Test 2

LISTENING

SECTION 1 Questions 1-10

Complete the notes below.

Write ONE WORD AND/OR A NUMBER for each answer.

South City Cycling Club

Example
Name of club secretary: Jim ..............H~n~':'.. ............

Membership
• Full membership costs $260; this covers cycling and 1 .......................:...................
all over Australia
• Recreational membership costs $108
• Cost of membership includes the club fee and 2 .........................................:.
• The club kit is made by a company called 3 ...........................................

Training rides
• Chance to improve cycling skills and fitness
• Level B: speed about 4 ........................................... kph
• Weekly sessions
- Tuesdays at 5.30 am, meet at the 5 ...........................................
- Thursdays at 5.30 am, meet at the entrance to the 6 ...........................................
f
Further information
• Rides are about an hour and a half 1 9

• Members often have 7 ...............................\.......... together afterwards

• There is not always a 8 ......................................~.... with the group on these rides
• Check and print the 9 ........................................... on the website beforehand
I
• Bikes must have 10 .....................................~.
.•..
-

32
 Listening

sECTION 2 Questions 11-20

Questions 11-16
C/JOOS6 the correct letter; A, B or C.

Information on company volunteering projects

11 How much time for volunteering does the company allow per employee?
A two hours per week
e one day per month
C e
hours per year
12 In feedback almost all employees said that volunteering improved their
A chances of promotion.
B job satisfaction.
C relationships with colleagues~
.. .' • • . :

13 Last year some staff helped unemployed people with their

A literacy skills.
B job applications.
C communication skills.
• 14 This year the company will start a new volunteering projed with a local
A school.
B park.
C charity..
,.,,._ .
15 VVhe~, will ~~igital Inclusion Day be held?
••
A at the company's training facility
B at a college
C in a conimu~ity centre
16 VVhat should staff do iHhey want to take part in the Digital Inclusion Day?
)

A fill in a form .. ,
B attend a training workshop
C get permission from their manager

33
Test2

Questions 17 and 18

Choose TWO letters, A-E.

What TWO things are mentioned about the participants on the laSt Digital Inclusion
0an
A They were all over 70.
B They never used their computer. • · ) ••
C Their phones were mostly old-fashioned.
D They only used their phones for making calls.
E They initially showed little interest.
..

Qu~stions 19 and 20

Choose TWO letters, A-E.

What TWO activities on the last Digital Inclusion Day did piirticipants describe as U~ful?
i 'I • • '
•
•

A learning to use tablets ,•

B communicating with family
C shopping online
D playing online games
E se~ding emails
. , . . .. . ~.,. ... :
'' ....

t
' .
II I
.,.,

.•
I

' ~

,.. '
•·

• I

' . ,
i
I
, .. "I

3
 Listening

~c110N 3 Questions 21-30

5
stions 21-25
QIJB
• the correct letter, A, B or c.
ChoOS8 .. • . .
Planning a presentation on nanotechnology·
Russ says that his difficulty in planning th~ J:lresentation is due to
21
his lack of knowledge about the topic. .
A his uncertainty about what he should try to achieve.
s the short time that he has for preparation.. •
C I

Russ and his tutor agree that his approach in the presentation will be
22
A to concentrate on how nanotechnology is used in one field.
to follow the chronological d~velopm~nt (?f nanotechnology.
8
c to show the range of applications of nanotechnology.
In connection with slides, ttie tlltOr ad~ises RusS to .: •
23
A talk about things that he can firlt:1 Stid8s to illust~te.
s look for slides to illustrate the points he makes. •·-·
c consider omitting slides altogether.
~
• • 1 I t ., ~ - • • .~ • ""1 : •, , 0
' .: -, ,. (. • • • ... •

TheY both agree that the best way for Russ to start hiS presentStion iS •· -· ' • '
24
A •to encourage the audience to talk. • • , :. --. :
s · to explain what Russ intends to do. . . -
I
.
c to~vide an example'. . . . . • • • ' : ·_ ••·•. : • .

25 Whafdoes ~utor advise Russ to do next while preparing his PreS8ritali0n? ....
..
~ I ','

A summarise the main point fie wants to make

B read the notes he has already made
c list the topics he wants to cover
,·
: ·.,'

.,
.,,1~.
•.
I

I •
·..

.35
 Test2

Questions 26-30
the following aspects OfR,.
VVhat. comments do the speakers make about each of '-'Ss,8
previous presentation?
-ect letter, A-G, next to
Choose FIVE answers from the box and write the con ·
Questions 26-30.

Comments

I•·
A lacked a concfusion
B useful in the future
C not enough .
D • sometimes distracting
• E ••sho~ed originality •
F . covered a wide range
~G • not too technical

•
Aspects of Rus.s's. P~ev,o~ • •
s presentation
26 structure
••••••••••••••••······
27 eye contact
•••••••.. •·········...
28 body language ••••••••••••••••······ .......... .4
~ ·,
29 choice of words
I i .. ~"
=i
•••••••••••••••••••···
30 handouts
•••.. ···············.. _.,r

, ..

.• I

36
 Llatenlng

secT ION 4 Questions 31-40

/ste the notes below.
comP
WORD ONLY for each answer.
w,;ts ONE .

episodic memory . •
• the ability to recall det~lls,. e.g. the time and 31 .......:................................... of past
events
different to semantic memory - the ability to remember general Information
• bout the 32 .................................,......... , which does not involve recalling
. ~
a ..........................................~ In,ormat·,on . .
33 , i I
I • !. ' • I • •

forming eplsodlc,memorles ln~olve~ three steps:

! ~\+

encoding • :. •• : • : ·. • • .
, •
• J

: involves receiving and processing information . • '

-
•
. -I

• the more 34 ....~................................~.:... given to an event, the more successfully it

· can be encoded · •· '· _. • . . • ,· . . .· , . ·
( .. ~- . . . . ,·. . . . ' -

. to remember a 35 ............:....... ~....................... ·, it is useful to have a strategy for

enc~ding sy~f1 i~for~~t~~n -. , . . .~ . . . i .
1 .
'

consolidation' r:,_·· • ' ·: •__•. •• . .. •

~
• •
I '.' • .·•
•. •• '/ .. .. • ' • ' J I ; • I . •• : • . ,··.

• how.m.err10rie
. .,
s are strengthened
•
.and .stored
··.
.· '.. ,.
. ' '• .. . .

• most •ctl( e wh~n ~emorie~•can be added to a 36 ...;·::···':......................:........

,.. ...of rtfated ,fnf8rmat10n • • \ . . , .! · · . •,- .• . - , , .. • .. . • • •

~
l
1 •,. • • • ' •, ", , . . ,. •
9 ,..
0
I f • ....... ,. : ' t ' •
• ' • j • •
, ~. . • : , • # •' •
.

• • the 37 ...:·...~····;&.....................! ....... of retrieval affects the strength of memories - - ..

.... 1 ' '

~'-. l , . - . ,. ' .
Retrieval ·:. •• : J. \1 • ••... ••• • •. • •·- •. • • :i :· • •· t • • • • • •• :·· •
1

, . .. .
\ •
1
• ..:. : • • ,. '1.j : , i · •b f) ' 1• :, ,, ~ -· ~• ; : , ; ~ :.. : 1 .. • . • l• :I , .

• memory retrifival ,oftlQ_depe."lds on using a prompt, e.g. the • ; -·. . .. . : :.

::_ ·38 ...,.................... ~...,............. a,fia~bject near to the place where you left your car
•
I ~ •
.. J •

1
. ·. -, . . ...
Episo diclre ~~'! !~P••.n:n.~~~ '-n\. I . : • . :·

• • these affect,people with a wide range, of medical conditions ~ .. . • •' ·,. .

·i ►. • I I • . . . . I • l .. . . . . • . .,

.......~ ......:.: have been found to help •..•

I • •. •
•

• games which stimulate the 39 '.~ .....:...•...............

people with schizophrenia •• .. ~ - • • • . ••. ,'. •. • • ·•• !__ •
f ' . · . ~ • ! , , , . ' ., •:. •,. I , j : . ·d .' ,. ,· i ' •
' s.
I • ,~

• childreri with autism may have difficulty forming episodic memories ~ .-- , . • -'.
possibly because their; concept,of tty, 40 •......:..:..............~ ..:..:............ maybe absent
• me,;,~ry lr;~lng ''~ay help autistic ch\td~n :de~elop ~Oci~I ~kills • ••• • _ _ _ __ , 1 37.
. : . - · - ·_ _ _ _ _ _ _ _
-----___;;.----~--....;,·..
 Test 2

R EA D IN G

1
R EA D IN G PA SS A G E
Re ad ing
nd 20 nu tes on Qu es tio ns 1- 13 , which are ba se d on
mi
You sh ou ld sp e ab ou t
Passage 1 be low.

Europe
Bringing cinnamon to
pro du ce d fro m the inn er bark of trees of the genus
spice
Cinnamon is a sweet, fragrant the Indian sub-continent. It was known in biblical times ,
e to
Cinnamomum, which is nativ oks of the Bible, both as an ingredient that was mixed
bo
and is mentioned in several die s, an d als o as a tok en indicating friendship among
s bo
with oils for anointing people' me, mourners attending funerals burnt cinnamon to
cie nt Ro e as an
lovers and friends. In an en , ho we ve r, the spice found its primary us spice
en t. Mo st oft
create a pleasant sc Mi dd le Ages, Europeans who could
afford the
drink . In the ir
additive to foo d an d
ula rly me at, an d to im pre ss those around them with the
used it to flavour food, partic uet, a host
pe ns ive co nd im en t fro m the 'exotic' East. At a banq
ability to purchase an ex
us sp ice s pil ed up on it as a sign of the wealth.at his
th vario
would offer guests a plate wi o rep ort ed to ha ve he alt h benefits, and was thought
s als
or her disposal. Cinnamon wa
as indigestion.
to cure various ailments, such
e
le Ag es , the Eu rop ea n mi ddle classes began to desir
Toward the end of the Midd ir co ns um pti on of spices. This led to a growt
h in
lud ing the
the lifestyle of the elite, inc s. At tha t tim e, cinnamon was transported
by Arab
oth er sp ice
demand for cinnamon and se cre t of the so urce of the spice from poten
tial
ar de d the
merchants, who closely gu wa s.g ro wn , on camels via an overl~n9 rou
te
ia, wh er e it
rivals. They took it from Ind de d wh en the y reached Alex~naria. Eur-9
pean ,
jou rn ey en
to the Mediterranean. Their su pp ly of cin na mon, then brought it back to
Venice.
as e the ir
traders sailed there to purch ea t tra din g cit y to markets all around Europe.
tha t gr
The spice then travelled from ed fo r on ly sm all quantities of the spice to rea
ch
ro ute all ow
Because the overland trade tua l mo no po ly of the trade, the Venetians could
.
ha d a vir
Europe, and because Venice hig h. Th es e pr ice s, coupled with the increasing
orbit an tly
set the price of cinnamon ex s to As ia by ,E ur op ea ns eager to take part in
for new ro ute
demand, spurred the search
the spice trade.
ived
ise d by the cin na m on ma rket, Portuguese traders arr
Seeking the high profits prom ea n tew ar d the end of the 15th century. Be
fore
Ind ian Oc
on the island of Ceylon in the h' d or ga niz ed the cultivation of cinnamon.
and, the sta te
Europeans arr~ved on the isl lle d the Salagama would peel the
bark off
the eth nic gr ou p ca
People belonging to e ra iny se ason, when the wet bark wa
s
mo n pla nt in th
young ~hoots of the cinna th ey cu rle d the bark into the 'stick' shap
e
ng pr oc es s,
m_ore pliable. During the peeli lag am a the n gave the finished product to
st111 a_ssociated with the spice tod ay . Th e Sa
increase
th ute . W he n the Po rtu gu es e arrived, they needed to
e king as a form of trib I
38
 Reading

oeJuction significantly, and so enslaved many other members of the Ceylonese native .
pr ulation, forcing them to work in cinnamon harvesting. In 1518, the Portuguese built
pO:rt on Ceylon, which enabled them to protect the island, so helping them to develop a
s opoly in the cinnamon trade and generate very high profits. In the late 16th century,
11"1~~,cample, they enjoyed a tenfold profit when shipping cinnamon over a journey of • •,
:ght days trom Ceylon to India. ,. ._
.,.
,
•
, . .. .
1 •
• •
I
~
n the Dutch arrived off the coast of southern Asia at the very beginning of the I
~

~~ century, they set their sights on displacing the Portuguese as kings of cinnamon. t
I
I
17 Dutch allied themselves with Kandy, an inland kingdom on Ceylon. In retum
I
'fhe ayments of elephants and cinnamon, they protected the native king from the
torXuguese. By 1640, the Dutch broke the 150-year Portuguese monopoly when they
po rran and occupied their factories. By 1658, they had permanently expelled the
~~~uguese from the island, thereby gaining control of the lucrative cinnamon trade.

order to protect their hold on the market,. the Dutch,· like the Portuguese before them,
1
;ated the native inh~bitants_ harshly. ~ecaus~ of the need to boost production and
satisfy Europe's ever-IncreasIng appetite for ~Innamon, the Dute~ began to alter the , •
harvesting practices of the Ceylonese. Over time, the supply of cinnamon trees on the
island became nearly exha~sted,. d~e ~o systematic stripping of the bark. Eventually, the
outch began cultivating their own cinnamon trees to supplement the diminishing number
of wild trees available for use ..-.. ::: .......< ·:{1,· . . ,_,J., ·j. : ~ -.· : • -:: .... •.. .-·

Then, in -1796, the English arrived on Ceylon, thereby displacing the Dutch from their
control of the cinnamon monopoly. By the middle of the-19th century, production of
cinnamon reached 1,000 tons a year, after a lower grade quality of the spice became
acceptable to European tastes. By that time, cinnamon was being grown in other parts
of the Indian Ocean region and in the West Indies, Brazil, .and Guyana. Not only was a
monopoly of'cinr,amon becoming impossible, but the spice trade overall was diminishing
~conom ic potelllial, and was eventually superseded .by th~ rise of trade in coffee, tea,
chocolate, and sugaf. .
. ·'
I ◄ ~ • • .. "I,: ~ - •• t '-..: I,: ' ' •.
11 ' : • ! ; f -· • • .. •

,·, ... ..
' • ••

._., ~
.
,.., • 1' ••

'
•

:.
•'

,. J .~,_.,••. I ,t ·, ~ ;,,.· , · ; ._"t : .• ~ ··~• :

l
.

39
Test 2

Questions 1-9
complete the notes below.
E WORD ONLY from the passage for each answer
Choose ON •
. ,answers in boxes 1-9 on your answer sheet.
Wnte you

The E~rly History of Cinnamon

added to 1 ...........................................
Biblical times:
used to show 2 ........................................... between peop\e

used for its sweet smell at 3 ...........................................

Ancient Rome:

Middle Ages:
added to food, especially meat

was an indication of a person's 4 ...........................................

known as a treatment for 5 ........................................... and other

health problems

grown in 6 ...........................................

merchants used 7 ........................................... to bring it to

the Mediterranean (• ,, I \

arrived in the Mediterranean at a

trad~rs ~ook it to 9 ........................................... and sold it to

destinations around Europe
f"'

40
 Reading
Questions 10 -1 3
the following statements agree
00 with the information given in Re
ading Passage 1?
In boxes 10 -13 on yo ur an sw er
sheet, write
TRUE if the statement agrees with the
FALSE information
if the statement contradicts the
NO T GIVEN if there is no inf info rmation
ormation on this

Th e Po rtu gu es e ha d control ov
10 er the cinnamon trade in Ceylo
century. n throughout the 16th

Th e Du tch too k ov er the cinna

11 mon trade from the Portuguese
arrived in Ceylon. as soon as they

12 Th e tre es pla nte d by the ~u tch

produced larger quantities of cin
wild trees. namon than the

Th e sp ice tra de ma int ain ed its

13 economic importance during the 19th century.

,...,.

41
 Test 2

READING PASSA GE 2
·'" ,nend about 20 minutes on Queatlons 14-28, which are based ~~
w~~~
Passage 2 below. Cl/n(J

Oxytocin
.,•.~e and negative effects of the chem/cal known as the 'love horrnona,
The poS/llv,
ocin is a chemical, a hormone produced in the pituitary gland in the bra·
A Oxytthrough various studies focusing on animals that scientists first becan, in. It
:,~~e
influence of oxytoci_n. They discovered th~t it helps reinforce the bon~saware
between prairie voles, which _mate for life, and tn~gers the motherly behaviour
that sheep show tow~rds their newborn lambs. It 1s also released by women in
childbirth, strengthening the attachmen~ betw:ee~ mother _and baby. Few chen,;
as ositive a reputation as oxytocrn, which 1s sometimes referred to as th eca1a
have P . ·t • I • d k trusting
, hormone'. one sniff of ,t can, 1 1s c a,me , ma ea person more • '
1ove t· It • f h t
s and coopera 1ve. 1s ,me, owever, o revise this wholl
thetic generou
emtpa, ti·c view. A new wave of hstudies has shown that its effects vary greatly Y
op im1s . t d ·t .
depending on the person and t e c1rcums ances, an , can impact on our social
interactions for worse as well as for better.

Oxytocin's role in human ~ehaviour ~rst emerged in 2005. I~ a g_roundbreaking

8 periment Markus Heinrichs and his colleagues at the University of Freiburg
:rmany, a'sked volunteers to do an activity in which they could invest money 'with
an anonymous person who ~as not gu~ran_teed to be honest. The team found
that participants who had sniffed oxytoc,n v,a a nasal spray beforehand invested
more money than those who receive.d a placebo i~stead.. The ~tudy wa~ the start
of research into the effects of oxytoc,n on human interactions. For eight Y.ears, it
was quite a lonesome field,' Heinrichs recall~. 'Now, everyone is interested.' These
follow-up studies have shown that after a smff of the hormone, people become
more charitable, better at reading emotions on others' faces and at communicating
constructively in arguments. Together, the results fuelled the view that oxytocin
universally enhanced the positive aspects of our social nature.
f •
I Ill

c Then, after a few years, contrasting findings began to emerge. Simone Shamay-
Tsoory at the University of Haifa, Israel, found that when volunteers played a
competitive game, those who inhaled the hormone showed more pleasure when
they beat other players, and felt more envy when others won. What's more,
administering oxytocin also has sharply contrasting outcomes depending on a
~arson's disposition. Jennifer Bartz frorri Mount Sinai School of Medicine, New
ork, found that it improves people's ability to read emotions , but only if they are
not very • 1
reduce socia ly ~de~t to begin with. Her research also shows that oxytocin in fact
to rejec~i:~perat,on in subjects who are particularly anxious or sensitive

l ~i
 Reading
Another discovery is th at
oxytocin's effects vary de
interacting wit~. Studies pending on who we are
conducted by Carolyn De
Antwerp, Belgium, reveale Clerck of the University of
d th at people wh o had re
actually be ca m e less coop ceived a dose of oxytocin
erative when dealing with
Meanwhile, Carsten De Dr complete strangers.
eu at th e University of Am
discovered th at volunteer sterdam in the Netherland
s given oxytocin showed s
quicker to associate posit favouritism: Dutch men be
ive wo rd s with Dutch name came
for ·example. According to s than with foreign ones
De Dreu, oxytocin drives
their social circles and de people to care for those i~
fend them from outside da
oxytocin strengthens bia ngers. So, it appears that
ses, rather than promotin~
previously thought. ge neral goodwill, as was

There we re sig ns of th~s

~ subtleties from the start.
in alm os t ha lf of th e e~1s Bartz has recently shown
t!ng research results, oxyto that
individuals or in certain cir cin influenced only certain
cumstances. Where once
of such findings, no w a mo re.searchers took no notice
re nuanced understandin
propelling investiga~ion~ g of oxytocin's effects is
d~wn ~e~ li~es. To Bartz
the ho rm on e do es hes 1n , the key to understanding
p1npo1nt1ng its core function what
seemingly en dle ss effec rather than in cataloguing
ts. There are several hypo its
exclusive. Ox yto cin could theses which are not mutua
help to reduce anxiety an lly
motivate pe op le to se ek d fear. Or it could simply
out social connections. Sh
a ch em ica l sp ot lig ht th at e believes that oxytocin ac
shines on social clues - a ts as
eyes, a di p in th e vo ice - shift in posture, a flicker of
making people more attun the
Th is wo uld ex pla in wh y ed to their social environme
it makes us more likely to nt.
im pr ov es ou r ability to ide look_ others in _the eye and
ntify emotions. But it could
people wh o are ov er ly se also make things worse fo
~sitive or prone to interpreti r
wo rs t light. ng so cial cues in the

Pe rh ap s·w e sh ou ld no t be
F surpri~ed that the oxytocin
perplexing. The} ho rm on story has become more .
e is found in ev_e~hing fro
evolutionary ro ot s stretch r:n octopuse~ to sheep, an
back half a b1lhon years. 1 ~ its
molecule th at ha s be en Its a very simple and ancie
co-opted for many differen nt
th e University of Illinois, t functions,' says Sue C~rt~
Chicago, USA. 'It affects pr r at
th e amygdala so it's going i!l'itive parts of the. bra,1n hk
to have many effects on Ju e
agrees. 'Oxyt~cin probab,I st about everything. Bartz
Y doeS so me very basic thi
higher-order thinking and ~gs, but once you add o~
so~al_ sit~~tions, _these ba r
in different wa ys depend sic processes, could manif
ing or md1v1dual difference est
s and ~ontext.

l .

43
Test 2

Questions 14-17
Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct Jetter, A-F, in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

reference to research showing the beneficial effects of oxytocin on People

14
15 reasons why the effects of oxytocin are complex
16 mention of a period in which oxytocin attracted little scientific attention
17 reference to people ignoring certain aspects of their research data

Questions 18-20

Look at the following research findings (Questions 18--20) and the list of
researchers below.

Match each research finding with the correct researcher, A-F.

Write the correct letter, A-F, in boxes 18-20 on your answer sheet.

18 People are more trusting when affected by oxytocin.

19 Oxytocin increases people's feelings of jealousy. ,f "
f

20 The effect of oxytocin varies from one type of person to another:

List of Researchers ,I,

A Markus Heinrichs (,
("
B Simone Shamay-Tsoory
C Jennifer Bartz 11
D Carolyn DeClerck •'
E Carsten De Dreu
\

F Sue Carter

44
 Reading
a11esfions 21-26
eornplete the summary below.

choose ONE WORD ONLY from the pas

sage for each answer.
Write your answers in boxes 21-26 on your
ans wer sheet.

Oxytocin research
,he earliest findings about oxytocin and
bonding came from research involving
21···········•• ....... ........................ It was also discovered that hum
. ans prod
.............................. An expenment in 2005 uce oxytocm. d .
unng
..............
22 , in wh,·ch part·,c,·pants were give
. n e,·ther
oxYtocin or a 23 ........................................... , rein
forced the belief that the hormone had
a
positive effect.

However, later research suggests that

this is not always the ca~e. A study at the
University of Haifa where participants
took part in a 24 ........................................... reveale
the negative emotions which oxytocin d
can trigger. A study at the University of
showed people's lack of willingness to Antwerp
help 25 ........................................... while under the
influence of oxytocin. Meanwhile, resear
ch at the University of Amsterdam reveale
people who have been given oxytocin d that
consider 26 ........................................... that are
familiar
to them in their own country to have mo
re positive associations than those from
, other
cultures. •
f..1 I tr~
I
( ..,,.
('I"

rt

45
 resl 2
pAssAGE 3
ADING .
RE b ut 20 minutes on Questions 27-40, which are b
Jd spend a o ased on
Yoll shOU3 be/OW,
~~~ MAKING THE MOST OF TRENDS
~e~a·
'
from Harvard Business School give advice to m
£xperls anagers
'd ntify the major trends of the day. But in the course of
ers can , e . l •h . conduct·
Most rnanag . d tries and working direct y wit compames, we have disc ltlg re
l-.o of 10 us • b C: OVered th seq
in a nurnu\l f: .1t recognize the less obvious ut pro1ound ways these tre d at tc~
often a1 o h • Th' • . n s are •
managers . . ns attitudes and be aviors. is is especially true of tre d 1nflue
, aspira110 , ' n s th t nci
consumers . h I to their core markets. a ll'lanao n&
view as penp era ~ers

1• nore tren
ds in their innovation
..
strategies or adopt a wait-and-see app
roach a d
Many ~ tak the lead. At a minimum, such responses mean missed profit 0 n let
com pe t1tors e b d • •
h y can jeopardize a company y ce mg to rivals the opportunity PPortu •• . At
n1t1e 8
the extremThe, t eurpose of this article is twofold: to spur managers to think mor to transfonn th
• dustry eP
10 •• • • e expan • e
·d Id engender new value propositions m their core markets and t s1veJy a1.-
how tren s cou • ' o provid uout
d ·ce
l
on how to make market research and product development p e some
high-leveI a v .. ersonnel
ly zing and exploiting trends. rnore
adept at ana
known as 'infuse and augment', is to design a product or service th •
One strategy, . . . at reta•
ibutes and functions of existmg products m the category but adds oth h ins lllost
of the attr . dA . . ers t at add
e nee ds and desires unleashed. by a maJor tren . case. m pomt is the Poppy range ofh ress
th
. hthe firm Coach created m response to the economic downturn of 200& Th C andbag1
wh1c • e oach b 1

had been a symbol of opulence and - I

luxury for nearly 70 years, and the most obv.
• H IQUs reaction
.rand
t the downturn would have been ~o ower pnces. owever, that would hav~risk d' h .
o . .. d ' e c eapenm
the brand's image. Instea~, they mitiate a consumer-research project which revealed that g
customers were eager to hft themselves . and the country. out of tough
. times •Using these ms1ghts
. .
Coach launched the lower-pnced Poppy. handbags, I which were mvibrant colors, and looked '
more youthful and playful than conventiona . Coach products. Creating the sub-brand allowed
Coach to avert an across-the-board pnce cut. In contrast to the many companies that responded
to the recession by cutting prices, Coach saw the new consumer. mindset as an opportunity for
innovation and renewal. f
(
Afurther example of this strategy was supermarket Tes~o's response to consumers' growing
concerns about the environment. With that in mind, Tesco, one of the world's top five retailers,
introduced its Greener Living program, which demonstrates the company's commitment to
protecting the environment by involving consumers in ways that produce tangible results. For
example, Tesco customers can accumulate points for such activities as reusing bags, recycling
cans and printer cartridges and buying home-insulation materials. Like points earned on regular
' . .• I
purchases, these green points can be redeemed for cash. Tesco has not abandoned its tradtttona
retail offerings but augmented its business with these innovations, thereby infusing its value
proposition with a green streak.
 Reading
rnore radical strategy is 'combine and transcend'. This entail b. .
J\roduct's existing value proposition with attributes addressin ::m mi~g_aspects of the
P te a novel experience - one that may land the compan . g ~es arising from a trend, to
crea d• •
t first glance, spen mg resources to mcorporate elements fY •n an entirely
. new. market.space,
A 'score offerings sounds like it's hardly worthwhile to a s~mm~ly irrelevant trend into
8
r~tal revolution into its reputation for high-perfonn~ceu ::u~•d:
Nike's move to integrate the
igwith technology company Apple to launch Nike+, a di ~talet1c oo~ear. In ~~6, they teamed
up t attaches to the running shoe and a wireless receiver ; t sports kit compnsm~ a sensor
:mbining Nike's original value proposition for amateur a~l:~:0: :to the u~'! •Pod. By
th Nike+ sports kit and web interface moved the comp fr one for d1g1_ta1 consumers,
ne: plane of engagement with its customers. any om a focus on athletic apparel to a
Athird approach, known as 'counteract and reaffinn' involv d . .
that stress the values traditionally associated with the'categoryes. evelopthmg prlodlucts or services
I ·1 mways at a ow consumers to
oppose - or at east temporand hY. e~caphe from - the aspects of trends they view as undesirable
AProduct that accomphshe t 1s 1s t e ME2, a video gaine created b C da' ''T'
· th , • • . •
Y ana s 11oys. By
reaffinnmg
. e toy
. category s
. . association with
.. physical
. play
, the ME2 t ct d f
the widely perceived negative impacts of d1g1tal gainmg coun era e some o
• featured devices Like oth h db Id
the device a host of exc1tmg• • mteractive
• . gaines, •
a full-color LCD er an ed gaines, d . ced
· h • th • . screen, an a van
30 graphics. W at set 1t apart was at 1t mcorporated the traditional physical compo t
of children 's ~ lay: 1t• co~tam:• d d h'
.a pe ometer, ": 1ch ~acked and awarded points for physi~al nen
activity (walkmg, runnmg, b1kmg, skateboardmg, climbing stairs). The child could use the
points to enhance ~~ous virtu~l skills nee~ed for the video gaine. The ME2, introduced in mid-
2008, catered t~ kids huge des~e to play v~deo games while countering the negatives, such as
associations with lack of exercise and obesity.

Once you have gained perspective on how trend-related changes in consumer opinions and
behaviors impact on your category, you can determine which of our three innovation strategies to
pursue. When,,yp~r category.'s basic value proposition con~ues to be meaningful for consumers
influenced br the tr~µd, the 1nf~se-and-augment strategy wtll allow you to reinvigorate the
category. If analysis reveals an increasing disparity between your category and consumers' new
focus, your innovations need to transcend the category to integrate the two worlds. Finally,.
if aspects of the categ~ry clash with undesired outcomes of a trend, such as associations with
unhealthy lifestyles, there is an opportunity to counteract those changes by reaffirming the core
values of your category. ...,'lit~

Trends - technological, economic, environmental, social, or political - that affect how people
perceive the world around them and s8ape what they expect from products and services p~sent
finns with unique opportunities for grriwth. •

47
 Test 2

Quest,ons 27-31
he correct letter. A, B, C orD.
Choose t
. b xes 2 7_31 on your answ er sheet.
corre ct letter m 0
Wnte the
h the writer says that most man ager s
27 In the first paragrap ,
. th key consumer trends of the moment.
A farl to spot ·s~ake of focusing only on the princ ipal cons
ume r trend
B m~ke th e mt,market research data relating to curre nt
C m1s1nterpre cons ume r tre s.
.
re of the significant ,mpa t th t t d h
c a ren s ave on consumends•
0 are unawa . t rs· lives
. t the third paragraph Coach was anxio us o
2s According o '
what some of its competitors were doing.
A f0 II ow
B maintain its prices throughout I·ts range.
c safeguard its reputation ~s a manufact~rer of luxury ~oo?s.
modify the entire look of ,ts brand to suit the econ omic clima
0 te.
What point is made about Tesco's Gree ner Living prog ramm
29 e?
A It did not require Tesco to modify its core busin ess activities.
It succeeded in attracting a more eco- cons cious clientele.
8
C Its main aim was to raise consumers' awar enes s of
envir onm enta l iss
It was not the first time that Tesco had imple men ted such
0 an initiative_ues

3
o What does the writer suggest about Nike's strategy?
A It was an extremely risky strategy at the time.
B It was a strategy that only a majo r comp any could afford
to follow.
c It was the t~pe of strategy th~t wo~ld not have been poss
ibl~ in tne. past.
o It was the kind of strategy which might appe ar to have few
obvious benefits.
31 What was original about the ME2?
A It contained technology that had been deve lope d for the spor
ts industry.
B It appealed to young people who were keen to impr ove their
physical fitness.
C It took advantage of a current trend for video gam es with
colourful 3D
graphics. , ,
D It was a handheld game that addressed pe0p le's conc erns
abou t unhealthy
lifestyles.

~ 48
 Reading
auestions 3 2 -3 7
io ok at the following
statements (Questio
ns 32-37) and the lis
t of companies below
.
MBtch each statement with the correct
companu A c or D.
J, , 8,
Write the correct lette
r, A, B, C or D, in bo
xes 32-37 on your answ
er sheet.
NB y0 u m ay use an
y le tte r more than on
ce.
It turned the notion th
32 at its products could ha
advantage. ve harmful effects to its
own
It extended its offerin
33 g by collaborating with
another manufacturer.
It implemented an ince
34 ntive scheme to demon
responsibility. strate its corporate socia
l
It discovered that cust
35 omers had a positive
circumstances. attitude towards dealin
g with difficult
It responded to a grow
36 ing lifestyle trend in an
unrelated product sect
It successfully avoide or.
37 d having to charge its
customers less for its co
re products.

List of companies
A Coach
B Tesco
..,
j C Nike
D iToys

49
 Test2

Questions 38-40
, i each sentence with the correct ending, A, B, C or D below.·
comp,e,e
Write the correct letter, A, B, C or D, in boxes 38-40 on your answer sheet.

If there are any trend-related changes impacting on your category

38 , You Sho
f a current trend highlights a negative aspect of your category You lJlq
39 I . . , Should
40 If the consumers' new focus has an increasing lack of connection
With
you should Your Offe~
~Q,

A employ a combination of strategies to maintain your consum

er base
B identify the most appropriate innovation strategy to use. •
c emphasise your brand's traditional values with the counteract-
affirm strategy. and-

D use the combine-and-transcend strategy to integrate the tw

0 Worlds.
 Writing

WRITING

WRITING TASK 1

you should spend about 20 minutes on this task.

The chart below shows the percentage of households in owned and rented
accommodation in England and Wales between 1918 and 2011.

5 mmarise the information by selecting and reporting the main features, and
:Ske comparisons where relevant.

Write at least 150 words.

Households owning and renting accommodation

in England and Wales 1918 to 2011
90

80

70

u,
60
"C
15
.i:::.
CD
50
~
0
.s: 40
'o
~
30

0
1918 19~9 1953 1961 1971 1981 1991

·□" households i~ owned

accommodation
■ accommodation
households i~ rented

51
 Tesf 2

WRITING TAS K 2
.
You should spend abou t 40 minutes on this task

Write about the following topic:

y choices.
ome people believe that nowadays we have too man
S
statement?
To what extent do you agree or disagree with this

Give reasons for your answer and include any relev

ant examples fr
om Your own
knowledge or experience.

Write at least 250 words.

 Speaking

SPEAKING

pART 1
,he examiner asks the candidate about h• /h .
other familiar topics. im erself, his/her home, work or studies and
eXAMPLE
Age
• Are you happy to be the age you are now?
• When you were a child, did you think a lot· rYIWhy not?]
. oo you think you have changed as you ha a out your future? [Why/V\/hy not?]
• What will be different about your life in the ~~t~~::~tvtiy /Why not?]

pART 2

oescribe a time when you started using a new

technological device (e.g. a new computer or ph )
You will have to talk
one. about the topic for one
You should say: to two minutes. You
what device you started using have one minute to
why you started using this device think about what you
how easy or difficult it was to use are going to say. You
and explain how helpful this device was to you.
can make some notes
to help you if you wish.

PART 3
Discussion topics:
Technology and education
Example question,s:
VVhat is the best age for children to start computer lessons?
Do you think.that schools should use more technology to help children learn?
Oo you agree or disagree that computers will replace teachers one day?
'
Technology and society
Example questions:
How much has technology improved how we communicate with each other?
Do you agree that there are still many more major technological innovations to
be made?
Could you suggest some reasons why some people are deciding to reduce their use
of technology?

53