New Interface level B2+/C1 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 B2+/C1

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

OPEN WORLDS ENGLISH LEVEL B2+/C1 NAME YEAR

NEW 9789006911343_TMH NI omslag B2-C1 2e fase.indd 2,4

25-03-2021 12:31

New Interface Tweede fase Level B2+/C1

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

Bureauredactie Liesbeth van der Hagen Vormgeving Studio Michelangela Opmaak Crius Group Omslagfotografie Flirt Creativity Foto's Pexels: Fauxels, Wendy Wei Shutterstock: Bannafarsai_Stock, Andy Dean Photography, Iakov Filimonov, Jacob Lund, Metamorworks, M. Moira, Pheelings media, Andrey Popov, Srdjan Randjelovic, Cristian Storto, Sylv1rob1 Unsplash: British Library, Hannah Busing, Austin Distel, Valerie Elash, Stefan Fluck, Wes Hicks, Matus Karahuta, LinkedIn Sales Navigator, Moto moto sc, Priscilla du Pree, Jeswin Thomas, Alice Trique Illustraties Eduardo Media 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 91134 3 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 B2+ Mission 26 C1 Mission 27 C1 Mission 28

Workplace discrimination My personal mission Dragon's den

6 32 50

LISTENING AND WATCHING B2 Mission 29 B2 Mission 30 B2 Mission 31

Gap year What if …? Business is booming!

78 94 112

Matters of the mind (Class)room for improvement?

130 154

WRITING B2+ Mission 32 B2+ Mission 33

CONVERSATION B2+ Mission 34

Housing horrors

176

Permission to laugh?

198

SPEAKING B2 Mission 35

MISSION SUPPORT Vocabulary 216 Phrases 232 Grammar index 236 Grammar 238

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

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.

LISTENING AND WATCHING

Mission 31

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

Information skills You can follow the essential points of lectures, speeches, reports and other forms of academic or professional presentation which are complex in both form and content. Conversation B2: You can combine, report on and discuss information and arguments from various sources.

M I S S I ON S U P P ORT 31 Vocabulary: Business and start-ups Advanced vocabulary: Abbreviations 4A-E, H Future tenses Grammar: 5 The passive 42 How to give constructive criticism Phrases: 50 How to ask for more detailed information

The number of people starting their own business has been on the rise for years. They start one for different reasons. Some want to be their own boss, others are unable to find the job they want. It's not that difficult to start your own business, but it may be pretty hard to become and stay successful. Having your own business, with or without personnel, will demand a different working lifestyle. Do you have what it takes?

YOU R M I S S I ON Starting and running your own business might just be the thing for you. What kind of business could it be, what would you need to start it up and make it a success? Collect information and use a friend's input to perfect your business plan.

112

Mission 9

113

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

Business is booming!

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.

□ 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

step 5

Complete your mission.

step 6

Follow the Mission debriefing to evaluate the end result.

step 7

Go to New Interface online. Do the Self-test to find out how well you know the vocabulary, grammar and phrases from Training session 1.

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.

Mission 26

B2+ READING

Workplace discrimination

M I SSI O N G OAL S Life skill: Social and cultural skills Reading B2+: You can understand specialised articles outside your own field, provided you can occasionally use a dictionary to confirm specific terminology. Conversation B2: You can actively participate in everyday and less everyday formal discussions. Conversation B2: You can justify and maintain your opinions in discussions. Conversation B2: You can outline a matter or issue clearly, speculate about causes and effects and weigh the pros and cons of various approaches.

MI SSI O N S U P P O RT 26 Vocabulary: Advanced vocabulary: 11–12 Grammar:

Phrases:

27 7 55

Prejudice and discrimination Euphemisms Definite and indefinite articles If-sentences How to compare ideas and solutions How to justify and maintain your opinion 6

Mission 26 Mission briefing

Mission briefing Your project team at your place of work is in need of a new member. As a valued employee, you're one of the members of the hiring selection committee. Together with your colleagues you have been made responsible for reviewing and selecting a candidate. Your supervisor is the chairperson of the committee. After having interviewed many possible candidates, you meet the perfect candidate for the job. They meet all of the requirements and seem to fit in the team really well! Your colleagues and you are unanimous. But then your supervisor overrules you and decides to hire one of the other candidates. You smell something fishy … you suspect workplace discrimination.

YO U R MI S S I O N Read up on what workplace discrimination is, what types there are and what you can do about it. Discuss the matter at hand with the head of HR at your company.

Mission 26 Training session 1 • Mission support

Training session 1: Mission support There are plenty of situations in life in which you have to defend your opinions and solve problems, including sensitive ones that have to do with prejudice and discrimination. For this reason, you'll learn vocabulary such as 'oppression', 'tolerance' and 'preferential'. Few topics have as much power to offend people as prejudice and discrimination. To (partially) avoid this, you can use euphemisms. In order to solve problems and speculate about possible outcomes, you need to know when to use which articles and how to use if-sentences correctly. And finally, as in any other discussion, it will come in handy to know how to justify and maintain your opinion and how to compare different ideas and solutions. 1

Vocabulary: Prejudice and discrimination

Complete the sentences with the correct English translations of the words. There are three extra words. You have to change some of the words to fit the sentences. Choose from: achtergrond – bepalende factor – beperking – bewonderen – de grens overschrijden – geheim – het recht hebbend – integendeel – laatstgenoemde – luidruchtig – minderbedeeld – na de bevalling – op je tenen lopen – slecht op je gemak – softwareontwikkelaar – veranderen (van geslacht) – verdraagzaamheid – vernedering depression.

1 After giving birth, some women deal with 2 He protested 3

, but to no avail. washed over her when she realised she'd completely

misunderstood the assignment and was going to fail. 4 I can't really tell you much about it, but I'm part of a

operation to

overthrow the government. 5 I don't like maths at all.

, I detest it.

6 I get very

in situations where I don't know many people.

7 Although my friends know I'm financially

, they still ask me to chip

in when presents need to be bought. 8 I saw John and Sylvie in the park yesterday and the

told me that

she is pregnant! 9 Some people decide to

because they don't feel at home in their

own bodies. 10 The

in choosing a winner was the tastiness of the food.

11 He feels he's

to a place at the university of his choice because he

graduated cum laude.

Mission 26 Training session 1 • Mission support 12 There has always been a zero-

policy at this company and I like it.

13 There's a glitch in the programme. Let's ask the

if they can fix it.

14 When touching upon a sensitive subject, many people try to around it instead of discussing it openly. 15 You may not realise it, but you've just

between being attentive

and being overly controlling.

Vocabulary: Prejudice and discrimination Write meaningful sentences with the words given. Use at least eight words per sentence. 1 disability – to rule

2 to take orders – upbringing

3 controversy – paternity leave

4 to admire – courage

5 injustice – overlooked

6 background – entitled

7 policy – positive discrimination

8 to give in one's notice – nevertheless

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

Euphemisms

Euphemisms (pronounced you-fuh-miz-uhmz) are polite, mild words or phrases you can use when you want to express something sad or uncomfortable. They substitute a blunt word or phrase that may offend people. Examples: fat (dik) → chunky (zwaargebouwd) to fire someone (iemand ontslaan) → to let someone go (iemand laten gaan)

Mission 26 Training session 1 • Mission support

Choosing the correct meaning

TIP

Have you noticed that words often have several meanings when you look them up in the dictionary? Sometimes they're similar, but at other times they're completely different. The word to cover, for example, could mean 'to put something over an object / person' (bedekken), but also 'to deal with' (gaan over) or 'to substitute' (vervangen). The correct meaning therefore depends on the context. You can determine this by looking carefully at example sentences. Most dictionaries give an example sentence for each different meaning of a word. Choose the meaning that's most relevant for your text.

Advanced vocabulary: Euphemisms

Use Advanced vocabulary: Euphemisms and use the Tip: Choosing the correct meaning.

Write down a synonym or an explanation for each of the euphemisms in bold. You may use a dictionary if necessary. 1 Although he would have liked to continue working beyond the age of 58, he was asked to take early retirement.

2 Excuse me for a moment, I need to powder my nose. I'll be right back.

3 Our company is proud of all our differently-abled employees – we couldn't do without them.

4 I'm currently between jobs.

5 The glass ceiling prevents me from becoming the CEO of the company I work at.

Rewrite the sentences, using a euphemism to soften the message in each one. There is one extra euphemism. Choose from: economically disadvantaged – less abled – to let go – the elderly – visually challenged – well-to-do 1 My aunt works in a home for disabled people.

2 I can tell from the way you dress that you're from a rich family.

3 I'm afraid we're going to have to fire you.

4 Old people often wear hearing aids.

5 Poor people can't afford to go on holiday each year.

Mission 26 Training session 1 • Mission support 4

Grammar: Definite and indefinite articles

Complete the sentences with the correct articles. 1 All a | an | the | Ø letters of application that I've read have some sort of error in them. 2 Although a | an | the | Ø lunch we had today was absolutely terrific, it was rather expensive. 3 I don't think people should be travelling by a | an | the | Ø plane anymore. 4 I don't know how to translate the Dutch word gunnen into a | an | the | Ø English. 5 In a | an | the | Ø winter of 2012 it was very cold. It hasn't been that cold since. 6 It was such a | an | the | Ø positive review that I decided to buy the book myself. 7 My favourite meal of the day has always been a | an | the | Ø dinner. 8 The price at which the tickets are sold is £87 a | an | the | Ø piece. 9 After I finish school, I would like to train to become a | an | the | Ø nurse. 10 Whenever I feel in need of some cheering up, I play a | an | the | Ø piano.

Grammar: Definite and indefinite articles

You've recently made a trip to Bruges (Brugge) and you're writing about it in a blog. Use at least six of the eight words given to write a coherent story of about 100 words in total. Use the correct article with each word. You may use the words more than once, but if you do, try to use them with different articles. Choose from: art – chocolate – church – city – Market Street – priest – summer – work

Grammar: If-sentences Complete the sentences with the correct forms of the verbs given. 1 If you

(not – to be) so lazy, you

(to get) better grades, but I doubt you'll change your habits. 2 I'm sure it will never happen, but if I

(to lose) my passport while on

vacation, I 3 If water

(to go) to the embassy. (to reach) 100 degrees Celsius, it (to boil).

4 Believe me, Juno

(to be) very upset if you (not – to invite) her to your party.

Mission 26 Training session 1 • Mission support 5 I'm sure you

(to be able to) communicate with a lot of people at

the international school if you

(to speak) good English.

6 When you're allergic to wasp stings, you

(to die) if you

(not – to take) your epinephrine quickly enough. 7 If only he

(to take) his medicine, he

(to feel) a lot better. 8 What

(you – to do) if it

(to rain) this

weekend? Cancel the party? 9 If Laurel

(not – to win) this time, she

(to be) very disappointed. I know this for a fact, because she's been training harder than ever. 10 If I

(to be) you, I

(not – to take) that

job. You deserve better.

Grammar: If-sentences Complete the sentences in your own words. Use the correct type of if-sentence and your imagination in each case. 1 If I had known she wasn't happy with our solution,

2 I wouldn't have given you the answers to the test . 3 If you come across a situation in which you feel insecure, . 4 When you make sure you always do your best, . 5 Had he known that he'd break his leg after jumping off the bridge, . 6 If the teacher hadn't been around to help, . 7 Would you be able to take me there by car ? 8 Had it not been for my best friend, . 9 If we ever went to Italy for a summer holiday, . 10 If only I had listened to you, . 12

Mission 26 Training session 1 • Mission support 8

Phrases: How to compare ideas and solutions

Write a short argument about the pros and cons of taking a gap year over going straight to university. Use each phrase at least once. Use 150-200 words.

Phrases: How to justify and maintain your opinion

Justify your statements, using a phrase plus an argument to support your opinions. Use a different phrase in each situation. 1 You Our annual trip is coming up. We should ask the entire team to sign up as quickly as possible so that we can go ahead and book the tickets. Teammate Sure, but I don't really like the newest members of our team. Why not just go with the people that have been here for at least a year? You

2 You I propose making a head start on our science project. Let's meet up this weekend to do some research. Classmate You forget that we have an important maths test on Monday. I feel we have more important things to do this weekend. You

3 You Maybe we should try to refrain from using social media for a week. It's supposed to improve your ability to focus on schoolwork. Friend I don't think that will help, for two reasons. Firstly: if I can't use social media, I will only want to use it more, which will be a distraction in itself. Secondly, I've just bought a new phone that will make using social media a lot easier and I really want to try it out! You

4 You School cafeterias ought to stop providing unhealthy food. If only healthy options are available, you won't even think of unhealthy snacks! Classmate I certainly hope our school doesn't agree with you, because I for one would still like to be able to buy a snack when I feel like getting one!

Mission 26 Training session 1 • Mission support You

5 You I've decided to sign up for a university in another country, because I feel it will be a great educational adventure. Friend Oh no! I really hope you'll reconsider, because I'm afraid we won't see much of each other if you're abroad. You

6 You I think I should sign up for the gym. Mother OK, but you've already got so many activities each week. I'm not sure you need another one. You

7 You I'm afraid I'm going to have to give in my notice. I feel that the management team never listens to my ideas. Manager This comes as a surprise. We think you're doing a great job and we couldn't really do without you. I can't accept your resignation! You

8 You I'm afraid I can't accept the job you're offering me. Manager Are you sure? We'd love to have you; you're a great fit! You

Mission 26 Training session 2 • Reading

Training session 2: Reading Being able to read and understand texts about sensitive subjects like discrimination is very important, because it will give you valuable insights into the way others think and how they experience various situations. The more sensitive the topic you are giving your opinion about, the more important it is to be well-informed. S T R AT E G Y

Social and cultural skills

In a discussion with other people – especially with people from different (cultural) backgrounds – it's important to be aware of your differences without disqualifying your discussion partners because of them. In order to have a respectful discussion, you need to keep the following things in mind:

• • • • •

Express yourself carefully, but remain aware of and open to the fact that other people may have different points of view. Respect (cultural) differences without judgement. Truly listen to what the others say and react with respect and compassion. Be aware of the fact that people from other backgrounds may have different ways of communicating and take this into account during your discussion. Let the points of view of all the participants in the discussion be heard.

For more tips on how to reason with someone, have a look at Strategy: Reasoning with someone in the online Mission support.

Get started Work with a classmate. Use Strategy: Social and cultural skills. Discuss the questions together. 1 Have you ever been in a situation (at school, at work, at your sports club) in which you or someone you know was treated differently from the rest? Explain your answer. 2 How did the 'victim(s)', the bystanders (if any) and the 'perpetrator(s)' react? 3 How could you explain their responses? 4 How could such experiences influence people's opinions about discrimination and prejudice? Explain your answer. 5 Do you think positive discrimination is a good thing? Explain your answer. 6 Have you or has anyone you know ever experienced any type of positive discrimination? What happened? 7 Would you say your (lack of) experience with positive discrimination has influenced your opinion? Explain your answer.

Mission 26 Training session 2 • Reading

POSITIVE DISCRIMINATION IN THE WORKPLACE Is positive discrimination, known in the US as affirmative action, just another example of political correctness? Or is it necessary to create a level playing field and create more equality?

Positive discrimination is defined as a strategy that favours groups that are disadvantaged, in order to help them achieve equality and success. The strategy is mostly an issue in education and employment, mainly in countries where the Caucasian race and male gender have dominated. Groups that fall under positive discrimination include minorities in race, gender, sexuality, religion, age and disabilities. It is a policy that is often reserved for specific minorities that have suffered discrimination in the past. The underlying idea is that if the goal of positive discrimination were to be reached, better access to educational, employment and housing opportunities would be offered to those groups. Could past wrongs and pay inequalities be addressed if diversity were promoted throughout society in this way? How positive discrimination policies are applied varies based on where they are implemented. Some nations use quota systems to ensure that a specific minimum percentage of employees are from minority groups. There are places in the world where people receive special consideration during selection processes, provided they are from these groups.

The legal position Some countries, such as the United Kingdom, have ruled that positive discrimination is illegal because it does not treat all people equally. English law permits this approach only in restricted circumstances. The Equality Act 2010 section 159 sets out the conditions in which positive discrimination is allowed in relation to recruitment and promotion. Firstly, the action must be an impartial way of resolving low levels of participation or 25 the perceived disadvantage. Secondly, the applicants being considered for a job or promotion must all be equally qualified. Finally, there must not be a policy of treating people that share the protected characteristic of gender, race, etc. more favourably. Whilst positive discrimination is not legal in the UK, positive action during recruitment became lawful there in April 2011 (see issue 34 of HR Today). For example, a company 30 cannot give a woman a job just because she is a woman, but the policy of positive action means they can encourage women to apply for positions and, significantly, they can choose to hire a woman over a man, provided they are both equally qualified for the position. 20

Advantages of positive discrimination Wherever there is controversy and differences of opinion, a review of the advantages and disadvantages should help: positive discrimination in the workplace would seem to be a case in point. A popular soundbite might be to say that if you are white and male, you automatically benefit from positive discrimination already! However, the advantages of positive discrimination can be expressed more thoughtfully as follows: 16

Mission 26 Training session 2 • Reading

Past wrongs Positive discrimination seeks to benefit those who are economically disadvantaged due to past oppression. Most people have opportunities based on what their parents, grandparents and previous generations worked hard to provide. If you are from a minority group in society that experienced oppression in the past, then you might be at a disadvantage because of the loss of past opportunities. You could say that positive discrimination allows the poor to have access to those opportunities they would have deserved if racial, gender or ethnic equality had been part of their past. Education Positive discrimination allows the less able to maximise their full potential. For example, some of the least successful schools are in areas where minority populations make up over half the classroom population. When you compare the quality of education received here to that of schools in well-to-do areas, the latter will almost always prepare students better for successful careers. However hard you work, the quality of instruction and access to resources will also impact on academic success, and particularly if less able students are involved. Positive discrimination seeks to create more equality by requiring all schools, colleges and workplaces to accept a certain percentage of people based on what they have been able to achieve despite educational disadvantages.

Diversity Positive discrimination aims to create more equality within the workplace and therefore 60 within society itself. There is an argument to say that if it offers certain advantages to minorities, it may not seem right or fair to all racial or ethnic groups. However, by creating the means to promote more people from diverse backgrounds, this policy is simply reversing past discriminations and allowing society to move forward with greater equality for all. If there is more equality, there should also be increased diversity and an enhanced 65 society.

Prejudice Positive discrimination intends to eliminate the unconscious prejudice that occurs in society. Offering opportunities to minority groups allows more individuals to prove that they have just as much ability as (if not more than) those in the majority group. If we expose ourselves to diverse cultures and ideas, we learn how others act and think and thus improve our tolerance of any differences between us. If we all mix with only likeminded people, such acceptance will be harder to achieve. If stereotypes could be shifted, society would be more balanced and harmonious. If these policies do not create change for everyone, they will at least encourage an effort to do so.

Workplace equality So what does positive discrimination mean for the workplace? It means that gradually, diversity is welcomed in certain professions that have previously been dominated by those in the majority groups. Take, for example, engineering or technology: here, by encouraging women's interest in areas traditionally the domain of men, the workplace 80 has offered both diversity and important role models for schoolgirls and female students. By enhancing their opportunities for inclusion and promotion, these policies enable those with equal qualifications and skills to rise in parallel with their male counterparts instead of hitting the glass ceiling. 75

Mission 26 Training session 2 • Reading

Disadvantages of positive discrimination Creating rules that discriminate Positive discrimination policies might have good intentions, but the UK had good reason to make them illegal. The fact is that in 'positively' discriminating, we are still discriminating. There is no way around it – we are still acknowledging that there are significant differences. It forces employers to look at the minority in a preferential light 90 while ignoring the needs of the majority. Creating different criteria for each group is the same action that these guidelines aim to reverse. If, for example, a brilliant applicant with a Caucasian background were to be interviewed for the same job as an equally talented person from an ethnic minority, the latter would be more likely to be hired if positive discrimination were applied. 85

100

105

110

115

120

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Favouritism Positive discrimination allows for favouritism to occur based on a person's skin colour, gender or background. Although everyone deserves an equal chance of success, the qualities of a person should be the deciding factor if equality in society will ever exist. Equality would hardly be achieved if an applicant from a minority group were chosen for employment opportunities over better-qualified applicants simply on account of their physical appearance. Reinforcement of prejudices Positive discrimination policies imply that someone from a minority group is automatically inferior to someone in the majority. Quota systems and arbitrary rules of preferential treatment to one group can reinforce conflict in society due to an 'us versus them' attitude. Such systems and rules simply highlight the perceived differences between people. They can, for example, permanently embed the racial tension in society in a way that encourages existing prejudices against minority groups. Generating inferior quality of work If there is a lack of qualified candidates from the minority group in society, positive discrimination might force employers to accept someone who is not qualified for the position or promotion. Those that have the correct qualifications are going to make a greater contribution to the workplace, because they have the skills and experience needed for personal success. This will, in the end, positively affect the quality of work for the organisation, whereas the contribution of an under-qualified candidate may well have the opposite effect. Outdated policies hard to change Today's world is very different from the world of the 1960s, where businesses still separated people by colour and women were unusual in many professions. In the US, it was even necessary to sit in specific seats on the bus based on physical appearance. In that world, the need for anti-segregation laws was clear and society moved on. Other outdated policies such as discrimination against non-white tenants or job applicants might be harder to change even though they are no longer necessary. Conclusion There is no easy answer to this complicated issue. The word 'equal' is not synonymous with 'identical'. Therefore there must be some discretion for an employer to say that a quality in one area, such as experience, is balanced against a quality in another area, such as skillset, and that overall they are equal. But the reality is that individuals are rarely completely 'equal' and so the decision to reject a candidate based on the Equality Act 2010 section 159 is a risk that few employers would take. Employers have to consider

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whether there is an obvious need for improvement in the representation of, for example, women at senior levels. Perhaps there are alternatives to positive discrimination that an employer can safely take, for instance internships and mentoring of under-represented groups. It would seem that the key decision for an employer is whether to be overt or covert in their use of positive discrimination. Many employers will want to demonstrate their commitment to diversity overtly by taking positive steps. After all, if an employer relying on the Equality Act 2010 section 159 only comes out when a disappointed candidate complains of discrimination, this may reflect badly on their organisation.

TIP

Determining keywords

Whenever you need to read through a longer piece of text, it can be helpful to use keywords to find the information you want. Say, for instance, you need to look up information about what services and facilities a hotel offers. You could scan their brochure for keywords such as 'accommodation' or 'facilities'. That will probably lead you to the place in the text where you can find relevant information. But how do you determine what keywords you should look for?

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First, collect some important words from the question you need to find an answer to. Think of synonyms for these words. Think of associated words that might be used in the part of the text you are looking for. In the example above, you could look for words like 'swimming pool', 'laundry services', 'room service', etc.

Using keywords You are going to practise looking for information in a longer text with the aid of keywords. Scan Positive discrimination in the workplace. Use the Tip: Determining keywords. For each question, think of at least five keywords that you could use to look for the required information in the text. With the aid of those keywords, find the paragraph that probably contains the information you are looking for. 1 Are companies permitted by law to practise positive discrimination? Keywords: Paragraph (title): 2 What are the advantages of positive discrimination for women with careers in male-dominated fields? Keywords: Paragraph (title): 3 What are possible issues when hiring people from minority groups instead of people that belong to the majority? Keywords: Paragraph (title): 4 What is the issue that positive discrimination puts the focus on? Keywords: Paragraph (title): 19

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S T R AT E G Y

Structuring your argument

When authors write an article in which they try to convince the reader, they never just provide argument after argument. Instead, they offer examples and explanations to support their arguments. In order to make sense of an argumentative article or speech, you need to be able to recognise and distinguish these elements. It is important to realise that not every paragraph has the same structure. Sometimes an author may start the first paragraph with an argument and the second paragraph with an example. They do this to make it an interesting and entertaining read. All the more reason to learn how to distinguish the various elements of argumentation. argument in favour argument against refutation (weerlegging) explanation example

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supports the main idea is usually preceded by words like firstly, on top of that, in addition contradicts the main idea is usually preceded by words like however, on the other hand, but usually follows an argument against and shows why it is faulty (according to the author) indirectly supports the main idea says basically the same as the argument, but in different words can be preceded by words like in other words, simply put gives an example of a situation in which the argument is true is usually preceded by words like for example, for instance

Note: Not every argument is always supported by both an explanation and an example. It is, however, common for each argument to be accompanied by at least one of them. An argumentative text usually starts by mentioning some arguments in favour, followed by at least one argument against that is refuted. It usually ends by giving one last argument in favour.

Assembling arguments

You are going to write a brief argumentation about positive discrimination.

Read Positive discrimination in the workplace. Collect arguments for and against positive discrimination. 1 List the five arguments mentioned in the text in favour of positive discrimination.

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2 List the five arguments mentioned in the text against positive discrimination.

Use Strategy: Structuring your argument and your answers to exercise a. Write a brief argumentation from the point of view opposing your own. Use the two strongest arguments from the previous exercise. Refute one argument that someone with an opposing view might use against you. Use 150-200 words.

• • • c

Work with a classmate. Use Strategy: Social and cultural skills. Has this exercise changed your opinion on positive discrimination in any way? Discuss the question and explain your answer.

PREJUDICE Four perspectives by Francine Joseph: editor For this month's HR Today we asked four people about their experience of life in the UK from their different perspectives, specifically about the difficulties they encounter. 5

James Hardwick is a software engineer by profession, who in his late thirties took advantage of the shared parental leave options offered by his company and has since become a full-time dad. My partner Annabel and I met at work – both highly qualified software developers, we worked together at Prospex, a prestigious Silicon Fen company in Cambridge. At one point, there was a senior management post available. Annabel and I discussed the potential promotion and decided that she would join the selection process. Of course we were aware of the company's positive action policy and since the top jobs at Prospex were mostly held by men, we agreed that Annabel was more likely to be successful than the other internal candidates, or indeed than I would have been if I'd gone for it. This proved to be true: she got the promotion. She was then in a very high-powered job … and was also pregnant with our first child!

We lost no time in discussing paternity leave. A quick comparison of other European countries was fascinating: in Germany, employers offer fathers up to fourteen months with 65% of salary, in Finland it's eight weeks on full salary, whilst in Sweden 480 days at 80% of salary can be shared between parents, with 90 days reserved for dads. In the UK, the offer is often at the discretion of the employer, but as Prospex is a company with strong links to Scandinavia, it came as no surprise that Annabel and I were offered a generous post-natal leave package.

A study we read said that many men feel a tug of commitment that makes it hard to break away from work projects and deadlines to take time off with a new baby. There was no such pressure on me, and the 'tug of commitment' mentioned in the study was to our unborn child, rather than to my work! More than half the fathers in one survey said if they had had their time again, they would have taken more time off from work following the birth of their child.

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So for us it was a no-brainer. I took the maximum parental leave, went back for the necessary time after which I gave in my notice with no regrets whatsoever. Did we benefit from positive action? Annabel was without doubt the best candidate for promotion and has continued to climb up the ladder. Her colleagues do not resent her advancement: on 30 the contrary, she is very well liked and respected. Our friends and family have a rather more unexpected attitude to my role as stay-at-home home maker and child carer. Of course there are some who suggest that I am wasting my good brain, top education and invaluable experience. On the other hand, I receive a great deal of praise and admiration for my socalled sacrifice – respect that I no way deserve! I get to spend precious time with a developing 35 child whilst their mum is doing highly-paid work that she loves – what's not to like? Hanif Sankar is a lawyer with Crowe & Gulab, a Leicester based law firm. His description of discrimination in the workplace comes from the perspective of someone trained in the law and familiar with many different aspects of injustice. There are laws in place to protect you from discrimination at work. Discrimination on the 40 basis of religion or belief is my special area of interest and expertise within the company.

There are four main types of religion or belief discrimination. Direct discrimination happens when someone treats you worse than another person in a similar situation because of your religion or belief. Discrimination can occur even where two groups of people hold the same religious or philosophical belief. For example: a Hindu family moving into a new neighbourhood may be more friendly and sociable with neighbours of different or no religious beliefs, in preference to other Hindu families. They would do so because they think their non-Hindu neighbours will prefer it. Indirect discrimination happens when an organisation has a particular policy that applies to everyone but which puts you at a disadvantage because of your religion or belief. For example: if you are Jewish, you might finish early on Fridays in order to observe the Sabbath. When your manager changes the weekly team meetings from Wednesday afternoons to Friday afternoons, you are therefore unable to attend. Harassment, the third type of discrimination, occurs when someone makes you feel offended or degraded. For example: a Muslim man delivers parcels to a particular office regularly. Every time he goes in, one of the staff makes comments about him being a terrorist. He finds this offensive and upsetting.

Finally, victimisation is when you are treated badly because you have made a complaint of discrimination, even if you are supporting someone who has made the complaint. For example: a woman at work has been harassed by a supervisor because she wears 60 a hijab. Her co-worker saw this happen and is supporting her harassment claim. If the co-worker is then threatened with being laid off, this would be victimisation because the co-worker is supporting her colleague's claim of harassment. Jane Gibson transitioned more than six years ago while at university. Jane describes some myths and some truths about being transgender in today's world. 65

For transgender people, it can be a traumatic experience to make the difficult decision to transition from being openly a man or woman to the gender you really identify with. But while family and friends can help by showing understanding and support, some people's response to the issue can lead to discrimination and humiliation. There's still an element of fear among the general public about what they do, how they do it and whether they might get it wrong.

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A self-conscious approach to transgender people is understandable, but sometimes results in everyone tiptoeing around them. If they try too hard not to offend anyone, they end up marginalising you even more. The biggest issue in many places is use of the toilet. Companies or schools that ban transitioning people from using the female toilet may face legal action. Solutions to this problem, such as suggesting that transgender people use the disabled toilets, are nothing short of offensive.

In most situations, it is not appropriate to ask questions about what surgery you have had, yet surprisingly, when someone realises you are transgender, personal questions become part of the conversation. One girl I know even had another girl corner her in the toilet of a club, trying to look up her skirt! However, not every transgender person has 80 had surgery and even if they have, they will not necessarily want to share the details with random people they meet on a night out.

However, it is also true that just because a person asks too many questions, they are not always transphobic. They may just be curious, and often they do not really know how to interact with you in a positive way. They worry about saying the wrong thing, and a kneejerk reaction from you will not help. Rather, wherever you meet unconscious bias, it might be good to remember that there is a continuing lack of information about transgender issues.

General ignorance can lead to uncomfortable social situations, but perhaps it is for transgender people themselves to provide diversity training. If a friend or even a family member is clearly awkward towards you, try offering to explain what has happened to 90 you and why. This need not be in any way a justification on your part – look at it merely as educating and elucidating.

I am sure that being open about my gender identity has actually made me a better person. Being transgender, a word describing a whole range of people whose gender identity differs from what they were given at birth, should have no impact on a person's place in society. An open-minded attitude to gender realignment can enhance everyone's life, be they transgender or not. Cyril Coburn has been a travel agent all his life, with many years' experience in one of the UK's biggest holiday companies. At 65, Cyril is not ready to retire.

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Even though age discrimination is supposed to be illegal, older people are still very likely to be badly affected by age-related stereotypes. In my view, and the view of many of my friends, sixty is the new forty – we are not dispensable yet! I may have reached the official retirement age, but I am not ready to retire. One of the criticisms I have heard about older people is that they cannot learn new things, but those of us with a lot of experience have had to adapt to new tools and digital devices over the years. When I started in the travel industry, there were only very slow computers, no smartphones and no budget airlines – imagine what I have had to learn. And the technology continues to change. Yet learning opportunities in the workplace are automatically offered to younger employees. My younger colleagues are encouraged to continue their education and are funded for doing so, whereas I have not been offered any such thing in the last five years. I find myself being overlooked for interesting or challenging assignments, with the result that I am given an unfair share of the boring jobs in the office.

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I'm a regular at my local pub quiz, where jokes are made when I lose my glasses. This is irritating, as I know I am not more visually challenged than some of the younger 115

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people on the team. References to my age and my status as a grandfather are made routinely, usually in a playful way but nevertheless unnecessary. At the same time, there is an unspoken assumption that older people are permanently on duty for family commitments such as babysitting grandchildren. Less playful are references to the fact that I am over the hill and cannot, for example, manage my own home or need to buy in help for heavy gardening jobs. My own elderly mother complains vociferously about the way she is treated by some people, and I sympathise. She resents, for example, when spoken to like a child or in the third person – the 'Does she take sugar?' syndrome. She uses a wheelchair but is often barred from places she wishes to go, simply because access is poor. Of course most public buildings have disabled access facilities, but that does not stop irresponsible drivers parking their cars across the ramps or thoughtless neighbours lining their bins along the pavements. In my line of work, I regularly assist people in their eighties and nineties to book holidays, and I am always careful not to make assumptions about what they are or are not capable of doing. This shows a degree of empathy and experience which should be valued in general and in travel agencies in particular, and is one of many reasons why I am not ready to retire, nor should I have to.

Understanding specialised articles Read Prejudice. Write a short summary of three of the situations described in the text. Briefly summarise the problem each person describes. Explain what cultural ideas or prejudices the person in question has had to deal with. Describe and explain your initial reaction after reading each story. Explain to what extent you think your opinion is influenced by your own ideas, needs, feelings and prejudices.

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1 James Hardwick

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2 Jane Gibson

3 Cyril Coburn

Reading for detailed information Read Prejudice. Answer the questions about three people and their experiences with discrimination and prejudice. 1 How, if at all, did the Hardwick family benefit from positive discrimination? ◯ They benefited from it because parental leave was not restricted to the mother. ◯ They benefited from it because without it, Annabel would never have got a high-powered job. ◯ They didn't benefit from positive discrimination, because things simply worked out this way. 2 Why was it a no-brainer that James would stay at home to take care of their child? ◯ Because he was keen to spend time with his newborn child. ◯ Because he wasn't very happy in his job to begin with. ◯ Because his wife would not have got her promotion otherwise. 3 Going on a trip using a bus that is inaccessible to people who use a wheelchair is an example of which type of discrimination? ◯ direct discrimination ◯ indirect discrimination ◯ harassment ◯ victimisation 25

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4 You feel your boss has discriminated against your co-worker and you have filed a complaint against her. Now she won't allow you to work extra hours, as you requested. This is an example of which type of discrimination? ◯ direct discrimination ◯ indirect discrimination ◯ harassment ◯ victimisation 5 How should people that are curious about transgender people go about approaching them, according to Jane? ◯ Don't ask questions you wouldn't ask a random stranger. ◯ Suggest solutions to problems they encounter. ◯ Try your best not to say or do anything to offend them. 6 According to Jane, what can be the driving force behind people's inappropriate questions about transgenders? ◯ They are simply curious about everything and everyone, not specifically about transgenders. ◯ They feel transgenders are a little scary and try to hide that with questions. ◯ They generally mean well with their questions, it just comes out wrong. 7 How can Cyril's complaint best be summarised? ◯ He is annoyed that many public buildings are inaccessible for elderly people. ◯ He is treated like an old man while he doesn't feel old at all. ◯ He misses out on opportunities at work. 8 What is the most likely reason behind Cyril's irritated reactions to jokes about his age? ◯ He doesn't feel that he is taken seriously at work and he transfers this feeling to all other situations he deals with. ◯ He feels that people shouldn't mock issues everyone will eventually have to deal with. ◯ He is very much like his mother, who, at her age, can't deal with jokes very well either.

Writing an opinion piece Work with a classmate. Use Positive discrimination in the workplace, Prejudice and Strategy: Social and cultural skills. Prepare and write an opinion piece about the question 'Can positive discrimination solve the problems some people have to deal with?' Follow the steps. Choose one of the personal stories from Prejudice or use a situation from your personal life. Use information from Positive discrimination in the workplace and Prejudice, discuss whether positive discrimination would provide a solution in this situation. Make notes. Write your opinion piece. • Describe the problem in a few sentences. • Explain whether positive discrimination helped / would help in this case. Use at least two arguments to support your idea. • Make at least one suggestion as to what the person in this situation could do to feel safe and appreciated. • Use 250-350 words.

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Mission 26 Training session 3 • Conversation

Training session 3: Conversation Knowing how to have a civil discussion is extremely useful, not only in this Mission, but also in real life. Being able to listen to what other people say and how they feel about the topic at hand, and being able to respond to that, makes you better at conversations and discussions.

Get started

Do you have pushy parents? 1 Do your parents ever push you to do anything? If so, in which situations?

2 Write down two advantages of having pushy parents.

3 Write down two disadvantages of having pushy parents.

4 What could be possible reasons for parents to push their children?

Listening for arguments

In exercise 3 you are going to have a group discussion. In this exercise you are going to collect arguments you can use.

Watch Parents' choice vs. children's dreams. Make notes to answer the questions while watching. 1 What future careers do the parents want for their children?

2 What do the children want?

Mission 26 Training session 3 • Conversation

3 What are the (possible) underlying fears, ideas and feelings that motivate these parents to push their children towards a certain career choice?

Use your answers from exercise 1 and exercise 2a. Should parents have a say in their children's careers? Formulate arguments that can be used in a discussion about this topic. Write down at least two arguments in favour of parents choosing a career path for their children. Write down at least two arguments in favour of children choosing their own career paths. You may use the internet to look up additional information.

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Having a group discussion

Work in groups of four. Use your answers from exercise 2.

Have a discussion about the question 'Should parents have a say in their children's careers?' Decide which two students are going to be in favour and which two are going to be against overt parental influence. Before you start the actual discussion, allow each team to give an opening statement in which they express the essence of their point of view. Discuss the causes and effects of parental influence on their children's careers. Support your statements with arguments and refute a possible argument that the other team might come up with. In the discussion, listen to each other attentively and consider the validity of the arguments made by the opposing team. Don't forget that a good argument requires you to acknowledge a good point made by the opposing team. Try to convince the opposing team of your point of view.

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What have you learned from your discussion? 1 Did you discover any strategies that you were able to use to change the other team's mind? 2 Which of these strategies could you use in a discussion with your parents about a sensitive issue?

Mission 26 Training session 3 • Conversation 26A – 26B – 26C – 26D

Maintaining your opinion

Work with a classmate.

Go to New Interface online for the Speech Cards. One of you needs Speech cards 26A and 26C. The other needs Speech cards 26B and 26D. Have the conversations. Take a minute to prepare your role. The person with Speech card A starts.

Did compassion and being open to each other's ideas make a difference in the second conversation, compared to the first? If so, in what way? Discuss the questions together.

Convincing your student counsellor

You have an appointment with your student counsellor to talk about what you're going to do after you graduate from secondary school. However, you both have very different ideas about your future. You want to convince your student counsellor that your plan is the best option for you, but your student counsellor in turn thinks they know what suits you best and tries to convince you. Work with a classmate. Use Strategy: Social and cultural skills in Training session Reading. Prepare and have a discussion. Divide the roles. Both parties choose a different plan. Choose from: 1 going off to university immediately; 2 taking a gap year and travelling around the world; 3 taking a gap year to find out what you really want to do with your life; 4 immediately start working or start your own company. Take two minutes to prepare your arguments. Prepare at least three arguments in favour and one counterargument which you can refute. Have a discussion in which you try to convince each other. Try to reach a solution that is satisfactory to you both. Talk for approximately three minutes.

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Mission 26

Complete your mission

Complete your mission Use Mission briefing and Strategy: Social and cultural skills in Training session Reading. Follow the steps to complete your mission. □ Choose a type of workplace discrimination that you either feel strongly about or that you find interesting to research, for instance age, heritage or gender discrimination. □ Find at least three articles that deal with this type of workplace discrimination. □ While reading, take notes, collect facts and arguments and think about possible underlying ideas and / or prejudices in the situation of your choice. □ Prepare for a conversation. Note: prepare for both roles! □ For the role of employee, use your notes to prepare your opinions and arguments. □ For the role of head of HR, use your notes to prepare opinions and counterarguments. Choose one of these 'attitudes' for yourself or ask your teacher to assign you one: 1 You agree with your supervisor's decision. 2 You agree with the employee's objections, but you're not sure how to talk about this to your supervisor. 3 You agree with the employee. □ Have and record the conversation. Talk for three to four minutes and try to reach a solution that is satisfactory to both of you.

Mission 26

Mission debriefing

Mission debriefing Listen to the recording and fill in the rubric. Alternatively, you could ask a classmate to listen to the recording and fill in the rubric for you. Mission accomplished ...? Needs improving

Excellent

1 Showing social and cultural skills.

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2 Finding resources about different types of workplace discrimination.

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3 Collecting useful and relevant facts and arguments.

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4 Clearly outlining the issue and speculating about causes and effects.

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5 Expressing and maintaining your opinion in a discussion.

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6 Supporting your opinion with the facts and arguments collected.

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7 Reaching a satisfactory solution.

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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.

LEVEL B2+/C1

CAN OPEN

WORLDS

WORDS

OPEN WORLDS ENGLISH LEVEL B2+/C1 NAME YEAR

NEW 9789006911343_TMH NI omslag B2-C1 2e fase.indd 2,4

25-03-2021 12:31

New Interface level B2+/C1

Articles inside

Use of vocabulary, grammar and phrases. ◯ ◯ ◯

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