger students may be able to say at this
stage whether they believe the statements are
Warm-up true or false. Ask students to read the text again
in more detail and to mark the statements true
Ask students to write three sentences about what or false. Encourage stronger students to give
they think friends or family members are doing at reasons why the statements are true or false.
the moment (for example, I think my brother is
answering emails. I think my friend Freda is buying food 1 F (There is a big difference: with savings
at the supermarket.). Ask some students to read out there is no risk of losing your capital;
what they have written and ask if anyone has investments carry that risk.)
written the same or similar. 2 T
3 T (because there is a risk of losing your
Investing money capital)
4 T (through dividends and by selling the
shares at a higher price)
Speaking 5 F (Although there is no risk of losing your
1 Focus attention on the photos and ask students capital, there is a risk that inflation will
to say what they can see (someone examining reduce its value.)
stamps under a magnifying glass; a collection of
4 Go through the instructions and ask the class to
pottery jugs or mugs in the shape of the
find and underline the words in the text. Then
members of The Beatles; a smart house or flat).
ask them to match them with the definitions.
Go through the instructions with the class and
establish that these photos represent different 1 guarantee 2 risk 3 capital 4 profit
ways of investing: people buy stamps, pop star 5 asset 6 collectibles 7 dividend
memorabilia or property in the hope that the
price will go up and they will be able to sell at a
profit later. Ask if anyone in the class invests in Listening
stamps, memorabilia/collectibles or property. 5 ► 26 Focus attention on the words in the box
Explain that memorabilia are items valued for and make sure everyone understands them. You
their association with famous people, historical may need to explain that a mutual fund is a
events or particular aspects of culture. professionally managed investment scheme that
Collectibles are items which have value because pools money from many investors and invests it
of their rarity or popularity with collectors. Put in shares and bonds. Ask students to listen to the
students in pairs to discuss any other forms of financial adviser and tick, circle or underline the
investment they know of. Encourage them to types of investment that he mentions. When you
report back to the class on their ideas. have checked their answers, invite students to
say anything else that they can remember about
Suggested answers
what they heard.
Other forms of investment that students might
suggest include: stocks, shares and bonds, art, He mentions shares, bonds and mutual funds.
antiques, gold, coins, rare books, etc.
6 Go through the statements with the class before
Reading you play the recording again so that students
know what to listen out for. Be prepared to
2 Go through the instructions with the class. Point pause the recording at strategic points and play
out that on their first reading of the text, they sections of it again to give students a chance to
need to find four things that people buy as match the investments with the statements.
investments. At this stage, students just need to When you have checked the answers, you might
find the key information; they do not need to like to get students to read the audio script on
read closely or understand all the vocabulary. pages 74–75 and check that they understand
There will be an opportunity later to go back everything the financial adviser says.
over it in more detail.
1C 2B 3C 4A 5B 6C
art stamps collectibles shares
Investment 5 38
Vocabulary

the sentences with the words and expressions in
the box. Check answers by getting students to
read out their completed sentences.
1 fixed, rate of return 2 guarantee

3 open-end 4 predictable 5 profit 6 risk
7 capital 8 dividend
Extra activity
Ask students if they know who said the
sentence under the picture (Benjamin Franklin,
US politician, 1705–1790). Ask them if they
know any other famous quotations about
money or finance.
Investment 5 39
Spreading the risk 1 T
2 F (Portfolios can include a wide variety of
types of investments.)
Reading 3 F (Some investments may make a loss
1 Read the saying aloud or get a confident student where others make a profit.)
to read it. Ask students to say what they think it 4 T
means and how it relates to investment. 5 F (No two portfolios are the same because
they are designed around the individual
If you put all your eggs into one basket and investor’s financial needs.)
then drop that basket, all your eggs will be 6 F (Each investor has his or her own financial
broken. If you divide them between baskets, needs.)
even if you drop one of the baskets, you will
5 ► 27 Play the recording and ask students to
still have some eggs left. The saying relates to
investment in terms of risk. If you divide your listen and read what the people say about their
money between different types of investment, financial needs. Then put students in pairs and
you will not lose everything if one of those ask them to read the descriptions of the
investments turns out bad. Dividing money portfolios and decide which is the most suitable
between different types of investment is known for each of the people.
as spreading the risk, the title of this section.
Portfolio A: 2 (The timescale is right for saving
Ask students if they have a similar saying in money to pay for the children’s higher
their own language. You could go on to expand education, as they are still young. There are
the discussion by asking what the consequences low-risk investments as well as high-risk ones.)
might be of putting all your money in one place. Portfolio B: 1 (This portfolio is quite high-risk
but the returns should be high and should
2 The intention here is to get students to read the come quickly.)
text quickly just to find out one piece of Portfolio C: 3 (This portfolio will give a steady
information. They will have a chance to study it income which Ellie and Frank need to pay for
in more detail in subsequent exercises. Ask them the extras they want. It has no shares,
to read the text quickly and find out what the something they are worried about.)
main aim of a portfolio is. When you have
checked their answers, give students time to Extra activity
look at the text in more detail and ask any Ask students to say which portfolio they would
questions they may have about it. choose for themselves.
The main aim of a portfolio is to minimise risk
by spreading the risk between different types Speaking
of investment.
6 Go through the instructions with the class. You
3 Ask students to read the article again and could suggest that students do some research
complete the sentences with the words in the outside the class, looking in newspapers and on
box. Check answers by getting individual the internet for some good investments. This
students to read out their completed sentences. research work could be set for homework. Make
sure students understand that the aim here is to
1 types 2 risk 3 management achieve a diversified portfolio, one that contains
4 spreading 5 assets 6 goals 7 financial a variety of different investments.
8 chances
7 Put students in small groups and ask them to
4 Ask students to work individually to decide discuss the portfolios they put together in
whether the statements are true or false Exercise 6. Ask them to choose the best and the
according to the article in Exercise 2. They can most diversified portfolios in the group. Then
look back at the article to help them if necessary. get each group to present their choices to the
Ask stronger students to correct the false class. Have a class vote on the best ones.
statements.
Investment 5 40
The stock market
Extra activity
Give students the following business news
Reading flashes to complete, using the information from
1 Focus attention on the photo and get students to the table in Exercise 3.
say what they can see in it, where they think it is 1 In breaking news from New York, the _______
and what is happening. Find out if anyone has index is up thirty points after an exciting day’s
ever visited a stock market or the trading desk of trading.
an investment bank. If so, ask them to tell the 2 The _______ in Frankfurt is falling, following
rest of the class what they saw there. bad news about the German economy.
3 It’s been a bad day for shares in London and the
The photo shows traders at the Frankfurt stock _______ is down three points.
exchange. In the past, trading at a stock 4 And news just in from the Asian markets, the
exchange was done face-to-face, with the _______ and _______ are both holding steady.
traders milling around on the stock exchange When students have completed these, ask them
floor, shouting out their prices. Nowadays, to work in pairs to write more business news
traders sit at computer screens and all trades flashes, using information from the table and
are performed via computer and telephone. their own knowledge.
The photo shows three traders in one of the
circular banks of screens on the stock
Answers: 1 Dow Jones 2 DAX 3 FTSE 100
exchange floor. The screens show information
on the movement of stocks and shares. One of 4 Nikkei, Hang Seng (in any order)
the traders is making a deal on the phone.
2 As with other texts, the aim here is to get

students to read through it quickly just to find
the answer to the question. When you have
checked students’ answers, give them a chance
to read the text again in more detail and to ask
any questions they may have about vocabulary.
Point out that indices is the plural of index.
A stock exchange is a building where the

trading of shares and other securities takes
place. A stock market index is a list of certain
shares traded in the stock market, their price at
the end of each trading day and the volume of
trade. This is used as a measure of the
condition of the stock market.
3 Ask students to work in pairs to match the stock

market indices to the correct stock exchanges.
When they have done this, they should add their
own country’s stock exchange and index to the
table if it is not already there.
1 New York: Dow Jones 2 Frankfurt: DAX

3 London: FTSE 100 4 Tokyo: Nikkei
5 Hong Kong: Hang Seng 6 Vienna: ATX
Investment 5 41
Arrangements and appointments 3 Ask students to work individually to complete
the diary with the information in Exercise 2.
Point out that they should follow the style of the
Speaking other entries in the diary and not try to make
1 Put students in pairs. Ask them to discuss the present continuous sentences at this stage.
questions and to be prepared to report back to
Monday 10 am: interview(ing) new personal
the class on what they found out about each
assistant
other. Find out what is the most popular way in Tuesday 2 pm: fly(ing) to Brussels
the class of keeping a record of appointments. Wednesday 5 pm: come/coming back from
Brussels
Reading Thursday 8 am: breakfast with colleagues
Friday 11 am: meeting Saleh Aoun
2 Ask students to work individually to read about
Mark Hunter’s appointments and to decide if For extra practice, use the completed diary to
the statements are true or false. Allow students have a question and answer drill around the
to compare their answers in pairs before class with one student asking a question (for
checking with the class. example, What is Mark doing at 11 am on
Ask students what they notice about the verbs in Monday?) and another giving the answer and
the text and in the questions (the present then asking another question to a different
continuous tense is used) as a lead-in to the student.
Language box that follows. 4 Ask students to work individually to write
down their answers to the questions. Check
1T 2T 3F answers by asking each question and getting
students to read out their answers.
Language
1 He is having lunch with Barbara and Vikram.
Go through the Language box with the class. 2 He is meeting Tony Price at Sony.
Explain that the present continuous tense is just 3 He is meeting Sasha Dubois at ING.
one of the ways to talk about the future in 4 He is playing tennis with Peter.
English. We can use the present continuous to 5 He is having lunch with Georg Bergmann at
talk about future plans or arrangements, things 1 pm on Friday.
that have already been decided. Go through the
examples in the Language box and encourage For extra practice, use the completed diary again
students to make their own sentences about for a question and answer drill around the class
plans and arrangements by asking them about but make sure students vary the questions so
their plans and arrangements (for example, What that sometimes they ask What is Mark doing
are you doing next week? What are you doing on at …? and sometimes When is he …? Who is
Monday?). Make sure the sentences they come he …? and Where is he …?
up with are genuine plans and arrangements
rather than vague statements (for example, I’m Language
working hard. I’m shopping.). Check that students Go through the Language box with the class.
can give short answers correctly by asking Explain that prepositions of time are used to say
questions like Are you flying to Brussels tomorrow? when something happens. Point out the
Remind students that we do not use contracted different uses of on, in and at and the times when
forms of the verb in affirmative short answers. we do not use them at all. Encourage students to
keep lists in their vocabulary notebooks of time
Extra activity
expressions and the appropriate prepositions.
Ask students to take out their diaries or
wherever they keep a record of their Test students by calling out expressions of time
appointments. Put students in pairs and get and asking them to say whether they would use
them to explain their appointments for the on, in, at or no preposition at all with them. To
coming week to their partners. Go round make this more fun, you could establish a
monitoring and making sure everyone is using gesture for each one or get students to stand up
the present continuous correctly. for on, sit down for in, put up their right hand
for at and put their hands on their heads for
no preposition.
Investment 5 42
Listening
5 ► 28 Ask students to work individually to
complete the conversation. Then play the
recording for them to check their answers. When
they have done this, get them to practise the
conversation in pairs. Note that next would also
be acceptable in gaps 2 and 8 but on is more
likely as it has already been established that they
are talking about next week.
1 next 2 on 3 In 4 in 5 At 6 at
7 At 8 on 9 on 10 at 11 next
Extra activity
Ask students to write similar conversations
between colleagues, with gaps for prepositions
of time. They can then swap them with their
classmates and complete each other’s
conversations. When they have completed their
partner’s conversation, they should take one
role each and practise the conversations.
Writing
6 Ask students to work individually to write their
own diaries for next week. Point out that they
can use true information, make it up or use some
of the ideas in the box. They should have at least
six appointments. As they work, go round
making sure they are doing this correctly.
Speaking
7 Go through the instructions and the example
conversation with the class. Then put students in
pairs and ask them to take turns asking and
answering questions about the appointments
they put in their diaries in the previous exercise.
Investment 5 43
Review 2 Robert is playing golf with Charles on
Sunday.
3 Sarah is meeting John Gilmore on 25 June.
Listening 4 Sarah is giving a seminar to the new
1 ► 29 Go through the instructions and the trainees on Monday at two o’clock.
questions with the class so that students know 5 Sarah is having dinner with Julian and Steve
what information to listen out for. Play the on Monday evening.
6 Sarah and Robert are having a meeting next
recording more than once if necessary and pause
Tuesday at 11 o’clock.
it at strategic points to allow students time to
process the information.
1 LDC Ltd’s portfolio Preparing for the next unit

2 Thursday at 2 pm
Unit 6 is about accountancy. If your students are not
3 She is having lunch with her boss at 1 pm
and doesn’t think she will be free until 2.30. already working in the financial sector, and even if
4 Thursday at 3 pm they are, it might be a good idea to set them the task
of finding out what the job of an accountant entails.
Reading
2 Ask students to read through the whole email
before they try to identify the mistakes. By doing
this they will have a better idea of what it is
about and this will help them focus on the
mistakes. With weaker classes, you may need to
point out that three of the mistakes are incorrect
prepositions of time and one is a tense error.
… that we are meeting on Thursday 16 June at

three o’clock.
My boss is joining us at 3.30 because she …
3 Go through the instructions with the class, then

ask them to read the conversation and find out
why Robert and Sarah arrange another meeting.
Robert is playing golf with Charles Simmons at

the weekend and he wants to ask him for
advice on investing in property. The new
meeting is so that Robert can tell Sarah what
Charles Simmons’ advice is.
Writing
4 Go through the example with the class, then ask
students to use the remaining prompts to write
sentences. As they do this, go round making
sure they are forming the present continuous
correctly and using the correct prepositions of
time. Check answers by getting individual
students to read out their sentences.
Investment 5 44
6 A career in accountancy
company’s assets, liabilities and capital) and a profit

Briefing and loss statement (details of the company’s
income, expenses and profits or losses). Assets are
This unit looks at the job opportunities that a
the things that a company owns, such as its
qualification in accountancy can open up, the sorts
buildings, machinery, etc. Liabilities are the things
of jobs done by accountants and the qualities needed
it owes, such as debts to suppliers and taxes. Capital
to become an accountant. This provides a context for
is money that is invested in the company.
more work on future forms and on forming negative
adjectives by adding prefixes. This section also introduces students to be going to
and will for talking about future plans and things
Who needs accountants? decided at the moment of speaking.
This section looks at the fundamental importance of Jobs in accountancy

accountancy to business, as well as the career
opportunities that training as an accountant can Here we look in more detail at what accountants
provide. The reading text is from an advertisement actually do. There are many jobs in the accountancy
from a company providing accountancy field, from bookkeepers, who keep day-to-day
qualifications. It presents a positive view of records of a company’s financial transactions, to
accountancy as a vibrant profession that offers financial controllers and budget analysts, who
excellent job prospects (opportunities for make decisions about a company’s budget and
employment) because accountants are always in financial plans. Tax advisers are accountants who
demand across the world and there are plenty of job specialise in tax regulations. In addition to preparing
vacancies. It describes a good accountancy corporate and personal tax returns, they advise their
qualification as a passport to a variety of career clients on how to reduce the amount of money they
opportunities, something that will open up a world pay in taxes. External auditors are accountants who
of options. Words for describing the qualities of a check the financial statements prepared by the
good accountant (for example, ambitious, capable accountants who work for a given company. They
and hardworking) and desirable careers (for themselves do not work for that company. This
example, rewarding) are also introduced. provides a context for looking at some common
collocations using verbs like check, set, monitor,
What do accountants do? prepare, manage and analyse.
In this section, we take a general look at what What makes a good accountant?
accountants do. Accountancy is a profession that is
often defined as being all facts and figures, and can In this section, the focus is on the qualities needed to
be interpreted as rather boring. However, as one of be a good accountant. As well as being good with
the accountants in the listening points out, figures, accountants need to be patient (they should
accountancy is far from boring and actually involves not get angry or frustrated), meticulous (they
a lot of communication. Accountants provide should pay attention to details), reliable (they can be
information for many different people. One of their relied on to do a job well and on time) and
most important functions is to communicate vital responsible (they should always do the right thing).
information to all the stakeholders in a business, Students look at positive and negative adjectives, the
from the shareholders and directors to the negative ones being formed by adding prefixes to
employees, customers and suppliers, as well as the positive ones.
government departments through tax returns, the
documents that have to be filed with the tax office to Further reading
show how much tax a company has to pay to the Use the following keywords to search the internet
government. for websites which give more in-depth information
about the topics covered in this unit: the Institute of
This section also looks at some of the documents
Chartered Accountants of England and Wales,
that accountants produce. A financial statement is a
Accountancy Age, The Economist newspaper,
written report about the financial activities of a
Financial Times, Banking Times.
company. It includes a balance sheet (a list of the
A career in accountancy 6 45
1 √ (With the right qualifications, you can work
Teacher’s notes in many different countries.)
2 × (This is, in fact, true but it is not in the
Warm-up text.)
3 √ (Qualified accountants are always in
Ask students to work in pairs and tell each other demand …)
about three arrangements or appointments they 4 √ (All organisations around the world, large
have this week. If necessary, remind them that we or small, need someone who can
use the present continuous to talk about future plans understand and manage their finances.)
and arrangements. 5 √ (The question is not Where can I go? but
Where do I want to go?/A good qualification
Who needs accountants? is your passport to a variety of career
opportunities.)
6 √ (… the choice you make now will affect
Speaking your career options in the future. A good
1 Read the statement aloud. Put students in pairs qualification is your passport to a variety of
and ask them to talk about what they think it career opportunities.)
means and whether they think it is true. 7 × (This may be true but it is not in the text.)
8 √ (There are many to choose from …)
Suggested answer
All companies need accountancy because 4 Ask students to read the statements carefully
financial management is fundamental to the and decide which explanation is best for each
efficiency, legality and success of a business. one. Allow them to compare answers in pairs
It is important for everyone in all kinds of before checking with the class.
businesses to understand the issues involved
in accountancy. 1 a (The expression from Australia to
Azerbaijan is intended to convey the
worldwide demand for accountants.)
Reading 2 b (The choice here refers to the choice of
qualification. Which qualification you choose
2 Go through the options with the class and then
will determine what your future job choices
ask students to read the text quickly and decide will be.)
which one is correct. At this stage, students just 3 c (A passport is a travel document but it is
need to find the key information – they do not used figuratively here to indicate something
need to read closely or understand all the that allows you the freedom to do what you
vocabulary. There will be an opportunity later to want.)
go back over it in more detail. When checking
answers, ask students what clues helped them to
Vocabulary
make their decision.
5 Focus attention on the words in the box. Ask
c The biggest clue is the beginning of the final students to find and underline them in the text
paragraph: We offer first-class qualifications … in Exercise 2. Then get them to look at the words
in context, using words and phrases in the rest
3 Give students time to read the text in more
of the sentence(s) to help them and ask them to
detail. Then go through the statements with the
discuss in pairs what they think the words
class and ask students to put a tick if they are
mean. When they have done this, ask them to
mentioned in the text and a cross if they are not.
use the words to complete the sentences.
When checking answers, ask students to read
out the part of the text that is relevant for each With weaker classes, check that students
item they ticked. understand the words in the box before they
complete the sentences. Allow them to use
dictionaries if necessary.
1 ambitious 2 career options 3 job
prospects 4 rewarding 5 goals 6 in
demand 7 capable 8 respected
Extra activity
Play Hangman using some of the words that
students have learnt recently. Put a line on the
board for each letter of a word and then invite
students to guess the letters. If they guess
correctly put the letter in the correct space. If
not, write the letter at the side and start to draw
a hanging stick figure. If students guess the
word before you have completed the drawing,
they win.
Speaking
6 Go through the questions with the class before
you put students in groups. Ask them to discuss
the questions, then ask a spokesperson from
each group to report back to the class on their
discussion.
What do accountants do? for someone. Practise around the class by saying
things like Oh, it’s cold in here! and encouraging a
student to respond with I’ll shut the window, etc.
Speaking
Ask students to read the script of Bob and
1 Read the statements aloud or get a confident Callum’s conversation on pages 75–76 and to
student to read them. Ask students to say which find and underline all the examples of be going to
of them they think accountants do. and circle all the examples of will.
They do all of them. The last one accountants be going to: I’m going to get my qualification …,
do indirectly by providing the information that I’m going to go to Australia …, I’m going to get
investors use to make their decisions. married …
will: I will have lots of options …, I will be able
Listening to travel …, I’ll give you some information …, I’ll
give you a lift …, I’ll just phone Karen …, I’ll go
2 ► 30 Go through the instructions and the and get the car.
sentences with the class before you play the
recording so that students know what 3 Ask students to work individually to decide
information to listen out for. Students may find whether the gaps should be completed with be
it helpful if you tell them that Bob is the one who going to or will. If necessary, remind them that
speaks first. You may need to play the recording they will have to use the right form of be. As
several times and pause it at strategic places to they work, go round giving extra help where
allow students time to process what they hear needed and making sure that they have all
and make their decisions. When you have grasped the difference between be going to and
checked their answers, you might like to allow will. When you check answers, get students to
them to read the audio script on pages 75–76 or read the sentences aloud. Encourage them to use
read and listen at the same time. contractions (for example, I’m going to get
married. I’ll shut the window.).
You could ask stronger students to correct the
false statements. 1 ’m going to 2 ’ll 3 ’ll 4 ’ll 5 ’s going to
6 am 7 ’s going to 8 ’ll 9 ’re going to
1 T
2 T
3 F (He’s going to get it in September.) Listening
4 T 4 Give students time to read the gapped sentences
5 F (Bob is going to get married.)
and think about how they might be completed.
6 T
Point out that they are from Bob and Callum’s
conversation in Exercise 2. Ask students to check
Language their answers in the audio script on pages 75–76
and then get individual students to read their
Go through the Language box with the class. If
completed sentences aloud. You might like to
students ask how things we have already decided to
point out and remind them that information is an
do is different from future arrangements, for
uncountable noun (see Unit 4).
which we used the present continuous in Unit 5,
explain that there is some crossover between the 1 figures 2 communication 3 financial
two forms and there are times when either could 4 qualification, options 5 information
be used. However, the present continuous tends
to be used for things which have been more
precisely scheduled. So, for example, whilst we Reading
say He’s going to get married next year, we would 5 Remind students that Callum told Bob he would
probably say He’s getting married on 24 June next give him some information about accountancy.
year. It may help students to think in terms of Ask them to read the information sheet and
diary entries for the present continuous and make a list of the people it mentions who need
slightly less precise plans for be going to. the information that accountants provide. When
The use of will described here is one of the most you have checked the answers, give students
common uses. You might like to point out that it time to read the information in more detail and
is often used to make an offer to do something ask any questions they may have about it.
shareholders company directors
government departments employees
suppliers customers investors
Vocabulary
6 Ask students to read items 1–6 and then go back
through the text in Exercise 6 to find matching
words or phrases.
1 assets 2 liabilities 3 balance sheet

4 profit(s) 5 suppliers 6 income
7 Ask students to match words 1–7 with their

opposites, a–g. Check answers with the class.
1f 2g 3e 4b 5a 6d 7c

text first – ignoring the gaps – before they start
trying to find the missing words. Having an
overall sense of what the text is about will make
it easier to find the correct words. Check
answers by asking several students to read
sections of the completed text aloud.
1 profit 2 income 3 owes 4 management

5 customers 6 suppliers 7 assets 8 owns
Extra activity
Put students in pairs and ask one to be the
financial controller of Costmore Electronics and
the other a journalist who is writing an article
about the problems at Costmore. They can then
roleplay the interview. With weaker classes, go
through the questions that the journalist might
ask first. Tell the financial controllers to base
their answers on the information in the text.
Jobs in accountancy 1 the financial statements (3), the accounts (4)
2 a budget (2)
3 the performance of something (4)
Reading 4 tax returns (5)
1 Focus attention on the questionnaire and ask 5 a record (1), control of expenses (2)
students to read it and tick their own answers. 6 financial plans (2), financial activities (4),
Have a class feedback session in which they the cash flow (4)
7 accounts (4)
exchange information about their working
habits. All the noun phrases on the right can be used
2 Point out that all the jobs in the box are jobs in with the verbs on the left in Exercise 4. For extra
the accountancy field. If necessary, allow weaker practice, ask stronger students to write sentences
students to use a dictionary to check the using the verbs and noun phrases that are not
meaning of the jobs before they match them with used in Exercise 2.
the descriptions. Do not check answers at this 5 Ask students to work individually to complete
stage – students will check answers by listening the sentences with suitable words or phrases
to the recording in Exercise 3 – but allow from Exercise 4. Allow them to compare their
students to discuss their answers in pairs or answers in pairs before checking with the class.
small groups. Ask individual students to read out their
completed sentences.
1 bookkeeper 2 budget analyst 3 external
auditor 4 financial controller 5 tax adviser 1 record 2 tax returns (accounts is also
possible) 3 check 4 performance
Listening 5 cash flow 6 set 7 written report
3 ► 31 Play the recording for students to check 6 ► 32 Give students time to read the questions
their answers. You may need to play it several and answers, then ask them to match them up.
times and pause after each speaker to allow Play the recording for students to check their
students time to process what they have heard. answers.
You might also like to give them time to read the
audio script on page 76. Answer any questions 1c 2e 3f 4b 5d 6a
they may have about the vocabulary in the
listening text. Writing
Encourage a class discussion of the accountancy 7 This could be set for homework. Encourage
jobs described and any others that students students to give full answers to the questions. If
know. Get them to say whether they would like you do this in class, go round giving help where
to do any of these jobs. needed.
Vocabulary Speaking
4 Do the first item with the class as an example. 8 Put students in pairs and ask them to compare
Get students to find the verb check in the and discuss the answers they wrote in Exercise
sentences in Exercise 2 (it is in 3 and 4) and to 7. Encourage them to report back to the class on
say which of the noun phrases it is used with anything interesting they found out about their
there (the financial statements and the accounts). partner and broaden it out into a class
Then ask them to find the remaining verbs and discussion of the questions.
identify the noun phrases they are used with. A
noun phrase is a group of words in a sentence
which functions as a noun. A noun phrase could,
for example, consist of a noun plus an article or a
noun plus an adjective.
What makes a good accountant? Reading
5 Ask a confident student to read the personality
Language profile aloud. Then ask students to say whether
they chose the same qualities in Exercise 4.
1 Remind students that adjectives are words we
use to describe nouns. Ask them to go through 6 Ask students to work individually to list the
the adjectives in the box and discuss in pairs qualities they need for their own jobs or jobs
whether they think they can be used for people, they would like to do in the future. Get several
jobs or both. When checking answers, you might students to read their lists out to the class,
like to point out that a responsible job is one that explaining why they chose these qualities if
requires someone who is responsible. Allow they can.
weaker students to use dictionaries if necessary.
Extra activity
people: ambitious, efficient, hardworking, Point out that the text in Exercise 5 describes
meticulous, organised, patient, reliable, accountancy as rewarding and satisfying but
responsible, well-informed
stressful. Ask students to discuss in pairs what
jobs: responsible, satisfying, stressful
adjectives they would use to describe their own
both: responsible
jobs or jobs they would like to do in future.
Extra activity
Elicit any other adjectives students know that
can be used to describe people, jobs or both.
They might know rewarding, white-collar (jobs);
diligent, capable, honest (people); well-paid (both).

the sentences with suitable adjectives.
1 hardworking 2 meticulous 3 well-informed

4 reliable 5 patient 6 efficient 7 ambitious
8 organised 9 responsible
Go through the Language box with the class.

Point out the negative prefixes and elicit any
other negative words that students know which
have these prefixes.
3 Do the first item with the class as an example
and then ask students to complete the remaining
information. With weaker classes, you may need
to point out that sometimes they have to fill in
the positive adjective (without the prefix) and
sometimes the negative one. Check answers
with the class.
1 reliable 2 ambitious 3 disorganised

4 impatient 5 efficient 6 incapable
7 irresponsible
Speaking
4 Put students in pairs and ask them to choose
qualities from Exercises 1, 2 and 3 which they
think an accountant needs. Encourage them to
add any other qualities they can think of to their
list. Allow pairs to join other pairs to compare
their lists before having a class feedback session.
Review 1 He’s going to apply for the accountancy
course.
2 in August
Language 3 Yes, he does.
1 Do the first item as an example with the class, 4 Because he’s good with figures, patient,
then ask students to work individually to organised and efficient.
underline the correct future forms. 5 the course tutor
1 I’ll have (a decision made at the time of Speaking

speaking)
2 she’s going to take (she has already 6 Go through the example conversation with the
decided to do this) class and point out the use of going to. Put
3 I’ll ask (a decision made at the time of students in pairs and ask them to have similar
speaking) conversations about their plans for next week.
4 I am going to become (she has already Go round monitoring and helping where
decided to do this) necessary. Encourage particularly good pairs to
5 We’re going to present (we have already perform their discussions again for the class.
decided to do this)
6 I’ll email (a decision made a the time of
Preparing for the next unit
speaking)
Unit 7 unit introduces the past simple tense. You
2 Remind students that prefixes are often used to might like to bring some holiday photos to class and
make adjectives negative. encourage your students to bring some, too so that
they all have past events that you can talk about to
1 unreliable 2 irresponsible 3 organised
4 impatient 5 efficient 6 incapable the rest of the class.
3 Encourage students to read the whole text

through first before they start trying to choose
the correct adjectives. If they have an overall
sense of the meaning, they will make better
choices. With weaker students, point out that
there are often clues in the words after the
adjectives to point them towards the correct
meaning.
1 efficient 2 organised 3 patient

4 well-informed 5 reliable
Listening
4 ► 33 Remind students that they heard Bob and
Callum talking before. Explain that Bob is now
calling Callum on the phone. Ask them to listen
and say why he is calling.
Bob is calling Callum to thank him for the

information on accountancy (and also to say
that he is going to apply for an accountancy
course).
5 Give students time to read the questions before

you play the recording again so that they know
what information to listen out for. Ask
individual students to give their answers.
7 An accountant’s life
He finished school in 1994

Briefing
In this section, the focus is on the development of an
This unit continues the subject of accountancy but
accountant’s career. It again uses the past simple of
focuses more on the day-to-day realities of an
regular verbs to track an accountant’s career path.
accountant’s life. The past simple is introduced, first
with the verb be and then with regular and irregular He became an accountant
verbs. There is also further work on numbers and
calculations. This section has similar content and information to
that in the previous section but this time it is
Was it a good conference? presented by means of irregular past simple verbs.
Common collocations used to describe office tasks
This section introduces the past simple of be in the
are also studied.
context of describing a conference, a gathering of
professionals at which issues relevant to their field A tax return
are discussed. There is also further work on positive
and negative adjectives. In the listening text, an One of the jobs that accountants do for their clients
accountant tells a colleague about a conference he is to help them complete tax returns and submit
was at last week. He talks about the hotel facilities them to the tax office. In the UK, they can be sent by
(for example, the size of the rooms, the food and the post or submitted online. In a telephone
availability of hot water) and the quality of the conversation, an accountant informs his client that
presentations, the speeches made at the conference. she can reduce her tax liability by claiming a
‘business use of home’ charge, a tax-deductible sum
Calculations that takes into account how much a person who
works from home uses their home for business
Although we said in the last unit that accountancy
purposes. This is calculated on the number of rooms
was not just about facts and figures but about
in the house, the number of rooms used for business
communication, it is true that accountants do have
and the number of days per week they are used for
to handle figures on a daily basis. This section
business, together with information on household
introduces mathematical symbols such as plus,
expenses (for example, payments for heating and
minus, multiplied by, divided by and percent, and
light or mortgage payments).
the way they are pronounced. It also gives practice
in talking about different types of calculations.
Further reading
There is also work on large numbers such as
million, billion and trillion. In British English, a Use the following keywords to search the internet
billion used to be equivalent to a million million, for websites which give more in-depth information
while in American English, it has always been a about the topics covered in this unit: the Institute of
thousand million. British English has now adopted Chartered Accountants of England and Wales,
the American figure, which is the one used in this Accountancy Age, The Economist newspaper,
unit. Similarly, a trillion is held to be a million Financial Times, Banking Times.
million rather than the old British English million
million million.
She worked hard yesterday

Here we look in greater detail at accountancy work.
An assistant in an accountancy firm describes what
she did while her boss was at a conference. This
provides a context for introducing the past simple of
regular verbs. Some of the collocations from
previous units such as check calculations, email a
colleague and arrange a meeting are revisited in the
past simple tense.
An accountant’s life 7 53
expressions used with the past simple and
Teacher’s notes the position of the verb in questions and
short answers.
Warm-up
Ask students to look back at the sentences in
Ask students to work in pairs and tell each other Exercises 2 and 3 and to find and underline all
what they are going to do at the weekend. Remind the examples of the past simple of be.
them that we use be going to for informal plans and
intentions rather than fixed arrangements. Extra activity
If you and/or your students have brought
Was it a good conference? holiday photos to class, use them to practise
questions and answers using the past simple of
Speaking be. Hold up a picture and encourage students
to ask questions (for example, Was the weather
1 Read the instructions with the class and then ask good? Were you in Spain? Were your children with
students to discuss the questions in pairs. you?). Then put students in pairs to show each
other photos and ask and answer questions.
Listening
4 Ask students to complete the conversation with
2 ► 34 Make sure students understand that the past simple of be. Allow them to compare in
George is an accountant and that last week he pairs before checking answers with the class.
was at a conference in Bradford. He is now back Check answers by getting two confident
in the office and he is telling his assistant, students to read out the completed conversation.
Tamsin, about the conference.
Go through the list of possible problems with 1 Were 2 wasn’t 3 was 4 was 5 was
the class, then play the recording and ask 6 Were 7 weren’t 8 were 9 was
10 was 11 Was 12 was 13 were
students to tick the things that were problems
for George. 5 Go through the example with the class and make
sure students know what to do. Then ask them
4, 5, 6 and 7 should be ticked.
to rewrite the remaining sentences, using the
3 Give students time to read the sentences. words in brackets. Check answers by getting
Stronger students may be able to tell you individual students to read out their sentences.
straight away which ones are true and which are
2 George was at a conference last week.
false. Play the recording for them to listen again
3 Tamsin was in the office yesterday.
and then check their answers. 4 The company’s results were very good last
Ask students to correct the false statements. month.
Weaker students could use the audio script on 5 The external auditor was here on Tuesday.
page 77 to help them. 6 The conference was excellent last year.
1 T Vocabulary
2 F (He was there with some of his
colleagues.) 6 Read the adjectives aloud or get confident
3 F (His presentation was fascinating.) students to read them aloud. Ask students to say
4 F (The hotel was awful.) if they think they are positive or negative.
5 F (They were small and dark.)
6 F (It was revolting.) 1P 2P 3P 4P 5P 6N 7N
8N 9N 10 P 11 P
Language 7 Make sure students understand that the
Go through the Language box with the class. adjectives in each pair have a similar meaning
Make sure students understand that there are but that one is stronger than the other. Ask them
two affirmative forms of the past simple of be: to identify the stronger word in each pair. When
was and were. We use was with singular nouns you have checked answers, explain that using
and I, he, she and it, and were with plurals and stronger adjectives makes what you say more
you, we and they. The negative forms are wasn’t interesting and effective.
and weren’t. Draw their attention to the time
1 excellent 2 awful 3 fascinating
4 revolting 5 wonderful 6 horrible 7 tiny
8 delicious
For extra practice, you could ask students to

read the audio script of George and Tamsin’s
conversation about the conference on page 77.
Ask them to identify all the strong adjectives
that George uses and to match them with a
weaker adjective with the same meaning.
(Answers: excellent – good, fascinating –
interesting, awful – bad, horrible – bad,
revolting – bad)
8 Do the first item with the class as an example
and then ask students to use stronger adjectives
from Exercise 7 to complete the other
conversations. Check answers by getting pairs of
students to read the completed conversations
aloud.
1 fascinating 2 excellent 3 tiny

4 wonderful
Extra activity
Ask students to answer these questions:
1 Where were you yesterday?
2 Where were you this time last year?
3 What was the weather like yesterday?
4 Who were you with this morning at 9.00?
5 What was your lunch like yesterday?
6 Were there a lot of people on your bus/train this
morning?
7 Were you the first person in your office/
classroom this morning?
8 Who was your first teacher?
Calculations 5 You may need to explain that the numbers here
are the internationally recognised interpretations
of billion and trillion. In British English, these
Vocabulary used to have different values (a billion was a
1 Focus attention on the symbols in the box, which million million and a trillion was a million
should be familiar to students. However, they million million). The ones given here are now
may not know how these are pronounced in those in most common usage. When students
English. Ask them to discuss in pairs what they have matched the figures and words, check
mean and how to say them. answers and get students to read them aloud.
2 Ask students to read items 1–6 and to match 1 d – a/one hundred thousand 2 b – a/one
them to the symbols in Exercise 1. million 3 c – a/one billion 4 a – a/one
trillion
1– 2% 3+ 4x 5= 6÷
6 ► 36 Ask students to practise reading the
numbers aloud in pairs. Play the recording for
Language them to check their answers.
Go through the Language box with the class and
get students to read out the example sentences. Extra activity
Make sure they understand that some of the Ask students to write a series of large numbers
symbols can be read in different ways (for to dictate to a partner. They then check that
example, the minus sign can be read as minus or their partner has written the correct number.
subtracted from). Note, however, that five minus
three is not the same as five subtracted from three.
Five minus three is the same as three subtracted
from five.
Listening
3 ► 35 Tell students that they are going to hear
the calculations read aloud. Ask them first to
look through the calculations and decide how
they think they will be said. Then play the
recording and ask them to number the
calculations in the order they hear them. When
you have checked answers, play the recording
again and ask students to repeat the calculations.
a1 b2 c3 d4 e5 f6
Speaking
4 Put students in pairs and ask them to decide
who will be A and who will be B. Ask the B
students to turn to page 69 and read the
information there. The A students should read
the information on this page. The A students
start by dictating their calculations to the B
students. Make sure they do not show them the
page as they do this. They should check their
partner’s answers and make any corrections. The
B students should then dictate their calculations
to the A students. Point out that they should
write the numbers in figures, not words.
She worked hard yesterday some changes from what is said on the
recording. For example, in question 2, George
refers to the letters in my correspondence file. In the
Listening students’ sentence, this will need to be changed
1 ► 37 Go through the instructions with the to the letters in George’s correspondence file.
class. Elicit or explain that Tamsin is talking
2 She printed out the letters in George’s
about the past. Give students time to read the
correspondence file.
list of jobs, then ask them to listen to the 3 She prepared Mr Sweetman’s tax return.
conversation between Tamsin and George and 4 She emailed Mrs Kato.
tick the jobs she finished. 5 She didn’t check the calculations on the
Costmore Electronics cash flow.
All the jobs except check the calculations on 6 She helped Nigel with the Copsey Ltd
the Costmore Electronics cash flow and enter financial statements.
the figures in the LMC profit and loss statement 7 She entered some of the LMC figures in
should be ticked. their profit and loss statement but she didn’t
finish them.
Language
Go through the Language box with the class and Writing
get students to read out the example sentences. 3 Ask students to work individually to write their
Point out the use of did (the past simple of do) in five sentences. This could be done for
questions and short answers. Ask a series of past homework. If you do it in class, go round giving
tense questions around the class about what extra help where needed. Encourage students to
students did yesterday. When a student answers use their own ideas as well as those in the box.
correctly, encourage them to ask the next Check answers by getting students to read out
question to another student. their sentences. You could also use the words in
Make sure students understand the concept of the box to ask questions (for example, Karl, did
regular verbs and explain that they take -ed to you visit a client last week?).
form the past simple. Point out that verbs that
already end in -e (for example, arrive) just add -d; Speaking
verbs ending in a short vowel followed by a 4 Put students in pairs and ask them to compare
single consonant (for example, stop) double the the sentences they wrote in Exercise 3. Ask them
consonant before -ed; and verbs ending in -y (for to find out more information about what their
example, study) change the -y to -i before adding partner did by asking further questions. The
-ed. prompts are there to give them some ideas but
students may need to make up their own
Extra activity
questions if these are not suitable for asking
Ask students to form questions with all the further questions about their partner’s sentences.
items in the list in Exercise 1 (for example, Did
you call Bill Mudie and arrange a meeting with him
for next Friday?). When they have a complete
set of correct questions, ask some students to
play the part of George, asking the questions,
and others to be Tamsin, answering them with
Yes, I did./No, I didn’t.
2 Go through the example with the class and make

sure students know that they have to write
sentences using the prompts about what Tamsin
did and did not do last week. Play the recording
for them to listen again and pause it at strategic
points to allow them time to write their
sentences. Weaker students could be encouraged
to look again at the list in Exercise 1. You may
need to point out that they will have to make
He finished school in 1994
Writing
Vocabulary 4 Ask students to look back at the information
about George in Exercise 1 and to make a similar
1 Remind students that regular verbs take -ed to table with dates and things they did in those
form the past simple. All the verbs in the box are years. As they do this, go round helping them
regular verbs, though some may need slight with vocabulary. Encourage them to use regular
spelling changes to form the past simple. Focus
verbs and be prepared to substitute appropriate
attention on the information about George’s
regular verbs for any irregular ones they try to
career. Ask students to complete the gaps with
use.
the correct past tense of the verbs.
1 finished 2 graduated 3 started Speaking

4 married 5 passed 6 qualified 7 moved 5 Ask students to work in pairs and to take turns
8 promoted
telling their partner their dates, and asking and
answering questions about what they did in
Listening these years.
their answers to Exercise 1. Then ask individual
students to read out the completed items. Check
that they have all spelt married and qualified
correctly.
3 ► 39 Draw students’ attention to the three
columns in the table and the verbs finished,
moved and started. Read these aloud,
exaggerating the final sound in each one.
Explain that there are three different ways of
pronouncing the endings of regular past simple
verbs. Which way each verb is pronounced has
to do with mouth movements and the
pronunciation of adjacent letters, and it
generally represents the easiest way to say it. It
is always useful for students to say words aloud
as much as possible so they get a feel for what
sounds right. Encourage them to pay close
attention to the sounds they hear at the end of
past simple regular verbs in listening exercises.
Play the recording and ask students to listen
carefully to the way the verbs in the box are
pronounced. They should then write them in the
correct column in the table. Check answers with
the class.
/t/: passed, helped, worked, checked

/d/: qualified, arranged, filed
/ d/: graduated, promoted, visited
He became an accountant Writing
4 Go through George’s list of things to do and the
Reading example with the class. Then ask students to
write five more sentences about what George
1 Tell students that they are going to read a text
did and did not do yesterday. Check answers by
about George’s career. Again, it is in the past
getting individual students to read out their
simple but this time the verbs are slightly
sentences.
different. Ask them to underline the past simple
verbs. When you have checked answers, point He found the paperwork for the meeting with
out that this text gives more or less the same Bill Mudie.
information as the table in Exercise 1 of the He didn’t send an email to Mr Sweetman.
previous section but it uses the past simple of He had lunch with the boss at 12.00.
irregular verbs rather than regular verbs. He bought flowers for Jenny.
He didn’t speak to Tamsin about the budget
left went made met left went analysis conference in Dublin.
took got became He made an appointment with Sue Patterson at
Costmore Electronics.
At 3.00 he went to Collins and Mudie for a
Language meeting with Bill.
Go through the Language box with the class and He didn’t meet Tom at the gym at 5.00.
get students to read out the example sentences.
Explain that just as with regular verbs, we use Speaking
did (the past simple of do) in questions and short
answers. Point out that sometimes the past 5 Go through the example question and answer
simple form of an irregular verb has some with the class. Then ask students to work in
similarity to the infinitive (for example, meet – pairs and take turns asking and answering
met) but that sometimes it is entirely different questions about what George did yesterday. Go
(for example, go – went). For this reason, many round giving help where needed.
grammar books have lists of irregular verbs
which students simply have to learn. Extra activity
Ask students to use some of the verbs on this
2 Ask students to match the verbs they underlined page to write about what they did yesterday.
in Exercise 1 to their infinitive forms. Get them to compare their sentences with a
partner and decide who had the most exciting
1 went 2 met 3 took 4 left 5 made
6 became 7 got day.
3 Ask students to match the irregular verbs in box

A to their past simple forms in box B. Check
answers with the class.
buy – bought come – came find – found

go – went have – had make – made
meet – met see – saw send – sent
speak – spoke write – wrote
Extra activity
Encourage students to form sentences with the
past simple forms of the irregular verbs in
Exercise 3. With weaker students, it would help
to give them a context (for example, sentences
about when they were at school or about their
holiday last year).
With stronger classes, you could ask students
to ask each other questions using these verbs.
A tax return
Listening
1 ► 40 Tell students that they are going to hear a
telephone conversation between George and one
of his clients, Mrs Taylor. Go through the list of
items and ask students to listen and tick the one
that George wants Mrs Taylor to send.
You could also ask strong students to identify at
this stage what other information not on the list
George wants Mrs Taylor to send.
(Answers: the number of rooms in her house, the
number of rooms used for business and the
number of hours per week these rooms are used
for business.)
2 Go through the questions with the class so that

students know what information to listen out
for. Play the recording again and be prepared to
play it several times and pause it at strategic
points to allow students to process what they
hear and answer the questions.
1 He needs some more information in order to

complete it.
2 last week
3 Because she works from home.
4 b, c and d
5 He will finish the calculations and let her
know how much tax to pay.
Vocabulary
3 Ask students to complete George’s letter with
the words and phrases in the box. Check
answers by getting a confident student to read it
aloud.
1 household expenses 2 check 3 sign

4 submit 5 records 6 questions
Speaking
4 Put students in pairs and ask them to read
George’s letter again and discuss the questions.
Ask them to report back to the class on their
discussion.
1 No. He will submit it using the online filing

service.
2 Students’ own answers
3 Students’ own answers
Review 1 in Bradford
2 Tom Watson and some of his colleagues
3 Yes, they were.
Language 4 Yes, they were.
1 Do the first item as an example with the class, 5 No, it wasn’t. It was awful.
then ask students to work individually to 6 No, they weren’t. They were small.
complete the remaining sentences. 7 It was revolting.
8 It was next to a busy road and the lifts were
1 was 2 was 3 Were 4 Were 5 Was noisy.
6 Were 7 was 8 was
2 You might like to point out to weaker students Preparing for the next unit
that all the verbs in the box are regular. Ask
students to complete the sentences with the past Unit 8 is about the economy and there is work on
simple forms of the verbs in the box. trends and describing graphs. It would be helpful to
bring to class any graphs you have or which you can
1 graduated 2 arrived 3 ordered find in newspapers and magazines to practise with.
4 worked, finished 5 watched 6 waited,
walked 7 helped 8 rained
Writing
3 Ask students to create true sentences by
completing them with the verbs in brackets. You
might like to do the first one as an example. You
could point out to weaker students that all these
verbs are irregular.
1 I bought/didn’t buy 2 I left/didn’t leave

3 I made/didn’t make 4 I had/didn’t have
5 I met/didn’t meet 6 I went/didn’t go
7 I spoke/didn’t speak 8 I got/didn’t get
4 Tell students that they can complete the

sentences any way they want but some must be
true and some false. Go round giving help
where needed.
Speaking
reading out the sentences they wrote in Exercise
4. See if they can guess which of their partner’s
sentences are false.
6 Ask students to look back at the completed
questions in Exercise 1 and to take turns asking
and answering them. Encourage them to try to
do this without looking back through the unit
but allow them to do so if they cannot remember
the answers.
8 The economy
Predictions
Briefing
The section is about forecasting what will happen in
This final unit takes a more general look at the
the future. Students listen to a radio interview with
financial world and the issues that will affect
an economic analyst who makes several predictions
students (and which they may need to be able to talk
about likely changes to the economy over the next
about), whichever field of finance they work in. It
year. The grammatical focus is will for predictions
also introduces the use of will to make predictions
about the future.
about the future.
The central bank
Economic indicators
In this section, students look at some of the roles of a
This section looks at some of the statistics that
central bank, a country’s main bank, which is
economists use to analyse a country’s economy.
responsible for maintaining monetary and financial
These are called economic indicators and include
stability and supervising the work of other banks in
the retail price index (figures showing how the
the country. The actual powers of a central bank
prices of certain goods have changed over a given
may vary depending on the country. In the UK, it is
period), the unemployment rate (the number of
responsible for setting official interest rates,
people out of work), new construction (the number
regulating the money supply and issuing banknotes
of new houses, offices, etc. being built), the stock
and coins. Most central banks also store the
market index, industrial production (changes in the
country’s reserves of gold. The main reading text in
amount produced by industries, including
this section is a fun quiz about the Bank of England.
manufacturing and mining), consumer spending
(the amount people are spending in a given period), Good news, bad news
the money supply (the total amount of money in the
economy, which includes currency held by the This section teaches students how to preface reports
public and money in bank accounts) and the number or predictions about the economy with expressions
of people claiming benefits (money paid by the indicating whether it is good news or bad news.
government to people who are out of work). Those
indicators that change before the economy changes Further reading
are called leading economic indicators and they are Use the following keywords to search the internet
the most useful for economists because they can be for websites which give more in-depth information
used to predict what will happen to the economy in about the topics covered in this unit: the Bank of
the future. England, the Bank of England Museum, The
Economist newspaper, Financial Times, Banking
Trends and numbers Times.
The focus in this section is on describing statistical
trends. A range of words can be used to describe an
upward movement: increase, rise, grow. Likewise, a
downward trend can be described with fall, decline
and decrease. When things do not move at all, we
can say they remain steady. If this lack of movement
comes after a period of movement, we can use the
word stabilise. If things move up and down a lot,
we can say that they fluctuate. This section also
looks at the pronunciation of numbers, including
decimals, percentages and the figure 0, which can be
said in several different ways, depending on context.
The economy 8 62
Sudden rises in the unemployment rate (the
Teacher’s notes number of people out of work) are an indication
that an economy is doing badly. The
Warm-up government will have to pay out more in
benefits (money given to support the
Ask students to write three sentences saying what unemployed) and will receive less income in
they did last night or last weekend. When they have the form of taxes, people will not be able to buy
finished, ask individual students to read out one of as many goods as before and fewer people will
their sentences. Respond with questions (for have money to invest.
example, Was the film good? Was the food good?) and
2 Ask students to look at photos 1–3 and match
encourage students to reply using a strong adjective
them to a–c.
(for example, Yes, it was fantastic./No, it was awful.).
1 b (the photo shows shoppers in a busy
Economic indicators shopping centre)
2 a (the photo shows unemployed people
Language queuing outside a job centre)
3 c (the photo shows a worker on a production
1 Put students in pairs and ask them to look at the line)
words in the box. They may need to use
dictionaries to check the meaning of some of 3 This is quite a challenging text with some
them. Ask students to discuss how these things technical vocabulary but the preceding exercises
affect the economy. Make sure they understand should have prepared students. Allow plenty of
all the words and expressions as they will come time for students to read it and let them use
up again and this will prepare them for the dictionaries to find the meaning of any words
reading text in Exercise 3. Monitor students’ they do not know. When they are confident that
discussions so you can offer extra help where they understand the text, ask them to use the
needed. Have a class feedback session in which information in it to complete the diagram.
any problems with vocabulary can be cleared
up. 1 stock 2 construction 3 price
4 unemployment 5 production 6 benefits
Suggested answers 7 consumer 8 supply
Increases in construction (the building of
houses, offices, roads, etc.), industrial 4 Ask students to work individually to match the
production and manufacturing productivity economic indicators to the explanations. Allow
indicate a healthy economy. They all bring them to compare answers in pairs or small
more money into the economy. A decline in groups before checking with the class.
these indicates an economy that is not doing
well. 1 new construction 2 unemployment rate
An increase in consumer spending indicates 3 the stock market index 4 the number of
that people have confidence in the economy. people claiming benefits 5 the retail price
However, if people spend too much, there is a index 6 industrial production 7 consumer
danger that inflation may occur. spending 8 the money supply
Changes in retail prices are also an indication
of the health of an economy. Slight rises are
acceptable but if prices rise too quickly or too Vocabulary
much (inflation), this discourages investment in 5 Make sure students understand that they can
the economy and there is a decrease in the find the words they need in the text in Exercise
value of money.
3. There is quite a lot of work involved in
Staple items are things such as bread, milk and
finding the words, so you could ask them to
paper, which are bought frequently by most
households. Economists keep track of the work in pairs.
prices of staple items because these are a
good indication of what is happening to the 1 inflation 2 predict 3 decline 4 benefits
economy. 5 construction 6 recession
The economy 8 63
Extra activity
Ask students to talk about some of the words
in Exercise 4 in the context of their own
country. For example: What kind of people are
entitled to claim benefits? What is the rate of
inflation in their countries? Is industrial
production declining or growing?

the sentences. You may need to point out that
they will have to modify the word in number 5
to make it fit the sentence. Check answers by
getting individual students to read their
completed sentences aloud.
1 recession 2 benefits 3 predict

4 inflation 5 declining 6 construction
Speaking
7 Discuss the first question as an example with the
class, then put students in pairs and ask them to
discuss the remaining questions. Go round
monitoring and giving help where needed. Ask
the pairs to report back to the class on any
interesting ideas that came up.
The economy 8 64
Trends and numbers them to work individually to write their
presentations. Go round giving help where
needed. Then put students in pairs and ask them
Vocabulary to take turns making their presentations and to
1 Focus attention on the symbols next to go up, compare what they have written with their
don’t move and go down. These symbols will be partner’s work. Encourage one or two students
used elsewhere in the unit, so make sure to make their presentations to the class.
students understand the trends they represent.
Suggested answer
Ask students to decide which of the verbs in the
I’d like to update you on some economic news
box go with which heading. Make sure they from Tapia and Randan. First, consumer
understand that one of the verbs does not fit any spending in Tapia is rising and unemployment
of the headings. It means to go up and down a lot. is remaining steady. However, new
Ask them to identify it. construction is declining.
In Randan, inflation is falling and the stock
go up: grow, increase, rise market is rising. Retail prices are stabilising.
don’t move: remain steady, stabilise
go down: decline, decrease, fall
The verb which means to go up and down a lot Extra activity
is fluctuate. If you have any graphs from newspapers or
magazines, or you can get students to bring
2 Give students time to look at the graphs and some in, use them to do more practice in
take in what they see. Ask them to complete the describing trends.
sentences with the correct form of the verbs in
the box. With weaker classes, do the first item as
an example. When you check answers, you may Listening
like to explain that there are subtle differences 4 ► 41 Ask students to look at the numbers in
between terms that mean roughly the same pairs before you play the recording and to
thing. For example, we are more likely to use the discuss how they think they should be
word falling rather than declining when talking pronounced. Then play the recording for them
about inflation because inflation is a negative to check and to repeat the numbers.
concept and declining is more often used when
good things are getting worse. Declining is, Language
therefore, a good choice for number 3 because
new construction is a positive concept. In Go through the Language box with the class.
number 6, stabilising is a better choice than Make sure students understand the
remaining steady because the lack of movement circumstances in which the various terms for 0
comes after a period of fluctuation and stabilising are used. The most useful are zero, nought and oh.
means becoming stable. Remaining steady more You might like to point out that they will not go
accurately reflects the movement in number 4 wrong if they use zero all the time, though it will
because all the figures are roughly the same. be useful for them to recognise the other terms
Remaining steady does not imply any previous when they hear them.
period of more active movement. Point out to Give students practice in saying various
students that they should use the present numbers that include 0. You could get these
continuous here. Elicit or explain that this tense from newspapers: football scores, telephone
is often used for describing pictures (here, numbers, economic data, etc.
graphs) as the content of pictures is taken to be
something that is happening now.
Listening
1 falling 2 fluctuating 3 declining/falling 5 ► 42 Make sure students understand that there
4 remaining steady 5 rising 6 stabilising are two similar numbers for each item (1–4).
They have to listen to the recording and decide
Writing in each case which number they hear. Point out,
particularly to weaker students, that the
3 Remind students of the meaning of the symbols speakers on the recording will not just say the
in the box on Tapia and Randan and elicit the numbers; the numbers are embedded in short
verbs they can use to describe these trends. Ask conversations.
The economy 8 65
1 0.0563 2 01372 5849 3 5–0 4 0.9%
Speaking
6 ► 43 Before you play the recording, ask
students to look at the percentages in pairs and
to discuss how they think they should be
pronounced. Then play the recording for them
to check their answers. Play it again for them to
repeat the percentages.
7 Ask students to work individually to write
down three percentages. Encourage them to use
some which involve decimal points. Put them in
pairs and ask them to take turns dictating their
percentages. When they have written them all
down, they should check answers with each
other.
Extra activity
Use articles and adverts from financial
newspapers and magazines to give students
more practice in saying numbers and
percentages.
The economy 8 66
Predictions 4 Explain to students that they now have to use
the verbs they chose in Exercise 3 to complete
Speaking the sentences in the analyst’s notes. Point out or
elicit that they are all predictions, so they need to
1 Go through the words and phrases in the box use will + infinitive. Do the first item as an
with the class and make sure everyone example with the class. Then ask students to
understands them. Then put students in pairs complete the remaining sentences.
and ask them to discuss the questions.
Encourage them to report back to the class on 1 will grow 2 will rise 3 will fall 4 will
their ideas. remain steady 5 will increase 6 will
fluctuate
Language
5 Ask students to read the gapped sentences first
Go through the Language box with the class. and think about which word they might use to
Draw students’ attention to the word predictions. complete each one.
To predict or to make a prediction is to say what
Play the recording again and ask students to
you think will happen in the future. Remind
complete the sentences. Again, be prepared to
students of the future forms they have studied
pause the recording at strategic points and
so far (present continuous for plans and
replay it if necessary. Check answers with the
arrangements, be going to for intentions and will
class. Ask them to say what they think a question
for decisions made at the time of speaking).
of supply and demand means. This refers to the
Point out that this is another use of will to talk
fact that prices tend to be affected by how much
about the future.
of a particular item is available (supply), with
Read the example sentences to the class or get prices rising if there is limited availability and
confident students to read them aloud. Drill falling if there is a plentiful supply, and by how
questions and answers around the class about many people want to buy the item (demand),
future predictions. These could be based on the with prices rising if lots of people want it and
economy or students’ other interests (for falling if there is less interest in it.
example, sport or things happening in the news).
1 positive 2 continue 3 expect
2 Look at the example with the class and ask 4 optimistic 5 probably 6 supply
students if they agree with it. Then put them in
pairs and ask them to make predictions about
the other things in the box in Exercise 1. Have a
feedback session in which they share their
predictions with the class and find out how
much agreement there is.
3 ► 44 Give students time to read the analyst’s
notes before you play the recording. They will
then know what information to listen out for.
Make sure they understand that at this stage, all
they need to do is underline the correct verbs. Be
prepared to play the recording more than once
and to pause it at strategic places if necessary to
allow students to process what they hear and to
decide which verb is correct in each case. Allow
them to compare their answers in pairs before
checking with the class.
1 grow 2 rise 3 fall 4 remain steady

5 increase 6 fluctuate
The economy 8 67
The central bank
1 Ask students if they can identify the buildings in
the two photos. The one on the left is the Bank of
England in London. The one on the right is the
US Federal Reserve Bank in Washington, D.C.,
USA. Ask students to write down any other
central banks that they know and their locations.
Have a class feedback session in which students
pool their ideas.
Suggested answers
Japan: Bank of Japan, Tokyo
Germany: Deutsche Bundesbank, Frankfurt
India: Reserve Bank of India, Mumbai
Egypt: Central Bank of Egypt, Cairo
China: People’s Bank of China, Beijing
2 Allow plenty of time for students to read the list

and decide what they think central banks do. Let
them compare their ideas in pairs or small
groups before you check answers with the class.
1, 2, 4, 5, 6 and 7 should be ticked.
Reading
3 This is a fairly light-hearted quiz about the Bank
of England. Students are not expected to know
the answers in advance but they should be able
to make an intelligent guess at most of them.
Encourage them to work individually at first,
then let them compare and discuss the
possibilities in pairs or small groups. Do not
confirm or deny any answers at this stage.
To encourage discussion, you could put students
in groups to start with and tell them that they
have to reach a consensus on each question.
Then, when they hear the answers, they can see
which group got the most right.
1b 2 c 3 true 4 a 5 true 6 true

7b 8 false 9 false 10 both a and b
Listening
4 ► 45 Ask students to listen to the recording to
check their answers in Exercise 3. You might like
to point out that the answers are contained in a
conversation between two people, one of whom
works at the Bank of England’s museum. You
may need to play the recording several times
and pause it where necessary to allow students
to process the information they hear. Check
answers with the class and then ask if any of the
information surprised them.
The economy 8 68
Good news, bad news Speaking
5 Go through the instructions and the example
Reading
with the class. Then put students in pairs and
1 Focus attention on the two photos and establish ask them to tell each other two positive and two
that one person looks as if they have received negative things about the economy. Go round
good news and the other bad news. Ask monitoring and giving extra help where needed.
students to read the briefing in pairs and to
discuss and decide which expressions are used
to introduce good news and which to introduce
bad news, and to underline these expressions.
You might like to ask them to use different
colours for the positive and negative
expressions.
we are pleased to say that …, We are glad to

report that …, I’m afraid …, Unfortunately, …,
we are optimistic that …
2 Ask students to categorise the expressions they

underlined in Exercise 1 as either positive or
negative. If they used different colours for them
in Exercise 1, they will already have sorted out
in their minds which go with which heading.
Positive: we are pleased to say that …, We are

glad to report that …, We are optimistic that …
Negative: I’m afraid …, Unfortunately, …
3 Ask students to work individually to decide

which of the expressions in the box are positive
and which negative. Allow them to compare
answers in pairs before checking with the class.
Positive: Fortunately, …, I am delighted to be

able to tell you that …, The good news is
that …
Negative: I’m sorry to have to report that …,
I regret to say that …, Regrettably, …,
Sadly, …, The bad news is that …
4 Ask students to work individually to decide

which of the expressions they would like to use
to complete the sentences. Remind them that
they must make them positive or negative
according to the letter in brackets after each one.
Allow them to compare answers in pairs before
checking with the class. Check answers by
getting several students to read out their
versions of each sentence. There are many
possible answers here. Accept any that are
grammatically correct and match the positive or
negative tags.
The economy 8 69
Review 6 Put students in pairs and ask them to decide
who will be A and who will be B. Tell the B
students to turn to page 69 and look at the
Writing information there. B students will need some
1 Ask students to work individually to decide on time to prepare predictions. A students should
the correct order of the sentences. Check spend this time formulating the right questions
answers with the class. to ask. The call should start when the ‘phone
rings’. B should answer it and then A should ask
1 Today’s figures show that unemployment is the first question. Go round giving help and
rising. encouragement during the roleplays. Take note
2 Interest rates are very high at the moment. of any particularly good pairs. Encourage them
3 Consumer spending often rises in the to perform their conversations again for the
summer. class.
4 The stock market is an example of a leading
economic indicator.
5 The retail price index remained steady in the
last quarter.
2 You may need to set this for homework so that

students can research the information they need.
When they have written their sentences, ask
them to compare them with a partner.
3 Ask students to read through all the sentences
once, ignoring the gaps, to get a sense of what
they are about. Then ask them to decide if each
sentence is good news or bad news. They should
then add suitable expressions.
Suggested answers
1 I regret to say that (or any other negative
expression)
2 Unfortunately, (or any other negative
expression)
3 The good news is (or any other positive
expression)
4 We are pleased to say that (or any other
positive expression)
5 I am delighted to be able to tell you that (or
any other positive expression)
Speaking
4 Ask students to take turns to read the figures
aloud. They could do this as a dictation with the
listening student writing down what they hear
and then checking that it is correct.
5 Ask students to make notes of their predictions
individually. Then put them in pairs and ask
them to take turns asking and answering about
their predictions as in the example. Remind
them of the use of will + infinitive for
predictions.
The economy 8 70

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English for

Banking & Finance 1

© Pearson Education Limited 2011

The right of Helena Gomm to be

All rights reserved; no part of this

Photocopying: The Publisher grants

First published 2011

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

that the payee receives the money they are owed

1 German 2 Italian 3 Brazil 4 French

For extra practice on stressed syllables, say the

1 Egypt, Arabic 2 Japan 3 Germany

Speaking 9 As students complete the sentences, go round

Go through the example with the class. Then put

1 pension 2 budget 3 income 4 salary

1 earn 2 salary 3 pension 4 check

5 Put students in pairs and ask them to take turns

The customer wants the account manager to

What’s your job?

boardroom break cafeteria computer Speaking

1, 3 and 5 are mentioned.

1 head office 2 employees 3 deposits

1 I usually go to work at 8.30.

What can banks give to customers?

Banking products and services 3 21

Banking products and services 3 22

Language Put students in pairs and ask them to take turns

Banking products and services 3 23

Banking products and services 3 24

1 current 2 savings 3 interest 4 rate Listening

1 currency 2 withdraw, current 3 foreign

Banking products and services 3 25

Banking products and services 3 26

Banking products and services 3 27

5 Point out that the various time expressions are a

present simple: every day, every month, every

1 Would you like that in dollars or in pounds?

1 commission 2 minimum charge

2 Ask students to read through the whole

1 Can 2 I’d like 3 Could 4 some

of high-risk investments and would prefer slower

7 Ask students to work individually to complete

1 fixed, rate of return 2 guarantee

2 As with other texts, the aim here is to get

A stock exchange is a building where the

3 Ask students to work in pairs to match the stock

1 New York: Dow Jones 2 Frankfurt: DAX

1 LDC Ltd’s portfolio Preparing for the next unit

… that we are meeting on Thursday 16 June at

3 Go through the instructions with the class, then

Robert is playing golf with Charles Simmons at

company’s assets, liabilities and capital) and a profit