0 Work in pairs. Ask each other the questions. 1 Do you try to save money or do you like to spend it? Ach atom ae 2 ae are the advantages and disadvantages of spending and it o secenene : 3. When you pay for something, do you prefer cash or credit card? @ Match the words in A with the pictures. 1 Bank eas Now work in pairs. Say how often you use the things in A. 18 Unit 2: MoneyRead the bank statement and decide what the words in B mean. Read the text and complete it with the headings. @® Now listen to a conversation and tick the things the student advisor talks about. @ BG Listen again and choose A - C. 1 The student heard about the bank from ... 2 A an international student. B student services. C a bank's Student Advisor. 3. You can change the personal identification number... 4 ‘A when you want to. B the first rime you use the card. C if you tell the bank you want to change it. Now work in pairs and discuss the questions. 1 Which account has the best interest? 2 What is direce debit? 3. Inwhich ways can students manage their accounts? 4 Do you have similar banking systems in your country? The interest on the current account is ... A 0%. B 15%. C 4%, ‘The number for telephone banking is ... ‘A 08457 440 440. B 08547 004 004. C 08457 004 004. Unit 2: MoneyG Read the form and answer the questions. 1 Which two addresses does the bank want? 2. Which contact numbers do they ask for? 3. Why do you think they want an e-mail address? Listen to a conversation and decide if the statements are true or false. TRUE FALSE The student advisor needs to see the student’s university card. =] ‘The student’s handwriting is difficule to read. | The advisor asks for his middle name. Oo He is in the second year of his course. JO He would like the bank to give his details to other businesses. [| [_] Now listen again and complete the form. International student application form 1 Personal details Title a Forenames (first names(s)} [_ (2) Surname (last name) Date of birth | Your country of residence 2 Home address House no, or name (overseas) Street name Town / City 3 Address in UK Hall of residence House no, or name Date of arrival If you have a preference to where all correspondence should be mailed, please indicate, Home (overseas) [_] UK [V/ 4 Contact numbers Home no. (overseas) Mobile no. UK no O1R7H_ 235650 email ©). o 5 University details Course date start 09 2006 /end ( (9) Undergraduate | | Postgraduate |_| (10) If undergraduate, which year are you in?1| | 2{ | 3| | 4 [ 6 Your information Telephone marketing (11) Y/N Other marketing (12) Y/N Do you want your details passed on to our other bank businesses? (13) Y/N 20 Unit 2: MoneyPronunciation @11 BG Listen and notice how we say the letters and symbols. handi@[Link] — [Link]/online-banking han_21@[Link]. @11 Now listen again and practise. Language study: asking for information @ Study the examples and explanations. Tin sorry? And you are an international student at the university? We can make a sentence into a question by making our voice rise at the end of the sentence. Is there a branch of the bank on or near campus? Yes, there is. No, there isnt Do they have online banking services? Yes, they do, 1 No, they don’. Can you receive a debit card immediately? Yes, you can. / No, you can't. auxiliary verb + subject The questions we ask depend upon the information we would like. For simple answers we use yes / no questions. What's that? How long have you been there? How can I do that? wh- word + verb + subject We use wh- questions to ask for more detailed information. Td like to ask you a few details Could you tell me how that works? We use Can you / Could you tell me ... ?, I'd like to know ..., I'd like to ask you ... to ask for detailed information politely. Information questions have the same form as sentences. Now put the words in each question in order, been you in this country have long? can where find nearest the cash point I? how money can I from abroad transfer? office is this international the? 1 2 3 4 5. is what date of your birth? 6 you open tell could how to a savings account me? Me latch questions 1 - 6 in activity 9 with answers a - f. Irs on the campus, in the Students’ Union. The third of January 1980. No, I haven't. ‘There are three ways to do it. Just fill in this form and we'll open it right away. f Yes, ivis. @ Work in pairs. Student A, ask Student B questions and complete the form in activity 7. Student B, answer Student A’s questions. Now change roles. Unit 2: MoneyReading © Work in pairs. Discuss what the cartoon is about. @ Match the words in C with the definitions. 1 when a business or a person has no money 2. money you give to pay for something 3 the money a business takes and spends to keep operating 4 to buy something 5. the process of buying something Read the passage and complete the sentences with a - i. 1 Credit cards are better _a_cash machines were introduced. 2 Smart cards in the ability to store information, Hong Kong cc for payments between countries. 3 Inthe US the use of d__people prefer to use direct debie. 4 oc . oe can be used for tickets and fast food. meena eee are able lace cash. bream £ that they are able to replace cash g people could take out money 24 hours a day. h i Co f — | for small and large amounts. rose because because banks are charging people more to use them. Do the statements agree with the information given in the Reading Passage? Write ... TRUE if the statement is true according to the passage. FALSE if the statement is false according to the passage. NOT GIVEN if the statement is not given in the passage. Banks today still have the same structures as five hundred years ago. North America has become a society that does not use cash. ‘Tax rates could be lowered as a result of a reduction in crime. ‘Smart cards can carry computer programs. In the 1980s people became more responsible with money. jead the passage again and find words which mean to put equipment in a place where it is ready for use (paragraph C) very important and long-term (paragraph D) relating to the basic characteristic of something (paragraph D) a system in a country or organisation that carries goods or information (paragraph E) 5. something that advertises a special product or event. (paragraph E) AONE DUR 22 Unit 2: MoneyTHE CASHLESS SOCIETY Ifa banker from fourteenth century Italy used a bank today, he would probably still be able to recognise ‘the banking system. 21st century banking is still mare a product of the past than the present and customers are becoming impatient. Payments made through banks can still take three or four days to clear and cross-border payments can cost up to 25% of the amount sent. Credit cards are a little better as an 5 easy means of payment especially across borders, but for merchants and consumers they are expensive both for very small payments and for very large ones. The pressure for banks to change is certainly here {In the future, whispering into your wristwatch or waving your mobile phone could be enough to start a transaction — from paying a newsagent, downloading digital music, buying a train ticket, sending cash to a relative or trading shares. In Finland you can already pay fora car using your mobile. in Japan 650,000 40 electronic purses known as Edy cards are in circulation and can be used at around 2,100 stores in the Tokyo area, In Hong Kong, you can walk through ticket barriers and buy fast food with your Octopus stored-value (smart) card. In Hong Kong there are about 8.6 million of these cards in circulation with more than 95% of citizens using the cards, making Hong Kong the world leader in e-cash The US too is much closer to becoming a cashless society than many people realise. Credit and debit card 15 purchases in the US make up most of all retail transactions. Card scanners are installed in parking meters, fast-food restaurants and unstaffed petrol stations. The use of cheques is declining as banks charge higher fees for using them, in an effort to encourage consumers to use debit cards and direct debit bill payment. The percentage of consumer purchases made with cash or cheques has fallen from 80% in 1994 to 66% recently. There are already 6.2 million smart cards in North America and this is predicted to rise to 20 nearly 40 million by 2007. The immediate effects of a cash-free society could be profound and fundamental. Theft of cash would become impossible ~ bank robberies could not happen. Attacks on shopkeepers, taxi-drivers and cashiers would end, the streets would be safer, security and insurance costs would fall. Unpaid taxes could be collected, and as a result tax rates could be lowered. The real advantage of smart cards however is not 25 the ability to replace cash, but the information they can hold in addition to this. They can store data, ‘making them ideal to use as security passes to office buildings or ID cards. They can store medical information so that in an emergency a hospital would have all the information they need about you Scientists are even proposing computer chips the size ofa grain of rice placed under the skin to carry this information, Given these benefits, why is the cashless society a lot further away than many people have 30. predicted? The problem is not a technological one — the technology to replace cash exists today. There are several reasons why the cashless society has not yet arrived. Firstly, the economic infrastructure for debit and credit cards is already in place, making it difficult for e-cash cards to enter the market Secondly, the cost of introducing these smart cards is estimated at $15 billion worldwide and what is more, the consumer is nat necessarily looking for a new way to pay. Furthermore, making society cash 35 free has other consequences. Starting from the early 1980s, consumer spending rose with the introduction cf cash machines which allowed consumers ta withdraw cash around the clock. Secondly, personal bankruptoies rose dramatically as people had easier access to credit: people's cash flow became invisible ‘and people became irresponsible with their money. Thirdly, in France smart card fraud rates were very high. Lastly, companies will be able to follow the consumer's spending patterns, analyse this and target 40 them for sales promotions. Although every month brings closer the dream of a cashless society, no new scheme has found the best way forward yet. Unit 2: MoneyLanguage study: negatives Study the examples and explanation. Now decide how to make these words negative. legal understand wire tax decisive _ responsible manage stress motivated important relevant precise hope ~ calculate @ Complete the sentences with the correct form of some of the negative words from activity 6. 1 Tthink this tax bill must be a + T paid my tax last week, 2 I can't believe you spent your grant already: you're with money. 3. Don't be , make a decision. 4, John's not doing much work at the moment, he’s a bit 5. You can buy laptop computers at the airport ~ they are much cheaper there. Achieve IELTS: negative words In the reading and listening passages, the answer may be the opposite or negative to words in the question. Recognising negative prefixes and suffixes will help you answer these questions. Now read the questions in activity 4 and find two questions that have negative words in the answer. Work in pairs. Discuss the advantages and disadvantages of a cashfree society. 24 Unit 2: MoneyListening © Match the currencies in D with the pictures. @ Match the words in E with the definitions. 1a number thar identifies a bank IELTS tasks: note completion; multiple-choice 2. to move something from one place to another, especially money 3. to change something from one form or system to another 4 a price asked for products or services 5. the amount of money you can get sel gand buying money from different countries @r2_B Listen to a conversation and complete @e the notes. Now listen again and answer the questions. ‘What personal information does the advisor ask for? ‘What happens if Alice sends dollars? ‘What happens if she sends sterling? What is a SWIFT code? Why does she have to give a reason for transferring the money? Wane Work in pairs. Ask each other the questions. 1 Why do international students need to transfer money? 2 Have you ever transferred money abroad? @ ®@ questions Funds transfer +» cheque (1) weeks + electronically (2) days + charges From (3) bank; — bank, (5) charges For transferring amount, and additional fee For © to local currency. Bark advisor needs: © full name oF beneficiary and M—_; + name of bank and the @) oF the branch; the and SWIFT Unit 2: MoneyG Work in pairs. Think of three ways students can save money. @3__Now listen to a talk and answer the questions. What is the talk about? How much is the average cost of living in London? How do students help to pay for their studies? How many ways can students save on fuel bills? 5 In which three places can students buy second-hand books? @i3 BG Listen again and choose A - D. 1 Most of the cost of living comes from ... ‘A university fees. B accommodation. C eave, D books. 2. Nearly a quarter of students ... A work part-time. B_ missed lectures gave in work late. D cover their expenses by working, 3. Ifyou have a bank account with a free overdraft ... A the interest will be 4.5%. B you should withdraw your money and spend ic on food. C you should take our all the money and put it in a savings account. D you should put £1,500 into it 4 Students can lower their fuel bills by ... ‘A. heating the house properly. B using rechargeable batteries. C checking the suppliers’ prices. D buying a student card. 5 Students can save money on shopping by ... A shopping once a month, B shopping with other students. CC taking out cash twice a week only. D leaving their cheque book at home. RENE Work in pairs. Discuss the questions. 1 How many ways of saving money can you remember from the lecture? 2. Can you think of other ways of saving money? 26 Unit 2: MoneySpeaking © Work in pairs. Ask each other the quiz questions. @ Ifyou see a pair of shoes for 50% © When you buy clothes do you go . off do you a to the most fashionable shops?|__| a buy them —you're saving 50%.[_] toa high-street retailer? oO b leave them — you don’t need © tothe market? Cl prea d toa second-hand shop? = |_| oye forsamenne "©. @ atthe end of the month you have a no idea what you spent. d make anoteandshopavound. {J ed more debt your eed © How do you rate your relationship © When you go shopping do you card with money? a buy what you fancy? [1 ¢ spent as much as you have a I never think about it. [|b make a list but don't always earned. b I get by. oO use it? [1d putaside some money for ¢ I'min control. (1) c make a list and only buy things savings. d People ask me for advice cn the list? LI about their finances, {| 4 onlygowindow shopping? — [_} Now turn to assignment 2.1 and check your answers. Express yourself: finances and purchases Match the phrases with their meanings. 1 get by a. to compare prices in different shops 2 putaside money something someone has bought and is selling again 3 window shopping looking in shop windows, but not buying anything 4 shop around d_ to save money 5 second-hand € to live on a little money Now work in pairs. Use the phrases to talk about things you do. @ Read the introduction to Part 1 and add two more questions. Then read Part 2 and make notes. Part 1 Part 2 Let's talk about where, when and Describe something you bought why you go shopping. 1 Inwhich part of your town or city do you like to go shopping? 2 3 recently. You should say: — where you gor it from — why you bought it — why you like it and explain why it is important for you. © Work in pairs. Student A, you are the examiner, Ask Student B the questions in parts 1 and 2. Student B, you are the candidate. Answer Student A's questions. Unit 2: MoneyWriting © Answer the questions. 1 How good are you at managing money? A very organised Dot very organised at all irly organised E dont know C nor very organised 2. How often do you check your bank accounts? ‘A. regularly B not very often 3 When you have spare cash do you try to move it to a savings account or spend it? A saveit B spend it Now ask the other students in the class the questions and make a note of their answers (to use in activity 4). ® Compare your answers to question 1, activity 1 with the charts. Now read the passage and answer the questions. 1 What do the chart and table show? 2. What expressions are used to refer to figures? 3. Which information do you find interesting / surprising? “The two diagrams show students’ responses to the question of how good they are at managing their finances. The pie chart shows the ability of UK students to manage their finances at University overall and the table shows Ree ae centaenne eT L nenarenearor easel at ‘managing their finances. The majority of students ~ just over half of the total number ~ think they tre fldy ofyanised Rnanclally, while slightly overs Bfh of the cota believe they are very organised. Exactly a fifth of the students do not think they are very good at organising their finances, while approximately 5% of students are nor at all organised or do not know about their ability eo organise money. If'we look at the table showing the figures for the very organised section of ‘Age up to 22 years the pie chart, we can see that older students think they are more organised than younger students, with over a third of students above 26 saying they "aga GEES ears are very organised, around a quarter of 23-25 year olds saying they are very organised and just under 20% saying they are very organised, From the information we can conclude that most students in Britain think they are in control of their finances and are managing them at least fairly well or, for roughly a quarter of the students, very well. Achieve IELTS: describing charts ‘When you write about a chart or table you will receive marks for organising and describing all: tht Tetbtcnadion, Upa'vll ont remter nace for giving temon or the inforenstin ot giving your opinion about the information (but you will not lose marks if you do this). As you have limited time and number of words, write about the information only. 28 Unit: 2: Moneyig to numbers © Study the examples and explanations. Fractions and percentages 20% a fifth 50% ahalf 25% aquarter 66% two thirds 33% a third 75% three quarters We can use percentages or fractions to write about numbers in charts and tables. The majority of students We use most (of) / the majority (of) to write about large numbers. just over half of the total number We can use under, over, at least, up to to write about numbers up to a limit. We often use slightly, well, just to modify these. approximately 5% of students are not at all organised We can use almost, around, about, approximately, nearly, roughly, in the region of to write about approximate figures. Exactly a fifth of the students do not think they are very good at organising their finances We can use precisely and exactly to write about exact figures. Now write sentences about the charts. Student, ‘Students checking Students checking ve go abPMModation bank accounts credit card statements 70 60 50 40 30 E E 10 0 living living in rented do check — do not check. do check do not check athome accommodation Source: UNITE @ Write a report on your notes from activity 1. You should write at least 1150 words. Unit 2: Money