market_leader_3e_-_intermediate_-_teachers_book (852197), страница 18
Текст из файла (страница 18)
Students could do this for homeworkor in pairs in class.G:] Writing file, page 131t:l Resource bank: Writing (page 208)52Money�)>�r)>znrnLesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.StartingupStudents think about and discuss their ownattitudes to money.Vocabulary: Financial termsStudents look at and learn some key financialexpressions and see how they are used in context.Practice FileVocabulary(pages 24-25)Lesson 2Listening: Managing investmentsStudents listen to an investment manager talkingabout investment strategy.Resource bank: Listening(page 1 93)Reading: An inspirational storyStudents read about a particularly giftedfinancial trader at an investment bank.Language review: Describing trendsStudents develop their knowledge of and a bili tyto use the language to talk about trends andchanges.Lesson 4Each case study is about2 hours.11htoCourse Book Listening(DVD·ROM)Language review(pages 2 5-26)ML Grammar and UsageSkills: Dealingwith figuresStudents look at how to say numbers in differentcontexts.Resource bank: Speaking(page 181)Case study: MakeyourpitchBusinesspeople appear on a business TVprogramme looking for entrepreneurs withattractive products in which to invest.Resource bank: Writing(page 209)Practice FileWriting (pages 26-27)Case study commentary(DVD-ROM),, ...................
........................... ......... ............... ..........For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individualstudents.
Where this is not the case, alternative procedures are given.53UNIT 6.. ..MONEYBUSI N ESS BRI E F-r•I.£�.One of the main features of globalisation is that capital can flow freely to and from almosteverywhere. People are always looking to place money where it will be most profitable and earnthe greatest return on investment.
As an individual, you can put your money o n deposit in a bankand you will get interest. Your money is lent out to people, businesses and governments whoneed it to finance their own projects, and the bank will make its money on the difference betweenwhat it pays out in interest on deposits and what it gets in interest from loans.toc:V)zIT1V)V)to::0IT1'TIYou could buy some bonds and, as long as the organisation or country you've invested in bylending it money doesn't default, you will get your interest payments, and later your bonds willeventually be repaid. Or you could buy some shares and share in the profitability of your chosencompany. In good times, the dividends will be more than what you would get from bonds.
I naddition, the shares themselves will increase i n value, giving you a capital gain if you sell them.But if the company runs into trouble and goes bankrupt, you will be among the last to be paidback and you may get only part of what you put in or you may lose all your money.This is the trade-off between risk and return.
The higher the risk of your investment not beingrepaid, the more you will want it to pay back in return on investment. Investors use the world'sfinancial markets to channel money into profitable investment activities and projects. Borrowers,such as companies and governments, use them to find capital on the best terms.Most investors are not private individuals but institutions like banks, insurance companies,mutual funds (unit trusts in Britain) and pension funds, who are, of course, investing the moneyof private individuals indirectly. The markets they invest in include the money and currencymarkets, stock markets for shares (also known as equities), commodities markets for anythingfrom gold to pork bellies (used for making bacon), and property (buildings and land).There are also markets for futures in currencies, equities, bonds and commodities: a future is afixed-price contract to buy a certain amount of something for delivery at a fixed future date.
Thereare markets for options in currencies, equities and bonds. Here, an investor buys the right to buyor sell a certain amount of these things at a certain price on a particular date in the future. This isa form of betting on how prices will move.Options and futures are types of derivatives. It was with derivatives that the credit crunch of2007-8 began.
Loans to borrowers in the US housing market were resold or securitised by thebanks who made the original loans: interest payments on the loans were used to pay investorswho were buying the related derivatives. But sub-prime borrowers were unable to repay theoriginal loans, and this led to the collapse of a large number of banks and other financialinstitutions, with governments having to bail out (rescue and assist) many of the remainingbanks.
Following their traumatic experience, many banks are very reluctant to start lending again,leading to dire consequences for economic activity.Money and your studentsFollowing the credit crunch and its aftermath of the last few years, your students may have strongviews on the financial system and the social usefulness or otherwise of some of its activities,for example derivatives trading. As ever, discuss tactfully, especially if your students work in thefinancial sector.Read onMichael Brett: How to Read the Financial Pages, Random House, new edition, 2003Longman Dictionary of Business English, Pearson Education, 2 n d edition, 2007Graham Bannock: Penguin International Dictionary of Finance, Penguin, new edition, 2003Graham Turner: The Credit Crunch: Housing Bubbles, Globa/isation and the Worldwide EconomicCrisis, Pluto, 200854UNIT 6 �� MONEYLESSON NOTES.�·....
.,�·�··'· '�.''! 11�-4�. .�.. �Warmer• Write this question on the board: Where do peopleput their money? Give one or two answers, e.g. intheir wallet o r handbag, i n a piggy bank (draw oneon the board), on deposit (teach this expression)in a bank, etc. Get students to suggest differentplaces and work towards the idea of investment,e.g. You can put your money in a company bybuying its shares.•Start building up a permanent list of financialexpressions on one side of the board, to which youcan add during the lesson.11 -1]Explain the tasks and get students to work onthem in pairs.•• Go round the room and help where necessary.Correct any mispronunciation of debt.With the whole class, go through the answers.•1shares4stock market2recession5forecast3equity stake6debtExercise B• Tell students they will be looking at the subjectof money.1bQuotationStarting upStudents think about and discuss their own attitudesto money.II•Go quickly through the questions with the whole class.Explain any difficulties, e.g.
bank statements, meaningand pronunciation of receipts, etc.•Get students to discuss the questions in pairs.Go round the room and help where necessary.•Bring the class to order and ask members of differentpairs to talk about the answers that their neighbourgave, comparing them to their own answers.(Ensure that individual students don't just givetheir own answers.)• With the whole class, ask two or three students whatanswers they gave. Don't be surprised by differingcultural attitudes, for example towards giving tocharity and tax evasion (teach this expression).Be tactful as ever.Vocabulary: Financial termsStudents look at and learn some key financialexpressions, see how they are used in context and applythem themselves.2c3e4aSf6d.......
..... . ....... ...�IT1l/)...." '11 -I:J �))) CD1.36• With students still i n pairs, explain the task. G o roundthe room and help students, where necessary, tocomplete the text. Don't play the recording yet.Ask students if they agree with the quote. Ask whyor why not.•0zzExercise AOverview• Go through the overview section at the beginningof the unit, pointing out the sections that studentswill be looking at.rITIl/)l/)Exercise C1recession6 debt2stock market7 equity stake3forecast8 pre-tax profits4investment5bankruptcy9 annual turnover10 dividend• Then play the recording and, with the whole class,elicit answers.
Explain that turnover is British English.Americans talk about sales.IIDo as a quick-fire whole-class activity, gettingstudents to call out the answers.•Sample answersAsia-Pacific region, share values, market confidence,luxury hotel group, interim results, strongperformance, emerging marketsa•Put students into threes. Get them to discuss thedifferent points. Go round the class and assist wherenecessary. Monitor the financial terms that they use.•Bring the class to order and ask a spokesperson foreach group to say what its findings were. Comparethe answers from different groups.• Then praise strong language points that you heardand work on half a dozen finance-related points thatstill need improvement.0 i·Giossary55UNIT 6••MONEYListening: Managing i nvestmentsRead ing: An inspirational storyStudents listen to Darrell Mercer, an investmentmanager, talk about the investment strategy thathe follows.Students read about a particularly gifted financial traderat Goldman Sachs.11 �>» c o 1 .3 7rmenen0zzam(I)0Get them to look at the text and guess what mightbe in the gaps before they hear the recording.
(Theymight talk about money and the return that hisclients are looking for.)GPlay the recording once or twice. Explain anydifficulties, without giving away the answers,of course.r:.. �. �h����� d ��. i��...1 1 investment solutionsj 2 capitalj 3 level of return�. .� . �.�.���.�..��.�..�����:.�.......................................................................................:.. ...Explain any difficulties.rl:l�l:�···Play the recording twice, stopping at convenientpoints for students to complete the chart.
You mayhave to play the recording more than twice as thereis a lot of information for them to absorb.·······���� ;�� ��·6 �� � � � ;����······································�······················........3 rate of inflationstock5 share. ,. .......I10 absolute return9 hedge4. . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................................G>:Go through any difficulties and any pronunciationproblems (e.g. precious).oPlay the recording once or twice (or more ifnecessary). Again, help with any difficultexpressions without giving away the answers.:. . ... .
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
