New Interface level B1+/B2 by ThiemeMeulenhoff

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.

LEVEL B1+/B2

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.

CAN OPEN

WORLDS

WORDS

ENGLISH

OPEN WORLDS

LEVEL B1+/B2 NAME YEAR

NEW 9789006911336_TMH NI omslag B1-B2 2e fase_165mm.indd 2,4

10-11-2020 09:37

New Interface Tweede fase Level B1+/B2

Ani Babadjanian Monique Bos Jantine Broek Marleen Cannegieter Annie Cornford Freya van Eimeren Saul Gallagher Vince Klösters Nathalie Meeuwsen Mayke Munten Welmoed Oman Jolien Quaedvlieg Zarina Rimbaud-Kadirbaks Sally Ripley Eindredactie Gudy Luchjenbroers Sandra van de Ven

Bureauredactie Liesbeth van der Hagen, Hanna Molenaar Vormgeving Studio Michelangela Opmaak Crius Group Omslagfotografie Flirt Creativity Foto's AP: Richard Drew Getty Images: Kevin Winter Pixabay: Dreamy Pixel, Lebens-lauf, Robin Higgins Shutterstock: Goran Bogicevic, Creativa Images, Antonio Diaz, Keith Homan, D. Hurley, ImageFlow, Lightpoet, Monkey Business Images, New Africa, Point Images, Vladimir Sazonov, Soft_light, Valek Studio, Tero Vesalainen, Vhpicstock, Wavebreak Media, Debby Wong Unsplash: Annie Bollin, Brooke Cagle, Spencer Davis, Perry Grone, Toa Heftiba, Miguel Henriques, Bradley Hook, Lucas Newton, Hian Oliveira, Jesse Orrico, Greta Scholderle-Möller, Paulo Silva, Markus Spiske, Patrick Tomasso 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 91133 6 Eerste druk, eerste oplage, 2021

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.

Contents READING B1+ B2 B2 B2

Mission 14 Mission 15 Mission 16 Mission 17

It’s up to you! 6 Scammed! 30 Safety first 52 Hot topics and burning issues 74

LISTENING AND WATCHING B1+ Mission 18 B1+ Mission 19 B2 Mission 20

The road to succes 98 Make a difference 118 Buyer beware! 136

WRITING B2 Mission 21 B2 Mission 22

It’s a hard knock life 156 Holiday fail 174

SPEAKING B1+ Mission 23

‘It’s educational!’ 192

CONVERSATION B2 Mission 24 B2 Mission 25

Deal with it! 208 Here to help 228

MISSION SUPPORT Vocabulary 250 Phrases 268 Grammar index 274 Grammar 275

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

Mission road map step 1

step 2

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

Listening and watching

Mission 20

Mission briefing M I S S I ON G OA L S Life skill: Listening B2:

Media literacy You can understand most news broadcasts and current affairs programmes, both on television and on the internet. You can synthesise information and arguments from various sources.

Writing B2:

There's this thing you really, really want. You can probably think of something to replace 'thing' with. It may be a new phone, a smartwatch, a pair of trainers, anything really. Before you spend your (or your parents') hard-earned money on it, it is wise to do some research. Is this 'thing' really all it's cracked up to be, or are you blinded by the ads from the company that produced it? Find out!

M I S S I ON S U P P ORT Vocabulary: Advanced vocabulary: Grammar:

Phrases:

24 26 41

YOU R M I S S I ON Product specifications and reviews Word formation Prepositions The possessive How to express happiness or enthusiasm How to express worry or concerns

Find video or audio reviews of the thing you really want to buy. Not one, but at least three, because, as they say in journalism, a single source is the same as no source at all. Make notes on the good, the bad and the ugly out of these reviews and decide whether the product is worth your money.

136

Mission 9

137

Complete your mission

Mission 9

Complete your mission

step 3

o to New Interface online. Do the Pre-assessment G to determine whether you should do the exercises in Training session 1.

Mission briefing

Mission 20

Buyer beware!

S T R AT E GY

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

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

step 5

Complete your mission.

step 6

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.

Use speech card, number 5A. Scan the QR-code next to the assignment, or find the speech card in the Mission support on New Interface online. 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.

B1+ READING

Mission 14

It's up to you!

MI SSI O N G OAL S Life skill: Creative thinking Reading B1: You can search for information about themes within your own field of interest in longer texts on the internet or in other media. Writing B1+: You can, with some degree of confidence, summarise, report on and comment on factual information you have gathered about familiar everyday and not-so-everyday matters within your own field.

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

14 5 29

Phrases:

34 48

Creative thinking Suffixes The passive Reported speech How to comment How to summarise 6

Mission 14 Mission briefing

Mission briefing You've probably already completed some Missions. If not, you've most definitely completed multiple assignments from your English teacher. How many times has it been up to you to decide what the assignment would be about? Now's your chance! We give you the Mission goals, but the rest is up to you – you can choose your own topic for this Mission. You might not get this chance again in the near future, so make the most of it …

YO U R MI S S I O N Choose a topic of interest to you. Read texts about your topic, summarise the information you have found and comment on it in a report.

Mission 14 Training session 1 • Mission support

Training session 1: Mission support To understand the importance of creativity – a skill you will need in order to think of a topic for your report and to write that report – it is helpful to know words such as 'potential', 'flourish', 'creator' and 'scientist'. And as you might have noticed from these last two words, suffixes can tell you a lot about the meaning of new words. In a report you include not only your own opinion, but also opinions from other sources that supported or helped shape yours. In referring to such sources, reported speech and the passive tense will come in handy. Finally, when you write a report, it is useful to know specific phrases for summarising and commenting on information you have found. Drawing connections between new and familiar words

TIP

A good way to remember the meaning of a new and difficult word is to draw connections between the new word and your existing knowledge. Is there a synonym or antonym for this word that you already know? Or do you recognise a verb or another root word in it? You can write down difficult words you find hard to remember and their connections in a table or in a word web. Example: The word 'prisoner' has the root word 'prison' in it. It indicates a person being kept in prison.

Vocabulary: Creative thinking

Use the Tip: Drawing connections between new and familiar words and Vocabulary: Creative thinking. You have to change some of the words to fit the sentences.

Fill in the correct synonyms of the words in bold. 1 It is in his character to take care of people. 2 My sister has the talent to become an Olympic gymnast. 3 This collaborative report urges the government to shake up the rigid school system. 4 I have had enough of your behaviour! 5 He was caught shoplifting and therefore had to be questioned by the police. 6 Our school is participating in the nationwide anti-bullying week to promote understanding of this serious problem. 7 It is a common misunderstanding that Big Ben is the name of the clock tower of the Houses of Parliament. It is, in fact, the name of the bell inside the clock tower.

Mission 14 Training session 1 • Mission support

Complete the sentences with the antonyms of the words given. 1 I

(be unwilling) to accept your offer.

2 Start your presentation with a

(sad) anecdote to grab the

audience's attention. 3 Since I was four years old, I've had a

(great disinterest) in

becoming an actor. 4 The fishermen claimed they saw the Monster of Loch Ness (disappear) next to their boat. 5 Despite Isaac Newton's theory, there have always been sceptics who believe humans can (obey) gravity. 6 Once you've paid for the order, the factory will

(keep) the books.

7 It has been proven that children

(struggle) at school when their

teachers stimulate their creativity. 8 The police

(hide) a dangerous criminal gang in my town last

night!

Choose three words from the Vocabulary list that you find difficult to remember. For each of these words, write down at least one synonym, one antonym and one other connection.

Creative thinking Complete the sentences with the English translations of the following words. There are three extra words. You have to change some of the words to fit the sentences. Choose from: aanleg – alternatief – bevolking – ergens mee geconfronteerd worden – erkennen – grof – kern – langetermijn- – onbeperkt – onervaren – overeenstemming – profiteren van – rangorde – reeks – uitstellen

runner.

1 I wouldn't recommend entering a marathon if you're an 2 That comedian is notorious for making

jokes about obese

people. 3 Did you know that chickens have a strict social 4 In problem-solving it's essential to get to the 5 It's important to

? of the problem. all the things you've achieved instead of

focussing on the failures. 9

Mission 14 Training session 1 • Mission support 6 Despite their different opinions, the political parties managed to reach a . 7 I had to get creative with the recipe and used yoghurt as a

for

sour cream. 8 I am writing a report about possible

energy solutions.

9 Businesses need to adjust to the world's growing senior 10 I thought my private French lessons were stupid, but I really 11 Don't

them.

difficult tasks for too long, because that will make it even

harder to deal with them. 12 Do you know which provider currently offers the best

data plan?

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

Suffixes Noun suffixes -er / -or

verb to noun

teach – teacher dance – dancer create – creator invent – inventor

-ist

noun (thing or abstract notion) to noun (person)

science – scientist art – artist piano – pianist

-ity / -ty

adjective to noun

real – reality creative – creativity honest – honesty safe – safety

-ment

verb to noun

ship – shipment develop – development move – movement

-ship

noun (condition or profession) to noun (quality or state)

friend – friendship intern – internship leader – leadership

-sion / -tion

verb to noun

revise – revision fuse – fusion relate – relation promote – promotion

-ate

noun to verb

hyphen – hyphenate alien – alienate origin – originate

-ise

noun (thing or person) to verb (with the meaning 'to make')

advert – advertise critic – criticise magnet – magnetise

Verb suffixes

Mission 14 Training session 1 • Mission support Adjective suffixes

-able / -ible

verb to adjective

accept – acceptable predict – predictable access – accessible sense – sensible

-ful

verb to adjective

play – playful care – careful hope – hopeful

Advanced vocabulary: Suffixes Use Advanced vocabulary: Suffixes. Write down the (possible) meanings of these words. If you don't know the word, have a look at the root (the basis) of the word and think of its meaning. Look at the example. You don't need to write down the root in your answer. 1 competitor

a person who takes part in a competition (root: 'to compete') 2 economist

3 abnormality

4 payment

5 partnership

6 addition

7 televise

8 fearful

9 villager

Mission 14 Training session 1 • Mission support 4

Grammar: The passive Complete the sentences with the correct forms of the verbs given. 1 Usually, general elections

(to hold) in the UK every five years.

2 Over five hundred homes and businesses

(to flood) during last

month's heavy storms. 3 This programme

(to bring) to you by Fix-All.

4 The nominees for the Women's Prize for Fiction

(to announce) on

5th May every year. 5 Quite often, inventions

(to name) after their inventors.

6 Many countries are asking Western museums to return the objects that (to steal) from them in the past. 7 Last night's political debate on TV

(to view) by thousands of

people. 8 Passengers

(not – to allow) to leave the train because of a bomb

threat.

Grammar: The passive Complete the news article with the correct forms of the verbs given. A previously unknown shrine (1)

(to uncover) in Rome in

February 2020. It (2)

(to believe) that in ancient times, the

shrine (3)

(to dedicate) to Romulus, the legendary founder and

first king of Rome. According to Roman mythology, Romulus and his twin brother Remus (4)

(to leave) in the river Tiber as babies before they

(5)

(to find) by a she-wolf, who raised them. Romulus later

killed Remus and founded Rome in 753 BC. Despite the famous legend, the existence of Romulus (6)

(to

question) by historians for hundreds of years. Some think the myth (7)

(to base) on a real person who

(8)

(to kill) after a 37-year rule of Rome. The shrine is located

on the spot where, according to stories, his body (9) However, no remains (10)

(to bury). (to discover). The site

(11)

(to study) by archaeologists at the moment. It

(12)

(to open) to the public in the near future.

Mission 14 Training session 1 • Mission support 6

Grammar: Reported speech

You've had a video chat with your cousins Finley and Zoë, who are on holiday in New Zealand. Afterwards, you tell your mum all about your cousins' trip. Write sentences. 1 'It's the best holiday of my life!' – Finley

Finley said that it was the best holiday of his life. 2 'What did you do today?' – I

3 'We went on this amazing helicopter flight over the glaciers this morning!' – Zoë

4 'I found it rather scary. I preferred our visit to the little village from The Hobbit films last week.' – Finley

5 'How was your flight to New Zealand?' – I

6 'It was awful because it lasted for 36 hours and we had to change planes in Singapore.' – Zoë

7 'It was definitely worth it though.' – Finley

8 'I agree, it's so beautiful here. And we've done so many cool activities!' – Zoë

9 'Oh yeah? What kind of things have you done so far then?' – I

10 'We've been on lots of hikes together, but I'm also taking climbing lessons with a professional mountain guide.' – Finley

Mission 14 Training session 1 • Mission support

https://www.bbc.co.uk/news/

GRETA THUNBERG'S FATHER: 'SHE IS HAPPY, BUT I WORRY' Greta Thunberg's father has said he thought it was 'a bad idea' for his daughter to take to the 'front line' of the battle against climate change.

STRUGGLE WITH DEPRESSION Speaking to Husain as part of the Today programme on BBC Radio 4, Mr Thunberg said his daughter had struggled with depression for 'three or four years' before she began her school strike. 'When she was twelve, Greta was diagnosed with Asperger's. According to her, this allows her to see things from outside the box,' her father said. 'In the years that followed we began discussing and researching climate changes, with Greta becoming increasingly passionate about tackling the issue.' 'Her activism has changed her. She's in a very good place now. She dances around, she laughs a lot and we have a lot of fun.' However, Mr Thunberg has worried for Greta since her school strike stunt went viral online. 'When she was younger, she got abuse from people for her looks and her behaviour. And now she faces abuse from people who don't want to change their lifestyles in order to save the environment.' 'I was particularly worried about the fake news about her and the hate that it generates. But Greta deals with the criticism incredibly well. Quite frankly, I don't know how she does it, but she laughs most of the time. She finds it hilarious.'

Grammar: Reported speech

Use Greta Thunberg's father: 'She is happy, but I worry'. Write a short report about Greta. Mention six different things Greta's father says about his daughter. The text already contains some reported-speech sentences. You are free to use these in your report as well.

Mission 14 Training session 1 • Mission support 8

Phrases: How to summarise

You've read an article about a remarkable art discovery in America. Complete the summary with the information given. Write sentences. Use each phrase only once. Note: Dutch painter Jeroen Bosch is called Hieronymus Bosch in English. I've just read a very interesting article about an exciting art discovery. (1) (ontdekking van schilderij Jeroen Bosch) in the archives of an American museum. Up to that point, nobody thought Bosch had painted it himself – (2)

(toegeschreven

aan leerling). An international team carried out a five-year research using sophisticated infrared technology. (3) (terugkerende elementen in werken Bosch doorslaggevend) for the experts. These features are often absurd and surreal – (4)

(vooral

monsters) and even a floating sausage. They say the painting is over 500 years old. (5) (slechts 25 schilderijen) and twenty drawings that have survived and are credited to the Dutch master, which makes it such an amazing discovery!

Phrases: How to comment

Write comments, using as many different phrases as possible. 1 Je dacht altijd dat de meeste inwoners van Londen rijk waren, totdat je een nieuwsitem over het aantal daklozen in de stad zag.

2 Vroeger dacht je dat niemand dakloos hoefde te zijn in een Westers land. Geef aan wat je er nu van denkt na dat nieuwsitem gezien te hebben.

3 Hoewel het je vanzelfsprekend lijkt, denk je dat de Britse overheid hier iets aan moet doen.

4 Je legt uit wat je denkt dat de overheid aan dit probleem kan doen. Bedenk zelf een oplossing.

5 Beschrijf wat de meeste van je klasgenoten denken van het daklozenprobleem in Londen. Gebruik je fantasie.

Mission 14 Training session 1 • Mission support 6 Geef aan dat jullie hier duidelijk niet eerder zo bij hadden stilgestaan en geef een mogelijke reden hiervoor.

7 Beschrijf wat je denkt dat er uiteindelijk zal gebeuren met het daklozenprobleem.

Mission 14 Training session 2 • Reading

Training session 2: Reading Who is more creative, artists or computer engineers? Creative thinking is often associated with artistic activities, but it is a very useful skill to have in everyday life. Not only for hobbies such as vlogging or gaming, but also when you need to make a report or presentation for school. And even in your future career, you will probably need to draw on this skill on a regular basis when solving problems. Creative thinking allows you to approach a problem from different and new perspectives, but it also allows you to experiment without fear of failure. In this training session you will gain more insight into the principles of creative thinking and put your knowledge into practice. 1

Get started Work with a classmate. Discuss the questions. 1 What is the greatest invention ever? Name one invention each and discuss why you think it has been so important. 2 Why do you think inventions are created? 3 By what process do inventions come about, do you think? 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.

Mission 14 Training session 2 • Reading

How creative thinking led to the invention of items we couldn't live without anymore

e take many everyday items for granted, but when these items were introduced into the market, they were anything but ordinary.

Have you ever wondered how you got along without a specific product, a must-have invention ... or the latest version of your smartphone? 5

Somewhere between necessity being the mother of invention and pure creative genius, all kinds of useful products have come into our lives. Were their creators inspired by a burning desire to get rich? Did they have years of schooling or technical training? Were they part of huge corporations with unlimited research and development budgets? No.

They just let their creativity take over. And we benefit from their inventive ways to overcome life's little challenges. Consider these items, born of necessity, over one hundred years ago.

Out-of-the-box thinking brought us everyday items

rs Earl Dickson, an inexperienced cook, often burned and cut herself back at the turn of the 20th century.

Mr Dickson, an employee of the medical company Johnson and Johnson, got plenty of practice in hand bandaging. Out of concern for his wife's safety, he began to prepare bandages ahead of time so that his wife could apply them by herself. By combining a piece of surgical tape and a piece of gauze, he fashioned the first crude adhesive strip bandage. At 15 years old, Chester Greenwood's head was cold one December day in 1873. To protect his ears while ice skating, he found a piece of wire, and with his grandmother's help, padded the ends.

In the beginning, his friends laughed at him and said he looked ridiculous. However, when they realized that he was able to stay outside skating long after they had gone inside freezing, they stopped laughing. Instead, they began to ask Chester to make ear covers for them, too. In certain American states, earmuffs are now standard winter equipment. During the hot summer of 1913, Clarence Crane, a chocolate candy manufacturer, found himself facing a dilemma. When he tried to ship his chocolates to candy shops in other cities, they melted into gooey blobs. His customers didn't want to deal with the mess and postponed their orders until cooler weather. Mr. Crane needed to find a substitute for the melted chocolates if he wanted to keep his customers. He experimented with hard candy that wouldn't melt during shipment. Using a machine designed for making medicinal pills, Crane produced small, round candies with a hole in the middle. And that is how Life Savers were born.

Mission 14 Training session 2 • Reading

The term Frisbee did not always refer to the flying plastic disks that have spawned a variety of games. More than a hundred years ago, William Russell Frisbie owned the Frisbie Pie Company and delivered his pies locally. All of his pies were baked in the same type of 10" round tin with a raised edge, wide brim, six small holes in the bottom, and 'Frisbie Pies' on the bottom. Playing catch with the tins soon became a popular local sport. However, the tins were slightly dangerous when a toss was missed. It became the Yale University custom to yell 'Frisbie' when throwing a pie tin. In the '40s, when plastic emerged, the pie-tin game was recognized as a manufacturable and marketable product. Now FRISBEE is a registered trademark of Wham-O Mfg. Co.

If you can't eat just one potato chip, blame it on chef George Crum. He reportedly created the salty snack in 1853 at Moon's Lake House near Saratoga Springs, New York. One night there was a diner who kept complaining that his fries were too thick, soggy and not crunchy enough. Fed up with this customer who continuously sent his food back, Crum sliced the potatoes as thin as possible, fried them in hot grease, then covered them with salt. He did so to annoy the customer. But instead, the diner told Crum he loved the thin fried potatoes. The new 'Saratoga Chips' quickly became a popular item at the lodge and throughout New England. Eventually, the chips were mass-produced for home consumption, but since they were stored in barrels or tins, they quickly went stale. Then, in the 1920s, Laura Scudder invented the airtight bag by ironing together two pieces of waxed paper, thus keeping the chips fresh longer.

For a hundred years now, chips have been packaged in plastic or foil bags, or in cardboard containers. Today they even come in a variety of flavours, including sour cream and onion, barbecue, and salt and vinegar.

Creativity and entrepreneurship 60

ll those inventions started innocently enough, without great expectations. That kind of creativity will continue, with or without corporate backing and deadlines to bring a product to market.

But there are constant demands in companies to come up with newer, better, shinier, more in-demand products. As companies try to stay afloat in a choppy economy, employees are being pushed for new ideas. Managers would be wise to consider the studies conducted by Teresa Amabile, professor at Harvard Business School and head of its Entrepreneurial Management Unit. She has explored creativity for nearly thirty years and her comprehensive research has uncovered some myth-defying facts:

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Money and rewards don't necessarily inspire creativity. Tight deadlines and pressure to produce don't encourage innovation. Competition doesn't induce creativity. Neither sadness nor fear fuel creative breakthroughs.

In order for creativity to blossom, workers need to feel deeply engaged in their projects, skilled enough to accomplish them, and free of negative influences – unnecessary distractions, politics, lack of resources and needless critical feedback. It needs to be added that management has to be open to ideas from all sources – not just the so-called 'creative' departments. We all have a streak of creativity in us. Remember that the next time you need an adhesive or enjoy a Life Saver! Based on: https://www.bizjournals.com/bizjournals/how-to/growth-strategies/2016/12/how-creative-thinking-led-to-these-inventions. html and https://science.howstuffworks.com/innovation/scientific-experiments/9-things-invented-or-discovered-by-accident7.htm

Mission 14 Training session 2 • Reading 2

Skimming an article Use the Strategy: Skimming texts and How creative thinking led to the invention of items we couldn't live without anymore. Skim the text and answer the questions. 1 What is the main topic of the text?

2 In general, what was the main reason for the invention of all these different items?

3 What do you expect the paragraph 'Creativity and entrepreneurship' to be about?

4 Write down what you would like to know about the topic. Formulate one to three questions you have about the topic in general, or about the reading text in particular.

Structuring an article Subheaders make it easier to read a text and understand its main points. Use How creative thinking led to the invention of items we couldn't live without anymore. Formulate suitable subheaders to break up the paragraph 'Out-of-the-box thinking brought us everyday items'. Use between one and three words for each subheader. Write down the line numbers to indicate where the subheaders need to go.

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Understanding an article Use How creative thinking led to the invention of items we couldn't live without anymore. Answer the questions in your own words. 1 Which of the inventions mentioned in the text managed to solve a real problem, in your opinion? Explain your answer.

2 What do you think of the other inventions? Explain your answer.

Mission 14 Training session 2 • Reading

3 The article highlights a contrast regarding the use of creativity. What is this contrast?

4 What myth is uncovered in the article?

5 What, according to the author, is the best way to stimulate creativity in workers?

6 Do you agree with the author that everybody is capable of creative thinking? Explain your answer.

Understanding creativity Read 4 Myths about creativity on the next page. Answer the questions. 1 Explain in your own words what the myths about creativity are. Describe each myth in one sentence.

2 Why, according to the author, do parents think creativity isn't an essential skill for their children?

3 Explain the difference between big-C creativity and little-c creativity in your own words.

4 Give an example of how you use little-c creativity in your daily life.

Mission 14 Training session 2 • Reading

4 Myths about creativity

Not everyone agrees on the value and importance of creative thinking in today's society. Part of the problem is that there is no consensus on what it means to be creative. Different people think about creativity in very different ways, so it's not surprising that they can't agree on its value and importance. As I've talked with people about creativity, I've come across a number of common misconceptions.

Myth 1: Creativity is about artistic expression We value and admire painters, sculptors and poets for their creativity. But other types of people can be creative too. Scientists can be creative when they develop new theories. Doctors can be creative when they diagnose diseases. Entrepreneurs can be creative when they develop new products. Social workers can be creative when they suggest strategies for struggling families. Politicians can be creative when they develop new policies. I believe that the common association of creativity with artistic expression contributes to an undervaluing of creativity in the minds of many parents. When I talk with parents about creativity, they often assume that I'm talking about artistic expression. Because most parents don't put a high priority on how well their children can express themselves artistically, they say that it would be 'nice' for their children to be creative, but they don't see it as essential. To avoid this line of thinking, I often use the phrase 'creative thinking' rather than 'creativity.' When parents hear 'creative thinking,' they're less likely to focus on artistic expression and more likely to see it as something essential for their children's future.

Myth 2: Only a small segment of the population is creative Some people feel that the words 'creative' and 'creativity' should be used only when referring to inventions and ideas that are totally new to the world. In this view, winners of Nobel Prizes are creative, and artists whose works are on display at major museums are creative, but not the rest of us. Researchers who study creativity sometimes refer to this type of creativity as Big-C Creativity. I'm more interested in what researchers call little-c creativity. When you come up with an idea that's useful to you in your everyday life, that's little-c creativity. It doesn't matter if thousands – or millions – of people came up with similar ideas in the past. If the idea is new and useful to you, it's little-c creativity. The invention of the paper clip was Big-C Creativity; every time someone comes up with a new way to use a paper clip in everyday life, that's little-c creativity.

Mission 14 Training session 2 • Reading

Sometimes, teachers focus too much attention on Big-C Creativity and not enough on little-c creativity. A few years ago, I made a presentation about creativity to a group of teachers. In the Q&A session at the end, one teacher said that it was very important for us to develop better methods for assessing creativity so that we could identify those students with the greatest capacity to be creative. In my mind, that's exactly the wrong view. Everyone can be (little-c) creative, and we need to help everyone reach their full creative potential.

Myth 3: Creativity comes in a flash of insight Popular stories about creativity often revolve around an Aha! moment. Archimedes shouted 'Eureka!' in the bathtub when he realized that he could calculate the volume of irregularly shaped objects by submerging them in water (and measuring the amount of water displaced). Isaac Newton recognized the universal nature of gravitational force when he was sitting beneath an apple tree – and was hit on the head by a falling apple. August Kekule realized the structure of the benzene ring after daydreaming about a snake eating its tail. But such Aha! moments, if they exist at all, are just a small part of the creative process. Most scientists, inventors and artists recognize that creativity is a long-term process. Constantin Brancusi, one of the pioneers of modernist art, wrote: 'Being creative is not being hit by a lightning bolt from God. It's having clear intent and passion.' Thomas Edison famously said that creativity is 1 percent inspiration and 99 percent perspiration. But what is the person doing while perspiring? What type of activity precedes the Aha! moment? It's not just a matter of hard work. Creativity grows out of a certain type of hard work, combining curious exploration with playful experimentation and systematic investigation. New ideas and insights might seem like they come in a flash, but they usually happen after many cycles of imagining, creating, playing, sharing, and reflecting – that is, after many repetitions of the Creative Learning Spiral.

Myth 4: You can't teach creativity There's no doubt that babies come into the world full of curiosity. They want to touch, to interact, to explore, to understand. As they grow older, they want to express themselves: to talk, to sing, to draw, to build, to dance. Some people think that the best way to support children's creativity is to get out of their way: you shouldn't try to teach creativity; just stand back and let children's natural curiosity take over. I have some sympathy with this point of view. It's true that the rigid structures of some schools and some homes can erase children's curiosity and creativity. I also agree that you can't teach creativity, if 'teach' means giving children a clear set of rules and instructions on how to be creative. But you can stimulate creativity. All children are born with the capacity to be creative, but their creativity won't necessarily develop on its own. It needs to be nurtured, encouraged, supported. The process is like that of a farmer or gardener taking care of plants by creating an environment in which the plants will flourish. Similarly, you can create a learning environment in which creativity will flourish. So, yes, you can teach creativity, so long as you think about teaching as an organic, interactive process. https://www.edutopia.org/article/4-myths-about-creativity

Mission 14 Training session 2 • Reading

5 Why does the author refer to Edison's famous quote 'Genius is 1 percent inspiration and 99 percent perspiration'?

6 What are the author's thoughts on the myth that creativity can't be taught?

7 Which tip(s) or insight(s) from 4 Myths About Creativity was (or were) an eye-opener to you? Explain your answer.

S T R AT E G Y

Creative thinking techniques

Asking Wh-questions Asking Wh-questions helps you to come up with new ideas by moving away from what you already know. You ask and answer questions about your issue, like: Why is it necessary? Where should it be done? When should it be done? Who should do it? What should be done? How should it be done? Thinking of outrageous ideas Think of the most ridiculous and outrageous ideas you can imagine to solve a problem. No rules, laws or morals, except that you're not allowed to say 'Yes, but ...'. Once you're finished, look for ways in which these crazy ideas could be made practical. This works as an introductory exercise to create the right mindset, but it can also lead to fantastic new ideas! Mind mapping Mind mapping is basically a form of note-taking. But instead of making a list, you put the main idea in the centre of the page and then work from the centre outwards, writing new ideas and associations all around it. Picture association Picture association can help you to create a story behind an image. To do this, perform an image search on your computer and pick a photo at random. Then create a story. Why was the picture taken? What is or was going on? You can be as imaginative as you like.

Mission 14 Training session 2 • Reading

Preparing a report or presentation

S T R AT E G Y

Follow this step-by-step plan to prepare a report or presentation. 1 Choose a topic If you are free to choose your own topic, make sure it is something you find interesting. This will make it more enjoyable for you to work on your report or presentation. And if you are enthusiastic about your topic, chances are that your audience will be more engaged with what you are writing or talking about as well. 2 Write down what you already know You could simply make a list, but it helps to order your existing knowledge visually, for example with the aid of a mind map. 3 Formulate your main research question What, specifically, do you want to know about your topic? Formulate a Wh-question that isn't too broad, but not too narrow either. Also bear in mind how much time you have for preparing and creating your report or presentation and what its maximum length is. For example: instead of asking 'How have new technologies changed the music industry?' for a two-page report, you could try to answer the question 'How have online music streaming services affected performing artists?' 4 Formulate additional questions Additional questions help you in investigating the main research question and serve as a general outline for your report or presentation. For example: 'How do online music streaming services work?' 'Do artists make money from online music streaming services?' 'Has the balance between live performances and music releases shifted because artists make less money from selling albums?' etc. 5 Do your research Find information to answer your research questions. Depending on the type of research, you may want to do a survey, an experiment or literature research. You may not find relevant and useful information to help answer your research question. This might indicate that your question was too broad or too narrow. In that case, go back to the research question and refine it. Keep track of changes you have made to your research plan and explain the reason(s) for those changes. 6 Choose the best sources Determine which sources offer the most relevant information to answer your research questions. Be critical and only choose reliable sources. 7 Take notes During your research, make sure to write down important thoughts, conclusions, research results, keywords etc. Also write down where you found these so it is easy to look them up again later. Alternatively, you can make a mind map to organise your findings. 8 Synthesise information Synthesising means combining new and old information. First of all you need to summarise the information from the different sources. The summaries help you make connections between the sources you have found, but also to make connections between this new information and your existing knowledge of the topic. This combined knowledge is what you use as the basis for your report or presentation. (Also see: Strategy: Synthesising information in Mission 20, Training session Writing.) 9 Use only the most interesting or most relevant material You do not have to use every piece of information you found during your research, especially when you are limited as to the length of your report or presentation. Choose the most interesting or most relevant material instead.

Mission 14 Training session 2 • Reading

Collecting information for a report

Use: • Strategy: Creative thinking techniques; • steps 1-6 of Strategy: Preparing a report or presentation; • either How creative thinking led to the invention of items we couldn't live without anymore or 4 Myths About Creativity. 1 Choose a subtopic from one of the reading texts that you want to know more about. 2 On a separate piece of paper, make a mind map in which you put everything you already know about the topic. 3 What else would you like to know about the topic? Have a short brainstorm session using Wh-questions or by adding to your mind map. Then choose the most interesting question and write it down. 4 Take five minutes to search online for further information. Write down the sources you have found or copy the links. 5 Which source(s) do you find most valuable? Explain your answer.

Mission 14 Training session 3 • Writing

Training session 3: Writing Should creativity get a more prominent role in school programmes, or should teachers focus on maths, science and languages? That is what this training session is about. After reading what the world's leading educational speaker thinks about this topic, you will do you own research. Finally, you will write a short report in which you give your own substantiated opinion.

Get started

Answer the questions.

Prepare for a discussion with a classmate. 1 Do you feel you are a creative person? Explain your answer.

2 Is it the role of schools to stimulate creativity in their students? Explain your answer.

3 Do you think your school encourages creativity? Explain your answer.

Mission 14

Training session 3 • Writing

4 Do you think creativity is an important skill for employees to have in general? Explain your answer.

Work with a classmate. Discuss your answers from the previous exercise and decide on a common response. Indicate whether you initially had different opinions and what these were. Explain how you arrived at your final common answers.

Preparing for the Fourth Industrial Revolution Educationalist and inspirational speaker Sir Ken Robinson is of the opinion that creativity is as important in education as literacy. He has defined creativity as the application of imagination. Using our imagination, we step outside our current place and time, in short, think outside the box. The creative process allows us to test and build up ideas, thus developing imagination into reality. Risk-taking and critical thinking should also be associated with creativity, and this can apply to many areas of study and work. A report from a multinational computer technology company suggests that 65% of future jobs have not been invented yet. With the rise of robotics and digitalisation in the workplace, creativity will have a growing value in our lives. This may seem obvious, but it took some time to be acknowledged. Back in 2006, Sir Ken's first Ted talk, titled 'Do schools kill creativity?', was made to a small audience in California. In the 1990s he had written a huge government report on the same subject. In his report, he contested the hierarchy of subjects in education, with maths and languages at the top and the arts at the bottom. He pointed out that public education is based on academic ability, with the result that many brilliant people think they are not because they are judged against this view of the mind. For the most part, this report had been ignored, certainly shelved by a UK government whose focus was on testing in schools. However, his short, jokefilled Ted talk some years later went viral and was soon the most-watched Ted talk of all time. With the current focus on 'core subjects', teaching is missing out on the opportunity to use the interdisciplinary methodologies that are most effective for positive learning outcomes. Moreover, he proposed that if you are not prepared to be wrong, you will never come up with anything original. Yet we now run a national education system where mistakes are the worst thing you can make. His description was light-hearted but relevant. Generally speaking, he said, students are told that there is one answer, it is at the back of the book, but you must not look because that is cheating. Not only that, but you must not copy from or confer with fellow students. His belief is that tomorrow's world will need individuals who can think for themselves, and far from not copying, they should welcome collaboration and the sharing of ideas. In fact, his argument for change has become more relevant in the years since that famous Ted talk. Schools are producing exam robots, not creative thinkers. In the final analysis, awareness of the imagination and creativity needed to approach any problem – technological or scientific – leads to flexible thinking. And that is what our future will need.

Mission 14 Training session 3 • Writing

S T R AT E G Y

Writing a summary

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Skim the text (see Strategy: Skimming texts in Training session Reading). Ask yourself the question: What type of text is this? If there are no subheadings, divide the text into sections yourself. Ask yourself the question: Why am I reading this text? This can help you identify relevant 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 points or arguments for each main point, but leave out examples and minor details. Read your summary to check whether all the information you wrote down is relevant to your reading goal, and make sure that you have used your own words. Finally, check if your summary is coherent and fluent.

Writing a summary

Use Strategy: Writing a summary and Preparing for the Fourth Industrial Revolution.

Answer the questions in your own words. 1 What is the main idea of the text?

2 What are the supporting arguments? Write down three, using one sentence per argument.

3 What is the main problem, according to the author?

4 What is the author's main source?

5 What is the Fourth Industrial Revolution mentioned in the title? Support your answer with a quote from the text.

Mission 14 Training session 3 • Writing

Use Phrases: How to summarise. Write your summary. Only include information that will help you answer the following research question: 'Is it the role of schools to stimulate creativity in their students, and if so, how?' Use your notes from the previous exercise. Use 100-150 words.

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Commenting on a text

Use: • Preparing for the Fourth Industrial Revolution; • your summary from the previous exercise; • your answers to the questions from exercise Get started. Write a comment to go with your summary. In your comment, answer this question: Do the ideas in Preparing for the Fourth Industrial Revolution correspond with the opinion you had about the role of creativity in schools and the workplace? Or has the text changed your mind about the topic? Explain your answer and use three quotes from the text to support it.

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Writing a short report

You are going to write a short report that will answer the following research question: 'Is it the role of schools to stimulate creativity in their students, and if so, how?' Use your summary and your comment from the previous exercises.

Write the introduction of your report. Give a short, simple description of your research topic. This background information should lead naturally to your main research question – which is what you end the introduction with. Use 50-75 words.

Write the body of your report. Use your summary as the basis. If necessary, rewrite it so it matches the following criteria. Divide the body of the report into logical paragraphs. Check if the information is presented in a logical order. Rearrange the paragraphs if necessary. Use 100-150 words.

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Write the conclusion of your report. In the conclusion, you answer the research question, supported by evidence from the reading text. Use your comment as the basis. If necessary, rewrite it so it contains a clear answer to the research question. Your conclusion should still reflect if and how the information in the text has changed your opinion on the topic and contain an explanation of your answer. If you believe it is the role of schools to stimulate creativity in their students, then give two or three practical recommendations to help schools achieve this. Think about methods your school might use already. Use 125-175 words.

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Mission 14

Complete your mission

Complete your mission Use Mission briefing and Strategy: Preparing a report or presentation and Strategy: Creative thinking techniques in Training session Reading. Follow the steps to complete your mission. □ Think of any topic that interests you and that you want to know more about. □ Write down what you already know about the topic. □ Use the Wh-questions to formulate your main research question and some subquestions. □ Find information about your topic. Find five sources online. Use the best three. □ Write summaries of these three sources and synthesise the information. □ Keep track of any adjustments you have made to your research plan. Explain why you had to make those changes. □ Comment on the collected information and how it has helped shape or change your opinion. □ Use your summaries and comment to write your report. Use 400-500 words. □ List your sources: provide URLs of the websites you used.

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

Excellent

1 Choosing a topic.

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2 Formulating a research question and some subquestions.

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3 Conducting research and collecting information.

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4 Writing a summary of the information collected.

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5 Justifying changes to the original research plan.

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6 Commenting on the information collected.

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7 Writing a short report.

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8 Use of vocabulary, grammar and phrases.

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

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Articles inside

Use of vocabulary, grammar and phrases. ◯ ◯ ◯

The possessive Phrases: 39 How to express happiness or enthusiasm

Contents of the review: comparison with similar products.

Contents of the review: supporting conclusion with arguments.

Contents of the review: description of good and bad points of the product.