？The pie charts below show the results of a market survey carried out among potential cons

?Read the article below about a plant tour.

?In most of the lines 41-52 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, write CORRECT on your Answer Sheet.

?If there is an extra word in the line, write the extra word in CAPITAL LETTERS on your Answer Sheet.

Companies are jazzing up plant tours and store visits to build a customer loyalty. Visitors to Ford Motor Co.'s new truck plant are shaken as a multi-ton metal-

41 stamping press slams being shut. Heat rains down from welding sparks, followed

42 by the cooling mist of a paint shop. At Ford's historic Rouge manufacturing

43 trucks complex Dearborn, Mich. , many tourists will watch the assembly of F-150

44 pickup from the safety of a mezzanine with 16 feet above the factory floor. They

45 will also get up a much more personal feel for the action through multi-sensory

46 special effects spilling out of 360-degree screens in an accompanying video tour.

47 The ＄14 for admission price also buys a history lesson about the 87-year-old

48 Rouge property, in where Henry Ford once cranked out the Model A and baffled

49 union activists, and a display of Ford vehicles is through the ages. The finishing

50 touch: an 80-foot tower from which it's possible to look out over a 10-acre lawn

51 that covers the complex's "living roof", as well as the surrounding it crab-apple

52 orchard, bee-hives, and solar panels. Ford's fancy ＄30 million visitor center is the latest example of what experts call "experiential" marketing.

(41)

?Read the article below about successful e-mail negotiation.

?Choose the best sentence from the opposite page to fill each of the gaps.

?For each gap 9-14, mark one letter (A-H) on your Answer Sheet.

?Do not use any letter more than once.

Successful E-mail Negotiation

Given that you are involved in a negotiation that must proceed via information technology, how can you best achieve your goals? The following prescriptions are important. Most people overestimate the ability of other people to make sense out of what they mean. People have a hard enough time deciphering our messages in face-to-face interactions; accuracy decreases dramatically in e-mail exchanges. Many people assume that longer means clearer. It does not. People have a slant attention span and often dislike long e-mail messages, or perhaps even stop reading them if they began to fall off of the screen. Must people are capable of only retaining seven, plus-or-minus two, ideas in their head at any one 6rae. As a general rule of thumb, most e- mail messages should fit on a single screen. Screen loading, or the tendency to write very long message can lead to annoyance on the part of the recipient, especially if be or she is busy. Negotiations are more productive when the parties exchange a greater number of shorter e-mails, rather than fewer, but longer e-malls. (9) This also builds reciprocity in exchange.

The asynchronous nature of e-mail provides people with the dubious luxury of not having to immediately receive of respond to e-mail messages. However, the sender of e-mail messages often expects a timely response. Not responding to e-mail may be perceived as rejection and disinterest. Further, newer forms of software allow senders to ascertain whether the recipient has read their e-mail. Failure to provide a timely response to e-mall is akin to giving the "silent treatment" to someone. (10) .

Meta-communication is communication about communication. This boils down to people talking about how they should communicate. (11) In any electronic communication, it is important to let team members know how often you check your e-mail, whether you or someone else reads and responds to your e-mail, and whether you forward your e-mail to others.

Flaming refers to the insults, criticisms, and character assassinations that people hurl over e-mail. Flaming remarks make fun of grammar, include labeling and accusations, character attack, backhanded compliments, and blunt statements. (12) . In contrast, face-to-face groups have mechanisms and norms, such as conformity pressure, that largely prevent flaming. People react to each other with less politeness, empathy or inhibition if they cannot sense the other's social presence. (13) .

There is more uncertainty, doubt, and ambiguity in electronic mail exchanges. (14) .As a consequence, people become frustrated and seek to control the exchange by issuing threats, e.g. "I am not going to read my e-mail again". Along lines, do nut chastise or deliver negative feedback via e-mail; face-to-face or telephone communication is more appropriate.

A Such and other negative interpersonal behaviors often stem from feelings of isolation.

B This stems from the asynchronous nature of communication.

C Increasing the rate of e-mail exchange prevents misunderstanding because misperceptions can be quickly rectified.

D This will result in the failure of communication.

E Suspicion and hostility increase as the communication between parties diminishes.

F Negotiators are much more likely to issue threats when communicating via information technology.

G Most people overestimate the ability of other people to make sense out of what they mean.

H This

Task Two — Topics

A the efficiency of the heating system

B the amount of homework given

C the behaviour of children

D the condition of chairs

E the standard of teaching

F the relationship between parents and teachers

G the lack of job satisfaction

H the motivation of pupils

ere always taught to keep ourselves neat and tidy, not like these youngsters nowadays. I mean, you should see the riffraff who live in our street walking past each day. Long greasy hair, shirts hedging out, kicking tin cans along the pavement.... Oh dear, oh dear. More discipline at home and school, that's what they need.

Woman: I tell you, it's a dog's life. Up and down to the holler room, turning the heating on and off. I wish they'd make their minds up! And then it's time to move a few hundred chairs for some exam or other. You'd think those young rascals could move the odd chair themselves, wouldn't you? And do I get a word of thanks? Not likely! Ah well, no rest for the wicked. I suppose. Just off to replace a broken window. The little...

Man: It'd be all right if we didn't have so much extra work. I mean, the lessons are quite interesting. Sometimes. Well, not every boring anyway. But the assignments and projects just go on and on. You never seem to get to the end of them. I think it's seriously affecting my football.

Woman: You see, it ell boils down to one thing. These days, pupils have a choice. All my staff do their best in the classroom and I have every confidence in them, but at the end of the day it's up to the individual pupil to decide whether he or she is going to do the homework, or revise for the exam, or learn anything at all{ We can't force them. It simply doesn't work. No, what we have to do is much more difficult. We have to make them want to learn. No easy task, believe you me!

Man: I just hope they're going to push her enough. You know what I mean, at that age they're in a dream half the time, thinking about make-up or boys or something. At her last school they said she needed to spend more time on her homework. What's more, her report didn't look all that good to me. I'll have to speak to her from teacher about it next time I see him-I don't get the impression he's particularly concerned.

&8226;You will hear five short extracts in which various people are talking about school.

&8226;For questions 13-17, match the extracts as you hear them with the people, listed A—H

&8226;For questions 18-22, match the extracts as you hear them with the topics, listed A—H.

&8226;After you have listened once, replay the recording

Task One — people

A the caretaker

B a neighbour

C a teacher

D an inspector

E the head teacher

F a pupil

G a parent

H a former pupil

t operates.