unit

1 Reading and Writing

READING TIPS
READING AND WRITING

PART ONE
– Read the questions carefully first.
– The words in the questions are usually not the same as the words in the text so look for
paraphrases in the text. Words from the questions may well be in other texts.
– Make sure the text matches the question exactly.

• Look at the statements below from an article about first impressions.

• Which section (A, B, C, D or E) does each statement 1–8 refer to?
• For each statement 1–8, mark one letter (A, B, C, D or E).
• You will need to use some of these letters more than once.

Example
0 A decision to talk to someone is often made by just hearing their voice. D

1 Grooming and attire are extremely important for an initial contact. c

2 First impressions often take precedence over factual knowledge. A
3 Studies prove that initial impressions favour indications of knowhow
E
and honesty.
4 Quick assessments of people are counteracted by a more
B
thoughtful process.
5 The ability to do a job well is more important than self-assurance. E
6 We judge people more favourably if contact with them could be
C D
beneficial to us.
7 People have an instinctive reaction to vocal sounds heard for the first time. D
8 The ability to maximise one’s best features is very useful in business. C

A However hard we try, first impressions usually remain with us and affect every aspect
of business: meetings, presentations, interviews, demonstrations, advertising and web
design, for example. Research shows that it only takes a twentieth of a second for a
person to decide if they like a webpage or not. So, if a potential customer takes against
the site immediately, business will be lost, even if the product or service offered is second
to none. First impressions are so powerful that they will often override whatever people
may tell us to the contrary about a person. 2
B Experts believe there are two thought systems in our brains. The first is fast, intuitive and
emotional, and is involved in first impressions. The second is slower, more contemplative
and logical. The former comes into play in that split-second when first seeing or hearing
someone. Furthermore, we assess people according to our own social or business world,
so if we feel that they will be useful to us, we will focus more on their positive aspects
than their negatives. This is when the second system is brought into play so that snap
judgements are balanced out.

2
 UNIT 1 •• READING AND WRITING

C Nevertheless, it is appearance that tends to blot out all other aspects in the first instance
and, as people make up their minds about someone in the first four to seven seconds, = initial conatct
then it is a no-brainer to ensure you look the part. If someone fits in with our idea of (1)
a trustworthy, good person, then we may lean towards a favourable view of them.
Successful movers and shakers are able to leverage all their attributes to their greatest
advantage when networking or making business deals. (8)

READING AND WRITING

D When presenting yourself or your company to a roomful of people, the intonation and
modulation of your voice can indicate how trustworthy people perceive you. For example,
the first greeting can seal that first impression and determine whether the listener will
want to continue the interaction. Research suggests that some voices just sound more
trustworthy and pleasant. Experts have discovered that our ability to judge whether to
approach someone is often based on the first utterance from them, has evolved over
millennia and is used by all mammals.

E Establishing credibility as quickly as possible is vital if business deals are to be

successfully negotiated and sealed. Appearance, voice, gestures and mannerisms are all
absorbed to create a first impression. Many people say that a strong handshake indicates
a confident professional and it helps to confirm a good first impression. However,
research has shown that confidence is not necessarily the most important characteristic
we seek. Instead it seems that we are concerned mainly with two traits which account for
between 80 and 90 per cent of first impressions: competence and trustworthiness. 3
= knowhow = honesty

WRITING TIPS
PART ONE
– Read all the instructions carefully and underline key words.
– Look at the graphs carefully to make sure you understand fully what they represent.
– Check the format required (email, letter, report, etc.).
– Write at least 120 words. If you write fewer you will lose marks. You do not get extra marks
if you write more than 140 words.

• A local networking group aims to help start-ups in the area. The first chart below shows the
unemployment situation in the local area and the number of applicants wanting financial
support. The second chart shows the amount of money available to help.
• Using the information from the charts, write a letter inviting companies to join the network
and support the investment.
• Write 120–140 words.

Local situation Funds available

60 70

50 60
50
40
thousand
thousand

40
30
30
20
20
10 10
0 0
2012 2013 2014 2015 2012 2013 2014 2015
unemployment applicants government grants private investment

3
 unit
2 Reading and Writing

READING TIPS
READING AND WRITING

PART FOUR
– Read the text through quickly so you know what it is about.
– Think about the meaning of each missing word.
– The four options usually have similar meanings.
– Look carefully at the text before and after each gap.
– Make sure that the word fits with the grammar, collocations and phrases of the text.
– Read the whole text through again to see if it makes sense with your choices.

• Read the article below about graduates and apprentices.

• Choose the best word to fill each gap from A, B, C or D.
• For each question 1–10, mark one letter (A, B, C or D).
• There is an example at the beginning.

GRADUATES VERSUS APPRENTICES

In the past, school (0) B have been encouraged to (1) on a university education
because it would guarantee a quick route to a good job with security and
benefits. People spoke of apprenticeships in a particularly (2) way, rarely
applauding their value and suggesting this course to those who were considered
academically weak.

However, the business world has changed considerably since those days and the
current thinking is that recruiting apprentices is a better option for companies.
Furthermore, apprenticeships which provide both work experience as well as
giving them a(n) (3) for university study, seem to offer the best of both worlds
for companies and employees.

In today’s fast-changing world, it is imperative that companies have staff who

can connect the (4) and who have the ability to (5) opportunities when faced
with them. When employing graduates it can take quite a long time before they
understand the company and its work culture, whereas the apprentice not only
has sector-relevant skills as they have been (6) these ever since they started,
but they also (7)
in much more quickly.

Research has shown that today many employers regard graduate skills as being
somewhat (8) from practice and the necessary industry knowledge so that they
are unable to make an immediate impact on the business. Employing graduates
can often mean having to (9) teams in order to accommodate them instead
of their being able to contribute effectively to the team. It is therefore widely
recognised that having an apprenticeship system within a company (10) several
invaluable benefits.

4
 UNIT 2 •• READING AND WRITING

0 A finishers B leavers C enders D workers

1 A train B learn C embark on D educate
upon
2 A pejorative B indignant C offended D disrespected
3 A budget B account C leverage D allowance
4 A spots B dots C points D marks
5 A spot B dot C glance D glimpse
6 A rehearsing B reviewing C honing D appraising

READING AND WRITING

7 A sit B set C fit D get
8 A separated B distanced C split D divorced
9 A familiarise B rejig C expose D accustom
10 A confers B educates C reveals D discloses

WRITING TIPS
PART TWO
– Read all the instructions carefully and underline key words.
– Check the format required (proposal, letter, report, etc.).
– Structure your answer with clear paragraphs.
– Use a range of business words and linkers.
– Keep checking the question to remember the purpose of writing.
– Write at least 200 words. If you write fewer you will lose marks. You do not get extra marks
if you write more than 250 words.

• Your HR Director has asked you to summarise the benefits of two training courses which
staff attended in the past year as there was negative feedback from some staff. Suggest a
new course for the coming year.
• Write a proposal, including the following points:
– brief details of the two courses
– an evaluation of them
– suggestion for a new course
– description of benefits of the new course.
• Write 200–250 words.

5
 unit
3 Reading and Writing

READING TIPS
READING AND WRITING

PART FIVE
– Read the text through quickly so you know what it is about.
– Think about what part of speech is missing.
– Think about the possible meaning of the missing word.
– Check the words before and after the gap so see if it is a common partnership or collocation.
– Read the whole text through again to see if it makes sense with your answers.

• Read the article below about green buildings. Return- tien loi dau tu
profit - tien loi tu kinh doanh (khong tu dau tu)
• For each question 1–10, write ONE word. intertest- tien lai ngan hang
coupon- tien loi tu trai phieu
• There is an example at the beginning.

(0)
Due to international agreements on the need to reduce carbon emissions
and fossil fuel consumption, businesses have been forced to consider ways to
reduce them. The ultimate aim is (1) for all businesses to operate (2) out of
green buildings. These days designers have to (3) come up with different ways
of incorporating energy efficiency into the fabric of a building, using only clean
energy such as solar or wind power. These green buildings should then be easier
and cheaper to operate and maintain.

In the past many companies have been reluctant to engage (4) in withthe idea

of green energy and buildings because initial costs have been so high. This
has therefore stifled any enthusiasm for change and, added to that, a lack of
incentive for them to (5) do so has meant that the take-up has been rather
slower than anticipated. However, nowadays the buildings are as cost-effective
as conventional ones and companies are able to see a good return (6) of on
their investment in a relatively short time. These buildings also provide staff with
which
a much better environment in (7) return to work, thus improving productivity and
the ability for companies to retain staff. (8) addition, it is proving easier to
attract tenants and command high rents in green buildings than in a traditional
building, thus proving that they can be a very good investment.
(9)
a company is not in line for purchasing a new building, then older
buildings can be retrofitted with resource-saving technologies. However, the
misconception that this investment is not financially viable has meant that
once again, the take-up has not been as successful as governments might have
hoped it (10) would be.

6
 UNIT 3 •• READING AND WRITING

WRITING TIPS
PART ONE
– Read all the instructions carefully and underline key words.
– Look at the bar chart carefully to make sure you understand fully what it represents.
– Check the format required (email, letter, report, etc.).
– Write at least 120 words. If you write fewer you will lose marks. You do not get extra marks
if you write more than 140 words.

READING AND WRITING

• The bar chart below shows the current cost of energy consumption for your business and the
projected costs over the next five years comparing the current system to investing in solar or
wind power.
• Using the information from the chart, write a report for the Managing Director about the
comparative costs.
• Write 120–140 words.

Projected energy costs

160

140

120

100
£ thousand

80

60

40

20

0
2016 2017 2018 2019 2020

Current system Solar power Wind power

7
 unit
4 Reading and Writing

READING TIPS
READING AND WRITING

PART SIX
– Read through the whole text first.
– The extra word must be grammatically wrong or does not fit in with the text. It cannot be
just unnecessary.
– One word may have several common partnerships so look carefully at the sentence before
making your choice.
– Look closely at verbs to see if they are in the correct tense and form.
– Look closely at relative pronouns, articles, qualifiers, prepositions, linkers etc.

• Read the text below about customer-centric marketing.

• In most of the lines 1–12 there is one extra word. It is either grammatically incorrect or does
not fit in with the meaning of the text. Some lines, however, are correct.
• If a line is correct, TICK ( ) the line.
• If there is an extra word in the line, write the extra word in CAPITAL LETTERS.
• The exercise begins with two examples.

CUSTOMER-CENTRIC MARKETING
0 How annoyed do you get by those pop-up ads that suddenly appear on your screen?

00 Today companies know that what we look at online, they can discover our THAT
1 interests, our likes, our needs and then use of this data and customer analytics to

2 put the customer at the centre of their marketing design and delivery. What that

3 means they have to think like their customers: how convenient is it the business

4 for customers? What extra value can be built in to keep up customers interested

5 and then find a hook that appeals to them? The collected consumer data allows

6 companies to create tailor-made advertising which targeting the individual and to

7 build long-term relationships with customers, giving to them a reason to be

8 emotionally involved in the products. In fact, because finding new customers is

9 ten times more than expensive. So these days retaining existing customers just

10 makes no sense for companies to go the extra mile. With all this knowledge and

11 the multichannel relationships sellers have with their consumers, it is more

12 important than ever so to send the right message to each consumer, and pop-up ads
may not be the way to go as they can annoy rather than encourage consumers just
as cold-calling and mailshots used to do.

8
 UNIT 4 •• READING AND WRITING

WRITING TIPS
PART ONE
– Read all the instructions carefully and underline key words.
– Look at the table carefully to make sure you understand fully what it represents.
– Check the format required (email, letter, report, etc.).
– Write at least 120 words. If you write fewer you will lose marks. You do not get extra marks
if you write more than 140 words.

READING AND WRITING

• You are a Sales Director. The chain of department stores you work for wants to modernise
and refurbish its stores. Customers have completed a survey.
• Using the information from the survey, summarise the information in an email to the
Marketing Director.
• Write 120–140 words.

CUSTOMER SURVEY YES NO

The pricing is competitive. 62% 30%

The products are up-to-date. 46% 52%

I like the advertising campaigns. 30% 70%

Staff are helpful and courteous. 84% 10%

The after-sales service is very good. 75% 15%

The logo and image are old-fashioned. 85% 10%

To: Marketing Director

From: Sales Director
Subject: Customer survey

9
 unit
5 Reading and Writing

READING TIPS
READING AND WRITING

PART TWO
– Read through the whole text first so you get an idea of how it flows and what it’s about.
– Make sure that the sentence you choose fits grammatically and in terms of the meaning of
the text both with the sentence before and the sentence after it.
– Remember there is always an extra sentence which does not fit anywhere.

• Read the article below about employment trends and their effect on companies.
• Choose the best sentence (A–H) to fill each of the gaps.
• For each gap 1–6, mark one letter (A–H).
• Do not use any letter more than once.
• There is an example at the beginning.

Who will train the new generation of ‘plug and play’ workers?
by Andrew Hill
Mary Barra is a lifer, born and
bred to do the job she now
holds. But as General Motors'
Chief Executive pointed out
5 in an interview last week at
the World Economic Forum in
Davos, few young Americans
now anticipate spending their
lives in the warm embrace of
10 a single employer, as she has.
(0)
H It is a prediction that
seems to transfix chief executives,
many of whom have themselves
risen through the ranks after long
15 tenure at a single company, as they
wonder how to engage younger
staff. One way is ‘to make sure
they have career development and
meaningful work’, Ms Barra said.
20 However, I foresee tension
between large employers’ offer of
long-range, deeply thought-out,
but often costly, training and the
short period of time most of
25 those staff will stay put.
(1)
One would be that
young workers turn out to be
more loyal to single companies
than they currently expect and
30 that employers will be more
loyal to them. But I doubt it. A
truism that executives trot out
more frequently than any other is
that the only constant of modern
35 business is rapid change. (2)
Another possibility is that
employers will fight ever more
fiercely to acquire skilled
workers from one another.
40 Opinions differ about whether
this works. I heard one consultant
last week extolling the way his
company was now home to a
bunch of tattooed millennials
45 following a takeover. (3)
I agree with the second
consultant. But many companies,
particularly in the US, are
impatient for ‘plug and play’
50 staff – that is, the perfect person,
made to order, ready for their
position and ready to go. (4)
If the average assignment length
for individual employees could
55 be as short as three years, you
cannot afford to waste too much
time settling people in.
Vishal Sikka, Chief Executive
of India's Infosys, told me last
60 week that he saw his main role as
providing the right ‘context’ for
new staff. ‘It comes down to how
quickly you can absorb the ability
of a person to contribute to the
65 context you have created,’ he said.
(5)
He was appointed from
SAP last year. He is also a fan of
‘tours of duty’– mutually beneficial
short-term agreements between
70 employer and employee. But this
approach leaves unanswered the
question of how companies will
in future sustain the strong sense
of purpose and values that young
75 employees find attractive, if most
of the long-serving employees, who
used to provide the backbone of
big companies, no longer stay on.
Infosys and other multi-
80 nationals continue, rightly,
to set great store by their
leadership institutes and training
programmes. (6) For instance,
can a project, staffed by short-term
85 contractors, connected virtually,
and led by executives on two-year
tours of duty, have a culture?

10
 UNIT 5 •• READING AND WRITING

A Ms Barra herself forecast that her industry would change more in the next 5–10 years than it
has in the past 50.
B But as the form of companies changes to more collaborative networks it is increasingly hard
to see what the workers of 2075 will belong to.
C Even those chief executives who are trying to train workers internally have to be ready to
induct staff rapidly into their companies.
D Developing skilled employees for an ‘on demand’ age is an urgent priority.

READING AND WRITING

E This contradiction could resolve itself in a number of ways.
F Unlike his predecessors, Mr Sikka was not one of the technology consulting group's
founding entrepreneurs.
G But another said companies put far too much weight on ‘talent acquisition’ and too little on
developing future leaders in-house.
H Ms Barra was not the only executive at Davos to point to surveys that suggest American
‘millennials’ (born 1980–1999) now expect to do between 15–20 jobs in their lifetime.

WRITING TIPS
PART TWO
– Read all the instructions very carefully and underline key words.
– Check the format required (proposal, letter, report, etc.).
– Structure your answer with clear headings and paragraphs.
– Use a range of business words and linkers.
– Keep checking the question to remember the purpose of writing.
– Write at least 200 words. If you write fewer you will lose marks. You do not get extra marks
if you write more than 250 words.

• The HR Director of your company is worried about the high turnover of managers in the
company, and has asked you to investigate the situation and suggest ways of improving
staff retention.
• Write a proposal for the HR Director, including the following information:
– outlining the purpose of the proposal
– describing the main reasons why managers are leaving the company
– suggesting ways in which the company can keep these managers
– proposing what the company should do next.
• Write 200–250 words.

11
 unit
6 Reading and Writing

READING TIPS
READING AND WRITING

PART THREE
– Read through the whole text first to ensure you understand the main point of the text.
– Read the first question and then read the first part of the text to find the answer.
– Underline key words in the question option.
– Question options usually use synonyms. Look for words in the text with similar meanings.
– Check that your choice reflects exactly what is said in the text.

• Read the extract below about whistleblowers.

• For each question 1–6, mark one letter (A, B, C or D) for the answer you choose.

Whistleblowing is not for the faint-hearted – and especially

not on Wall Street
by William C Cohen default on : vỡ nợ securities = collateral
On Wall Street, as everyone
now knows, wrongdoing by
bankers, traders and executives 40
led to disaster in 2008 after
5 they were rewarded for taking
risks with other people's money.
Leading bankers and traders
were motivated – by the hope of 45
getting large bonuses – to package
10 up mortgages into securities and độ an
then sell them off as AAA-rated toàn
investments all over the world.
This happened even though 50
cao
one damning email after another
15 makes clear they knew some of
the mortgages would probably
default and that the securities
should never have been sold in the
first place. But some people did try
20 to blow the whistle – the problem
is they were not listened to. Worse
than that, they were treated in a
way that would discourage anyone 60
from following in their footsteps.
25 I interviewed three whistle-
blowers – from different periods
of the recent crises that have
befallen Wall Street. All three
of them made allegations of
30 wrongdoing at their banks, made
strenuous efforts to report what
they had discovered through
internal and external channels,
and all three were either fired from
35 their jobs after trying to share the
information they had stumbled
upon or quit in frustration.
Their testimonies and the
details of what happened to
them are important. Not only
do they illustrate the existential
risks that whistleblowers take
when they attempt to point out
wrongdoing that they uncover
at powerful institutions. They
also matter because their stories
show just how uninterested these
institutions genuinely remain –
despite the lip service of internal
hotlines and support groups
– in actually ferreting out bad
behaviour. The stories of these
three whistleblowers reveal, too,
how little the regulators charged
55 with keeping watch over the
Wall Street banks seem to care
about holding them in any way
accountable. Often the regulators
seemed to be willing to ignore
the allegations presented to them.
Towards the end of 2003,
Peter Sivere, a mid-level
compliance officer at JPMorgan
Chase, blew the whistle on the
65 Wall Street behemoth. In the
course of his job, he had found
emails and documents relating
to a subpoena from the SEC,
which was investigating ‘late
70 trading’ – Sivere believed the
bank had failed to turn them over.
In October 2004, he paid for his
‘insubordination’, as JPMorgan
Chase executives referred to it,
75 with his job and nearly with his
career. It's an old story that has
happened repeatedly on Wall
Street and in other industries:
someone sees wrongdoing, tries
80 to alert his or her superiors as
well as the authorities, and the
thanks they get for trying to do
the right thing is their notice
and an overwhelming feeling
85 of helplessness. Although the
events occurred nearly 10 years
ago, Sivere still feels their effects.
He concedes, looking back,
that he could have been more alert
90 to the warning signals. Soon after
he first raised his concerns, he
was demoted and forced to report
to people he once supervised,
which was humiliating, but he
95 has no regrets about becoming
a whistleblower. But he still
wonders why JPMorgan Chase
did not support him. He says, ‘I
had no reason to believe what I
100 did was contrary to what senior
management would expect from
me and any JPMorgan Chase
employee. You are taught at a
young age right from wrong. Yet
105 as we grow older and have our
own self-interests in sight many
of us lose that feeling of right and
wrong.’ The ordeal taught Sivere
much about the way the world
110 works and the powerful forces
aligned against whistleblowers.

12
 UNIT 6 •• READING AND WRITING

1 In the first paragraph we learn that financial executives

A denied financial irregularities prior to 2008.
B discovered that mortgages were a secure way of making money.
C received awards for the investment packages they produced.
D brought about their own demise in 2008.
2 According to the second paragraph, the financial industry
A sold off the mortgages when people defaulted on them.

READING AND WRITING

B were unable to offload enough mortgages to minimise costs.
C dismissed the claims about financial irregularities when they were made.
D explained that whistleblowers’ accusations were incorrect.
3 The writer says that the people he interviewed
A risked their lives to blow the whistle.
B tried very hard to report irregularities to authorities.
C were all dismissed from their positions in the company.
D found themselves covering up wrongdoings.
4 The writer believes that their stories are important because they
A demonstrate how keen companies are to discover wrongdoing.
B highlight the failure of authorities charged with controlling the industry.
C show that support groups within companies are very effective.
D reveal that several companies have been found guilty by regulators.
5 In Peter Sivere’s experience, he
A found uncovering secrets ultimately a very traumatic event.
B helped his company to comply with the law.
C expected to be promoted for discovering irregularities.
D was disappointed at being unable to change anything.
6 According to Peter Sivere,
A his demotion made him even more determined to tell the truth.
B he believed that he had behaved in accordance with company policy.
C big organisations are always impossible to bring to account.
D he was ill-advised to try and warn the company about the problems.

WRITING TIPS
PART TWO
– Read all the instructions very carefully and underline key words.
– Check the format required (proposal, letter, report, etc.).
– Use clear headings and subheadings, and a range of business words and linkers.
– Write at least 200 words. If you write fewer you will lose marks. You do not get extra marks
if you write more than 250 words.

• The company you work for has recently been accused in the press of sourcing products
unethically. Firstly, a range of clothes is produced overseas in sweatshops where the staff are
paid very little and have no benefits. Secondly, some so-called organic food products have
been found to be from non-organic farms. The CEO has asked you to investigate and write a
report about these situations and make recommendations.
• Write a report for the CEO, including the following information:
– explaining about the clothes range and describing conditions
– giving details of the food product which was sourced unethically and explaining why this
has happened
– recommending actions to avoid these problems in the future.
• Write 200–250 words.

13