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Unit 5 BANK PERFORMANCE

Unit 5 BANK PERFORMANCE. Skills focus Listening understanding ‘signpost language’ in lectures using symbols and abbreviations in note-taking Speaking making effective contributions to a seminar. Vocabulary focus word sets: synonyms, antonyms, etc. the language of trends

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Unit 5 BANK PERFORMANCE

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  1. Unit 5 BANK PERFORMANCE

  2. Skills focus Listening • understanding ‘signpost language’ in lectures • using symbols and abbreviations in note-taking Speaking • making effective contributions to a seminar Vocabulary focus • word sets: synonyms, antonyms, etc. • the language of trends • common lecture language

  3. Vocabulary sets Vocabulary Bank It is a good idea to learn words which go together. Why? • It is easier to remember the words. • You will have alternative words to use when paraphrasing research findings. • It is not good style to repeat the same word often, so writers, and sometimes speakers, make use of words from the same set to avoid repetition.

  4. Vocabulary sets Vocabulary Bank You can create a vocabulary set with:

  5. 5.1 Vocabulary A Study Figure 1 and Table 1 on the opposite page.1 Where would you find this type of information?2 Who is it written for?

  6. 5.1 Vocabulary A Study Figure 1 and Table 1 on the opposite page. 1 Where would you find this type of information? Possible answers: In the financial accounts; in the shareholders’ report; in the bank’s annual report. 2 Who is it written for? The information is intended for the bank’s shareholders and any other interested parties. It would be public information.

  7. 5.1 Vocabulary B Study the words in box a.1 What part of speech is each word? 2 Find pairs of words with similar meanings.3 Which pairs relate to which words in box b? n liabilities n surplus accounts/revenue retained profits adj n income account adj tangible assets profit n account adj non-operating revenue

  8. 5.1 Vocabulary C Study Figure 1 on the opposite page. 1 What do the blue bars show? The data for 2007. 2 What is the horizontal scale? Dollars in millions. 3 What items are on the left of the line? Left = expenses. 4 What items are on the right? Right = income.

  9. 5.1 Vocabulary D Study Table 1 on the opposite page. 1 What happened to performance in 2007? The bank’s net profit increased by $136 million. While total expenses increased by 3.7%, total income increased by 3.9%; therefore the increase in income generated the extra profit. This increase in profit indicates that the bank is performing reasonably well.

  10. 5.1 Vocabulary D Study Table 1 on the opposite page.2 Complete Table 1 with information from Figure 1. Use numbers from box c. Not all the numbers are used. Some may be used twice. 17,780 4,450 –3,015 4,385 –1,315

  11. 5.1 Vocabulary E Study the text on the right, which describes Table 1. 1 Complete the first paragraph with a preposition in each space. 2 Complete the second paragraph with one or two words in each space. Table 1 shows changes ______ the bank’s financial performance _____the years 2006 and 2007. There was an increase _____ 4.4% ______ net profit ______ the year 2006. While there was a _________of 10.4% in occupancy-related expenses, the provision for doubtful debts ____________________________ by 27.6%. Other banking income showed a/an ___________________________________of 6.3% from the previous year. Interest income also _______________________________________ to $18,560m, a/an of ___________________of 4.4%. However, personnel expenses also _____________________________. in in/for of in in/for sharp rise decreased/went down significantly marked improvement/growth/rise/increase improved/rose/went up/increased/grew slightly increase/rise/growth rose/went up/increased/grew

  12. Describing trends Vocabulary Bank You can use a variety of phrases to discuss trends and statistics. Examples：

  13. 5.1 Vocabulary F Study Table 1 again. Discuss these questions. 1 What happened to the doubtful debts provision in 2007? The doubtful debts provision was $105,000,000 lower in 2007 than in 2006. 2 Why might interest expenses grow by 5.6% whereas interest income grows by only 4.4%? The bank did not increase its lending rates to maintain its interest rate spread between its costs of funds and its lending rates. The possible reason was that the market was too competitive to allow for increased lending rates.

  14. 5.1 Vocabulary F Study Table 1 again. Discuss these questions. 3 What happened to other banking income in 2007? How might you explain this? Other banking income increased by 6.3%. Possible explanations are that either the bank increased its fees and charges, or the bank developed new services which provided the increased income. 4 The annual inflation rate was 3.4%. How therefore would you explain an increase in personnel costs of 6.5%? Possible explanations are that the bank increased the number of employees, or in a response to industry competition the bank had to increase wages and salaries above the inflation level.

  15. 5.1 Vocabulary F Study Table 1 again. Discuss these questions. 5 Occupancy-related costs increased by 10.4%. Why? Possible explanations are that the bank opened a significant number of new branch offices, or the head office of the bank incurred a significant increase in the cost of its lease, or lighting/heating prices increased significantly.

  16. 5.1 Vocabulary G Discuss the changes shown in Table 1. Use a variety of nouns, verbs, adjectives and adverbs.

  17. 5.2 Listening A You are going to hear a lecture on assessing a bank’s financial strength. 1 Look at the lecture slides. What will the lecturer talk about? Make a list of points.2 Put your points in a logical order. Possible answer: The lecturer will discuss the statement of financial position. Firstly, she will discuss assets. Then she will look at liabilities. Finally, she will examine equity. See Skills bank.

  18. Skills bank Signpost language in a lecture • At the beginning of a lecture, a speaker will usually outline the talk. To help listeners understand the order of topics, the speaker will use phrases such as: • To start with I’ll talk about … • Then I’ll discuss … • After that, we’ll look at … • I’ll finish by giving a summary of …

  19. Skills bank Signpost language in a lecture • During the lecture, the speaker may:

  20. 5.2 Listening B Listen to Part 1 of the lecture. How will the lecture be organized? Number these topics. 2 • assets ______ • equity ______ • liabilities ______ • statement of financial performance______ • statement of financial position ______ 4 3 5 1 请将本单元的音频和此PPT放在一个单独的文件夹内，点击小喇叭即可播放音频。（下同）

  21. 5.2 Listening C Study the topics in Exercise B. Write some key words for each topic. cash/liquid, loans, property, equipment reserves, retained profits, contributed equity borrowings, deposits, debts, income tax liabilities income, expenditure, profit assets, liabilities, equity

  22. 5.2 Listening D Read the handout on the right. 1 Highlight any terms you don’t know. 2 What might be a good way to make notesfor this lecture? 3 Make an outline for your notes. Possible answer: Diagram or spidergram.

  23. 5.2 Listening E Listen to Part 2 of the lecture. 1 Add information to your outline notes. 2 Which of the topics in Exercise B are discussed? Statement of financial position; assets. 3 What are normally the largest assets held by the bank? Loans and advances to bank customers.

  24. 5.2 Listening F Listen to Part 3 of the lecture. Make notes. 1 Which topic in Exercise B is mentioned? Liabilities. 2 What is the largest liability for the bank? Deposits and other borrowings from customers. 3 Which topic mentioned was not in the outline? Balance dates. 4 What is the lecturer talking about when she loses her place? The different financial reporting requirements. 5 What do banks make financial provisions for? Potential losses.

  25. 5.2 Listening G The lecturer used these words and phrases. Match synonyms. examination change allowances regulations easy to understand depending on

  26. A Look at a student’s notes from the lecture in Lesson 2.1 What do the symbols and abbreviations mean? 5.3 Extending skills compared to/compare individual previous years statement financial performance months is, equals, is the same as

  27. A Look at a student’s notes from the lecture in Lesson 2.1 What do the symbols and abbreviations mean? 5.3 Extending skills ditto at that means, that is, in other words plus important note customers liability general and

  28. A Look at a student’s notes from the lecture in Lesson 2.2 The notes contain some mistakes. Find and correct them. 5.3 Extending skills 2.1 Assets NB loans to customers = largest assets 2.2 Liabilities

  29. A Look at a student’s notes from the lecture in Lesson 2.3 Make the corrected notes into a spidergram. 5.3 Extending skills

  30. 5.3 Extending skills A Look at a student’s notes from the lecture in Lesson 2.3 Make the corrected notes into a spidergram. indiv. bank cf. prev. yrs. cf. other banks state. fin. perf. = 12 mnths comparative analysis ASSESS STRENGTH state.fin. position = @ certain date (what bank owns must = what banks owes i.e. assets = liabilities + capital) assets liabilities gen. deposits & other borrowings (largest) loans to cust. = largest asset

  31. B Listen to the final part of the lecture. 1 Complete your notes.2 Check your notes with the handout in Lesson 2. Make changes as necessary. 3 Why does the lecturer have to stop? Because there is no more time. 4 What is the research task? The research task is to find out about capital to asset ratio. 5.3 Extending skills

  32. C Listen to some stressed syllables. Identify the word below in each case. Number each word. 5.3 Extending skills Example: You hear: pa /pæ/ You write: accumulated______ contributed ______ preceded ______ analysis ______ equation ______ regime ______ arguably ______ equity ______ retained ______ comparative ______ generally ______ securities ______ 4 8 10 9 12 3 6 11 7 5 1 2

  33. D Study part of the lecture on the right.1 Choose the best word or phrase in each case.2 Listen and check your ideas. √ Negotiable financial instruments are basically /arguably financial instruments that can be assigned to another purchaser at any time. Therefore / What I mean is, for example, government bonds purchased by the bank. Financial instruments held for the long term are included under ‘Investments and securities’. Usually /Arguably, they could be included in a financial instruments category. It follows that / In other words, the bank’s shares in listed companies are included under ‘Investments and securities’. Actually / Naturally, the largest type of assets held by a bank is normally / on the other hand loans and advances made to bank customers, which is the next category. And in the end / finally, we have the fixed assets held by the bank. These are fundamentally the ‘Property, plant and equipment’ owned by the bank. 5.3 Extending skills √ √ √ √ √ √

  34. D Study part of the lecture on the right.3 Match words or phrases from box a with each word or phrase. There may be more than one option.4 Think of other words or phrases with similar meanings. 5.3 Extending skills in essence fundamentally or, by that I mean, to put it another way that is to say, in other words probably, possibly, some people say perhaps therefore so, for that reason in reality in fact usually, generally commonly in conclusion lastly

  35. Stance Vocabulary Bank Speakers often use certain words and phrases to show how they feel about what they are saying. Common stance words are:

  36. Stance Vocabulary Bank In many cases, different stance words and phrases are used in spoken and written language.

  37. E Discuss the research task set by the lecturer. 1 What kind of information should you find? Definition, importance in banking, how it is calculated. 2 What do you already know? 3 Where can you find more information? Internet, library, subject textbooks, etc. 5.3 Extending skills

  38. A Study the diagram at the top of the opposite page. 5.4 Extending skills 1 What do we call this kind of diagram? This is a spidergram. 2 What does it show? It shows the capital adequacy ratio.

  39. B Listen to some extracts from a seminar about the capital adequacy ratio. 1 What is wrong with the contribution of the last speaker in each case? Choose from the following: • it is irrelevant • the student interrupts • the student doesn’t contribute anything to the discussion • it is not polite • the student doesn’t explain the relevance 2 What exactly does the student say, in each case? 3 What should the student say or do, in each case? 5.4 Extending skills

  40. B Listen to some extracts from a seminar about the capital adequacy ratio. Liz: It’s the capital to asset… be more tentative; for example: I thought you asked us to research the capital to asset ratio? it is not polite 5.4 Extending skills Mark: Isn’t the Bank for International Settlements based… it is irrelevant say something relevant on the subject of the capital adequacy ratio the student doesn’t contribute anything to the discussion Paul: Sorry, I don’t really know. Be prepared to give an opinion. He could say, I don’t think they’re doing as well as they should. the comment is relevant to the topic but he doesn’t explain why. He should say, for example, what he says later after the lecturer asks him to explain. the student doesn’t explain the relevance Paul: And total equity is only $16,910,000. Amy: (interrupting) Actually, it’s 7.3%. the student interrupts she should wait until the speaker has finished.

  41. C Listen to some more extracts from the same seminar. 1 How does the second speaker make an effective contribution in each case? Choose from the following: • by making clear how the point is relevant • by bringing in another speaker • by asking for clarification • by paraphrasing to check understanding • by giving specific examples to help explain a point 2 What exactly does the student say, in each case? 3 What other ways do you know of saying the same things? 5.4 Extending skills

  42. C Listen to some more extracts from the same seminar. What do you think, Liz? Do you agree, Liz? Amy: They mean the same thing, don’t they, Liz? bringing in another speaker Mark: Sorry, I don’t follow. Could you possibly explain …? I don’t quite understand. Could you say a bit more about …? asking for clarification 5.4 Extending skills Well, one way is to … For example, … Liz: Well, one method is to … For instance, … giving specific examples to help explain a point Paul: If I understand you correctly, you’re saying that … paraphrasing to check understanding So what you are saying is … Paul: Yes, it seems that … making clear how the point is relevant It looks as if …Thinking about it …

  43. D Make a table of Do’s (helpful ways) and Don’ts (unhelpful ways) of contributing to seminar discussions. Example 5.4 Extending skills See Skills bank.

  44. Skills bank Seminar language • The discussion leader may:

  45. Skills bank Seminar language • Participants should:

  46. Skills bank Seminar language • Participants may:

  47. D Make a table of Do’s (helpful ways) and Don’ts (unhelpful ways) of contributing to seminar discussions. ask politely for information demand information from other students try to use correct language speak clearly mumble, whisper or shout 5.4 Extending skills say when you agree with someone get angry if someone disagrees with you contribute to the discussion sit quietly and say nothing link correctly with previous speakers build on points made by other speakers be constructive be negative explain your point clearly listen carefully to what others say start a side conversation dominate the discussion allow others to speak

  48. E Work in groups. Group A: look at the graph showing Assets on the opposite page. Group B: look at the graph showing Liabilities on page 103. Group C: look at the graph showing Equity on page 104. 1 Think of different ways to describe the changes. Take turns. 2 Make notes summarizing the information. 5.4 Extending skills

  49. F Form new groups. Each group must have at least one person who studied each graph. 1 Report on your findings. Listen to the findings of other people. 2 Use your notes to report on your discussion in a class seminar. Decide if the bank was in a better or worse financial position in 2007 than in 2006. 5.4 Extending skills

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