Unit 2 The Origins of Banking

1. Unit 2 The Origins of Banking

2. Skills focus • Reading • using research questions to focus on relevant information in a text • using topic sentences to get an overview of the text • Writing • writing topic sentences • summarizing a text • Vocabulary focus • English–English dictionaries: • headwords • definitions • parts of speech • phonemes • stress markers • countable/uncountable • transitive/intransitive

4. Vocabulary bank Using your English–English dictionary This kind of dictionary helps you actually learn English. Using headwords and parts of speech 1 Find the correct headword. These bold words in a dictionary are in alphabetical order. Look at the words on the top left and top right of the double page. Find words which come just before and after your word. 2 Find the correct meaning. If there are different meanings of the word, they appear in a numbered list. Look at all the meanings before you choose the correct one in context.

5. Vocabulary bank Using your English–English dictionary Using headwords and parts of speech 3 Find the correct part of speech. Sometimes the same headword appears more than once, followed by a small number. This means the word has more than one part of speech, e.g., n and v. Work out the part of speech before you look up a word. Clues: • Nouns come after articles (a/an/the) or adjectives. • Verbs come after nouns or pronouns.

6. A How can an English–English dictionary help you understand and produce spoken and written English? 2.1 Vocabulary • The following information is useful forspoken English: • stress • pronunciation of individual phonemes – particularly when a phoneme has multiple pronunciations • The following information is useful for written English: • information about the type of word – C/U; T/I • the spelling • examples of the word in use to memorize • some synonyms for lexical cohesion

7. B Study the dictionary extract in your textbook. 2.1 Vocabulary 1 Why are the two words (top left and top right) important? They tell you the first and last words on the pages to help you locate the word you want. 2 How many parts of speech does the word bankrupt have? Two: noun and adjective. 3 What do the superscript numbers mean after the word bank? That there are two entries giving different meanings of the word bank: the first entry gives the meaning related to finance, and the second entry gives the meaning related to geography.

8. B Study the dictionary extract in your textbook. 2.1 Vocabulary 4 What do the numbers 1–4 mean in the definitions for the word bank? It has four meanings related to finance. 5 Say the word account. Where is the stress? On the second syllable. 6 Where is the stress in bank account? Main stress is on the first word, bank; secondary stress in ac′count. 7 What is the pronunciation of a in each bold word in this extract? Four pronunciations: /æ/, /a:/, /ei/, /ə/.

9. B Study the dictionary extract in your textbook. 2.1 Vocabulary 8 What is the pronunciation of c in each bold word in this extract? Two pronunciations: /k/, /s/. 9 What part of speech is bankable? Adjective. 10 Are both of these correct? He is a bankrupt/He is bankrupt. Yes, because bankrupt can be a noun or an adjective. Can we say I banked today? Why (not)? No, because bank is either transitive – you must say what you banked – or, when intransitive, must be followed by with.

10. C Look at the words in the dictionary extract in your textbook. 2.1 Vocabulary 1 What order are they in? Alphabetical order. 2 Write the words in box a in the same order. charter, credit, deposit, financial, giro, mint, money, negotiable, note, receipt, regulate, reserve, vault, withdraw

11. D Look at the top of this double page from an English–English dictionary. 2.1 Vocabulary 1 Which word from box a will appear on these pages? Regulate will appear on the double page spread. 2 Think of words before and after some of the words in box a.

12. E Look up the bold words in box a in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 What kind of noun/verb is each word? 3 Which meaning is most likely in a text about banking? a written statement of the purposes of an organization a written statement of the rights and beliefs of a particular group of people n C a room with a strong door and thick walls for keeping valuables safe a room under a church where people are buried C n

13. 2.1 Vocabulary F Look up the italicized words in box a. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 Which meaning is most likely in a text on banking? /ʃ/ adj concerningmoney n /dʒ/ C/U a system of moving money from one bank to another a piece of paper given to show something has been received or money has been paid n C /i:/ able to be transferred from one person to another or exchanged for cash adj /ʃ/ n/v /z/ C/U T (n) money from profits not paid as dividends but kept in case of need T v /ɔ:/ take money out of an account

14. G Test each other on the words from Exercises E and F. Give the dictionary definition of one of the words. Can your partner guess which word you are defining? 2.1 Vocabulary

15. H Discuss the pictures using words from this lesson. 2.1 Vocabulary bank base rate bank vault bank draft credit or debit card

16. A What was the first significant innovation in the history of banking? If you don’t know, guess! 2.2 Reading • How about: • money • money-changing services • a system of credit

17. 2.2 Reading B Study the table of contents on the right. 1 What does each item mean? If you don’t know, guess. 2 How did it improve banking at the time? 3 Are any of these innovations relevant today?

18. C You are going to read a text. What should you do before you read a text in detail? 2.2 Reading See Skills bank.

19. Skills bank Doing reading research • Before you start reading … • Think of research questions. In other words, ask yourself: What must I find out from my research? • Look at headings, sub-headings, illustrations, etc. Look for patterns or variations in presentation, e.g., a series of dates; words in bold oritalic script. Think: Whatinformation do they give me? • Decide how to record information from your reading. Choose one or more methods of note-taking. See Unit 1 Skills bank.

20. D This text is about early banking services in Europe. 2.2 Reading 1 Think of some research questions before you read. 2 Compare your questions with those in the Hadford University assignment on this page. 3 Look quickly through the text and write down all the dates. 4 What is the best way to record this information? Chronologically.

21. E Study these topic sentences from the text and answer the questions below. 2.2 Reading 1 What are the banking services mentioned in this text? Safe-deposit vaults, coin currency, minting, receipts against gold. 2 Where do you expect to find the answer to each question in the Hadford University assignment? Write 1, 2 or 3 next to the sentence. 2 2 1,2 1,2

22. F Read the text on the opposite page and check your ideas. 2.2 Reading See Skills bank.

23. Skills bank Doing reading research • While you are reading … • Highlight the topic sentences. • Think: Which paragraph(s) will probably give me the answer to my research questions? • Read these paragraphs first. • Make notes. • After reading … • Think: Did the text answer all my research questions? • If the answer is no, look at other paragraphs to see if the information is there.

24. A Study the words in box a. They are all used as nouns in the text you read in Lesson 2. 1 Give two common meanings for each word. 2 Put the words into pairs that have a meaning in banking. 2.3 Extending skills money supply deposit receipts banknotes giro system gold reserves

25. B Study the words in box b. 2.3 Extending skills 1 What is the base word in each case? What is the part of speech of the base word? 2 Does the prefix/suffix change the part of speech? 3 How does the prefix/suffix change the meaning of the base word?

26. B Study the words in box b. 2.3 Extending skills withdraw (v) al = verb ➔ noun pay (v) ment = verb ➔ noun transact (v) tion = verb ➔ noun metal (n) ic = noun ➔ adjective prudent (adj) im~ = not claim (v) re~ = again deposit (v) or = verb ➔ noun negotiate (v) able = can be

27. C Look back at the topic sentences from the text in Lesson 2. What information comes after each topic sentence? Suggest possible content. Example: 2.3 Extending skills The ancient Greeks developed money in the form of silver and bronze coins. Why coins were developed (quick to count and convenient); how they were used (everyday transactions)

28. C Look back at the topic sentences from the text in Lesson 2. What information comes after each topic sentence? Suggest possible content. 2.3 Extending skills how exactly these vaults operated receipts were issued; written orders required for withdrawals how they operated operated as a giro system coins were quick to count and convenient; used for everyday transactions why/how coins were used why/how they used coins they issued new coins and made a profit on the metal and minting costs

29. C Look back at the topic sentences from the text in Lesson 2. What information comes after each topic sentence? Suggest possible content. revival of merchant banking; banking controlled by wealthy private bankers and statesmen what effect this had on banking 2.3 Extending skills what effect this had on banking in Britain laid foundations of British banking; led to use of banknotes what effect this had on banking they were able to increase the money supply; development of demand and time deposits, balance sheets and promissory notes definition of banking, bankers, bills of exchange demand notes led to use of cheques

30. D Write a summary of the text from Lesson 2. Paraphrase the topic sentences. Add extra information and examples. See Skills bank. 2.3 Extending skills

31. Skills bank Using topic sentences to summarise • The topic sentences of a text normally make a good basis for a summary. Follow this procedure: • Locate the topic sentences. • Paraphrase them – in other words, rewrite them in your own words so that the meaning is the same. Do not simply copy them. (This is a form of plagiarism.) • Add supporting information – once again, in your own words. • Check your summary. Check that the ideas flow logically. Check spelling and grammar. If your summary is short, it may be just one paragraph. Divide a longer summary into paragraphs.

32. Skills bank Using topic sentences to summarize Example: The first safe-deposit system was created in the vaults of royal palaces and temples. They issued receipts to the depositors. Written orders were needed to withdraw goods.

33. A Can you remember all the early European banking innovations from Lesson 2? • Possible answers: • coin currencies • safe-deposit facilities • bills of exchange • demand and time deposit facilities • negotiable notes • deposit receipts • a system of credit • a giro system • promissory notes 2.4 Extending skills

34. B The lecturer has asked you to research early American banking. Think of good research questions before you read the text. Look quickly at the text on the opposite page. What is the best way to record information in this case while you are reading? Timeline/chronological notes. 2.4 Extending skills

35. C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? 2.4 Extending skills The Bank of North America, established in 1781, was the first bank chartered by the United States government. role of the Bank of North America; other banks? The First Bank of the United States was chartered by the federal government in 1791. role of the First Bank of the United States; how different from Bank of North America In the early 1800s, New York State created a fund to which each member bank contributed. why this was done, and what the result was

36. C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? 2.4 Extending skills The American Civil War (1861–1865) resulted in a change in the monetary system and new legislation. why this happened, what the change was, what the result was why the state banks did this, and what the result was The state banks encouraged their customers to open demand deposit accounts. In 1907, a large number of depositors in New York City attempted to withdraw their money at the same time. why this happened, and what the result was

37. C Study the text on the opposite page. 3 Which paragraph(s) will probably answer each research question? Read those paragraphs and make notes. 4 Have you got all the information you need? If not, read other paragraphs. 2.4 Extending skills

38. D Use the Internet to research one of the early banking services from the list in Lesson 2. Use the same research questions as in Lesson 2. 1 Make notes. 2 Write a series of topic sentences which summarize your findings. 3 Report back to the other students. Read out each topic sentence, then add extra details. 2.4 Extending skills

39. Tips for Reference 2.1 Vocabulary部分，教师讲解Vocabulary bank内容，并以小组课堂讨论形式，讨论练习A、B、E、F、H；课后学生完成练习C、D、G。 2.2 Reading部分，让学生课后查阅资料，完成练习A、B；教师课堂讲解Skills bank中的“Doing reading research”技能，深度阅读文章“BANKING from the Egyptians to the Victorians”，并按次序完成练习C、D、E、F。 2.3 Extending skills部分，学生课前完成练习A、B；课堂教师讲解练习C；教师讲解Skills bank中的“Using topic sentences to summarize”技能，并完成练习D。 2.4 Extending skills部分，深度阅读文章“The History of American Banks”，完成练习A、B、C、D。

40. 谢谢欣赏！