New interface bovenbouw English - Level B1 by ThiemeMeulenhoff

New Interface Tweede fase Level B1

Monique Bos Jantine Broek Marleen Cannegieter Annie Cornford Saul Gallagher Nathalie Meeuwsen Mayke Munten Welmoed Oman Zarina Rimbaud-Kadirbaks Sally Ripley Eindredactie Gudy Luchjenbroers Sandra van de Ven

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Bureauredactie Hanna Molenaar Vormgeving Studio Michelangela Opmaak Crius Group Omslagfotografie Flirt Creativity Foto's Shutterstock: Mohamed Abdulraheem, Artic Photo, Asiandelight, Mile Atanasov, Chameleons Eye, Mark C Creations, DisobeyArt, EFKS, Fizkes, Fototrips, Motortion Films, Michael Jung, Kraiot, Daria Krasnenko, The Picture Studio, Prostock Studio, SpeedKingz, Asier Romero, ViDi Studio, Ekaterina Vidyasova Unsplash: Dan Gold, Hannah Grace, Maria Greller, Bing Han, Verne Ho, Aaron Lee, Gaelle Marcel, Nadim Merrikh, Avi Richards, Norman Toth, Van Veen, Fremantle Wa, Averie Woodard 123RF: Juan Garcia Illustraties Eduardo Media, EMK cartografie Over ThiemeMeulenhoff ThiemeMeulenhoff ontwikkelt zich van educatieve uitgeverij tot een learning design company. We brengen content, leerontwerp en technologie samen. Met onze groeiende expertise, ervaring en leeroplossingen zijn we een partner voor scholen bij het vernieuwen en verbeteren van onderwijs. Zo kunnen we samen beter recht doen aan de verschillen tussen lerenden en scholen en ervoor zorgen dat leren steeds persoonlijker, effectiever en efficiënter wordt.

opnamen, of enig andere manier, zonder voorafgaande schriftelijke toestemming van de uitgever.

Voor zover het maken van kopieën uit deze uitgave is toegestaan op grond van artikel 16B Auteurswet 1912 j° het Besluit van 23 augustus 1985, Stbl. 471 en artikel 17 Auteurswet 1912, dient men de daarvoor wettelijk verschuldigde vergoedingen te voldoen aan Stichting Publicatie- en Reproductierechten Organisatie (PRO), Postbus 3060, 2130 KB Hoofddorp (www.stichting-pro.nl). Voor het overnemen van gedeelte(n) uit deze uitgave in bloemlezingen, readers en andere compilatiewerken (artikel 16 Auteurswet) dient men zich tot de uitgever te wenden. Voor meer informatie over het gebruik van muziek, film en het maken van kopieën in het onderwijs zie www.auteursrechtenonderwijs.nl.

Alle rechten voorbehouden. Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën,

De uitgever heeft ernaar gestreefd de auteursrechten te regelen volgens de wettelijke bepalingen. Degenen die desondanks menen zekere rechten te kunnen doen gelden, kunnen zich alsnog tot de uitgever wenden.

Samen leren vernieuwen. www.thiememeulenhoff.nl ISBN 978 90 06 91132 9 Eerste druk, eerste oplage, 2020

Deze uitgave is volledig CO2-neutraal geproduceerd. Het voor deze uitgave gebruikte papier is voorzien van het FSC®-keurmerk. Dit betekent dat de bosbouw op een verantwoorde wijze heeft plaatsgevonden. 2

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Contents B1 READING Mission 1 Mission 2 Mission 3

Trials and tribulations 6 Experience is everything 28 The perfect intern 48

B1 LISTENING Mission 4 Mission 5 Mission 6

Netflix down! 68 Home alone! 82 You’ve got to see this! 98

B1 WRITING Mission 7 Mission 8 Mission 9

Getting more done in less time 118 Share but take care 134 Review and get paid! 154

B1 SPEAKING Mission 10

What do you mean, I failed?

174

B1 CONVERSATION Mission 11 Mission 12 Mission 13

All flights cancelled Do you care? Climate change: what can you do?

192 208 224

B1 MISSION SUPPORT Vocabulary Phrases Grammar index Grammar

240 256 263 264

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Skilled for life! New Interface tweede fase prepares you for life. Not just any life; YOUR life. Using the English language, we aim to broaden your knowledge and teach you valuable and practical skills that help you shape your life, now and in the future. How? By practising English in real-life situations, by doing assignments that prepare you for the choices you will be faced with and by using the English language as a means to an end, as opposed to a goal in itself. Whether you travel the world or stay close to home, New Interface helps you to open new worlds.

LIFE SKILLS COMMUNICATION

WORDS CAN OPEN NEW WORLDS

CREATIVE THINKING INFORMATION SKILLS MEDIA LITERACY CRITICAL THINKING

COLLABORATION

PROBLEM SOLVING

SOCIAL AND CULTURAL SKILLS

NEW INTERFACE

SELF-REGULATION ATTITUDE COPING WITH STRESS COPING WITH EMOTIONS

Missions You’ll work on Missions. According to the Cambridge Dictionary a Mission is ‘an important job that someone is given to do’. Each Mission focuses on one or more life skills and two or three language skills. Completing an important job requires training. That’s why you can follow three or four Training sessions to prepare yourself for completing your Mission. In the first Training session you can practise with the Mission support subjects: vocabulary, grammar and phrases. The other Training sessions will each centre around a single language skill (reading, listening, writing, speaking or conversation). The life skills are the backbone and will be present throughout the entire Mission. Together with your teacher you can decide which Training sessions are important for you. Maybe all of them, but maybe you will only need to do one of them. Perhaps you can even complete your Mission successfully without having to train at all. Each Mission teaches you a new range of knowledge and skills, but you can use the same step-bystep road map to accomplish every one of them. 4

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Mission road map step 1

Look at the opening spread of the Mission and read the Mission briefing. Now you know what important job you have been given.

step 2

o to the end of the Mission to read Complete your G mission and Mission debriefing. These will tell you what your exact assignment is, the steps you need to take to complete it and how the end result of your Mission is going to be assessed.

Mission 11

CONVERSATION

Mission 11

Mission briefing M I SSI O N GOA L S Life skill: Problem-solving Conversation B1: Can ask for and follow detailed directions. Conversation B1: Can compare and contrast alternatives, discuss what needs to be done, which direction to take, who or what to choose etc. Listening B1: Can understand the main points of news reports and of simpler recorded material on familiar topics.

You and your best friend have just had the most fantastic holiday of your life in the US. Ever! But now it's time to go home. That's OK too, because you're actually pretty tired and you're looking forward to seeing your family and friends again. You have just arrived at John F. Kennedy Airport and you enter the building to catch your flight home, but then … disaster strikes. Or rather, a storm! All flights have been cancelled and people around you are panicking. What to do, where to go for information, and most importantly: where to eat, how to spend your time until your flight leaves, and where to sleep? Luckily, there are some announcements to help you on your way.

M I SSI O N SUPP O RT Vocabulary: Grammar:

11 10 21

Phrases:

3 12

YO UR M I SSI O N

Travel Infinitive and gerund Prepositions How to ask for and give directions How to discuss alternatives

Make a complete plan of action, discuss the criteria and possible alternatives.

192

Mission 9

193

Complete your mission

Mission 9

Complete your mission

step 3

F ollow the Training sessions (your teacher has assigned to you) to make sure you are ready to complete the Mission successfully.

Mission briefing

All flights cancelled

S T R AT E G Y

Be critical!

• • • • • •

Review the product information you have gathered: is it relevant, reliable and informative enough? Be critical of any claims made by manufacturers and retailers. Of course, they will point out what is good about their products: can you – or other users – find any faults or flaws? Compare your own motives for the purchase to those of other buyers and take into account how their motives may have influenced their opinion about the product. Use your own criteria, observations and experiences to assess the product: what functions do you think the product needs to fulfil and does it live up to your personal expectations? Use facts and arguments to support your conclusion. Ideally, let someone else read your review before publishing it and, if necessary, make improvements based on their comments.

Use Mission briefing, Strategy: Be critical and Consumer product review format. Follow the steps to complete your mission. □ Choose the product you want to review. Write about a type of product you know well and/or have actually used yourself, for example: clothing and shoes, apps and games, accessories and beauty products.

Mission debriefing

Mission debriefing Go to New Interface online for the Model answer. Compare your product review to the model and fill in the rubric. Alternatively, you could ask a classmate to read your product review and fill in the rubric for you. Mission accomplished ...?

1 Finding and understanding product information and consumer reviews. 2 Assessment: relevance and reliability of the information gathered. 3 Structure of the review: use of the consumer product review format. 4 Contents of the review: description of good and bad points of the product. 5 Contents of the review: comparison with similar products. 6 Contents of the review: supporting conclusion with arguments. 7 Use of vocabulary, grammar and phrases.

Needs improving

Excellent

◯

If you have indicated ‘Needs improving’ in any category, please give tips here.

□ Go online and research the product of your choice. Look up the product on the manufacturer's website, read other people's reviews and look into alternative products. Write down or copy the URLs of the online information you have collected. □ Carefully read all the information you have found. Compare the product information and product reviews to your own observations and experiences of the product. □ Take notes and form your opinion.

step 4

Complete your mission.

step 5

Follow the Mission debriefing to evaluate the end result.

□ Write your review, using your notes. Use approximately 300 words. □ Make sure your review is helpful to other customers who are trying to decide whether the product is right for them! □ Have a classmate read your review and suggest improvements based on the Strategy and the Consumer product review format. Write a final version of your review. Use your classmate's comments to make improvements.

172

173

References Throughout the Missions you will come across the following references and icons: 7

Use Mission support, vocabulary, list number 7 in the back of your book.

Use Mission support, grammar, theory number 11 in the back of your book.

Use Mission support, phrases, list number 13 in the back of your book. This strategy, input text or assignment will help you develop your life skills. Work together with one or more classmates (as indicated in the assignment). Go to New Interface online or the website that is indicated in the assignment. Scan the QR-code next to the assignment or find the website on New Interface online. Listen to the audio clip. Scan the QR-code next to the assignment or find your clip on New Interface online. Watch the video. Scan the QR-code next to the assignment or find your clip on New Interface online.

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Mission 1

READING

Trials and tribulations

M I SSI O N G OAL S Life skill: Reading B1: Writing B1:

Critical thinking Can find and understand relevant information in brochures and short official documents on the internet or in other media. Can respond to adverts.

M I SSI O N S U PP O RT Vocabulary: Advanced vocabulary: Grammar:

1 1 2 19

Phrases:

5 22

Medicine Confusing word pairs Present tenses Present perfect continuous Conjunctions How to ask for more information How to give reasons and explanations 6

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Mission 1

Mission briefing

Mission briefing You're a student and in constant need of cash ... This is no secret, so a friend of yours who has read an ad for a clinical trial has referred you. The clinical trial company reaches out to you by sending you a leaflet by mail.

YO U R MI S S I O N Read the leaflet and research the upsides, downsides and possible risks of clinical trials. Use this research to decide whether you want to sign up, ask some additional questions about the trial or decline the offer.

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Mission 1 Training session 1 • Mission support

Training session 1: Mission support In order to read and write about participating in a clinical drug trial, you need to know words like 'admission', 'administer', and 'reasonable'. You also need to know the correct phrases to ask for additional information, and to give reasons and explanations for your decision. Furthermore, because some articles will deal with subjects that require close interpretation, you need to know the difference between words that look a lot alike but are very different, such as 'prescribe' and 'proscribe'. Finally, in order to understand long, often rather scientific articles about the subject, you need to know about conjunctions and the different forms of the present tense. TIP

Looking for similarities

Did you know that a large part of the English vocabulary has words in common with French, Latin, German and even Dutch? Try to find links between the new vocabulary and similar words in other languages you already know. For example, villain from the French villain and cookie from the Dutch koekje.

Vocabulary: Medicine Use Tip: Looking for similarities. Complete the sentences with the English translations of the words. There are three extra words. You have to change some of the words to fit the sentences. Choose from: afnemen – belangrijker zijn dan – bijwerking – contact opnemen – heroverwegen – monster – nastreven – onafhankelijk – onderzoek – polsslag – specifiek – te voorkomen – uitbraak – vereiste – veronderstellen – voorlopig – wijzen op – zeldzaam one big dream: to become a surgeon.

1 All my life I've 2 May I

that you frequent the gym? You are very fit.

3 My sister didn't meet the

for the study, so she wasn't accepted.

4 Fortunately, there haven't been any

of the plague for at least a century.

5 The advantages of partaking in this clinical drug trial

the disadvantages. I'd

just do it if I were you! 6 The first test results

that the new drug does not have the desired effect.

7 I want to be financially

. That's why I want to earn my own money.

8 When a patient hasn't got a

, that means that the heart has stopped

beating. 9 If you want to know more about the study,

with our manager through the

email address provided below. 10 The doctor said the pain would

after a few days' rest. 8

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Mission 1 Training session 1 • Mission support 11 Is there a

doctor you want to be treated by or will any doctor do?

12 According to this article, many illnesses are not 13 I heard a story about a girl who has a

by vaccines. disease. The doctors didn't know

how to treat her because it's so uncommon. 14 Even though the vaccine is harmless, it can cause some nasty

, such as a

sore arm and a slight fever. 15 Could you please put the

on the desk? I will analyse the results later. 1

Vocabulary: Medicine Match the descriptions with the correct words. There are three extra words. Choose from: carry out – eliminate – enable – gain – illness – lounge – pass on – precaution – preliminary – preventable – proceed – prove – pulse – query – rare – reconsider – response – suitable 1 another word for 'question' 2 to come into possession of 3 to create a situation in which someone can do something 4 to do a task that you were given 5 to give something to someone else 6 said of something that can be avoided 7 to remove from a competition by defeating 8 another word for 'reply' 9 the room in a house where you can relax with your family 10 something that fits an occasion or a person 11 an action taken to prevent danger, failure, or injury 12 to support with conclusive evidence 13 very uncommon 14 when you're feeling sick, this is probably what's causing it 15 when you made a decision but have now changed your mind A D VA N C E D V O C A B U L A R Y

Confusing word pairs

Some words sound similar or look very much alike, but have a different meaning. Even native speakers are sometimes confused by these words. Examples of confusing word pairs:

• • •

accept (accepteren) – except (behalve) bare (onbedekt) – bear (znw: beer, ww: verdragen) prescribe (voorschrijven) – proscribe (verbieden)

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Mission 1 Training session 1 • Mission support

Advanced vocabulary: Confusing word pairs

Use Advanced vocabulary: Confusing word pairs.

Choose the correct definition for each word in bold. 1 It didn't affect me much when I heard that the measles are back in town. After all, I've been vaccinated. a result / to cause a change in someone's emotions The campaign had the desired effect: vaccinations went up by 5% in just one year. a result / to cause a change in someone's emotions 2 I want to compliment you on your accomplishments – you did very well. something that, combined with something else, causes perfection / to express praise, congratulations, or admiration Those colours look wonderful on you – they really complement your eyes. something that, combined with something else, causes perfection / to express praise, congratulations, or admiration 3 Could you please stretch out your bare arm so that I can measure your blood pressure? to have a tolerance for / without covering or clothing I don't know if I can bear going through that entire procedure again. It was really awful. to have a tolerance for / without covering or clothing 4 Can I ask you for some counsel? I've got some questions about how to apply for a grant. advice from a knowledgeable person / a group of people appointed as advisers Do you remember my aunt? She's on the hospital council. advice from a knowledgeable person / a group of people appointed as advisers 5 When you apply for a job at the hospital, they require a certificate of conduct. to gain possession of / to have as a necessity Where did you acquire that information? I'd like to check the validity of your claim. to gain possession of / to have as a necessity 6 Did you adopt a new technique to produce this vaccine? It looks a bit different from the previous one. to make suitable for a specific situation / to take up and make your own We are trying to adapt the questionnaire in such a way that we can use it in our study as well. to make suitable for a specific situation / to take up and make your own

Complete the sentences with the correct words. There is one extra word pair. Choose from: accept / except – advice / advise – complement / compliment – ensure / insure – prescribe / proscribe 1 Could you give me some

on what to do if a patient refuses treatment?

I always have a hard time when a situation like that arises. 2 So you have a vitamin D deficiency. Did your GP 3 I am allowed to do almost everything,

anything for it? stick needles in patients' veins – for

that, I'd have to be a trained nurse. 4 Did they

you of a good working environment and your own desk to work at? 19

Grammar: Conjunctions Complete the sentences with the correct conjunctions. There are three extra words. Choose from: and – as soon as – because – both ... and – but – either ... or – even though – if – neither ... nor – so – until – when – while 1 I would like to help you,

unfortunately I have homework of my own to do.

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Mission 1 Training session 1 • Mission support 2 In their letter, the company asked me

I wanted to come in for a meeting.

3 Lucy hasn't done any research yet,

she cannot answer the question.

Brad is very ill, he doesn't want to take any medication.

my mother

I like needles. I get my phobia from her.

6 My sister has offered to do the washing

my mother recovers from her illness.

7 I'm not sure which option to pick. I can choose

an unpaid internship

a paid summer job. 8 On second thoughts, I don't think I will go to the interview. I'm going to stay home watch TV shows all afternoon instead. 9 I would love to work at that store, 10

that way I could earn my own money.

my brother

I have been a bit nervous about hospitals

since our grandmother was hospitalised. 19

Grammar: Conjunctions

Finish the sentences in your own words. Make sure the sentence you write fits the conjunction. Use at least eight words per sentence. 1 I'm not going to participate in the clinical drug trial, because

2 I'm not going to participate in the clinical drug trial, unless

3 My best friend told me I should only participate if

4 I don't think I'm going to participate, since

5 My brother is in desperate need of money and

6 Participating in the trial earns you £2500; still

7 Participating in a trial earns you a lot of money, although

Grammar: Present tenses Complete the sentences. Use the correct forms of the verbs given. 1 I

(to wait) for a chance like this for two years. I'm so glad it (to arrive – finally). 11

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Mission 1 Training session 1 • Mission support 2

(to be – you) available for a medical check-up right now? – No, sorry. I

(to do) my homework so it's finished before tomorrow.

3 I can't stand the fact that I

(to do – always) all of the work while you

get to sit back and relax. 4 Patrick

(to volunteer) in the hospital since 2017 and he (to like – still) it.

5 I

(not – to set foot) in a gym for three months so I (to doubt) I will be able to pass the fitness test.

6 Every morning, she

(to catch) the bus to visit her father in hospital. 1

Grammar: Present tenses and present perfect continuous

Work with a classmate.

Look at the four sets of sentences. In each half of a set, a different tense is used. For each set, discuss the difference in meaning. 1 Hurry up, I'm waiting. / Hurry up, I've been waiting for thirty minutes. 2 She is a student. / She is studying right now. 3 He studies every day. / He is always studying. 4 I have worked here since 2016. / I have been working here for ages.

Translate the sentences into English. Use the present tense that fits the situation best. Use: present simple – present continuous – present perfect – present perfect continuous Hoe zeg je ... 1 ... dat de patiënt die naast jou ligt tot je ergernis al de hele nacht ligt te snurken?

2 ... dat je nog nooit hebt meegedaan aan een klinisch onderzoek?

3 ... dat je al drie maanden wacht op een reactie van de directeur?

4 ... dat je vader dokter is in het ziekenhuis?

5 ... dat je student bent, maar dat je op dit moment werkt omdat je ook geld moet verdienen?

6 ... dat je al drie uur met een gebroken arm in de wachtkamer zit en dat niemand je is komen helpen?

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Mission 1 Training session 1 • Mission support 8

Phrases: How to ask for more information

You overheard your parents talking about your uncle Alex. Apparently he is interested in participating in a clinical drug trial. This interests you and you decide to write him an email. Complete the email. Use the correct phrases and the information given. Use a different phrase for each sentence.

Dear uncle Alex, How are you doing? It's been a while since we last spoke! My parents told me that you want to participate in a clinical drug trial. Something to do with sleeping pills, right? (1) (ask uncle Alex to explain what the trial is about in some detail) (2) (ask for more information about something you feel is important) (3) (you want to find out if more participants are needed) I have been thinking about signing up for one for a while, and it would be nice if I could simply tag along with you! You see, I happen to be a bit short on cash. (4) (ask for permission to ask something about money) I take it that most trials pay about the same amount of money to their participants. But I guess they will want something in return. (5) (ask Alex what is required of him) Can you enlighten me? I hope to hear from you soon! Love, Taylor

Phrases: How to give reasons and explanations

For each statement, give a logical reason or explanation. Use a different phrase for each statement and finish them in your own words. 1 I'm not going to take my hay fever medication today.

2 I'm sorry, but your operation has been pushed back.

3 Unfortunately, your medication is out of stock.

4 You will not receive any further help getting dressed.

5 Today, you are participating in the Get Well Project.

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Mission 1 Training session 1 • Mission support 6 Today, instead of the doctor, the intern will measure your pulse.

7 Today you are going to work with the first results of the survey.

8 You can't just eat whatever you want.

Mission 1 Training session 2 • Reading

Training session 2: Reading Reading different types of resources and forcing yourself to think critically about them is very useful for this Mission. After all, when you need to form a decision on an important matter such as whether or not you are going to take part in a clinical drug trial, it is important not only to understand the sources that you use, but also to be able to decide if they are reliable and tell you everything you need to know. 1

Get started Work with a classmate. Discuss the questions. 1 What do you know about the testing of drugs (medicines) on humans? Name two or three things. 2 What could be the risks of these tests? 3 To what extent do you agree with the following statement? 'Diseases that can be prevented by vaccines don't exist in my country anymore, so there is no need for me to get vaccinated.' 4 Do you feel everyone should be obligated to get vaccinated or that everyone should be able to decide for themselves? Explain your answer.

TO VAX OR NOT TO VA X , TH AT I S TH E Q U E STI O N BLOG Vaccinations? Be doubtful, be very doubtful ...

o, I’ve just watched a truly alarming YouTube video about vaccinations and I just had to share my thoughts about this. Most doctors advise us to start vaccinating children when they are only a few months old. I have always presumed that getting vaccinated is the right thing to do and I never really questioned medical advice about it until I saw this video. Now, I’m reconsidering.

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Mission 1 Training session 2 • Reading

Most people accept that vaccination programmes have made the world a healthier place and eliminated lots of childhood illnesses, like measles. Except what they don’t mention is that this improvement in health standards actually started long before regular vaccinations were even introduced! The video points out that death rates from childhood illnesses really started to fall as a result of improvements to our water supply and sewerage systems in the 20th century. So, who’s to say that vaccinations have anything to do with the improvement in people’s health? Our bodies have natural defences: our immune systems. They are designed to fight disease by creating antibodies, yet as this video so clearly points out, if we don’t allow them to fight off mild childhood illnesses, our immune systems won’t get the chance to develop and then we really will be in trouble. The truth is, the majority of the population can easily cope with a dose of rubella. Having mild illnesses is a normal part of life! For those who say that we need everyone who can to be vaccinated in order to protect those who can’t, I say – whoever claimed that vaccinations are 100% effective anyhow? I was shocked to hear that only 95% of people who are vaccinated develop full immunity. 5% of those vaccinated could still catch these illnesses and pass them on to others. So, this idea that vaccination gives full protection is a myth!! In fact, rather than protecting us, there are compelling arguments that vaccinations are actually harming us. There has been a huge increase in the number of children with behavioural problems over the past twenty years. It seems likely that there is a link here to vaccinations. Surely this can’t just be a coincidence? Lastly, the thing that really bothers me is the people who gain from all these vaccinations – the drug companies. They make billions of pounds worldwide from selling their vaccines and obviously it’s in their interests that we keep vaccinating. Drug companies have a lot of power in the medical world ... So I’d say, when you receive a letter from your doctor telling you it’s time for a vaccination, that’s your cue to start asking some serious questions. Think very carefully before just joining the queue at your doctor’s surgery ... Sites I follow: https://anti-vaxxer.org/ – https://www.facebook.com/AntiVaxer/

www.anti-vaxxer.com/why

Morning Star Tribune Home

Contact

Why vaccinate

Why vaccination is vital for us all Doctors across the UK are expressing concerns about the fall in numbers of babies and children being vaccinated against preventable diseases. In some parts of the country, fewer than 70% of children are up-to-date with their childhood vaccinations, leading to outbreaks of measles and mumps. Health professionals blame the rise of the anti-vax movement for encouraging parents to reject vaccinations in the belief that they can be harmful and lead to conditions such as autism. 'It's a worrying trend', admits Dr Ruth Walker, a GP in the Birmingham area. 'We know that even though vaccinations can have some side-effects, these are hugely outweighed by the benefits. A drop in vaccination rates has major consequences for society.' When asked about the growing popularity of the anti-vax movement, Dr Walker is quick to dismiss their claims about the safety of vaccines. 'Thousands of lives have been saved by vaccinations against illnesses such as measles and mumps', she says. 'Fifty years ago, twenty children a year were dying from complications of the measles virus in the UK alone. Many more children lost their sight or became deaf. Today, we are lucky because we can prevent these problems through vaccination. Some people say that vaccination is not necessary as these illnesses no longer exist, yet that is simply not true. Some countries still carry these diseases so it's vitally important that we still vaccinate as a precaution.' 15

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Mission 1 Training session 2 • Reading

Many more children lost their sight or became deaf. Today, we are lucky because we can prevent these problems through vaccination. Some people say that vaccination is not necessary as these illnesses no longer exist, yet that is simply not true. Some countries still carry these diseases so it's vitally important that we still vaccinate as a precaution.' Dr Walker also expresses frustration that the anti-vax movement has focused on personal choice when it comes to vaccinations. 'There are people who can't be immunised as a result of chronic illness,' she says 'not to mention babies who are too young to be vaccinated. They rely on healthy people to get immunised so that they themselves will not be exposed. By choosing not to vaccinate, you are putting them at risk. Unless 90–95% of the population are vaccinated against measles, for example, we lose "herd immunity". Surely we have a responsibility as part of a caring society to vaccinate if we can and not let the measles virus loose in our community?' We asked Dr Walker about the anti-vax movement's claims that vaccinations have led to a rise in behavioural problems amongst children. 'There is absolutely no evidence of that', she replies. 'Obviously all medical procedures carry risk, but in the case of vaccinations, the risk is tiny. Unfortunately, conditions such as autism often become apparent around the same time that children get vaccinated, but that's a coincidence. Children may have some pain and swelling at the vaccination site on their arm, but that will quickly ease. The risks associated with catching measles, mumps and other childhood illnesses are certainly much more serious.'

Skimming articles Skim To vax or not to vax, that is the question. Use Strategy: Skimming texts and Strategy: Recognising text types on the next page. Answer the questions. 1 What is the subject of both articles?

2 In your own words, explain the main idea of each article.

3 What type of text is text A? Name two characteristics that made you think so.

4 What type of text is text B? Name two characteristics that made you think so.

5 Which text would you base your own opinion on? Explain your answer.

Understanding articles Work with a classmate. Read To vax or not to vax, that is the question. Discuss the questions. 1 List five reasons why the author of text A has serious doubts about vaccinations. 2 List five reasons in favour of vaccinations mentioned in text B. 3 Compare the lists you made in the two previous exercises. Which of author A's reasons are contradicted by author B? Explain your answers. 16

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Mission 1 Training session 2 • Reading

S T R AT E G Y

Skimming texts

If you need to get the general idea of a text quickly, skimming is a helpful tool:

• • •

Read the introduction closely. Usually, you will find the main points of the text described there. Read and look at structural elements, such as images, titles and (sub)titles. They should tell you in just a few words what the paragraphs are about. Let your eyes go quickly over the text and focus on other structural elements such as lists, bullet points or words printed in bold or capitals.

S T R AT E G Y

Recognising text types

It helps to know what type of text you are dealing with, especially when trying to decide how to use the information it contains. rather informal use of language and punctuation colourful layout contains pictures to 'liven up' the text uses one-sided information, often based on personal experiences

• • • • • • • • •

Flyer

•

provides information on something you can buy or make use of (e.g. a course, a holiday cottage, a medical procedure, a school, etc.) contains a reference to more information uses an inviting layout (easy-to-read short texts, pictures, (sub)headings, etc.)

Blog

• • Review

Professional (newspaper) article Tabloid (newspaper) article

• • • • • • • • • • •

only the good qualities are mentioned aims at getting the reader to buy something uses a very limited number of words contains store or brand information Be especially wary of 'advertorials': they look like serious articles, but are in fact advertisements.

contains personal findings about a book, film, music, product, store, etc. lacks references to other sources contains a great variety of adjectives (beautiful, intriguing, etc.) uses facts that can be checked clean layout formal use of language contains relevant pictures that help understand the text headlines scream for attention and are without nuance uses one-sided information rather informal use of language contains pictures (of celebrities) that are often taken by paparazzi

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Mission 1 Training session 2 • Reading

Determining the reliability of sources

S T R AT E G Y

When reading an article that contains information that you need to base a decision on, always ask yourself if your source is reliable. To do this, always do a fact-check on the claims made in the article you are reading. When it is too good (or bad) to be true, it usually isn't. An article is probably reliable when:

• • • • • • • • • • •

it is from an established source (a quality newspaper, a scientific website, etc.); its contents cannot be adjusted by outsiders (unlike, for example, Wikipedia); it is no more than twelve months old; it is based on several sources and is objective; it provides a two-sided argument, i.e. it mentions both pros and cons; the author does not have an agenda; it uses citations; it provides verifiable evidence for claims made; it acknowledges different points of view; it uses neutral language and punctuation; the person writing the article is an authority, i.e. they know what they are talking about.

Determining reliability Work with a classmate. Use Strategy: Determining the reliability of sources and the texts under To vax or not to vax, that is the question. Are the texts reliable or not? Explain your answer. Give at least three reasons for each text.

E N T E R O U R DR U G T R IA L!

Want to help create the medicines of the future? Join us at the Holywell Clinic. ave you ever thought about taking part in medical trials? If you want to earn money while enabling important medical research, why not give us a call? We are always looking for new participants. Registration is straightforward – simply follow the steps below to become part of our team.

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Mission 1 Training session 2 • Reading Step 1 – Call or email us Please get in touch with us so that we can tell you more about the process of taking part in a medical trial and answer any questions you might have. We will ask you some basic questions about your age, health, height and weight so that we can determine whether or not you may be a suitable candidate for the trial. Still feeling positive about the process? Then we'll invite you to come to the clinic for a full screening. Step 2 – Come in for a screening When you arrive at the clinic for your screening, the first thing we will do is give you a detailed health questionnaire to fill in, since it's vital that we know as much as possible about your medical history. At this point, you will also meet one of the clinic doctors so that they can explain more about the trial and answer any further questions you may have. If you are happy to proceed, we will then ask you to sign a form, giving your consent for further medical tests. These tests will take approximately two hours and during this time we will:

• • • • •

measure your height and weight; take your blood pressure and check your pulse rate; do an ECG (this is a simple, painless test that records your heart rhythm); take blood and urine samples to ensure that you are healthy; test you to make sure that there are no traces of drugs in your system, as this could affect the outcome of the trial.

In addition we will:

• •

ask for a copy of your passport or driving licence as proof of your identity; ask you about any dietary requirements you may have while staying on the ward.

Please note! You are more likely to pass your screening if you are near to your ideal weight, fit and well-rested and have a steady lifestyle. Do you smoke or drink large amounts of alcohol? Unfortunately, you are unlikely to pass the screening. Those who abuse drugs will definitely fail. Intensive physical exercise such as running or heavy lifting may have an effect on the results and should be avoided just before the screening.

Step 3 – Confirmation We will phone you within a week of your screening to let you know whether you have passed or failed. If you have failed for medical reasons, not only will we explain this fully to you, but we will also arrange for you to see your GP for further tests. It may be that, even if you are medically healthy, you fail the screening for other reasons, as sometimes the criteria for the trial are very strict. For example, your blood pressure or weight may be slightly too low for this particular trial. If you have passed the screening, we will make arrangements for you to be admitted to our wards the night before the trial starts. Step 4 – Pack your bag! Even though there is limited storage space on the wards, it's important that you bring everything that you will need for the duration of the trial, as you won't be allowed to leave the clinic until the trial is complete. You should pack:

• •

your information leaflet and copy of your consent form, in case you need to check something; things to keep you busy, such as books, laptop or iPad. Please bring earphones as music cannot be played aloud on the ward; 19

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Mission 1 Training session 2 • Reading

• • •

simple clothing – underwear, shorts and T-shirts; toiletries and towel; earplugs. These are vital, even if you are a good sleeper because the ward can be very noisy at night.

Please don't bring:

• •

cigarettes or tobacco, since smoking is not permitted on the ward; valuable items. Lockers are provided for your belongings, but items are not insured while you are in the clinic.

Facilities for guests include a dining area, lounge with widescreen TV and satellite channels, games room with pool table and board games, and free WiFi. Step 5 – What are you waiting for?! Call or email us today to find out more. We look forward to welcoming you to the Holywell Clinic soon!

Tel: 01737 455609 trials@holywell.clinic.org.uk S T R AT E G Y

Scanning texts

When you're looking for specific information in a text, there is a way to spot where exactly you can find it. This way, you don't have to read the whole text.

• • • •

Decide what information you're looking for. Think of a few key words you should be looking for. Let your eyes glide over the text trying to spot your key words. Found them? Then read the information around it to check if you have found the information you are looking for. If not – keep looking!

Scanning a text Scan Enter our drug trial! Use Strategy: Scanning texts and Strategy: Recognising text types. Answer the questions. 1 What type of text is this?

2 What is this text about? Explain in your own words.

3 According to the text, what do you need to do when you have a question that is not answered in the leaflet? Write down the heading(s) of the paragraph(s) in which you found this information.

4 You have a question about whether or not you need to bring your own supplies to take a shower (shampoo, towel, etc). Will you be able to find an answer in this text? If yes, write down the heading(s) of the paragraph(s).

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Mission 1 Training session 2 • Reading

5 You want some information about the way the company decides if you are fit to participate in the trial. Where can you find this information? Write down the heading(s) of the paragraph(s).

6 You want information about possible reasons for not being admitted into the trial. Will you be able to find an answer in this text? If yes, write down the heading(s) of the paragraph(s).

Understanding a brochure Read Enter our drug trial! Choose the correct answers. 1 Choose the option that best describes the introductory paragraph. ◯ All you need to do to sign up is give the Holywell clinic a call. ◯ If you want to be a medical researcher, you should definitely sign up. ◯ The Holywell clinic is looking for new participants right now. ◯ You can easily sign up for a medical trial all year round. 2 Which event is not described in Step 1 – Call or email us? ◯ You undergo a medical screening. ◯ You will be asked how old you are. ◯ You can visit the clinic if you want. 3 What does 'At this point' in paragraph Step 2 – Come in for a screening refer to? ◯ After filling out the questionnaire. ◯ When you decide you want to proceed with the trial. ◯ When you first arrive at the clinic. 4 Which of these statements is/are true? I When your weight is as it should be and you're fit and well-rested, you will automatically be admitted to the trial. II You shouldn't do any physically intensive sports starting approximately a week before the screening. ◯ Only I is true. ◯ Only II is true. ◯ Both I and II are true. ◯ Neither I nor II is true. 5 Which unexpected consequences can the screening have? ◯ You may find out there's something medically wrong with you for which you need to visit your own doctor. ◯ You may have to go to your own doctor after which you may still be admitted into the trial. ◯ You may have to go to your own doctor for more tests that the clinic can't carry out. 6 What is the correct order of events? I You pack your bag. II You have to sign a consent form. III You will be told whether you've passed/failed the medical tests. IV You undergo medical tests. V You will be given a questionnaire. ◯ I – V – III – IV – II ◯ V – IV – II – III – I ◯ V – II – IV – III – I ◯ II – V – III – IV – I

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Mission 1 Training session 2 • Reading 7

Asking meaningful questions

Recently, you received an invitation to get a vaccination against a newly discovered disease. It is up to you, however, to decide whether or not you want to be vaccinated. 1 What questions do you want answered before you decide whether or not to get a vaccination? Write down at least three.

2 What (types of) sources would you want to base your answers on? Explain your answer. Suggestions of sources: stories of personal experiences, the internet, your parents, your GP etc.

Mission 1 Training session 3 • Writing

Training session 3: Writing In this Mission, you are going to write a response to an email, in which you explain whether or not you are going to participate in a clinical drug trial – and why. Because practice makes perfect, you will be doing just that in this training session: writing a response to an advertisement. For starters, it is always a good idea to read the advert thoroughly. That way you will know what information you need to put in your response. And because you want to come across as the mature, responsible person you are, you will learn how to write a formal email. 1

Get started Answer the questions. 1 What part-time jobs would you like to do? Make a top three.

2 What skills would you need for these jobs? Name at least two for each job.

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Mission 1 Training session 3 • Writing

3 What other characteristics would come in handy? Name one for each job.

4 What do you think employers would look for? Name two things.

Get a taste of research! Is this research opportunity for you? Are you fascinated by how the human mind works? Looking to pursue a career in psychology or therapy? As a result of a grant from the British Science Association, a rare opportunity has come up for a year-11 student to undertake a week's internship with a research team at Birmingham University. The team are carrying out research into the effects music can have on mood.

Let us explain a little more about the project … The main purpose of this project is to challenge our beliefs about music as therapy. We tend to assume that upbeat music makes us happier, whilst darker, more dramatic music can have a depressive effect. However, recent research has indicated that our relationship with music is far more complex than this. This project aims to increase understanding about our responses to music. The idea is that our conclusions will then be used to help design more effective music therapy programmes for those who have been suffering from depression.

What will the internship involve? The research will involve tests and surveys carried out with volunteers. The intern will be responsible for conducting some of the survey sessions as well as explaining the survey process to volunteers. They will then be part of the team who analyse the results and draw preliminary conclusions. The intern will be required to work eight hours a day on average, although this may include evening work, due to some of our volunteers being in full-time work or education. What sort of intern are we looking for? We welcome applications from candidates who meet all of the following criteria: • a year-11 student with ability in science; • a minimum grade 7 in year-10 science exams; • able to prove a special interest in psychology; • an independent thinker, good at working alone; • a strong team-player

Please email applications to research@birminghampsychinstitute.com by January 30th, including a reference from your current science teacher.

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Mission 1 Training session 3 • Writing 2

Understanding an advert Read Get a taste of research! Answer the questions. 1 What is the aim of the advert? Explain it in your own words.

2 In your own words, explain why the project was set up.

3 Name three activities you will be responsible for if you take the job.

4 For each of these activities, write down what you think this means: what will you be doing in practice?

5 List the information you are required to put in your application, according to the advert.

Taking notes Read Get a taste of research! Take notes to answer the following questions. 1 Imagine you want this internship very badly. What reasons could you give for responding to this advert? Name two.

2 What traits do you possess that make you a good candidate for this internship? Name at least two.

3 Think of two reasons why you would not be suitable for the internship (yet). For example: which skills you lack and / or what things you are not looking forward to.

4 What else would you like to know? Write down two questions you can ask.

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Mission 1 Training session 3 • Writing

S T R AT E G Y

Writing a formal email For formal emails, be aware of the following conventions:

• • • • • • • 4

Start your email appropriately: Dear Sir / Madam (when you don't know who you are addressing); Dear Mr / Mrs Smith (when you do). In your first paragraph, explain why you are writing. Be polite. Don't command the reader to do anything, but ask politely if they can do something for you. Have a clear focus in each paragraph: when you start a new subject, start a new paragraph. Don't use contractions (don't > do not, can't > cannot, etc.) or informal expressions (I loved your advert. > I was very interested in your advert.) End your email appropriately. When you don't know the name of the person you are sending the email to, use Yours faithfully. Use Yours sincerely when you do know the name. Sign your full name at the bottom of your email.

Responding to an advert

Use your notes from the previous exercise and Strategy: Writing a formal email. Write your email. Use 250–350 words. Use the following information: - Start your email appropriately. - Explain why you are writing this email. - Explain why you are interested in the position. - Explain why you would be a good candidate. - Express and explain your concerns, but also offer possible solutions. - Ask two questions. - Give any additional information that you need to give. - Refer to any attachments. - Finish your email appropriately.

• •

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Mission 1

Complete your mission

Complete your mission Follow the steps to complete your mission. □ Use Mission briefing. Read the leaflet and the email you have received from the clinical trial company (Take part in our trial!). □ Use the internet to look up information about the upsides, downsides and risks that come with clinical trials. Look up five different written sources. Using Strategy: Determining the reliability of sources in Training session Reading, decide whether or not they are reliable. Then pick the two or three most reliable sources to read intensively. Write down their titles or urls on. □ For each of your sources, explain why you think they are reliable or not. □ Read the sources you chose and make notes by making a list of the pros, cons and risks of taking part in clinical trials. □ Write your reply to the company. Make sure you say whether you are going to participate or not. Use your notes to explain your reasons. Don't forget to pose some questions to get some additional information about the trial. Use 400–500 words.

TAKE PART IN O U R TR I A L!

Dear Student, A friend referred you for one of our clinical trials. To help you decide whether you want to sign up, please refer to the leaflet attached to this email. We hope to hear from you soon! Best wishes, Ben Thomson Director of Applications

Getwell clinical trials Is it you we're looking for? Are you ... • in need of some cash; • interested in helping medicine evolve; • between 14 and 18 years old; • not afraid of needles?

About us We are the Getwell Clinic and we organise several clinical drug trials a year. If one trial isn't for you, we will definitely have something for you to sign up for in the foreseeable future.

Do any or all of these statements apply to you? Sign up now for our new clinical trial!

We work with the most promising doctors and nurses, and have several successful clinical drug trials to our name.

Contact information For any questions you might have, or to sign up for one of our trials, contact our Director of Applications, Ben Thomson at b.thomson@getwellclinic.com.

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Mission 1

Mission debriefing

Mission debriefing Go to New Interface online for the Model answer. Compare your email to the model and fill in the rubric. Alternatively, you could ask a classmate to read your email and fill in the rubric for you. In that case, also provide your list of sources, your explanation of their reliability and your notes. Mission accomplished ...? Needs improving

Excellent

1 Finding five written sources to base your opinion on.

◯

2 Determining and explaining which two or three sources are the most reliable ones.

◯

3 Listing the pros and cons of taking part in a clinical trial.

◯

4 Contents of the email: making clear whether or not you plan to participate in the trial.

◯

5 Contents of the email: explaining your decision.

◯

6 Contents of the email: asking relevant and critical questions.

◯

7 Use of conventions for formal emails.

◯

8 Use of grammar, phrases and vocabulary.

◯

If you have indicated 'Needs improving' in any category, please give tips here.

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Mission 2

B1 READING

Experience is everything

M I SSI ON G OAL S Life skill: Creative thinking Reading B1: Can understand a simple formal letter or email well enough to be able to react adequately. Writing B1: Can write notes and messages containing simple information of direct importance to friends and others that play a part in their daily life.

M I SSI ON S U P P O RT Vocabulary: Advanced vocabulary: Grammar:

2 5 11

Phrases:

8 18

Personal development Colloquial pair phrases Future tenses Definite article How to convince or persuade someone How to express preferences 28

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Mission 2â&#x20AC;&#x201A; â&#x20AC;&#x201A; Mission briefing

Mission briefing You have received a letter from ExchangePlus, which is an organisation that offers exchange programmes for students. Before you can decide whether you would like to enrol in such a programme, you have questions. A lot of questions. What are the pros and cons of going abroad for a longer period? What activities can you do? Will they be fun and challenging or exactly what you would do if you stayed in your own country? And which programme in which country would be right for you? Luckily, the internet has all the answers!

YO U R MI S S I O N Read the letter, do research and decide whether you'd like to apply for an exchange. Inform two different people of your decision and your motives.

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Mission 2 Training session 1 • Mission support

Training session 1: Mission support In order to understand an email that is about your future, it is important that you know words like 'challenging', 'independence' and 'involvement'. It also helps if you know phrases about preferences and phrases that are used to convince or persuade you, so you can recognise the intention of the email. For writing a reply you will need to know grammar rules, and when you write about your plans for the future you especially need to know how to use the future tenses. Using colloquial pair phrases will make you sound more natural and skilled in your communication. 1

Vocabulary: Personal development Complete the sentences with the correct words. There are three extra words. Choose from: advantageous – affect – appreciate – challenging – development – get ahead – independence – insight – involved – involvement – issue – maturity – overcome – refuse – regret – require – rewarding – sought after 1 If you're not an adventurous type of person, studying abroad can be a(n) enterprise. 2 New York is a city that has a lot to offer, and therefore is a(n)

destination

for exchange students. 3 Unfortunately, I'll have to

your offer, because I have already accepted

an interesting offer from Sydney. 4 Taking some extra courses is a good idea, but for your personal

, social

interaction is just as important. 5 I really

all the help you have given me preparing for my exams,

Mrs Davenport. 6 If you can't find a job, you might consider volunteering, which can be 7 You can get a job if you want to achieve financial 8 Active

too. !

of all the participants will guarantee success.

9 What subjects to choose is an important

for most students.

10 As my parents can't afford this expensive exchange programme, getting a scholarship would be really

11 Don't you agree that an unhealthy lifestyle will

your results sooner or later?

12 If you want to be independent, you need to have a certain degree of 13 Make sure that you don't get

in criminal activities when you do business

with people you don't know. 30

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Mission 2 Training session 1 • Mission support 14 These programmes

a lot of commitment from the students.

15 By reading the online information you'll get

into how the programme

works.

Vocabulary: Personal development Complete the email with the English translations of these words. Choose from: belangrijk – beredeneerde keuze – cv – ervaring – gast – helemaal – maakt niet uit – moed – ontmoedigd – overwinnen – rol – spijt hebben – spreekvaardigheid – standpunt – uitwisselingsstudenten

Dear Sir/Madam, I've read the online information about the extra programme that you offer for (1)

. I understand that you are looking for an assistant who

can help (2)

families on a canoe trip. I am convinced that would suit me very well, as I am really sporty. After

this (3) some research, I have made an (4)

and have chosen for

your organisation. I have no (5)

in canoeing, but I'm really

motivated to learn, (6)

what it takes. So I'm quite confident

that we can (7)

this small obstacle, not least because I have

often shown that I have enough (8)

to do extreme sports

such as kite surfing. , you might be

Although this is something different (9) interested to know that motivating those who are (10)

some way is my speciality. My (11)

is that everyone should be

able to take part in activities and, most (12)

, have lots of fun!

Last but not least I would like to direct your attention to my (13) in French, German and Dutch. For more details, please read my (14)

, which you can find in the attachment.

I promise you will not (15)

hiring me.

I'm looking forward to your reply, Yours faithfully, Chris de Vries

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Mission 2 Training session 1 • Mission support

A D VA N C E D V O C A B U L A R Y

Colloquial pair phrases

Colloquial pair phrases consist of pairs of words that form a fixed combination and have a specific meaning together. 'Colloquial' means 'informal'. Using these colloquial pair phrases can make you sound more realistic and natural, but only use them in informal speech or writing. Examples:

• • • • • 3

pick and choose – make your own choice neat and tidy – well organised, orderly back and forth – from one place to another and back skin and bones – too skinny safe and sound – out of danger

Advanced vocabulary: Colloquial pair phrases Use Advanced vocabulary: Colloquial pair phrases. Write down the pair phrase that matches the words in bold. There are four extra colloquial pair phrases. Choose from: bits and bobs – by and large – cloak and dagger – down and out – hard and fast – ins and outs – pins and needles – prim and proper – pros and cons – safe and sound – sick and tired of – spic and span – to and fro – tooth and nail – up and about – ups and downs 1 Tom was feeling unwell for quite some time, but now he is no longer in bed. 2 Do you know all the detailed facts of studying abroad? 3 They fought fiercely to get what they wanted. 4 Pick up all the small items that you want to take home. 5 There are strict rules for hygiene in an operation theatre. 6 My parents have experienced good and bad things in their relationship, like most married couples. 7 I am fed up with your silly jokes! 8 Have you thought about getting a Saturday job? What are the advantages and disadvantages of getting one? 9 I was worried about Carly when I heard about her accident. Fortunately, she was unhurt. 10 The homeless in New York are really poor and lack the prospect of a better life. 11 The flight crew were walking from one side to the other in order to put all the bags in the luggage compartments. 12 The school canteen was quite a mess after the lunch break, but now it is really clean.

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Mission 2 Training session 1 • Mission support 4

Grammar: Definite article Choose the or Ø (no definite article).

1 We are going to the / Ø hospital to visit my sick gran. 2 The opening hours of several tourist attractions are different in the / Ø winter. 3 My grandparents are from The / Ø Czech Republic but my parents were born in The / Ø Netherlands. 4 Can you please drop us off at the / Ø Fifth Avenue? 5 That lady always looks classy, completely dressed in the / Ø black. 6 Can we have chicken sandwiches for the / Ø lunch? 7 Have you ever been to the / Ø Lake Tahoe? 8 Do you guys play any instruments? – My friend Ali plays the / Ø piano and I play the / Ø guitar. 9 We went into the / Ø town by the / Ø bus this morning. 10 Jasmin had to go to the / Ø hospital to have her tonsils removed.

Grammar: Definite article Write down the English translations. 1 Hoe eerder, hoe beter.

2 Zij heeft alle chocolade opgegeten die ik gekocht had.

3 Mijn oma was jong in de zomer van 1960.

4 Wij wonen aan de Marktstraat.

5 Weet jij waar de Mount Everest ligt?

6 Tante Patty gaat elke dag naar de kerk.

7 We gaan meestal samen naar het werk.

8 Ken je alle woorden in het Engels, of geef je vaak antwoord in het Nederlands?

9 Jouw antwoorden zijn precies hetzelfde als die van mij!

10 Zullen we eieren met spek nemen als ontbijt?

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Mission 2 Training session 1 • Mission support 6

Grammar: Future tenses Choose the correct future tense.

1 I have brought some extra sandwiches because I 'm working / 'll work late tonight. 2 Kathy told me that the train to Glasgow leaves / will leave at ten past nine. 3 My parents have promised us that they pay / will pay. 4 I think that staying in that hotel is going to cost / will cost more than I can afford. 5 We are playing / will play a hockey match on Saturday. Come and watch us win! 6 Am I going to make / Shall I make you some American pancakes? 7 Look at those clouds! It is going to rain / rains this afternoon. 8 I'm sure the manager is going to send / will send a reply to your application. 9 I'm glad all my friends are taking part / will take part in the exchange programme this summer. 10 The photography course is going to start / starts on Friday.

Grammar: Future tenses

Complete the sentences with the correct future tenses. Use will / shall, to be going to, present simple or present continuous and the verbs in brackets. 1 Terence

(pick up) the parcel when he gets back.

2 I have saved some money and I new laptop. 3

(use) it to buy a

(buy) those blue sneakers or the white ones?

4 The next showing of this musical

(be) on Thursday.

5 My friends sick and tired of their old teammates.

(join) a new soccer team because they're (write) an email as soon

6 Can you promise us that you as you arrive?

(ask) you

7 You've made a scratch on Sara's car? She to pay for the damage.

(ask) John to marry her. She has already

8 Kelly bought the ring.

(leave) at five o'clock sharp.

9 My train 10 Don't worry, I promise I

(take) you to the airport in time.

Phrases: How to express preferences

Translate the sentences. 1 Hij zou liever niet meedoen vandaag.

2 Als je liever niet betrokken wilt raken bij het conflict, kun je beter niets zeggen.

3 Ik zou best een kop thee lusten.

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Mission 2 Training session 1 • Mission support 4 Zou je niet liever wachten tot volgend jaar?

5 Ik zou liever hebben dat je spreekt over je problemen.

6 Het klinkt misschien belachelijk, maar ik heb liever heavy metal dan andere muziek.

7 Werk je graag met anderen, of wil jij liever alleen werken?

Phrases: How to convince or persuade someone

Write down a possible reaction. Use as many different phrases as possible. 1 Your friend is very disappointed that she wasn't chosen as team captain. How can you persuade her to accept life as it is?

2 Your classmate is always talking about himself. What can you say to persuade him to change this behaviour?

3 Your parents have offered to pay for drinks if you and your friends pay for the food yourselves. How can you convince your friends that this is a good deal?

4 Your friend Mike doesn't want to go bungee jumping because he thinks it's dangerous. How can you convince him that it isn't?

5 Your sister tells you that her invention has won a prize. How can you convince her that this success isn't a surprise to you.

6 Your cousin doubts if she should learn French. You argue that speaking more languages will help her in future.

7 Your friends want to know why they should do the workshop 'Look, listen, and learn'. What can you say about the workshop to convince them?

8 You want your mates to go to a concert of your favourite band with you. They don't show much enthusiasm, but you know they will like it. What can you say to convince them?

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Mission 2 Training session 2 • Reading

Training session 2: Reading Do you consider yourself a curious and creative person? Or is it hard for you to find inspiration when you are asked to do an assignment? Is it possible to develop your creative skills? Read on to find out! 1

Get started Some tasks look really easy when others do them, but turn out to be really difficult when you try them. Practice makes perfect! Answer the questions and make a to-do list. 1 In which area(s) would you like to develop yourself? Why?

2 How could you achieve that personal development?

3 What do you need to help you achieve your goal?

4 Make a to-do list with at least five steps you need to take to achieve your goal.

S T R AT E G Y

Writing a summary

• • • • • •

Skim the text. If there are no subheadings, divide the text into sections yourself. Answer these questions: Why you are reading this text? What type of text is it? This can help you identify important information. Read the text while highlighting the key words and phrases. Write down the main points of each section in your own words. Write down important supporting point(s) for each main topic, but do not include minor detail. Read your summary and check whether all the information is relevant and that you have used your own words. Make changes where necessary to make it fluent.

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Mission 2 Training session 2 • Reading

JOINING T HE STU D E N T CO U N C I L

Dear all, 1 Here is an invitation you cannot refuse! Don't miss this opportunity to get ahead of the game by joining the Student Council! 2 Whatever your plans for your future career, having 'Student Council Representative' on your CV will put you in a very advantageous position. 3 Are you a good listener? Do you like speaking out better? Are you a leader or a team player? Whatever your preferences, the school's Student Council will offer you a valued role. If you'd rather not become involved, stop reading right now. But if you're interested in helping your fellow students and enhancing your own skills, read on! 4 Being a representative on the Student Council will improve your communication skills, because you are going to have to discuss important issues with your teachers as well as with other students, both younger and older than yourself. This alone will give you considerable insight into how other people think – one of the life skills that employers are looking for. 5 And that's not all. There will be times when the School Council has to discuss issues concerning areas of school life that you are not involved in or even interested in. For example, there may be discussions about the school orchestra – but you prefer sports to music. Or there could be an event to organise, raising funds for a swimming pool – but you're into the dramatic arts. 6 Don't let that discourage you from joining the School Council. Learning about activities that are not normally of interest to you will have a significant impact on your world view. Taking yourself out of your comfort zone will make you more open-minded and may even result in your active involvement in something completely new and exciting. 7 f you join the Student Council, you will learn the ins and outs of how a council works. This is a transferable skill which you're not going to regret acquiring, no matter what you choose to study or do in the future. You will learn the importance of listening to other people's opinions and taking into account the differences between them, as well as what brings them together. You will make certain commitments: to attending meetings, to reaching agreements, to giving feedback, and so on. 8 All this will enhance your own personal development, as well as being a positive addition to the life of your school community. So don't delay: apply today! Best wishes, The Principal

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Mission 2 Training session 2 • Reading 2

Summarising a formal email Read Strategy: Writing a summary and Joining the Student Council Summarise each paragraph in one sentence.

Understanding a formal email Read Joining the Student Council. Answer the questions. 1 Writers who want to convince you of something often repeat information they think is important in other words. Which phrase in the same paragraph is the equivalent of 'get ahead of the game'? (paragraph 1)

2 The Principal asks 'Are you a good listener? Do you like speaking out better? Are you a leader or a team player?'. Why does he use opposite traits in these questions? (paragraph 1)

3 What are employers looking for? (paragraph 2)

4 Why do you think employers find this important?

5 What does 'that' refer to in 'Don't let that discourage you …'? Quote the first three and last three words of the phrase. (paragraph 3)

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Mission 2 Training session 2 • Reading

6 What future career can you imagine where the 'transferable skill' would be of great value? Explain your answer. (paragraph 4)

Curiosity doesn't necessarily kill the cat! The old English proverb 'Curiosity kills the cat can be used as a warning not to ask too many questions about things that are none of your business. This is the negative side of curiosity, which can indeed have unpleasant results. We can however guarantee that there is a more positive side to having an inquisitive mindset. 1 Being inquisitive is the main force that leads to inventions and innovations, for example in medicine and science. An inquisitive person questions why things are as they are, and will take the trouble to find out if the answers are not clear. 2 We can assure you that some of the cleverest and most inventive thinkers of the past had one thing in common: they were all curious. Are you a curious person? Do you sometimes feel bored and spend the day doing nothing? Or do you always prefer to find something interesting to do? A curious person rarely gets bored, but actually likes being active better. People who are interested are usually interesting people. They are keen to know about other cultures and ways of life. They are hungry for knowledge, which makes them knowledgeable. This in turn leads to greater creativity: if you choose to look at problems or issues from a different angle, you are probably going to find new and creative ways of dealing with them.

3 Can you be persuaded to develop your curiosity? Believe it or not, it isn't rocket science! So how is it done? Show an interest in the world, starting with the people around you. Asking questions and encouraging your friends to talk about themselves automatically makes you a friendlier person to be with and more popular, too. Honestly, wouldn't you rather be such a person? Ask for opinions and then listen. Listening is the key to promoting an inquisitive mindset, because that is how you learn more.

4 Take an interest in things that don't interest you. That may sound ridiculous, but try it and you won't be disappointed. If you don't read much, ask a friend who is a reader to recommend a good book and give it a go. If you're not interested in art, visit a museum with someone who is, look and listen and learn. 5 Become more motivated and more confident by being more curious – it will enhance your personal development, making you more successful and nicer to know. Wouldn't you call that a no-brainer?!

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Mission 2 Training session 2 • Reading 4

Summarising a reading text Read Curiosity doesn't necessarily kill the cat! Use Strategy: Writing a summary. Make a summary of the tips in the text in short sentences. Use 25–35 words in total.

Reading for detailed information Read Curiosity doesn't necessarily kill the cat! again. Answer the questions. 1 Which pro and con of curiosity are mentioned in the text? (paragraph 1)

2 Which, according to the title of the text, count more: the pros or the cons? Explain your answer.

3 What is the link between curiosity and creativity? (paragraph 2)

4 What advice is given to become a good or better friend? (paragraph 3)

5 Why would anyone go to a museum if they're not interested in art? (paragraph 4)

6 Which words are used to describe the positive influence of curiosity on your personal development? (paragraph 4)

Replying to a formal email

Write a reply to Joining the Student Council in which you try to 'sell' yourself as the future student council representative. Use 150–180 words. Build up your reply on the main issues that are raised in each paragraph of the Principal's email. Use information from Curiosity doesn't necessarily kill the cat! to make a good case for yourself.

• • •

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Mission 2 Training session 3 • Writing

Training session 3: Writing Since online communication has become the norm, written letters have gradually been replaced by emails. Whatever medium you use, clearly written communication is still key to a good understanding. The style you choose for a letter or an email can differ. How formal do you need to be?

Get started

Think of the difference between formal and informal emails.

Think of two different situations in which you would write formal emails and two different situations in which you would write informal emails. Write down the four situations. Formal

1 2

Informal 1 2

Discuss the questions with a classmate. 1 Why are the situations that you have described formal or informal? 2 Why and when is knowing the difference between formal and informal important?

Welcome to Sadler ded Flip Flops Recommen

Apply lots

of SUNSCR

EEN

Soak up the SUN

RELAX

ENJOY the DAY

SPLASH in

the WATER

SMILE SWIM PLAY

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Mission 2 Training session 3 • Writing

POOL RULES 1 2 3 4 5 6 7 8 9

Parents and guardians must watch their children AT ALL TIMES. ALL swimmers must shower before entering the pool area. NO running, dunking or excessive horseplay. NO spins, flips, diving or going backwards from the side of the pool. DO NOT swim if you have open sores or communicable diseases. NO pushchairs or wheelchairs allowed in the pool area. The use of soap is NOT permitted. NO food or beverages allowed anywhere on these premises. Noodles and baby floats are NOT permitted due to safety regulations. Only coast guard approved life vests are permitted and available for use.

10 11 12 13 14 15

NO swimming in the landing area around the slide. ONLY waterproof sunscreen permitted. ALWAYS use the ladder to get in or get out of the pool. Proper swimwear required for men and women. NO boxer shorts or sports bras. Caps are required for EVERYONE with long hair. Use the trash cans for ALL your waste and the glass containers for empty bottles.

HAVE FUN

Reading instructions Instructions are sometimes illogical, unnecessary, ill-conceived or even hilarious. Read Welcome to Sadler and Pool Rules. Answer the questions and explain your answers. Questions 1–4 are about Pool Rules, questions 5–6 are about Welcome to Sadler. 1 Which two rules do you think are absolutely reasonable and necessary?

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Mission 2 Training session 3 • Writing

2 Which two rules are unclear in your view?

3 Which rule is ill-conceived or might even be considered discriminatory?

4 Which two rules are contradictory and illogical?

5 Why would the rules in Welcome to Sadler probably raise less irritation than the rules in Pool Rules?

6 Comparing the two sets of pool rules, how would you describe the difference in the writers' approach of pool rules?

Writing an email to a friend You've read Welcome to Sadler and Pool Rules and they've attracted your attention. Write an email of 250–300 words to a friend. Choose at least two rules that struck you as funny, stupid or illogical. Give your opinion about these rules. Illustrate your opinion with examples. Use information from both sources. Think of one or two silly or funny pool rules they might have added.

• • • • •

S T R AT E G Y

Writing a formal email For formal emails, be aware of the following conventions:

• • • • • • •

Start your email appropriately: Dear Sir / Madam (when you don't know who you are addressing); Dear Mr / Mrs Smith (when you do). In your first paragraph, explain why you are writing. Be polite. Don't command the reader to do anything, but ask politely if they can do something for you. Have a clear focus in each paragraph: when you start a new subject, start a new paragraph. Don't use contractions (don't > do not, can't > cannot, etc.) or informal language (I loved your advert. > I was very interested in your advert.) End your email appropriately. When you don't know the name of the person you are sending the email to, use Yours faithfully. Use Yours sincerely when you do know the name. Sign your full name at the bottom of your email.

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Mission 2 4

Complete your mission

Writing a formal email You read Pool Rules when you visited the swimming pool of Rocks Camping Park. You are really irritated and want to present your views in a formal email to the campsite. Use Strategy: Writing a formal email. Write a formal email of 350–400 words to the campsite. Prepare your email by: choosing the pool rules you would like to see changed or deleted; making a plan for the structure of your email. Write your email. Make sure you: give your opinion; add your preferences and suggestions for improvement.

• • • •

Complete your mission S T R AT E G Y

Being well-informed

When you have to make choices or form an opinion you need to be well-informed. An inquisitive mindset will help you ask yourself the right questions when you're looking for information:

• • • • • •

Is this the right source? Is it reliable? Why (not)? Is this relevant information for me at this moment? Can I use the source or only bits and pieces? Should I look at the topic from a different angle? Which? How? Do I need completely different sources? Online? People? Why do I find it hard to make up my mind? What is holding me back?

Using sources for your writing

S T R AT E G Y

When you use information from a source:

• • • • • • • • • •

List the criteria of the information that you're looking for. These can be your own or criteria that you've been given in the instruction of an assignment. Choose a reliable source, for example the website of a distinguished newspaper or institute. Read carefully and select the information that is relevant for you. It may help to copy/paste fragments into a separate document, but don't forget to write down which source they came from. If necessary look for more sources to find what you need. Make sure you understand what you read. Use a dictionary if necessary. Think how the bits and pieces can be useful for you. Create your own text with the elements that you've found by using your own words and structures. Use a dictionary if necessary. If you quote from a source, make explicit that these are not your own words or ideas by writing for example: I read in ... that ... Read your text and check if it matches with the criteria you listed in the beginning. Evaluate. What would you do differently next time?

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Mission 2

Complete your mission

Mission debriefing

Use Mission briefing, Strategy: Being well-informed and Strategy: Using sources for your writing. Follow the steps to complete your mission. □ Read The opportunity of a lifetime on the next page. □ Highlight or take notes of the main points. □ Is studying abroad 'the opportunity of a lifetime' for you? Is all the information that you need to make a decision about whether or not to study abroad in the text? Think of the country where you would like to study and what subjects interest you. What does life look like when you are a student in a foreign country? Write down at least six questions that the text raises. □ Go online and look for a minimum of two texts of at least 400 words with information on possibilities to study in the foreign country of your choice. Find answers to your questions. If you still lack information to make an informed decision on studying abroad or not, look for more texts. □ Write down the URLs of the texts that answered your questions. □ Read the texts and take notes on what you find interesting or dislike about studying abroad. You'll need your notes for the explanation in your letters. □ Decide on the basis of your research whether you'd like to go on exchange or not. □ Write emails in which you communicate your decision to two different people: an informal email to a friend and a formal one to a teacher. Your letters may be of different lengths, but make sure that the total number of words in the two letters is 250–350. Make sure that what you communicate is relevant for the reader of the letter. Ask yourself what information they would be interested in.

• •

□ Your letters should contain your research and all the arguments and the information that helped you decide.

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Mission 2

Complete your mission

T HE OPP ORT U N I TY O F A LI FE TI ME ! Dear student, You've probably thought about going to college, but how do you choose the college you want to study in? Will it be somewhere you know, in your own town or city? Or could it be in a different country altogether? Have you ever thought about being an exchange student? For many young people, this is an exciting, rewarding and challenging experience which they will never forget. The experience of their lives, in fact. What makes it special is that you won't be a tourist, you'll actually be living in the country of your choice. When you become an exchange student, you stay with a host family and you go to the local college. Once you're there, you're talking to native speakers all the time, which is the best way to learn a language. You'll acquire important international understanding and learn a lot about a different culture, the culture of the country you've chosen. There might be ups and downs, which you will learn to cope with, so perhaps most significantly, you'll learn a lot about yourself. Student exchange programmes encourage open-mindedness, maturity and independence. They also promote an international viewpoint. In the competitive world of today, these are highly sought after qualities. For future university or job applications, experience will be a major factor. The experience you are going to get from being an exchange student is an especially valued resource. Would you be prepared to move outside your comfort zone or would you rather stay at home? Are you interested to learn more about the world and yourself, or not? If you are, you are the type of smart, open- minded, flexible young person we prefer. Being an exchange student is an investment in your future. Your education will continue, of course, but the programme we provide will complement it in practical and fun ways. You may feel unsure about the pros and cons of living or studying abroad, so here are some of the many advantages: • Personal experience of the wider world • Future career opportunities • Better knowledge of the lives and outlooks of other • Acquire fluency in a foreign language • Increase your independence and maturity • Improve your understanding of friendships, old and new And when you get home safe and sound, your exchange will continue to affect and enhance your life. It will help you to make more informed choices about what to study and what career to aim for. By and large, employers are aware of the value of student exchange and would always prefer a person with experience. Your experience will put you head and shoulders above other candidates, which could make all the difference in highly competitive situations. There are no hard and fast rules about what type of student is suitable for an exchange programme, but generally speaking, what does it take? • The courage to leave home and live somewhere very different from what you're used to. • You need to be flexible to go to a new school with new friends and even a new language. • It takes an open mind to appreciate a different culture. • You will miss the familiarity of home. • It may be necessary to overcome homesickness and culture shock. Being an exchange student can be hard, but don't let that discourage you. If you're ready to face a personal challenge and you don't expect too much, you will definitely profit from the experience. You can trust us to organize high quality programmes. Here at ExchangePlus, we know what challenges you're going to be faced with and we are ready with the help and support you need all the way. You'll want more information about our range of programmes of course. The best way to get that is to visit our website or, if you'd rather speak to someone face to face, come along to one of our introductory sessions. Don't miss this opportunity of a lifetime: check us out today! Kind regards, Charles Davis, National Director ExchangePlus

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Mission 2

Mission debriefing

Mission debriefing Go to New Interface online for the Model answer. Compare your letters to the model and fill in the rubric. Alternatively, you could ask a classmate to read your letters and fill in the rubric for you. Mission accomplished ...? Needs improving

Excellent

1 Looking for and choosing sources.

◯

2 Deciding which information is relevant.

◯

3 Making a decision based on the information.

◯

4 Understanding The opportunity of a lifetime! completely.

◯

5 Using the strategy 'Using sources for your writing' successfully.

◯

6 Conveying relevant points in a message.

◯

7 Use of vocabulary, grammar and phrases.

◯

If you have indicated 'Needs improving' in any category, please give tips here.

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Mission 3

B1 READING

The perfect intern

M I SSI O N G OAL S Life skill: Self-regulation Reading B1: Can understand important factual information in short reports and articles. Writing B1: Can write personal letters conveying news and expressing thoughts about abstract and cultural topics.

M I SSI O N S U PP O RT Vocabulary: Advanced vocabulary: Grammar:

Studying and time management Word formation Indefinite article Interrogative pronouns How to give examples How to give reasons and explanations

How to write a motivation letter

3 12 13

Phrases:

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Mission 3â&#x20AC;&#x201A; â&#x20AC;&#x201A; Mission briefing

Mission briefing You're in your final years of high school and at this moment, you have no idea what you want to do with your life after school ... Sound familiar? A micro-internship at a company can give you some real-life experience and help you decide. Where would you like to work?

YO U R MI S S I O N Decide which company is most appealing to you for an internship by researching it on- or offline, then write a motivation letter in which you explain to the company why you want to be considered for an internship. You're probably not going to be the only applicant, so make sure you sell yourself!

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Mission 3 Training session 1 • Mission support

Training session 1: Mission support In order to look confident and professional when applying for a micro-internship, you have to show off what you know. This means knowing the right terms to talk about business, such as 'advance', 'expertise' and 'achieve'. It also means using the appropriate phrases to give examples of past experience, as well as reasons and explanations for why they should hire you. Interrogative pronouns are essential for getting more information, but you can also use them to structure a motivation letter: who are you, what do you want and why? Finally, knowing how to avoid common mistakes when using a/an makes you look that much more professional! 1

Vocabulary: Work and business

Choose the correct English synonyms of the words in bold. There are three extra words. You have to change some of the words to fit the sentences. Choose from: achieve – aim to – be responsible for – benefit – curious about – develop – discover – enjoyable – expect – knowledge – most recent – regularly – reward – routine – skill – success – that sort of thing – train 1 Last year, I volunteered on a professional sailing ship on their voyage to Scandinavia, which was an educational and fun experience. 2 Interns are often expected to do administrative tasks: filing, registration, answering emails, and other similar tasks. 3 My internship supervisor offered me a suitable compensation for my work. 4 I'm not sure I've got enough understanding about the subject to do this assignment properly. I should read more about it first. 5 We want to make an application that tells you instantly where the nearest hospital is. 6 Lola has always been very interested in space exploration. She would like to work for NASA one day. 7 The advantage of cycling to school is that it keeps me really fit. 8 The main thing I'd like to accomplish while working here is to learn to do things independently. 9 Paul has plans to become a professional painter one day. 10 We each had to give a presentation about our hobbies so we could improve our public speaking skills.

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Mission 3 Training session 1 • Mission support 11 My latest job was babysitting my neighbours' kids, which taught me a lot about responsibility. 12 Saïd thinks he will get a good mark in his chemistry exam, because he worked very hard for it. 13 My friends and I often go to the same coffee shop during our lunch break. 14 Mick has good technical abilities. He can mend anything, from a bicycle to an old radio. 15 Karen is in charge of the planning for our group project.

Vocabulary: Work and business Complete the sentences with the English translations of the words. Choose from: aanmoedigen – afmaken – ambitie – apparatuur – beroep – beter worden in – bijdragen aan – communiceren – kans – meemaken – observeren – ongecontroleerd – verantwoordelijk voor – vermogen – zich richten op was to

During my micro–internship, my main (1) (2)

what it is like to work in a team. I was assigned to a small

group of developers who were (3)

building a new company website, giving me the

(4)

to see how they worked. I noticed that each member of the

group would (5) (6)

one particular task that suited their .

They would work on it independently, (7)

it, and then meet up

again to discuss the results. It seemed a little strange to me that they did not (8)

at all while they were working, only afterwards. They

(9)

me to pick one of the tasks and

(10) the (11)

to the website, but I did not have enough knowledge about I had to work with, so this turned out to be too difficult. In

addition, I did not feel very comfortable working (12)

as they all

did, because I was afraid of making mistakes. However, it was cool to (13)

how things work in this (14)

and what I would need to (15)

if I wanted to work in a team like

this.

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Mission 3 Training session 1 • Mission support

A D VA N C E D V O C A B U L A R Y

Word formation

Many words are simply different forms of the same root word, usually a verb. Adding a prefix or suffix to a word is the most common form of word formation. Other forms include conversion (changing the class of a word, for example from noun to verb) or compounding (linking two or more words together to create a new word). Examples of different forms of the word 'beauty' and their meanings: beauty (uncountable noun; countable noun) schoonheid; een mooi persoon beautiful (adjective) mooi beautician (countable noun) schoonheidsspecialist beautify (verb) mooi maken

Advanced vocabulary: Word formation Use Advanced vocabulary: Word formation. Look at the words below, then look at the Dutch descriptions. Fill in the correct prefixes and suffixes. 1 product = product productie = product productief = product onproductief =

product

2 mogelijk = possible mogelijkheid = possib onmogelijk = onmogelijkheid =

possib possib

Advanced vocabulary: Word formation Use Advanced vocabulary: Word formation. Read the text. Fill in the correct word forms of explain. The other day, a woman came to our school to give a talk about productivity while studying. wasn't very clear to me. After class, I

Unfortunately, her (1) asked her if she could (2)

it further, but she said she had to

go and all the information I needed could be found in the (3)

leaflet. But when I read the leaflet, the answer to my

question wasn't in there, for some (4)

reason. What a pity!

Grammar: Indefinite article

Choose the correct article: a, an, or no article at all ∅. 1 The computer screen suddenly turned blue and showed a / an / ∅ error message. 2 Andy invited me to a / an / ∅ lunch this afternoon. We went to a / an / ∅ small restaurant in the city centre. 3 To enter the competition, write a / an / ∅ short motivation letter about why you should win a / an / ∅ all-expenses-paid trip to Disneyland for two people. 4 I have a / an / ∅ fear of heights, so you'll never see me going on a / an / ∅ mountain holiday. 5 For a / an / ∅ healthy diet, we recommend eating a / an / ∅ fish for dinner twice a / an / ∅ week. 52

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Mission 3 Training session 1 • Mission support 6

Grammar: Indefinite article

Fill in the correct English translations of the phrases between brackets. Use a, an or no article. 1 Ever since she moved there two years ago, Lisa has proudly called herself (een Londenaar). 2 Alex's new television cost more than 3

(duizend euro).

(Eens per middag), Simion's neighbour bangs on his wall because she thinks his music is too loud.

4 My old school friends and I always

(lol hebben) when we get together.

5 If you don't want to walk, you can rent a bicycle for 6 The band gave

(vijf euro per uur).

(een geweldig concert) in Amsterdam last week.

7 This summer, I taught

(wiskunde) to younger pupils to earn some

extra money. 8 Jonagold apples are

(twee euro per kilo), but Braeburns are more

expensive. 9 My grandmother has been 10 If I had

(protestants) all her life. (een miljoen euro), I'd take all my friends on holiday to

New York.

Grammar: Interrogative pronouns

Read the responses. For each, think of a question that goes with it, using an interrogative pronoun. 1 I prefer going to the cinema over watching television.

2 That's Dave's tent, he lent it to me last week.

3 Let's watch Harry Potter. I've already seen Lord of the Rings three times.

4 I'm going to Barcelona with friends this summer.

5 She reminds me of that actress from Friends. Her hair looks exactly like hers.

6 The envelope was addressed to G. Davies, but he doesn't live here anymore.

7 I got an eight in my test, so I was really pleased. I'm normally not very good at maths.

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Mission 3 Training session 1 • Mission support 8 I'd like one scoop of cookie dough ice cream, and one scoop of salted caramel, please.

9 My sister, my grandparents and my aunts and uncles are all coming to my party tomorrow.

10 I told him you would call him back this afternoon.

Grammar: Interrogative pronouns

Imagine you're going to interview a famous CEO. Use who, whom, which, whose and what and think of ten questions you'd like to ask them. Use each of the interrogative pronouns at least once. 1 2 3 4 5 6 7 8 9 10

Phrases: How to give reasons and explanations

Read the scenarios. Can you think of two likely explanations for each? Write them down. Use as many different phrases as possible. The puppy began to chew on the table leg when no one was home. 1

A new campaign warns social media users about hidden advertising by accounts they follow. 3

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Mission 3 Training session 1 • Mission support At repair cafés across the UK, specialists teach you how to repair or upcycle items you already own. 5

My mother always has trouble sleeping after she has travelled to a faraway country by plane. 7

Phrases: How to give examples

Write a short profile about yourself. Think of two strengths and one weakness and give an example for each. Use at least two sentences for each point. Use a different phrase for each example. Strengths:

Weakness:

Phrases: How to write a motivation letter

Write responses to the questions. Use as many different phrases as possible. 1 Do you have enough experience with social media to be able to do this?

2 What is your best skill? Could you describe a situation where you've used this skill?

3 What is a skill other people could learn from you?

4 What has been your most useful experience so far?

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Mission 3 Training session 1 • Mission support 5 What can you contribute to our organisation?

6 We're looking for an energetic person who can offer some new perspectives on what we do. Is this you?

7 Could you give an example of something you've done in the past that shows us you know how to do this?

8 Are you passionate about movies, writing, and social media? Become a reviewer for our new online movie channel!

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Mission 3 Training session 2 • Reading

Training session 2: Reading Have you ever thought about which companies, brands or organisations you like and why? Or even which field, product or service really interests you? By thinking critically about what you already know, which skills and knowledge you'd like to put into practice and which others you'd like to learn, it will be easier to find a suitable company you can do research on for the final assignment. S T R AT E G Y

Planning an assignment

•

• •

Start by working out what exactly you need to do. Make a clear overview of all the tasks you need to accomplish. Divide them into main tasks, such as finding information, reading, writing and editing, and your personal subtasks. This helps you make sure you're not forgetting anything and prevents you from feeling overwhelmed with the amount of work. Make a schedule. For each task, write down the deadline and estimate how long it will take to accomplish. If you foresee any difficulties with certain tasks, write down for yourself what they are and decide if you need to take extra time to accomplish them. Tick off each task after you've finished it. This helps you keep track of your progress and signal any difficulties in time. You may find your planning isn't realistic after all, or that certain tasks are taking much longer than you thought they would. − Think of the reasons why it's taking you longer. If you don't know how to do something more quickly or efficiently, look online for tips or ask for help from a fellow student or your teacher. − Track the time you spend on the assignment using an app or an ordinary kitchen timer. Notice how often you stop working and why. Try to minimise distractions and interruptions, but give yourself breaks at set times to make sure you don't get overworked. − If you find yourself procrastinating or overwhelmed by a task because you're not sure where to start, write down each step you need to take to finish that task. − If necessary, revise your schedule. Prioritize the tasks that are most important or urgent and that you need to spend the most time on. Make a daily to-do list with tasks that you can realistically expect to finish that day.

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Mission 3 1

Training session 2 • Reading

Get started Use Strategy: Planning an assignment. Have a look at all the exercises in this Training session. Ask your teacher to give you a deadline to complete them and make a planning.

DRIVING AHE A D . . . www.slate.com

world-leaders in self-drive technology HOME

ABOUT US

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Here at SLATE, we pride ourselves on leading the race to produce the first fully-legalised self-drive vehicle. Our automotive company was founded by Max Peel in 1998 and from humble beginnings has grown into a huge multi-national employing over 10,000 people. Our employee base spans the globe and with our combined knowledge and expertise, we have expanded our range of cars with self-drive vehicles, which we are already trialling on several continents. Who do we employ? A diverse range of professionals – as well as thousands of skilled engineers, we attract top designers, marketing consultants and salespeople to our team. What can we offer our employees? Generous salaries and benefits, as well as the chance to work for one of the biggest names in engineering. Different divisions work independently on projects but international conferences, where progress reports are shared, are regular occurrences. Our employees are always office-based as we find that close teamwork helps us to always be ahead of the game. We believe that we thrive as a company because we are all focused on the same goal: to produce the first and the best self-drive vehicles on the market. www.shimmr.com

SHIMMR a different route to self-driving vehicles

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SHIMMR takes a unique approach to the unpredictable challenges of developing self-drive vehicles. Unlike the big tech organisations in the field, we are a startup and we have a very small team of only 28 employees. This means that job descriptions are quite flexible and even our chief engineer will find himself ordering in pizzas for staff lunch some days! The way we develop our self-drive vehicles is also unique: we train our vehicles to drive in simulation and transfer the learned knowledge to the real world. This method takes a long time to perfect, but our goal is to develop the safest self-drive vehicles on the road. We are making significant advances and feel that our success is largely due to the fact that we work in a small team. This allows staff the chance to take risks and test their ideas more freely than in the big, established firms, something that is priceless in terms of career development. The key to our success? At SHIMMR, all employees stay updated on and in some cases even help to decide what happens in other departments, from product development to office management. We meet every morning over coffee in our Bristol office to share plans and goals for the day. And did we mention that we have won a Sustainability Award? We have a zero-waste policy and all our old equipment and technology is recycled or given to charity.

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Mission 3 Training session 2 • Reading 2

Reading for information Have a look at the matrix. Then read Driving ahead … Answer the questions in the matrix by quoting (only) relevant key words and phrases from the texts. SLATE

SHIMMR

Which product or service do they offer?

What type of company is it?

What are their main goals?

What is their work process like?

What does their team look like?

Where are their employees based?

Which benefits do their employees get?

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Mission 3

Training session 2 • Reading

A JOURNE Y IN TO TH E U N K N OW N ? www.theknowingtraveller.com

A HOME HOLIDAYS ABOUT US CONTACT

tourist or a traveller – which one do you want to be? If 'traveller' is the answer, then we are the company for you. Our mission is to help you see popular destinations from a different angle and encourage you to create themes for your trip. We research and publish fascinating guides and lists of recommendations – everything from the ten best novels to read about your destination to the five nicest spots for a sundown cocktail! It seems that people like what we do. Since three of us started out five years ago, we have expanded into a very productive organization with hundreds of contributors worldwide, posting new travel material almost every day. We've even upgraded our headquarters from a garden shed to smart new premises in central London, the base for our large editorial team. Most of our contributors work remotely and are experienced travellers and writers, attracted by the flexibility of the job and the chance to write about topics they're passionate about. Our target group is independent travellers and our aim is to get you off the beaten tourist track and help you discover new things about much-visited places.

for travellers only

www.lovingtravel.com

Loving Travel the travel company that cares HOME

VACATIONS

ABOUT US

CONTACT

...

We like to describe ourselves as 'the travel company that cares'. We believe that we have to strike a balance between our desire to see the world and our responsibility to look after it. We think that other countries are not just there for us to 'experience' and that, as caring travellers, we need to get better at not visiting some places! We're a small company, organizing eco-friendly trips for groups or individuals to a variety of unusual destinations. We always use small, non-chain hotels, local guides, that sort of thing and we try to ensure that the money generated by our trips goes directly to help the communities we visit. We don't take mass bookings and we don't organise trips to destinations that are already overcrowded with tourists. At Loving Travel, we encourage travellers to ask themselves, 'Whose home is this? What can I do to look after it?' We extend the same care to our small team of employees. The rewards of working for us include an enjoyable, relaxed working atmosphere at our office in Newcastle and flexible hours to fit with family life. We also maintain a total company commitment to sustainability.

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Mission 3 Training session 2 • Reading 3

Reading for information Have a look at the matrix. Then read A journey into the unknown? Answer the questions in the matrix by quoting (only) relevant key words and phrases from the texts. The Knowing Traveller

Loving Travel

Which product or service do they offer?

What type of company is it?

What are their main goals?

What is their work process like?

What does their team look like?

Where are their employees based?

Which benefits do their employees get?

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Mission 3 Training session 2 • Reading 4

Keeping track Use Strategy: Planning an assignment. Look at your planning from Get started and reflect on your work. Are you still on track? If not, make adjustments to your planning, still keeping in mind the original deadline.

Writing a summary Read Driving ahead ... and A journey into the unknown? Choose one company pair: SLATE and SHIMMR or The Knowing Traveller and Loving Travel. Write a short description of each company in no more than five sentences, containing only essential information. Use the information from exercise Reading for information as a basis.

Reading to form an opinion

Copy the sentence and complete it by filling in the name of one of the four companies that appeals to you most. Justify your answer by giving reasons and explanations, using information from the company text and your own words. Use no more than 250 words. I would like to work at SLATE / SHIMMR / The Knowing Traveller / Loving Travel, because …

Evaluating your work process Use Strategy: Planning an assignment. Look at your (revised) planning and reflect on your work. Did you manage it within the timeframe you planned out? What would you do differently or better next time? Write down some tips for yourself.

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Mission 3 Training session 3 • Writing

Training session 3: Writing Knowing how to sell yourself isn't something that comes naturally for everyone. But when applying for an internship, traineeship or a job, it's something you'll have to learn! When writing a motivation letter, it's important that you're able to express your thoughts in a coherent and original way. Use your own style to show who you are! 1

Get started You're going to give a sales pitch about an object you have in your bag or that you've brought from home. Pretend you've invented this object. Form a group with three classmates. Write down the best or most important selling point(s) of the object. Use these points to create a sales pitch. Pitch your object to your classmates in about one minute. When you're finished, discuss your pitches together. Whose pitch was the most convincing and why?

Reading an article Read Applying for success on the next page. Answer the questions. 1 According to the article, what has changed in employers' expectations of a candidate's application letter?

2 What are the five practical tips the article gives you for writing a great motivation letter?

3 Think of another benefit of doing plenty of research before writing a job motivation letter, other than being able to make your letter effective and concise.

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Mission 3 Training session 3 • Writing

APPLYING FOR SUCCESS saying, 'I have a lot of experience with dealing with tough clients', be more specific. Saying something like, 'I've experienced how stressful it can be when clients are being very demanding. That's why I always put their needs first.' sets you apart from other candidates. It shows that you are capable of being in charge of this sort of situation. This new approach calls for some research on your part. In order to develop your job application skills, you need to gather as much information as you can about the companies you are applying to. For instance, what is the management style of the company? Who makes the decisions? Are they keen to train new employees or will you be expected to work unsupervised right from the start? Try to work out what kind of person they are looking for. This knowledge will really help you to write a very concise and effective application letter. That way, you can make sure that you stand out from the crowd.

You read them all the time – the sad stories about recent graduates with top-class degrees … who can't get a job interview. They've written literally hundreds of application letters to prospective employers and haven't received a single reply. What is going on? The explanation for their lack of success is simple: they are not writing effective application letters.

Remember that the employer is looking for someone who understands the demands of the job and knows that they can meet them. So, don't just outline your skills in your letter; give very distinct examples of your experience and show clearly how they are relevant to the job you are applying for. Phrases such as 'I demonstrated this when …' or, 'this came in useful when …' show them that you are already skilled and know how to transfer this experience to a new setting.

The world of work has changed – a great deal. Employers want someone who will do an excellent job and who will therefore make their life easier. They expect you to understand their needs and know how to meet them. So, if you want to get the job – or in the first instance, get an interview – you need to seriously rethink the way you word your application letter.

The other important point when writing your letter is to keep it personal. Employers really want to get a feel for the person they are reading about. So using phrases such as, 'I can imagine that …', 'I can make a valuable contribution to …' or 'I think I can offer exactly what you're looking for …' focuses their attention on you as a genuinely interested and confident candidate.

The main reason for this is that previously, our concept of an application letter was, well … fluffy, to say the least. Candidates were encouraged to write enthusiastic letters which spoke in general terms of how much they liked the company they were applying to. Unfortunately, this doesn't really tell the employer much about your actual abilities. Nor does it reassure them that you can handle the pressures of the job in question. Employers' expectations have changed. Regardless of your profession, your letter should aim to identify what they need you to do and then convince them that you can do it.

So, next time you hear of an opportunity at a company that you really want to work for, find out exactly what the job is and tell them that you can do it, giving clear examples of how you've done it before. Be respectful. Most importantly: keep it

Let me give you an example of this. An advert asks for an experienced sales rep to be responsible for some major clients in London. In your letter, show them that you understand the difficulty of the role. Instead of

brief. Employers receive lots of application letters and it shouldn't take long to convince them that you're the person they're looking for.

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Mission 3 Training session 3 • Writing

Planning a motivation letter

You're going to make preparations to write a motivation letter.

Use Strategy: Planning an assignment in Training session Reading. Have a look at part B of this exercise and the next exercise. How long do you think it will take you to do them? Make a planning for yourself with a realistic timeframe. Keep track of how you spend your time while doing the exercises.

Where would you like to study? Somewhere you can focus and be productive, right? Could your favourite study spot be improved? You're going to write an outline for a motivation letter to the person in charge at your favourite study spot in which you explain what you need to stay focused and perform well. Write the outline. First, choose the spot where you study or would like to study, like your school, the local library or a nearby coffee shop. Think of at least two reasons why you (would) enjoy studying there. Write them down using keywords. Now think of a way in which it could be improved. Give examples of at least two practical solutions that would help you personally as well as other people using that space. Think of issues such as noise, how crowded it gets or how expensive it is. Take another look at the tips you wrote down in the previous exercise. Choose at least three tips. For each tip, write down how it can be applied in your motivation letter in this situation. Use keywords.

• • • •

S T R AT E G Y

Writing a motivation letter

• • • • •

•

Start by introducing yourself. State your purpose in writing this letter. Explain the company or organisation's relevance to you personally. If you're writing a motivation letter for a job or internship, explain what sort of job you'd like to do and why. For example, do you want to learn more about how a certain product or technology is made, or about working in a team? Explain your own expectations of working for them and make clear how you will be valuable to the team. Name examples of situations in which you were given responsibilities or tasks that you successfully carried out which are relevant to the duties you expect to get during your job or internship. Explain why you succeeded and what you learnt. End your letter with an activating phrase. For example: 'I look forward to discussing this opportunity further in a personal interview.'

Writing a motivation letter

Use Strategy: Writing a motivation letter and your outline from the previous exercise. You can also use the tips and phrases you've read about in Applying for success. Write a concise, informed and attractive motivation letter. Convince the person in charge at your favourite study spot to take your advice and improve their space. Use no more than 300 words.

Evaluating your planning Stop the clock! Look back at the planning you made in the previous exercise. Did you give yourself a realistic timeframe for doing the exercises? Explain your answer. Think of two things to improve next time you have to plan an assignment.

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Mission 3

Complete your mission

Complete your mission Use Mission briefing, Strategy: Planning an assignment in Training session Reading and Strategy: Writing a motivation letter in Training session Writing. Follow the steps to complete your mission. □ Read this assignment and make a realistic planning for all the steps. □ Go online and look up websites from companies that appeal to you. These could be companies you might like to work at in a few years, or just companies that you think make cool products or provide great services. Choose the company that appeals to you most. □ Look up two to three texts of at least 400 words (online or offline) that describe the company's mission, products and/or services, place(s) of work, company culture, or other relevant information. Take notes about the most important info you find. Save the sources you used, either by printing them, making a copy or saving them on your computer. □ Write a motivation letter. In your letter: • Explain why you want to do a micro-internship at their company. • Give three to four reasons why the company appeals to you. Use the info from the texts to give examples and make clear where you got it from. • Give three reasons why you would be the perfect candidate for a micro-internship. Give examples and explanations to motivate your answer. • Sell yourself! • Use 200–300 words.

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