Lesson 4 The Boy and the Bank Officer

1. Lesson 4 The Boy and the Bank Officer Philip Ross

2. ·Teaching Plan of This Lesson1.Object:1).To get the students to know sth. about the author 2).To get the students to analyse the writing style of the text3).A detailed study of the text to help the students to fully understand the text and grasp the language points2.Importance:To help the students to understand the story of the text and ask students to act it out 3.Difficulty: 1). The structure of the text2). The appreciation of literature writing: irony and the simple, straight forward style of writing

3. 4.Teaching method:1)Question asking and answering2)Discussion 3)Examplification 4)Discussion5)Oral practice and the use of multimedia5.Teaching aid:Multi-media and concerned reference materials.

4. Background: bank / churches and churchgoers Text: sentence understanding/word study Discussion: questions on text Activities: dramatization

5. Background：1.The author Philip Ross (1939----) is an American writer based in New York. After working at a newspaper reporter for four years, he turned to freelance writing. Many of his aryicles have prepared in the New York, Reader’s Digest and New York Times. This text is taken from Strategies for Successful Writing: A Rhetoric and Reafer, 3rd ed. Published by Prentice HHall, Inc. in 1993 in Englewood Cliffs, New Jersey.

6. Background: 2.BanksHISTORY OF BANKS • Functions performed by banks today have been carried out by individuals, families, or state officials for at least 4,000 years. • Banks first emerged in the Middle Ages when people grew tired of carrying around all their gold and began leaving their money with the goldsmith. Italian Banking in the 14th Century

7. Background: Banks • During the early Renaissance(欧洲14至16世纪文艺复兴), as international trade revived, Italian money changers once again appeared. They did business in the streets from a bench (banca in Italian; hence the word bank). Florence, Italy, became a great banking center, dominated by the Medici (梅第奇)family. The Medici family, one of the most prominent banking families in Europe during this time, became quite wealthy from its banking and money lending practices.

8. Background: Banks • With the growth of commerce and trade in Northern Europe, the Netherlands(荷兰)became an international financial center. The Bank of Amsterdam(阿姆斯特丹/荷兰首都) was organized in 1609. A chartered public bank(特许银行)was opened in Sweden(瑞典)in 1656. Bank notes were probably first issued in the 1660s by the Bank of Stockholm(斯德哥尔摩/瑞典首都) in Sweden. It was probably the first financial institution in the world to issue standard-size payable-on-demand(随到随付)bank bills, which eliminated the handling of copper coins.

9. Background: Banks • The Bank of France was founded in 1800. For most of the 19th century the money markets of Europe were dominated by the House of Rothschild. The house was operated by Rothschild and his oldest son, Amschel Mayer, until its dissolution in 1901. The four other Rothschild sons opened bank branches in Vienna, Austria; Naples(那不勒斯), Italy; London, England; and Paris, France. The London and Paris branches are still in operation. Frankfurt House of Rothschild

10. Background: 3.Churches and churchgoers Nobody but poor folks get happy in church. ---Richard Wright, U.S. novelist The British churchgoer prefers a severe preacher because he thinks a few home truths will do his neighbors no harm. ---Attributed to George Bernard Shaw, Irish playwright.

11. Warm-up Activity What do you know about banking? • What do you usually do in the bank? • What procedures do you need to go through when you open an account? • What procedures do you need to go through when you draw out money from the bank?

12. Have you even been to the bank but denied the chance to withdraw money because you had forgot to bring your identify card with you? • How did you feel at the moment?

13. Pre-text vocabulary • taboo: (an action or word) avoided for religious or social reasonse.g. For some people, death is a taboo subject. • finance: (the management of) a supply of money • financial: relating to money or how money is managed • consumerism: a movement advocating greater protection of the interests of consumers; the theory that an increasing consumption of goods is economically beneficial 

14. Jokes: • Bank Name • Mother decided that 10-year-old Cathy should get something 'practical' for her birthday. • "Suppose we open a savings account for you?" mother suggested. Cathy was delighted. • "It's your account, darling," mother said as they arrived at the bank, "so you fill out the application." • Cathy was doing fine until she came to the space for 'Name of your former bank.' After a slight hesitation, she put down 'Piggy.'

15. Words & Expressions Guess the meaning of the following words. 1. open an account 2. close an account 3. deposit 4. withdraw 5. overdraw 6. balance 7. credit 8. passbook 9. pass card 10. an account book 11. a savings account 12. a current account 1.开户头 2. 结清账户 3.存款 4. 提款 5.透支 6. 节余 7.信用 8. 存折 9.银行卡 10. 存折 11.定期存款 12.活期存款

16. Bank names • 中国工商银行：ICBC • （Industrial and Commercial Bank of China） • —— “爱存不存。” • 中国建设银行：CCB • （China Construction Bank）——“存、存不？” • 中国银行：BC • （Bank of China）——“不存。” • 中国农业银行：ABC • （Agriculture Bank of China）——“啊，不存！” • 中国招商银行：CMB • (China Merchants Bank) ――“存吗？”“不！”

17. 中国民生银行：CMBC • China Minsheng Banking Co., Ltd • 交通银行： • Bank of Communications • 广东发展银行：GDB • (Guangdong Development Bank) • 上海浦东发展银行：SPDB/SPDBank • (Shanghai Pudong Development Bank) • 深圳发展银行：SDB • (Shenzhen Development Bank) • 花旗银行： • Citibank • 渣打银行： • Standard Chartered

18. Body Language Other gestures: In North America this gesture means good-bye. In North America this gesture means “I don’t know”. Shrug (para 22)

19. In North America this gesture meansgood, acceptable, or okay. In North America this gesture means“stop”.

20. In North America this gesture means victory. In North America this gesture meansgood luck.

21. In North America this gesture means success. In North America this gesture means “come here”.

22. In North America this gesture means you want to interrupt to say something. In North America this gesture means “it’s not good” or failure.

23. In North America this gesture means you want someone to give you a ride. In North America this gesture means “give it to me”.

24. In North America this gesture shows anger and a desire to hit someone.

25. Type of writing • Question:What kind of writing is this text? Answer: a narration • This is basically an interesting anecdote (short, interesting or amusing story about a real person or event 逸事）with an unexpected ending. Don’t try to read too much into it morally.

26. Question: What are the elements of this narration (i.e. protagonist, setting, plot)? Protagonists: bank officer, the boy and “I” Setting: at the bank Plot: a boy’s withdrawal of money from the bank

27. Four Wh- Questions of the Story • Who: “I”; the boy; the bank officer • When: lunchtime • Where: at the bank • What: The boy wanted to withdraw money while I was going to

28. Theme of the story Traditionally, poor people and people who sympathize with them have regarded banks as evil, as enemies of the poor. Such suspicions and misgivings obviously still linger on. This article seems to prove that prejudices of people like the author are ungrounded.

29. Skimming the Text • 1.Why did the author go to the bank one day? • (We can assume that he went there to open an account.) • 2. What did he see in the bank? • ( He saw a small boy who wanted to withdraw some money.)

30. 3.Why did the boy have trouble withdrawing money? ( Simply he was too small). 4. What excuses has the bank officer given to keep the boy from withdrawing his own money?

31. The boy is allowed to withdraw the money without a letter from the parents. (para.7) That is the bank’s policy. (para. 14) The boy could withdraw the money before because the teller were not aware of the boy’s age then. (para. 21) The bank was representing the boy’s interests. (para. 30)

32. Structure of the text The attitude of the author’s friend toward bank. Part 1 (para. 1): Part 2 (paras. ): Part 3 (paras. ): The boy managed to withdraw money from the bank but was kindly refused. 2—23 The bank officer cleared the fact. 24—32

33. Detailed study of the Text

34. 1) I have a friend who hates banks with a special passion. (para1) • passion: a strong feeling or emotion 2) A bank is just a store like a candy store or a grocery store (para1) • candy store: store which sells sweet food made of sugar or chocolate • grocery store: (American English) a store that sells food and other daily things used in the home; a supermarket

35. 3)The only difference is that a bank’s goodshappen to be money, which is yours in the first place. (para1) • goods: (usually in plural form) things produced in order to be sold • to happen to do/to be: to do/to be sth. by chance. e.g.发生火灾时，我刚好路过。 I happened to be passing by, when the fire broke out. • in the first place: used to introduce a series of points in an argument or to talk about what should have been done, placed in or at the beginning of a series events. e.g.如果你不喜欢这条裙子，一开始你就不该买。 If you don’t like the dress, you shouldn’t buy it in the first place.

36. Question : Why does the author say that the money “is yours in the first place”? • Because at the first beginning the money belongs to you, and then you deposit the money in a bank.

37. 4) If banks were required to sell wallets and money belts, they might act less like churches. (para 1) • Question: Does the author like the way the church act? • The word “church” has certain associations. People usually think of it as the spokesman of God, as a powerful organization that controls your life and can interfere in your lives. Therefore the author thinks it is ridiculous for banks to act like churches. • (这里把银行比作式教堂，因为在西方人眼里教堂是传播上帝的声音的地方，有崇高的权威性，是一种高高在上的气势。) • wallet: a small flat case men carry in their pocket, for holding money • money belt: wallet fastened to the belt

38. 5)…I walked into a small, overlighted branch office on the West Side. (para2) • overlighted: too brightly-lit, having too much light Word formation: The pre-fix: “over-” • over-: ---above; outside; across e.g. overcoat overhead overhang overall • --- to excess; too much e.g. overtime overeat over-rich overburden

39. 6) I had come to open a checking account. (para2) • Expressions about “account”: to open an account; to lose an account; to settle an account

40. Phrases concerning account: ① take account of sth./take sth. into account:to consider or include particular facts or details when making a decision or judgment about sth. E g: 这些数字不考虑通货膨胀率变化。 These figures do not take account of changes in the rate of inflation. ② on account of: because of sth. else, especially because of a problem or difficulties E.g: 由于受伤的腿，他跑不快。 He can’t run very fast on account of his injured leg.

41. 7) …the only officer on duty was a fortyish black man with short, pressed hair, a pencil mustache, and a neatly pressed brown suit. (para3) • fortyish: about forty • The suffix “-ish” here means “approximately”. Further examples: • “Bookish 好读书的；迂腐的brownish呈棕色的childish幼稚; feverish发热的；狂热的selfish自私的yellowish 微黄的；带点黄色的” • Pressed hair: a kind of hair style, with the hair uncurled (拉直了的头发) • Pressed brown suit: make cloths smooth using a hot iron. • a pencil mustache: a thin mustache looking like a line drawn by a pencil.

42. Question: What conclusion could we arrive at as for the officer’s identity? Answer: Everything about him—his clothes, his manner, etc. indicated that he was a carefully dressed man who had an important position and power.

43. 8) …who was wearing a V-necked sweater, khakis, and loafers. (para4) • V-necked sweater: a sweater with the opening for the neck shaped like the letter V • The suffix “-er” often refers to things as well as to people, e.g. sweater, loafer, pain-killer, cooker, dish-washer, etc. 9) …he looked more like a kid from a prep/preparatory schoolthan a customer in a West Side bank (para 4): • more … than: used for saying that one way of describing sb/sth is more accurate than another

44. e.g. What he said was more of a threat than a request. 他的话与其说是请求不如说是威胁。 • a prep/preparatory school: in the U.S., a private school for children over the age of 11 that prepares then for college.

45. 10) The boy continued to hold my attention because of what happened next. (para 5) • to hold my attention: to keep my attention 11) He was holding… savings-account book and wearing an expression of open dismay. (para 6) • Wear: to have a particular expression(面露，面带) e.g. 听到这个问题后，所有的同学面带疑惑。 All students were puzzled on hearing the question.

46. Open: not hidden 不加掩饰的，公然的 e.g.: open criticism, open hostility • wearing an expression of open dismay: looking very worried, disappointed and upset 12) …a fourteen-year-old is not allowed towithdraw money…(para7) • (not) to be allowed to do sth: (not) to be permitted to do sth • The whole sentence: a fourteen-year-old person is too young to take money out of his account…

47. 13)“But that doesn’t seem fair,” the boy said, his voice breaking. (para 8) • Question: What kind of structure of “his voice breaking”? • Answer: his voice breaking = with his voice breaking(独立结构，有逻辑主语，做伴随状语) e.g. She was preparing the dinner, with her daughter helping to set the table. 她在做饭，女儿帮着支桌子。 14）Now if you will excuse me.(para 9) • This expression is used when one wants to go back to one’s work, or to attend to other customers, or just to end the conversation.

48. 15) I didn’t think twice (para 11) • think twice :v. to think very carefully before deciding to do sth., because you know about the dangers or problems e.g.我建议你在要求涨薪水之前三思。 I suggest you think twice before asking for a pay raise. • The whole sentence:I didn’t think very carefully (before I said…)

49. 16)I was going to open an account…(para 11) • Question: Why did the author changed the tense here? • Answer: The sentence implies “ I originally planned to open an account, but now I’ve changed my mind.” （过去计划干某事）

50. 17)Excuse me? (para 12) • Question: Under what circumstance is this sentence used? • Answer: This is used when you disagree with somebody but still want to be polite about it. (It means “but why? I don’t understand.”)