Issuu

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.

LEVEL B1

Whether you travel the world or stay close to home, New Interface helps you to open new worlds.

CAN OPEN

WORLDS

WORDS

OPEN WORLDS ENGLISH LEVEL B1 NAME

PROEF KATERN

YEAR

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New Interface Tweede fase

Mission 7/9/13/16

Annie Cornford Marleen Cannegieter Nathalie Meeuwsen Mayke Munten Sally Ripley Eindredactie Sandra van de Ven

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Skilled for life! New Interface tweede fase is not your ordinary, run-of-the-mill English course. It goes without saying that we teach you English. But that’s not all and maybe not even the most important thing you’re going to learn. With New Interface tweede fase we want to prepare you for life. Not just any life; YOUR life. Through the English language we want to broaden your knowledge and teach you valuable and practical skills that can help shape your life now and in the future.

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. 2

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Mission road map step 1

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

step 2

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

Mission 13

CONVERSATION

Mission 13

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

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

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

13 27 59

Phrases:

2 16

YO UR M I SSI O N

Travel Prepositions Gerund and infinitive How to ask for and give directions How to discuss alternatives

Making a complete plan of action, discussing the criteria and possible alternatives.

Mission 9

Complete your mission

Mission 9

Complete your mission

step 3

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

Mission briefing

All flights cancelled

S T R AT E G Y

Be critical!

• • • • • •

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

Mission debriefing

Mission debriefing Check Complete your mission. 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.

□ Carefully read all the information you have found. Compare the product information and product reviews to your own observations and experiences of the product. □ Take notes and form your opinion.

step 4

Complete your mission.

step 5

Follow the Mission debriefing to evaluate the end result.

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

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. Work together with one or more classmates (as indicated in the assignment). Go to New Interface online or the website that is indicated in the assignment. Scan the QR-code next to the assignment or find the website on New Interface online. Listen to the audio clip. Scan the QR-code next to the assignment or find your clip on New Interface online. Watch the video. Scan the QR-code next to the assignment or find your clip on New Interface online.

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Contents B1 READING Mission 1 Mission 2 Mission 3

Share but take care Experience is everything The perfect intern

B1 LISTENING Mission 4 Mission 5 Mission 6

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

B1 WRITING Mission 7 Mission 8 Mission 9 Mission 10

Getting more done in less time Trials and tribulations Review and get paid! And the winner is …

6 24

B1 SPEAKING Mission 11 Mission 12

Emergency! Do you know what to do? What do you mean, I failed?

B1 CONVERSATION Mission 13 Mission 14 Mission 15 Mission 16

All flights cancelled Do you care? Everybody happy … and healthy? Climate change: what can you do?

Mission Support 75

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Mission 7

B1 WRITING

Getting more done in less time

M I SSI O N G OAL S Life Life skill: Information skill: Information skills; skills; Coping Coping with with stress stress Writing B1: Can give detailed descriptions of familiartopics topicswithin withintheir theirown ownfield fieldof ofinterest. Writing B1: Can give detailed descriptions of familiar interest. Listening B1: Can understand the contents of most recorded or broadcast audio materials Listening B1: Can understand the contents of most recorded or broadcast audio materials about topics of personal interest. about topics of personal interest.

M M II SSI SSI O ON NS SU U PP PP O O RT RT Vocabulary: Vocabulary: Grammar: Grammar: Phrases: Phrases:

7 7 52 52 54 54 35 35 37 37

Studying and time management Studying and time management Modal verbs Modal verbs if-sentences if-sentences How to give advice and make suggestions How to give advice and make suggestions How to give examples How to give examples

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Mission 7 Mission briefing

Mission briefing Studying is a big part of your life, and will be, especially if you’re going on to college or university. It’s not always the most pleasant part of your life, though. Getting everything done in time can make you feel tired and stressed-out sometimes. Besides, time spent studying can’t be spent on things you really like to do. What if you could get more studying done in less time and reduce stress? Not hypothetically, but for real. Researching the best ways to do this takes a little extra time now, but think about the payback ...

YO U R MI S S I O N Collecting relevant information on getting more studying done in less time and reducing stress, analysing your findings and writing about it in a blog post, so your friends can benefit too. After all, free time is better spent together!

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Mission 7 Training session 1 • Mission support

Training session 1 Mission support Learning new words takes time, another thing to do in your busy schedule ... Nevertheless, knowing words like 'overwhelmed', 'to implement' and 'schedule' comes in handy when writing a blog post about time management. In order to give examples, give advice and make suggestions, you need to know the appropriate phrases. And finally: modals and if-sentences can be found in many expressions that have something to do with giving advice. TIP

Learning 5-10 words a day

Generally, our brains can’t take in too much new information, so avoid work overload and don’t try to memorize 40 words a day. Limit yourself to ten new words a day, maximum. Ideally, start with five a day – every day. That’s 35 new words a week, 140 a month and 1,680 a year!

Vocabulary: Studying and time management Use Tip: Learning 5-10 words a day. Complete the sentences with the English translations of the words. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: afleiding – angst – ergens aan toekomen – geconfronteerd worden met – haasten – het hoofd bieden aan – minderen met – nog eens goed nadenken – overweldigd – programma – reageren – toepassen – terwijl – trouwens – verbeteren – verplichting – vertrouwen op – welvarend .

1 He wasn't there on Wednesday. Nor on Thursday, 2 People in,

countries are more likely to suffer from stress disorders than

those in poorer nations. 3 While in college, a student can easily become exhausted by a busy,

4 Jim is studying to become a paramedic, so he’ll have to learn to, pressure. 5 A new study finds that,

by social media interferes with learning.

6 If you want to lose weight, you should 7 Low lighting and soft music can

fatty foods and sugar. the atmosphere in your room.

8 Learn more about coping skills and how to

them in your life.

9 I’d like to read that book, but I’m so busy that I never seem to 10 Many people

it.

the dilemma of choosing between work and family.

11 When I moved to Alaska, I was

by a feeling of homesickness.

12 Sheila is definitely someone you can

– she won’t let you down.

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Mission 7 Training session 1 • Mission support 13 If you want to study medicine, be prepared to make a long-term 14 I'd

before taking out such a large loan.

15 If you plan things carefully, you don’t have to

to get the assignment

finished.

Vocabulary: Studying and time management

Read the descriptions and fill in the puzzle with the correct English words. Which term appears in the vertical boxes? 1 2 3 4 5 6 7 8 9 10 11 12 13 14

something that follows as a result or consequence valuable and important, not to be wasted or used without care special attention or importance the stress that comes with the need to get things done done by hand, without the help of electricity or computers only with great difficulty or effort a person related to you who lived a long time ago make a judgment about something after thinking carefully about it talk or rumours involving the personal lives of other people gain (knowledge) or learn (a skill) something that makes you notice, remember, or think about something serious, important, or worthwhile pressing requirements a way of behaving that has become fixed by being repeated often

The term in the vertical boxes is: 1 2 3 4 5 6 7 8 9 10 11 12 13 14

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Mission 7 Training session 1 • Mission support 3

Grammar: Modal verbs Change these sentences according to the instructions. Use a different modal verb in place of the modal in bold print. can you help me with it? more polite

1 If the task is too difficult, 2 I

have to take up a course in time management soon.

stronger obligation 3 We 4

could watch movies and stay up late tonight. absolute certainty May I borrow your telephone? more polite

5 Look at the girl with the brown hair. That

could be Charlotte.

much more certain 6 No, you

shouldn’t play music in here. This is the library.

absolutely forbidden 7 You

must come to the show with me tomorrow. the opposite

8 I

can finish this essay before next Monday. possibility (less certain)

9 I

would help her lift these boxes up the stairs. obligation

10 I’m sorry, I

can’t help you with this. skill 52

Grammar: Modal verbs Complete the text with the correct modal verbs. If there is more than one option, choose the best one.

FIVE TIPS FOR STUDENTS Is your life too busy? Have you got too much going on? Then you (1)

thinking about how to organise your days so you (2)

strike the right

balance between home, work and school life. You (3)

also try and eat

some brain food (nuts, berries and fatty fish for example) . TIP 1

The first stage is to list absolutely everything that you (4) (5)

do. This

sound obvious, but speaking from experience, most students tend

to leave important tasks until the last minute … TIP 2

Find an organising tool that works well for you and add your list of priorities to it. Find time for socialising, but also make sure that you get enough sleep. Get between seven to eight hours of sleep every night if you want to (6)

remain focused and alert during

study periods.

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Mission 7 Training session 1 • Mission support

TIP 3

Typically, you (7)

allow around eight to ten hours a day for working,

studying, socialising and anything else practical you need to do. It’s also important to remember that things often take longer than expected. So, allow a little extra time in case you spend longer on a task than you thought you (8)

TIP 4

One way to avoid distraction is to think about the different places you have been when studying – where were you the most focused? Remember, what works for one person (9)

necessarily work for you.

TIP 5

Constantly reviewing and reassessing your schedule can help you to recognise whether you need to make any changes. After all, you (10)

have time to relax and

spend time with friends and family!

Grammar: If-sentences Make correct if-sentences. Use the words in brackets. 1 If it rains,

(the grass / get / wet).

2 If you spoke more loudly, (your classmates / understand you). 3 If we start at 9 o’clock,

(we / have / plenty of time).

4 If Sam studies,

(she / leave / the music on).

5 If I were you,

(go / to bed / early).

(Harry / take up / his hobby) if he has more time.

(I / phone / him / tomorrow) if I don’t see him today.

(You / feel better) if you ate more healthy food.

(I / cut / the onions) if you peel the potatoes.

(Ivy / not be / so stressed) if she had more time.

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Mission 7 Training session 1 • Mission support 6

Grammar: If-sentences Write correct if-sentences. Make sure you use the correct type of if-sentence. In five sentences, use another modal instead of will / would. In your sentence, refer to … 1 … a general truth: you / heat water / to 100 degrees / boil

2 … something that is likely to happen: Tom / get promotion / buy a car

3 … something that is possible, but unlikely to happen: I / speak Italian / move to Italy

4 … something that is very likely to happen: you / go out every night / not pass the exam

5 … a general truth: sun / go down / get dark

6 … an imaginary situation: I / be faster / win the competition

7 … an imaginary situation: she / leave on time / not miss the bus

8 … an imaginary situation: I / drink coffee tonight / lie awake all night

9 … a situation in which you offer to do something: Yvette / arrive at the station / I / pick her up

10 … something that is possibly going to happen: I / find her address / send her an invitation

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Mission 7 Training session 1 • Mission support 7

Phrases: How to give advice and make suggestions

Write sentences that fit the following situations. 1 Your friend is sleeping poorly. You make a suggestion how to fix this.

2 A classmate has regular headaches. You give him advice.

3 A friend has been stressed out lately. You have already suggested he should talk to his parents about it, but he could also try something else. Make a suggestion.

4 One of your classmates can’t decide what she wants to do after school. You think it’s worthwhile not to rush things. Advise her what to do.

5 Your friend is complaining about her workload; she can’t get everything done in time. You give her some advice.

6 Your dad says he should exercise more, but he doesn’t have the time for it. You make a suggestion on how to get fit quickly.

7 A friend is fed up with her job: it’s boring and it doesn’t pay well. You wonder if it wouldn't be better to do something about it.

8 Your sister is a pessimist. She is feeling a bit down. You give her advice.

Phrases: How to give examples

Write sentences that fit the following situations. 1 Your mum is complaining about your school efforts. You want to prove her wrong by giving her an example.

2 You are telling a story about your new puppy dog. It is very naughty. You give an example.

3 You are talking to a friend about funny or strange habits. Give an example of one of yours.

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Mission 7 Training session 2 • Listening

Training session 2 Listening Before you can become an expert yourself on how to get more done in less time and reduce stress, and inform your friends about it, the logical thing is to gather and analyse as much information as you can about the subject. This means searching for sources online and listening to people who have studied the subject. Once you have done this, you should draw up a list of sources.

Get started

Everyone seems to be stressed out and overwhelmed these days. In this training session, you are going to do some online research into the backgrounds and causes of this modern-day problem, and find out why it is a problem. Work with a classmate to discuss the questions. Note: A 'research question' doesn't have to be just one question – it can have various elements in it.

Based on the description in the introduction, what is going to be your research question?

Look at this list of sub-questions. Which ones are relevant to the research question? ◯◯How many people are affected by this problem? ◯◯What types of people are affected most by it? ◯◯What are the possible causes of this problem? ◯◯What can people do about it themselves? ◯◯What are the short-term effects on people’s lives? ◯◯What are the long-term effects on people’s lives? ◯◯What are the effects on society as a whole? ◯◯What can others (e.g. the government) do about it?

Listening for information Listen to Playing for time. Make notes while listening. Answer the questions. 1 What is the reason that Carl has invited Dr Hassan to be on his show?

2 Which problem do Carl and Dr Hassan discuss?

3 Dr Hassan gives three explanations for this problem. What are they?

4 What are the long-term effects, according to both Carl and Dr Hassan?

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Mission 7 Training session 2 • Listening 3

Listening for detailed information Listen to Playing for time. Indicate whether the statements are true or false. true

false

◯ ◯

◯

4 The internet helps people to keep track of all the things they should do.

◯ ◯

5 If people became better at multitasking, they might achieve more overall.

◯

6 These days, most young people suffer from anxiety because they’re too busy. 7 A lack of time-management skills will often result in dropping out of university. 8 According to Uzma Hassan, wasting time more often would probably improve people’s lives.

◯

1 A new study has shown that being busy all the time is counterproductive. 2 Overall, people in the modern world work much harder than their forefathers. 3 ‘Knowledge work’ is, by its nature, more demanding than manual labour.

◯

Analysing the information Look at the questions and answers in the previous three exercises. Have the sub-questions relevant to the research question now been answered? yes

partially

1 How many people are affected by this problem?

◯

2 What types of people are affected most by it?

◯

3 What are the possible causes of this problem? 4 What are the short-term effects on people’s lives?

◯ ◯

5 What are the long-term effects on people’s lives?

◯

6 What are the effects on society as a whole?

◯

◯ ◯ ◯

◯ ◯ ◯ ◯

S T R AT E G Y

Searching for information online

Instead of using complete sentences, use keywords or phrases to find what you’re looking for. Don’t worry about punctuation or spelling.

•

Search engines will offer you a list of search suggestions. These can also give you ideas for search terms you may not have thought of.

•

If you can't find what you’re looking for, try different search terms. For example, you could make them more specific by adding more keywords, or you could try different keywords altogether.

•

Use a hyphen (-) at the beginning of a word to exclude search results that contain that word. For example, a search for stress -student will give you results with the word stress, but not students.

•

If you want to look for an exact phrase, you can put quotes (� � ) around your search terms. For example: �time management skills for students�.

•

Refine your results. To view different types of content that match your search terms (for example images, maps or news articles), use the options that appear above the search results. There, you’ll also find search tools. You can use these tools to change the language, or, for example, only look for articles or videos from last year.

•

Also see: Basic Search Strategies.

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Mission 7 Training session 2 • Listening

Getting more information

Work with a classmate. Use Strategy: Searching for information online. Not all your sub-questions have been answered yet. In order to answer your research question and back up your answers with relevant information, you need to investigate the subject more thoroughly. Answer the questions.

What sub-question are you going to investigate (further)? Pick one from the list. ◯◯How many people are affected by this problem? ◯◯What types of people are affected most by it? ◯◯What are the short-term effects on people’s lives? ◯◯What are the long-term effects on people’s lives? ◯◯What are the effects on society as a whole?

What search term(s) are you going to use to find the information you need?

TIP

Changing tactics

If you can’t find any suitable videos within a reasonable amount of time (in this case: fifteen minutes), it might be a good idea to focus on another sub-question.

Use the Tip: Changing tactics and your answer(s) from the previous exercise. Go online and find two more videos about the sub-question you wrote down. Take no more than fifteen minutes. Save the links.

Discuss the questions together. Explain your answers. 1 Is the information given in these videos relevant to both your research question and your sub-question?

2 Do these sources answer your sub-question?

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Mission 7 Training session 2 • Listening

S T R AT E G Y

Making a bibliography (websites)

Make a list to keep track of all the materials you find on the internet. Later, this list of sources will become your bibliography (see example). Write down the following information for each source you find: 1 author and editor names (if available); 2 title of the page (if available); 3 name of the platform on which the content was published (if relevant); 4 the company or organization that posted or uploaded the information; 5 the date on which the information was posted or last updated (if available); 6 the URL for the webpage; 7 the date on which you last looked at the webpage. Example: (1) Rubier, Jeremy, (2) Gui Martinez: A Short Film and Photo Essay. (3) Vimeo, (4) uploaded by Poweredby.tokyo, (5) May 2017, (6) vimeo.com/channels/staffpicks/216976160 (7) Retrieved 2 October 2019.

Making a bibliography Use Strategy: Making a bibliography (websites). Make a bibliography of the videos you have found. Use the links you saved.

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Mission 7 Training session 3 • Writing

Training session 3 Writing Blog post writing is more important than ever! By doing research and writing blog posts about something you know and are enthusiastic about, you can share your knowledge, insight and experiences. At the same time, it will increase your own knowledge, your creativity and your analytical skills. Also, writing blog posts helps you to streamline your thoughts. The more you write, the better you get at writing! In this training session, you will learn how to write an effective blog post by planning ahead and making an outline before you start. 1

Get started Work with a classmate. Discuss your work-life balance (this is the balance between your (school)work and your personal life). 1 Do you experience stress about your work-life balance? Give examples of things that make you feel stressed. 2 Do you feel you have enough time to do everything you need or want to do, or not? Give at least two examples of things that you would like to do, but don’t have time for. 3 How does this kind of stress affect your life? 4 What things do you do or could you do to get more done and reduce stress?

E MMA – 15 FE BR UA RY 22. 5 4 GMT This week I realised that if I don’t get a grip on my life, things are going to spin out of control very soon! I’m just too busy and I’m starting to lose track of things ... To give you an example, I’ve got loads of school work this year and I seem to be struggling to keep up with science in particular. If I do lots of extra study, I might not fail science this year, but I barely have time to do the basic homework, let alone anything extra! One of the issues is my job. I’m really into gymnastics and I work as an assistant at a gym club for younger kids twice a week. I should just stick to one night a week, but I was tempted to do more because I get paid quite well – and also because I really love doing it. If I came straight home from the gym club and applied myself to my school work, it wouldn’t be so bad. But the problem is that I’m really tired afterwards and all I want to do is talk with my friends on social media. Saturdays are when my friends get together, and I don’t want to miss out on that, either. It’s very tricky, trying to combine everything. The outcome of all this is that I need to assess my time-management. I’m asking myself: how can I get more done, preferably without giving up my job? My mum thinks I should cut down on my hours at the gym club and put more emphasis on study. Certainly, if I had known how much school work we would be given this year, I might have thought twice about working two nights at the gym club! Maybe I should also look at how I use my free time, for instance, is my social media use excessive? What advice do you have for me, people?

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Mission 7 Training session 3 • Writing

Reading a blog post

Read Emma – 15 February 22.54 GMT.

What is the main topic of Emma’s blog post? Describe it in one sentence.

If you read more closely, what are Emma’s specific problems? Name four.

In her blog, Emma doesn’t really distinguish between the cause(s) and the effects of her problems. What are the causes and what are the effects?

What could Emma do reduce stress and get more done? Write a few lines in which you give Emma advice. Give at least two tips. Back up your advice with arguments.

This blog post has no title. What would be a good title, do you think?

Use Strategy: Writing a blog post. If you had to give Emma, the writer of this blog post, some tips and tops about her writing, what would you say? Give three tips and at least one top.

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Mission 7 Training session 3 • Writing

S T R AT E G Y

Writing a blog post

•

Plan your blog post by choosing a topic, creating an outline, conducting research, and checking facts.

• •

Start with an introduction that makes clear what you are writing about and why.

• • • •

Keep sentences and paragraphs short and make sure to avoid repetition.

Write in a friendly and informal style, think about your readers and what they can learn from your experience. End with a conclusion which you substantiate with facts. Think of a title that is both informative and will capture the reader’s attention. Have someone else read your post and provide feedback.

Making an outline

You are going to write your own blog post about your own experiences with one of Emma's problems. First, you are going to create an outline. Choose one of the problems Emma has to deal with: • struggling with a school subject; • not enough time to do homework; • a job that takes up a lot of time; • being really tired. Plan your blog post by creating an outline. 1 Write down which problem you want to deal with. 2 What other problems does this cause in your life? Give one or two examples. 3 What, do you think, are the main causes of the problem? Name two causes. 4 What could you do to tackle this problem? Offer two or three possible solutions. 5 Finally, draw a conclusion and back up your conclusion with arguments. TIP

Improving your post To enhance your post, and improve its flow, you could add some images. Also, if you think you’re up to it, you could add some humour!

Writing a blog post

Use Strategy: Writing a blog post, Tip: Improving your post and the outline you made.

Write a blog post in which you discuss the problem you chose. Use 200-250 words and your outline from the previous exercise.

Work with a classmate. Ask a classmate to read your blog post and give you feedback (‘tips and tops’). Make an improved version if necessary.

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Mission 7

Complete your mission

Complete your mission Read the Mission briefing again. Go online and look for at least two videos with information on time management and other ways to avoid stress. Take notes. Then write your blog post. Follow the steps and tick the boxes to complete your mission. □ In your blog post:

• • • •

write about what you have learnt about time management and reducing stress. advise your readers about the three or four best time management strategies you have come across. suggest one or two ways of reducing stress. give some practical examples.

□ If you’re up to it, you could add some humour to make your blog post an entertaining read! □ Use 500-600 words. □ Make a bibliography of the websites you used.

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Mission 7

Mission debriefing

Mission debriefing Check Complete your mission. Use the Model answer. Compare your blog post to the model answer and fill in the rubric. Alternatively, you could ask a classmate to read your blog and fill in the rubric for you. Mission accomplished ...? Needs improving

Excellent

1 Finding and analysing at least two videos

◯

2 Relevance of the information found to the research question

◯

3 Structure of the blog post: introduction – body – conclusion

◯

4 Contents of the blog post: 3–4 time management strategies

◯

5 Contents of the blog post: 1–2 stress reduction tips

◯

6 Contents of the blog post: examples

◯

7 Contents of the blog post: backing up the conclusion with arguments

◯

8 Bibliography

◯

9 Use of grammar, phrases and vocabulary

◯

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

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Mission 9

B1 WRITING

Review and get paid! B1

READING

M I SSI ON G OAL S Life skill: Critical thinking Writing B1: Can write a short and simple report using a fixed format. Reading B1: Can understand important factual information in short reports and articles

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

Product reviews Adjectives and adverbs Comparisons How to give your opinion about a product How to express personal feelings and reactions

How to describe experiences

9 32 10 39

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Mission 9 Mission briefing

Mission briefing You are super excited. The product you have ordered online has just arrived! The web shop sends you the following message: Thank you for shopping with us! We hope you'll enjoy your purchase. Spread the word! Write a product review of about 300 words and send it in for a chance to win €100.

YO U R MI S S I O N To test the product you have bought and write the best review you have in you, so you can pocket the prize!

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Mission 9 Training session 1 • Mission support

Training session 1 Mission support To review products, you need to know words like manufacturer, faulty, versatile and mediocre. It also helps if you know phrases to help you express your opinion and describe your consumer experiences, feelings and reactions to the products you've tested. You can use comparisons to compare and contrast products, and adjectives and adverbs to describe them. TIP

Using words in conversation

You will easily forget words unless you use them. When learning new words, try to use them in conversation as much as possible. You could do this as part of a challenge. How many of the words on your vocabulary list can you use correctly while talking to a classmate?

Vocabulary: Product reviews

Use Tip: Using words in conversation. Fill in the correct synonyms of the words in bold. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: adjust – affordable – collide with – construct – detach from – durable – emit – ensure – fragile – hesitant – inaccurate – manufacturer – opt for – outstanding – restrict – retailer – sturdy – versatile 1 I was uncertain about buying a brand of watch I'd never heard of. 2 An ambulance siren sends out both high and low frequency sounds. 3 We use couriers to guarantee safe delivery of our packages. 4 Reasonably-priced houses are hard to find in inner London. 5 You can easily separate the keyboard from your mobile or laptop. 6 If your goods are faulty, go back to your dealer and ask for a refund. 7 I hurt my knee quite badly when I bumped into that car. 8 Be careful with that vase! It is such a delicate piece of porcelain. 9 LED lights are more long-lasting than conventional light bulbs. 10 We decided to limit the sale to items that had already been priced down. 11 This multipurpose charger will recharge most electronic devices. 12 This oak cabinet is a piece of furniture of exceptional quality. 13 With this kit it is easy to build your own robot. 14 The solid rubber soles of these boots keep your feet protected. 15 It is not easy to regulate the sound on my new headphones.

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Mission 9 Training session 1 • Mission support 9

Vocabulary: Product reviews

Complete the article with the English translations of the following words. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: aansluitbaar – afslijten – beoordelen – bestand zijn tegen – doeltreffend – gestroomlijnd – indrukwekkend – krachtig – kiezen voor – lof – onderdeel – simpel – tegenkomen – wiebelig – willekeurig

www.oddestproducts.net

THE ODDEST PRODUCTS FOUND ONLINE What is the weirdest product you've ever (1) (2)

online? During a

search online I found it: the potato greeting card! There's a Texan

company that brings in an (3)

$10,000 a month in profits by sending

people potatoes with anonymous messages written on them. I can think of more (4)

ways to communicate ...

Although I would definitely (5)

the potato card as the oddest product

online, there are plenty of other candidates. How about chocolate you can't eat? It's an extremely fine powder that you can taste without taking in any calories. Apparently, the flavour doesn't (6)

quickly either, but stays in your mouth for a while.

And what about the (7)

chair designed for active sitting, or the helmet-

shaped umbrella that (8)

wind speeds up to gale force 7?

There's also a robot bug that has received (9)

because it can teach kids

how to code. It comes in a sheet of different metal (10) pop out. The assembly itself is pretty (11)

that kids can , and when that's done, the kids

can start programming their robot bug to perform simple tasks. I'm a musician, so I really liked the musical hoodie that has panels which can create different sounds. It's (12)

with most smartphones, so that you can record your music.

Have you spotted any other strange products online recently? Let me know!

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Mission 9 Training session 1 • Mission support 3

Vocabulary: Write a comment Think about a weird product you've seen online – or, alternatively, use your imagination. Write a short comment in which you nominate your weird product. Use the following words: bold – opt for – sleek. Use about three lines of text.

• • 4

Grammar: Adjectives and adverbs Fill in the correct forms of the words in brackets. Note: Mind the exceptions! designed interior. (sleek)

1 This car is famous for its 2 The product I need is 3 Is it

not available. (simple) to use shampoo on my hair extensions? (safe)

4 I'm sorry, but the hotel is

booked at the moment. (full)

5 I know this is a doll, but it looks very 6 Joe is the

. (real)

one in our family. (clever)

7 Zoe finished the crossword 8 Orders 9 She wore a

quickly. (extreme) arrive within two working days. (usual) outfit that complemented her skin tone. (stylish)

10 Consumer choices are

influenced by advertising. (powerful)

Grammar: Adjectives and adverbs

Make sentences by putting the words in the correct order. 1 charming – leather – a – old – she – noticed – chair

2 20th–century – an – Scottish – early – bought – small – I – painting – interesting

3 well – machine – works – this – new – wonderfully

4 round – at – tray – look – that – yellow – ugly – plastic

5 was – a.m. – awake – I – until – two – wide

6 cheese – really – blue – soft – smells – this – bad – French

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Mission 9 Training session 1 • Mission support

7 made – flimsily – of – white – constructed – my – wool – hat – was

8 about – to – product – incredibly – an – wrong – complain – seemed – popular – it

9 though – arrived – at– high – travelling – speeds – extremely – late – they

10 Chinese – this – large – truly – shopping mall – incredibly – enjoyed – we – in – shopping

Grammar: Comparisons Complete the sentences with the correct comparisons. Use the words in brackets.

product of the year. (outstanding)

1 A fitness tracker was voted 2 This paper is a lot 3

the sheets in my sketchbook. (thin) purchasing decision I've ever made was to buy a quality

guitar. (wise) 4 You won't find a pillow 5 What are

this one. (comfortable) new products on the market? (hot)

6 We stayed in

hotel room we'd ever seen. (dirty)

7 My new laptop is much 8 Niyo lotion,

the old one. (slow) way to cleanse your skin. (gentle)

9 As they walked on, the streets were getting

. (narrow)

10 Wildfire is a great game. It looks even

I'd hoped. (good)

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Mission 9 Training session 1 • Mission support 7

Grammar: Comparisons Fill in the correct comparisons. Use the words in brackets.

(delighted)

'Of all the cameras I've tried, I must say that I'm (1) with my new digital camera. It takes (2)

(perfect) pictures. The

images I've snapped so far seem (3)

(real) life itself! The camera

was recommended to me by (4)

(charming) sales assistant I've

ever met. To be perfectly honest, he was far (5)

(polite) to me than the

other staff at the store and he had (6)

(wicked) sense of humour.

He made (7)

(silly) jokes imaginable while doing his sales pitch.

He told me this camera was much (8)

(easy) to work with than

most other models. It also takes clear pictures from (9) away than other cameras. Personally, I think its (10)

(far) (convenient)

feature is its small size. It takes up (11)

(little) space in my travel

bag than comparable models. It'll probably be (12)

(useful) my previous camera, which was a

much (13) (14)

(heavy) lump to carry around all day. What's (generous) rating I can give? Five out of five stars?

Ursula, 85, Amersham

Phrases: How to describe experiences

Describe the experience of a customer buying a new product. Use at least three of the phrases. Use 50 to 75 words.

• •

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Mission 9 Training session 1 • Mission support 9

Phrases: How to express feelings and opinions

Which phrases would you use in these situations? Choose a fitting phrase and write sentences you could use in a review. 1 Je stond perplex toen het horloge dat je online had besteld werd bezorgd in een enorme doos.

2 Je zou mensen niet aanraden om deze camera te kopen. Leg uit waarom.

3 Je was opgelucht toen je erachter kwam dat je niks hoefde te betalen voor het terugsturen van de goederen die je online had gekocht.

4 Je was erg onder de indruk van de klantenservice van een bedrijf. Geef een reden.

5 Je bestelling bleek defect. Je e-mails aan de klantenservice bleven onbeantwoord. Geef advies aan andere klanten over dit bedrijf.

6 Je bent van mening dat mensen beter af zijn als ze hun etenswaren in de supermarkt halen dan online.

7 Je was aangenaam verrast toen je op je ticket voor een dagje pretpark keek. Geef aan waarom.

8 Je beoordeelt een product met een tot vijf sterren. Geef in het kort je eindoordeel en leg uit waarom.

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Mission 9

Training session 2 • Reading

Training session 2 Reading Before you purchase a product, it is wise to do some research. For example, you need to find out how it works, what its main functions and features are, what material it is made of and what is included in the price. Reading comments and reviews by other customers can help you gain insight into the product's strengths and weaknesses. But beware: different users may have different expectations of the product! 1

Get started Think about the last time you bought something new. Perhaps you needed a new phone, a backpack for school or an alarm clock. Describe your experience. Use 6–8 sentences. Answer the following questions in your description: Did you look up any information about the product before you bought it? If so, what kind of information? Did the information help you in any way? Was yours a good or a bad consumer experience? Describe what happened. What kind of information will you look for next time you buy something?

• • • •

www.musthaves.com

MUST-HAVES Love music? Want to be able to listen to it with friends when you’re out and about? Then the Bluclip mini speaker is the perfect product for you! It’s a light, durable and powerful waterproof portable speaker which allows you to share music easily, no matter what you’re doing. Designed to clip effortlessly on to your belt or backpack, the Bluclip is a compact piece of kit for the active lifestyle. It provides up to eight hours of playtime and you can stream music wirelessly via Bluetooth, or plug the Bluclip into any compatible smartphone or tablet with its neatly attached audio cable. The Bluclip gives you truly outstanding sound quality in all weather conditions and can even withstand total immersion in water. But why restrict its use just to music? It’s perfect for catching up on podcasts whilst cycling or doing water sports. The speakerphone can also be used to make clear, echo-free phone calls.

At just £49.99, the Bluclip is far better value than most mini speakers on the market! Its bold colour and sleek design make it an attractive gift for all.

CUSTOMER REVIEWS: ‘I was a bit hesitant at first about getting the Bluclip wet, but it really is totally waterproof! I took mine canoeing with me and it got splashed a lot but it made no difference to the sound quality. A really impressive product – get one as soon as you can!’ Karen, Bournemouth

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Mission 9

Training session 2 • Reading

‘Had heard great things about the Bluclip but for me, it did not deliver. Speaker produced very fuzzy sound which kept cutting out on me. Also, I found the clip to be incredibly stiff which made it difficult to detach the speaker from my bag. Fortunately, I was able to get a refund easily. Do not buy!’ Dave, Newquay ‘A great little speaker – probably the best available at this price. It’s smaller than other portable speakers so it produces noticeably less volume than most, but it’s also very user-friendly. The only downside for me is that its range is not as wide as that of other small speakers, so you have to keep close to your sound source if using Bluetooth.’ Chizzy, Enfield

Lava lamps have made a comeback! Why not introduce a touch of retro glamour into your room with this beautiful, calming Northern Lights lava lamp? Simply plug it in, sit back and observe the wonderfully random patterns created by the rapidly melting wax. Watch the different-sized blobs collide and split apart as they float around the glass globe of this lava lamp. The colours in the lamp are specially selected to imitate the Northern Lights. Standing 35cm high, with a sturdy aluminium base, this high-quality lamp makes a stylish and eye-catching addition to any room. Often used as an aid to meditation, lava lamps are great investments for those who find it difficult to relax, or who are feeling especially stressed. The Northern Lights lava lamp makes a stylish gift for friends and family members both young and old. Each lamp is securely packed in a smart presentation box and a 25-watt bulb is included.

CUSTOMER REVIEWS: ‘I purchased one of these lava lamps for my niece who is revising for exams. Much safer than candles but just as effective at creating a calming atmosphere and twice as much fun! It’s lovely to look at by itself, but it’s even better if you put it in front of a mirror! Then you get an amazing light show as the colours flow around your bedroom.’ Hamna, Birmingham ‘The lamp seemed a bit fragile to me, and it quickly became very hot to the touch. You should ensure that it is placed on a mat and kept out of reach of children. It makes beautiful patterns, though and the display is much brighter than I expected.’ Bob, Leighton Buzzard 'I used to own a lava lamp as a teenager, so I was excited to receive this one as a gift. Unfortunately, I was less than impressed. The lamp started to emit an irritating buzzing sound as soon as it was switched on and took ages to warm up. I tried hard not to feel disappointed, but it was nothing like as good as the one I remembered ...' Melanie, Belfast

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Mission 9 Training session 2 • Reading

Reading about products

Skim Must-haves. Discuss and answer the questions with a classmate.

Which two types of texts are these?

Do you think the information in these two types of text is generally reliable? Explain your answer.

How can companies influence the ratings their products get on the internet?

Understanding product descriptions

Read Must-haves. Answer the questions.

What type of product is the Bluclip?

What is the Bluclip's most important function?

Which other function is mentioned in the product description of the Bluclip?

According to the Bluclip product description, rival products are priced ... ◯◯ lower. ◯◯ higher.

Whose comment is the most negative about the Bluclip? ◯◯ Dave's comment ◯◯ Karen's comment ◯◯ Chizzy's comment

Whose comment is the most balanced about the Bluclip? ◯◯ Chizzy's comment ◯◯ Dave's comment ◯◯ Karen's comment

What substance produces the random patterns in the lava lamp? The random patterns are produced by

What natural phenomenon do the colour patterns of the lamp try to copy? This natural phenomenon is called

What people can particularly benefit from using this lamp? Name three types.

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Mission 9 Training session 2 • Reading

Whose comment reflects on the retro appeal of the lamp? ◯◯ Melanie's comment ◯◯ Hamna's comment ◯◯ Bob's comment

Which useful tip can you find in the comments about the lava lamp?

What warning can you find in the comments about the lava lamp?

What are the pros and cons of reading reviews and comments before buying a product? Write down at least three on each side. Pro

Con

Reading manufacturers' promises Read the product descriptions of the Bluclip mini speaker and the lava lamp in Must-haves. What are the manufacturers' promises to the customer about these two products? Write down 3–5 phrases from the text that contain a promise about the products. Bluclip:

Lava lamp:

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Mission 9 Training session 2 • Reading

Being critical

Read the customer reviews about the Bluclip mini speaker and the lava lamp in Must-haves. Answer the questions.

Do the products live up to the manufacturer's promises according to the customer reviews? Explain your answer. Bluclip:

Lava lamp:

Compare the expectations of the reviewers. How do you think the expectations of the reviewers influenced their opinion about the product? Bluclip:

Lava lamp:

Compare the reviewers. Whose opinion do you value most? Explain your answer.

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Mission 9 Training session 3 • Writing

Training session 3 Writing When writing a product review, you must focus on what is important for users. By sticking to a fixed format, you won't forget important elements of your review, for example: giving an accurate description of the product and its functions, what's good and bad about it and the alternatives available. Make sure you use facts and arguments to support your opinion about the product.

Get started

What do you know about consumer product reviews? What kind of information do consumer product reviews provide that you cannot get from other sources? Write down what you think in 50–75 words.

Reading a consumer product review

Read Quest for the net.

Study the Consumer product review format. Answer the questions from the format for the reviewer of the basketball net. Title Introduction 1 What kind of product is it?

2 What does the advertising promise?

Body of review 3 What are the pros and cons?

4 How does the product compare to similar products you know?

Conclusion 5 Would you recommend this product? Why (not)?

6 How many stars would you give this product? ✩ ✩ ✩ ✩ ✩

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Mission 9

Training session 3 • Writing

www.questforthenet.com

QUEST FOR THE NET I love playing basketball so I decided to get my own net for the back garden, to practise my slamdunks! Choosing a net was not a straightforward process, however, and I spent hours researching online, carefully reading reviews and comparing products. So, I was relieved to discover that most people were unanimous in their praise for this product, the Youth Shoot Basketball Stand. According to the details, it was a lightweight but sturdy self-assembly product that would take no longer than an hour to construct. That sounded simple enough! I ordered one and opted for home delivery. The box was delivered promptly the next morning. It turned out that was the easy bit! The first problem was that some of the parts were missing from the kit. I rang the manufacturer and they immediately offered to send the missing parts to me by courier that same day! The parts arrived three hours later and I was actually very impressed with this service. That feeling soon wore off when I tried to construct the stand. The instruction manual was the worst I’ve ever come across! I found the diagrams very confusing and inaccurate and as far as I’m concerned, they were useless. After three frustrating hours, the stand was finished, but I was far from happy with it. The pole was quite wobbly and the whole thing felt very unstable. Some of the parts were definitely faulty. I’d rate it as flimsy and mediocre at best, and I decided to send the whole thing back to the retailer. I chose this stand because you could easily adjust the height of the basket and I liked the fact that you could move the whole unit around. But if you ask me, you’d be better off going for a fixed basketball hoop, really. They are much cheaper and less likely to fall to pieces!

CO NSUME R PRO D U C T R EV I EW FOR MAT

1 2

TITLE INTRODUCTION What kind of product is it? What does the advertising promise?

3 4

BODY OF REVIEW What are the pros and cons? How does the product compare to similar products you know?

5 6

CONCLUSION Would you recommend this product? Why (not)? How many stars would you give this product? ✩ ✩ ✩ ✩ ✩

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Mission 9

Training session 3 • Writing

Do you think the reviewer has stuck to the format and answered all the format questions effectively? Answer in complete sentences.

How many stars do you think the reviewer would give this product?

www.fitnesstrackers.co.uk

SPRY'S FITNESS TRACKER Spry's stylish and affordable Fitness Tracker will automatically track your activity, daily steps, calories consumed and burned. Set personal fitness goals to keep yourself focused and motivated. Monitor your sleep quality and gain insight into your light and deep sleep phases. The tracker will also give you a friendly reminder if you've been inactive for too long.

Spry's Fitness Tracker • • • •

compatible with all smartphones sturdy battery that can go for up to seven days without charging comfortable, fashionable strap available in five bold colours controlled via extremely easy-to-use app

Writing a consumer product review Step by step, write a consumer product review about Spry's Fitness Tracker. Read Spry's Fitness Tracker. Answer the questions. Take notes to describe the product, its main functions and three of the promises made in the advertising. 1 What kind of product is this?

2 What are its main functions?

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Mission 9 Training session 3 • Writing

3 What does the advertising promise?

S T R AT E G Y

Writing an introduction

Start the introduction of a product review by indicating why you wanted to buy the item and which of the manufacturer's promises made you decide to buy this particular product.

Writing an introduction Use Strategy: Writing an introduction. Write an introduction for a product review about Spry's Fitness Tracker. Use your notes from the previous exercise. Use about 50 words. S T R AT E G Y

Writing a body text

The body of a product review should answer questions consumers who are considering buying this product might have, such as:

• • • 5

Is it of high or low quality? Is it useful for someone like me? Have others had good or bad experiences with the product?

Writing a body text Use Strategy: Writing a body text and Consumer product review format. Write the body text for the product review of Spry's Fitness Tracker. Use your notes from the previous exercises and about 100 words.

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Mission 9 Training session 3 • Writing

S T R AT E G Y

Writing a conclusion

In the conclusion of a product review you sum up what's good and bad about the product and give your overall evaluation:

• • • 6

Did the product live up to the manufacturer's promises? Did it offer good value for money? How many stars would you give it?

Writing a conclusion Use Strategy: Writing a conclusion. Write a conclusion for the review of Spry's Fitness Tracker. Use your notes from the previous exercises and 70–80 words.

Giving your review a title The title of the review should reflect your opinion about the product. Add a title to your review.

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Mission 9

Complete your mission

Complete your mission S T R AT E G Y

Be critical!

• • • • • •

Use Mission briefing, Strategy: Be critical and Consumer product review format. Follow the steps and tick the boxes 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. □ 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. □ 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.

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Mission 9

Mission debriefing

Needs improving

Excellent

◯

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

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Mission 13

B1 CONVERSATION

All flights cancelled

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

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

13 27 59

Phrases:

2 16

Travel Prepositions Gerund and infinitive How to ask for and give directions How to discuss alternatives 44

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Mission 13 Mission briefing

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

YO U R MI S S I O N Making a complete plan of action, discussing the criteria and possible alternatives.

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Mission 13 Training session 1 • Mission support

Training session 1 Mission support When you're travelling, you need to know words like announcement, destination, delay and twin beds. It also helps if you know phrases for asking and giving directions, and for discussing alternatives – because sometimes you need to make choices about where to go and what to do. You can use prepositions to ask for and give directions, and the gerund to talk about preferences. TIP

Using word cards

You can practise your vocabulary by writing words on cards and the matching descriptions and/or translations on the backs of the cards. If you get a word right three times in a row, put the card aside and focus on the ones you have left.

Vocabulary: Travel

Use Tip: Using word cards. Complete the sentences with the correct words. Note: There are three extra words. You have to change some of the words to fit the sentences. Choose from: announcement – apologise – concern – concourse – currently – desk – destination – inconvenience – purchases – recommend – remain – rush hour – suspend – take into account – transferable – unattended – voucher – walking distance 1 Traffic is busy, so if you want to get to the airport you had better avoid the . 2 There's been an accident on the motorway. We should

that there

may be some delay. 3 I heard something about a train accident. However, more information is not available. 4 You can put all your

from the airport shops in your hand luggage.

5 If I can't fly today, is my ticket

to another passenger without extra costs?

6 When there are delays there will be complementary drinks and some for meals. 7 Did you hear the

about the delayed flight?

8 We'd like to purchase new tickets to Amsterdam. Can you tell me which

need? 9 Is there a flight to a

that has a train connection with Amsterdam?

10 My friend Jim

this hotel. It is not expensive and has showers in all

rooms. 46

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Mission 13 Training session 1 • Mission support 11 Don't leave your luggage

and warn security if you notice anything

suspicious. 12 All passengers should

seated until the lights have been turned off.

13 These safety measures may cause some

14 I'm pleased that the waiter

for the cold pizza yesterday.

15 I prefer this restaurant because it is within

of our hotel. 13

Vocabulary: Travel Work with a classmate. Use the table. accommodation

(to) apologise

bargain

complementary

(to) concern

desperate

due to

public transport

refund

(to) resume

(to) retain

rush hour

secure

(to) suspend

timetable

track

travel insurance policy

twin room

valid

value

Take turns describing and guessing words. One of you chooses a word from the table and gives a description of it. The other guesses the word. Try to guess each word within 30 seconds. Take seven turns each.

• • • • 3

Grammar: Prepositions Choose the correct prepositions . 1 We have just arrived from / at / out Washington, where we had a great time. 2 Have your friends arrived at / in / to the airport yet? 3 You had better stay in / at / on your seat when there's a lot of turbulence.

4 Do you mind taking the seat at / before / over the window? I have a fear of / in / with heights. 5 I'm really happy with / from / over the information that we got from / of / to the travel agency. 6 An extra charge for your luggage is typical of / above / with budget airlines. 7 Our plane is now flying over / at / from the northern coast of / out / over Scotland. 8 The next train is leaving in / after / over ten minutes, so we'll be in New York before / above / of three o'clock. 9 You can find a life jacket under / above / out your seat. Make sure you inflate it after / over / with you have left the plane. 10 I hope we'll be provided with / by / to vouchers for free meals if our flight is delayed.

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Mission 13 Training session 1 • Mission support 4

Grammar: Prepositions Fill in the correct prepositions. 1 I hope we can now find our parents somewhere

all these people.

2 I couldn't see the timetable because there were so many people standing 3 I know

me.

experience that these delays can be horrendous. They can last days.

4 Why don't we use these vouchers 5 You can read

a meal? There are free seats

the price

6 Leaving passengers

a new ticket

this restaurant.

this website.

any useful information is not very clever.

7 All the people

us are panicking. I think there is absolutely no reason

such behaviour! 8 We can do some shopping after we have passed

customs.

9 It's getting colder. The temperatures are going

even further. I think it's

zero already. 10 I'm sure our flight will be affected spirits

these weather conditions. But let's just keep our

. 59

Grammar: Gerund and infinitive Fill in the correct form of the verb: gerund or infinitive. 1 It's no use

(ask) for answers again. They don't have the information yet.

2 My friend June is looking forward to 3 Just keep on

(try) to get that hotel reception on the phone.

4 Thank you so much for 5 I wish

(give) us that information about the free drinks. (go) to platform 5. How can I get there?

6 Please, stop

(complain) about the bad weather conditions.

7 It's worth

(try) to catch the next flight.

8 I'm sure we will manage 9

(pick up – us) from the airport.

(find) the KLM desk before our plane leaves.

(use) the app is the best way to get information about your flight.

10 Our friends decided

(take) the tram, because it was quicker than the bus.

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Mission 13 Training session 1 • Mission support 6

Grammar: Gerund and infinitive Complete the sentences with the correct gerund or infinitive. Use: ask – complain – confirm – have – know – pass – smoke – travel – walk – write 1 All right, Ms Smythe, I advise

your flight as soon as possible, because it

may be overbooked. 2 We can decide

with Carefree Airlines. They have a very good reputation.

3 The stewardess was really mad at Anna when she caught 4 I'm really fed up with

. My feet are hurting and I'm tired.

5 You mustn't forget 6

a letter of complaint to Easyflights. a bite to eat would cheer us up in these terrible circumstances.

7 Fortunately, Stephen remembered

for an upgrade.

8 I'm sorry, sir, but I can't allow 9 Have you considered 10 You might want

in the toilet.

through customs without a valid passport. about the delay? that there are two flights to Amsterdam tomorrow.

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Mission 13 Training session 1 • Mission support 7

Phrases: How to ask for and give directions Work with a classmate. Use the map. 200 m

Willow Hotel

hospital church grocery ice cream parlour

Wellington Hotel

grocery

museum

Have a conversation. Decide who is Chandler and who is Sam. Take a few minutes to prepare. Chandler I 'm really in the mood for an ice cream! (1) (vraag of er een ijswinkel op loopafstand is) Sam Let me see. We are now at the museum, and there is an ice cream parlour there ... Yes, I think we can walk. (2) (leg uit hoe jullie moeten lopen) hen we are at the ice cream parlour, it's not far to the Willow Hotel. Chandler W (3) (leg uit hoe jullie dan moeten lopen) Sam

kay, great! I would really like to go there after we've had an ice cream. I'm tired! O (4) (vraag of je bij de kerk rechtsaf moet of na de brug)

fter the bridge. Chandler A (5) (zeg dat jullie moeten oversteken bij een kruidenierswinkel) Sam

re we almost at the ice cream parlour yet? I'll ask that lady. Excuse me, A (6) (vraag de weg naar de ijswinkel)

Chandler W hat did she reply? (7) (vraag of jullie hier gewoon door moeten lopen) (8) (zeg dat jullie tot de verkeerslichten moeten gaan) Sam

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Mission 13 Training session 1 • Mission support 8

Phrases: How to discuss alternatives

Pat and Chris are in a shopping mall, discussing what they are going to do. Complete the conversation. Pat I'm a bit peckish. I'd like to go for a bite to eat somewhere. (1) (vraag Chris' mening) Chris It certainly does. (2) (leg uit waarom je het met Pat eens bent) Pat We can go to Lorenzo's or Nick's Burger Palace. (3) (vraag Chris' voorkeur) Chris (4) (zeg dat je gaat voor de pizza en leg uit waarom) Pat In that case we might also opt for Pizza Carlo or DaVinci's. Chris (5) (informeer naar het kwaliteitsverschil van de pizza's) Pat I guess DaVinci's, and that's also the place where Francesco works. He's so handsome! Chris (6) (zeg dat je dat niet mee wilt laten wegen) Besides, I've never liked him. Pat Perhaps you're right. (7) (trek de conclusie dat Lorenzo de beste is) It's nearer, too. Chris I agree. In the end, (8)

( zeg dat jullie aan je prioriteiten moeten blijven denken). Good food is more important than a handsome waiter!

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Mission 13 Training session 2 • Listening

Training session 2 Listening When you get stuck somewhere during a journey, you need all the help you can get. Of course you need to establish what the exact problem is. Then you need to decide which questions you have to find the answers to, and where you can find the information that will help you find a solution. Stations and airports provide information in different ways. They may communicate via websites, apps, or screens at the railway station or airport. The most common method, though, is through announcements. It's very helpful if you understand English announcements, since most international train stations and airports provide information in English. 1

Get started Work with a classmate. Discuss these questions together. 1 Imagine you're on holiday. What could go so terribly wrong that it would prevent you from getting home in time? 2 How do you usually react when things go wrong? 3 Has anything ever gone wrong for you during a holiday, however small? What was it? 4 Where did you go for help in that situation? 5 How did you manage to solve the problem?

Listening to announcements You're going to listen to an announcement on a train station. What do you expect the announcement to be about? Give three possibilities.

Listening for information You are at Washington train station, waiting for your train. You hear the typical sound that indicates that there is going to be an announcement. Listen to On a railway platform. Choose the correct pieces of information. 1 What information is given in the first announcement? □□ information about a delayed train □□ the reason for the delay □□ alternative travel options □□ information about connections with flights from JFK □□ information about vouchers for drinks □□ advice about hotel arrangements

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Mission 13 Training session 2 • Listening

2 What information is given in the second announcement? □□ information about a delay □□ information about a platform change □□ advice on how to reach a platform □□ advice for people with animals □□ advice for people with disabilities □□ a warning about luggage 3 What information is given in the third announcement? □□ information about a delayed train □□ information about a cancelled train □□ advice for continuing the journey □□ information about the origin of the issue □□ advice to change platforms □□ a weather forecast

Listening for detailed instructions Listen to On a railway platform. Answer the questions. 1 A young man hears the announcement and concludes that he will miss an important appointment in New York. He decides not to go at all. a What will be his most important question?

b Which possible answers are there in the announcement?

2 A group of teenagers is waiting for the train to New York. They are all hungry and thirsty – but also flat broke. a What will be their two most important questions?

b Which possible answers are there in the announcement?

3 An elderly lady and her disabled partner, who is confined to a wheelchair, are waiting for the train to Pittsburgh. They are not very experienced railway travellers. a What will be their two most important questions?

b Which possible answers are there in the announcement?

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Mission 13 Training session 2 • Listening

4 Two children would like to take the train to visit their grandparents in Baltimore. They have arranged with their grandparents to be picked up at the station in Baltimore. a What will be their two most important questions?

b Which possible answers are there in the announcement?

c What would you tell these children if they asked your advice?

A problem to solve You are at Washington station with a friend, waiting for the train to New York. You have just heard the announcement about the delay. Because you need to catch a flight from New York at 18.30, you are a bit worried. Are you going to make it? Work with a classmate. Listen to and use the first announcement of On a railway platform. Have a conversation to discuss the problem. Discuss: what the problem is, and what specific problems this causes for you and your friend; which three possible solutions are given in the announcement; if one of these options is workable for you, and if so, which one; what information is lacking; where you can go to get the missing information.

• • • • •

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Mission 13 Training session 3 • Conversation

Training session 3 Conversation When you are travelling, you may find yourself in a situation where you need to make certain decisions. Train, bus or plane? Hotel, B&B or youth hostel? Fancy restaurant or quick sandwich? Especially when travelling with others, you will have to discuss options. In places that are completely new to you, you will often have to ask for or find directions. And what if you lose sight of each other? You may have to tell your travel companion how to find you again. In order to be able to solve problems that you may face on any of your travels, it is important to practise your problem-solving skills. 1

Get started Work with a classmate. Discuss the questions together. 1 Have you had any experience with trying to find your way in a foreign country? 2 If yes, what happened? 3 If no, who or what would you turn for help if you got lost in a foreign country?

First night downtown Martha and Robyn are in San Francisco. They are looking for a place to stay. Listen to First night downtown. Answer the questions. 1 Why does Robyn have second thoughts about The Bedford Hotel?

2 Martha doesn't mind sharing a bed with Robyn. What are Martha's first and second priorities?

3 What difference is there between the conditions that The Carlton and The Willows offer?

4 Why is breakfast not a priority to Martha?

5 Why does Robyn prefer The Willows to The Carlton?

6 Why do the girls decide against using public transport?

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Mission 13 Training session 3 • Conversation

7 Which three elements on the map do the girls use to find their way to the Willows Hotel?

8 Why may the Carlton have been a better option after all?

First night downtown Use your answers from the previous exercise. Make a list of the criteria that Martha and Robyn have considered. Write down at least five criteria.

First night downtown Use your answers from the two previous exercises. Which criterion had they forgotten to take into consideration?

Speech cards 13A – 13B – 13C – 13D

Asking for directions

Work with a classmate. Use the Speech cards. One of you needs Speech cards A and D. The other needs Speech cards B and C. Use the Floor plan – but only when you are using Speech card A or C. Have a conversation. Take a minute to prepare. The person with Speech card A starts. S T R AT E G Y

Problem-solving

• • • • •

•

Decide what the problem is and why it is a problem. If the problem is too big to tackle all at once, break the problem down into smaller subproblems and tackle them separately. Decide which criteria are important for a possible solution. Does the problem need to be solved quickly or do you have time? Are there other things you need to keep in mind? There are usually several possible solutions which need to be compared. Do they meet all your criteria? Choose the solution that matches most of your criteria. If necessary, you can make adjustments to your criteria during the problem-solving process, or decide that certain criteria are more important than others. You will seldom find a solution that meets all of them – for example, if you need a quick fix, real quality may not be realistic. Your goal is to find the best solution under the circumstances. Discussing solutions is a matter of give and take. Be ready to make concessions in exchange for something that you really want or need.

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Mission 13 Training session 3 • Conversation

Discussing alternatives

You and your classmate have a whole day in San Francisco without any fixed plans. It's time to discuss what to do. Use 10+ Things to Do in San Francisco and Strategy: Problem-solving. Do you remember that Martha and Robyn based their decision on criteria for a place to stay? You can do the same when you are planning what tourist attractions to visit.

Answer the questions. 1 Think of three to five criteria for things to do in San Francisco.

2 Make a top-3 of your favourite activities. Use your criteria.

3 Write down two extra activities from the list that you would like to do.

4 Note down the reasons why you are putting them on your list. Change your criteria if necessary.

5 Which two attractions would you certainly skip? Write them down. Note down your reasons for disliking these attractions.

TIP

Having a respectful discussion

In a discussion about alternatives, or any discussion for that matter, it is important to:

• • • • b

listen to each other's opinions; react politely and respectfully; keep an open mind; compromise – a bit of give and take is often required.

Work with a classmate. Use Tip: Having a respectful discussion. Have a conversation about the best way to spend your day together. 1 Make sure you end up with a top-5 of attractions to visit. Include in your conversation: • the criteria you used for picking 'your' activities; • which options you think are the best and why; • a discussion about alternatives. 2 Write down the list of five attractions that you've decided on together.

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Mission 13 7

Complete your mission

Making a plan for the day How are you going to see all that you want to see today? Is it even possible, or will you have to make choices? Work with a classmate. Use your shortlist of activities from the previous exercise and the Map of San Francisco. Have a conversation and make a plan for the day. Your starting point is The Phoenix Hotel on 601 Eddy Street. Find the five locations on the map that you want to visit. Include in your conversation: the most efficient order in which to visit the attractions you have agreed on; the distance from one attraction to the next; the best way to get there: on foot or by public transport; the time you think it will take to get there; the time you want to spend at each stop; whether or not you need to skip one or two attractions, and if so, which ones.

• • • • • •

Complete your mission Announcements on airports, railway stations etcetera are usually repeated at least once. Listen to the announcement as often as you like. Work with a classmate and discuss how to tackle and solve your problems. Use Strategy: Problem-solving. Record your entire conversation. Follow the steps and tick the boxes to complete your mission. □ Use Mission briefing and listen to Delay. Together, list the problems you need to solve. Make notes. Use your notes for the following steps! □ Listen to Delay again. Note down all relevant information from the announcement. □ Together, make a list of criteria for the solutions that you and your friend need to think of. Consider things like budget, travel distance and comfort. □ Use JFK Airport website and the maps on that website and JFK Airport Map and Location. Gather all the information you need to come up with a complete plan of action. Your plan should include what you are going to do, where you are going to do it and how you are going to get to all the various locations. You may not be able to answer all the questions you have with the information provided. For the questions that are still unanswered, make sure you know where to go for help, and exactly what to ask. □ Discuss your alternatives and directions to the places you want or need to go to. Come up with a solution that you are both happy with.

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Mission 13

Mission debriefing

Mission debriefing Check Complete your mission. Use the recording that you made of your conversation. Listen to your 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 Defining the problem and any sub-problems

◯

2 Listing criteria

◯

3 Gathering relevant information

◯

4 Discussing alternatives

◯

5 Finding a realistic solution that best matches the criteria

◯

6 Finding and talking about directions

◯

7 Formulating questions

◯

8 Use of Vocabulary, Grammar and Phrases

◯

9 Use of grammar, especially gerund and prepositions

◯

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

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Mission 16

B1 CONVERSATION

Climate change: what can you do?

M I SSI O N G OAL S Life skill: Creative thinking Conversation B1: Can put their point of view across, but finds it hard to debate the issue. Conversation B1: Can give their opinion about and reaction to possible solutions to problems, make practical decisions and give brief reasons and explanations. Listening B1: Can follow a lecture or speech in their own field of study.

M I SSI O N S U P P O RT Vocabulary: Grammar: Phrases:

Climate and environment Modal verbs Future tenses How to present your point of view How to give reasons and explanations

How to make and react to suggestions

16 52 42 50

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Mission 16 â€‚ â€‚ Mission briefing

Mission briefing Listening to a talk about climate change, you and your friends feel inspired to take action. You want to make a commitment to help to avoid climate breakdown. But what can you do?

YO U R MI S S I O N Discuss with a group of classmates what YOU can do to help create a sustainable future. The outcome should be a list of practical actions that everyone can easily incorporate into their day-to-day routine. No excuses!

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Mission 16 Training session 1 • Mission support

Training session 1 Mission support To talk about climate change, you need to know words like 'emission', 'carbon dioxide' and 'consequence'. You need phrases to put your point of view about climate change across and to help you give reasons and explanations. Also, when discussing solutions, you need to know how to make and react to suggestions. You need future tenses to talk about what is probably going to happen and what will definitely happen, and modals to talk about what you should, could or might do in order to make a change. TIP

Kinesthetic learning

We all learn in different ways. Visual learners need to look at a word to memorize it, auditory learners have to hear it, and kinesthetic learners need to write, do and touch the word to commit it to memory. Take advantage of your preferred learning style! • If you are a kinesthetic learner, you prefer to use your whole body to learn things. Find a way to experience the words. Write them over and over. Stick them on the objects they describe. Bounce a ball every time you ask yourself a question and answer it. Do knee lifts while you practise words. • Walking around while studying also works well. Try pacing around the room while reciting the words and their meaning. Keep moving while you study. • Don't forget to mix it up a little! Use the other learning styles as well. The more styles you use, the easier it will become to remember what you are learning.

Vocabulary: Climate and environment

Use Tip: Kinesthetic learning. Match the definitions with the correct words. Choose from: beg – distant – emission – empower – extinction – favour – guilty – progress – reluctant – severe – species – surface – temporary – trigger – undermine 1 a substance like gas or heat that is sent out into the air – 2 to prefer someone or something over others – 3 a situation in which a certain type of plant or animal stops existing – 4 feeling ashamed about something you have done or should have done – 5 the process in which something develops or improves over a period of time – 6 not willing or eager to do something – 7 a group of animals or plants that are closely related – 8 to make an urgent request for something wanted or needed – 9 the top or outer layer of something – 10 not permanent –

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Mission 16 Training session 1 • Mission support

11 to give someone the confidence or skills to do something – 12 to make something begin to happen – 13 to make someone less confident or make something weaker – 14 extremely bad – 15 far away in space or time –

Vocabulary: Climate and environment Complete the article with the English translation of the words. Note: There are three extra words. Some words have to be changed to fit the sentences. Choose from: aanmoedigen – aanpakken – beloning – bereiken – beschaamd – bijhouden – bron – gedrag – gevoelig – inspanning – isolatie – kaart – mislukking – overtuigen – trots – uitwerking – voordelen – verlaten Twins kill parents' energy bill their entire family to

This is the story of how twins Paul and Naomi Devin (1) stop wasting energy. After doing an energy project at school, Naomi and Paul felt (2) precious (3)

wasted in their own family home. They soon realised that nagging

their parents and the rest of the family about their wasteful (4) work, so they (5) (6)

which showed all the ways their family could become more energy–efficient for the family, financial or otherwise.

This approach had the desired (8)

. The first things the Devins did was to install

throughout the house. Next they put solar panels on the roof and they

installed a smart meter to (10) (11)

wasn't going to

the problem in a more positive way. They made a

and which also listed all the (7)

(9)

about the

their energy consumption. Thanks to these

, soon the Devins no longer needed to pay any electricity bills. For Paul

and Naomi, however, the greatest (12)

was the huge reduction in their family's

carbon footprint! The twins are very (13)

of what they have (14)

family, and they hope their story will (15)

as a

other families to reduce their energy

consumption, too.

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Mission 16 Training session 1 • Mission support 3

Grammar: Future tenses Complete the sentences with the correct future tenses. Note: Sometimes there is more than one possibility. Use: will / shall, to be going to, present simple and present continuous and the verbs in brackets. (have) an early class tomorrow.

16 John's gone to bed. He 17 Watch out! You

(trip) over that loose tile.

18 There's someone at the door. I

(get) it.

19 The corner shop 20 I

(open) at 7am. (stay) with friends while I'm in Barcelona.

21 We

(let) you know what happens.

22 My sister

(start) her own business.

23 You

(not win) if you don't practise every day.

24 Ted

(not work) next week. He's got a week off.

25 It's quite hot in here. I

(open) a window, OK? 42

Grammar: Future tenses Fill in the correct future forms. Use the verbs in brackets. Note: Sometimes there is more than one possibility. Carey I (1)

(take) part in a zero waste challenge.

I think it (2) (3)

(be) very tough, but I'm sure I (succeed).

Leo Zero waste? So you (4)

(not produce) any waste at all?

For how long? Carey A month. You can take up the challenge whenever you want, but you have to stick to it for a month. Leo A whole month? I don't think you (5)

(last) a week.

You're such a shopaholic. Carey Don't be so negative. I (6)

(not do) this on my own.

My friends (7)

(sign) up too. There

(8)

(be) eight of us all together.

Leo OK, that (9)

(help). You (10)

(need) someone to motivate you if you're serious about this. (11)

(you – do) any research before you start?

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Mission 16 Training session 1 • Mission support

Carey Of course, all of us (12)

(look) for ways to avoid waste.

In fact, I (13)

(meet) Aisha and Connor later at the Sugar

Cube to discuss our ideas. Leo

So what exactly are you planning to do?

Carey I (14)

(stop) using disposable cups and I

(15)

(take) a thermos flask with me wherever I go.

I (16)

(not buy) any more snacks and I promise I

(17)

(refuse) any plastic bags that are offered when I go

shopping. Leo When (18)

(you start)?

Carey The challenge (19)

(start) next Thursday at 6 a.m.

Leo Good luck! Let me know how you get on.

Grammar: Modal verbs Choose the correct answers. 1 I am taking guitar lessons, but right now I can / could only play two chords. 2 When I was younger, I can / could learn things a lot more quickly. 3 They weren't able to / wouldn't save the building. It burned down completely. 4 I'm sorry I couldn't / wasn't allowed to help you with your homework. I had to work. 5 I'm sorry, but you are not able to / are not allowed to use your mobile in the hospital. Please go outside if you need to make a call. 6 Could / Would you like another drink? 7 We may / will definitely visit you while you are in Edinburgh. 8 I can't / won't see you tonight. I have an important test tomorrow. 9 We could / may go to the zoo if you want. 10 Take two of these tablets every day. You mustn't / shouldn't forget!

Grammar: Modal verbs Work with a classmate. Explain the difference in meaning between the two sentences with modals. Discuss the sentences with your classmate. 1 Can I have a cheese sandwich, please? / Could I have a cheese sandwich, please?

2 We should take our own cups to school. / We could take our own cups to school.

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Mission 16 Training session 1 • Mission support

3 Are you able to walk faster? / Could you walk faster, please?

4 It may rain tomorrow. / It might rain tomorrow.

5 Pia was able to do whatever she wanted. / Pia was allowed to do whatever she wanted.

6 Will we meet again? / Shall we meet again?

7 I can't do this job anymore. / I won't do this job anymore.

8 You mustn't tell anyone. / You don't have to tell anyone.

Phrases: Present your point of view and give reasons

Use a phrase to express the following opinions. 1 Zeg dat je het al met al beter vindt voor onze planeet als we minder spullen kopen en meer spullen hergebruiken.

2 Zeg dat het belangrijk is om te beseffen dat het maken van nieuwe producten veel energie kost.

3 Zeg wat volgens jou de belangrijkste reden is dat klimaatverandering vroeger niet serieus genomen werd. (Gebruik je eigen mening.)

4 Zeg wat jij de beste manier vind om de plastic soep in de oceanen tegen te gaan. (Gebruik je eigen mening.)

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Mission 16 Training session 1 • Mission support

5 Een klasgenoot geeft jouw mening weer. Zeg dat dat dit nu precies is wat jij ook wilde zeggen.

6 Zeg dat je denkt dat we wijzer met energie moeten omgaan. Leg uit wat je bedoelt. (Bedenk zelf iets.)

Phrases: How to make and react to suggestions

Complete the conversation with the right phrases. When you have completed the conversation, practise it with a classmate. Finished? Switch roles and use your classmate's conversation. Solani We have to come up with an article in the school newsletter for environmental awareness week. (1) (suggestion: loss of local plant and animal species)? Pjotr

(2)

(express disagreement and give a reason). Solani You're probably right. Perhaps (3) (suggest another approach). Our school litter bins are full of discarded batteries, packaging and scrap paper. (4) (suggest an idea for the article: recycling)? Pjotr (5) (express uncertainty and suggest an alternative: reuse). Reuse is way better than recycling because it takes a lot of energy to make new products out of old materials. Solani You seem to know a lot about it. OK, let's do that. (6) (express careful approval). Pjotr

(7)

(suggest at least one subtopic for the article). Solani (8) (react enthusiastically). Let's start by taking some pictures of what's in the litter bin outside the school entrance.

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Mission 16 Training session 2 • Watching and listening

Training session 2 Watching and listening Climate change is a hotly debated issue. But do you know enough about it? In this training session, you can test your knowledge about climate change and learn some more. That way, you can debate the issue, explain to others what it is and what measures you think we should take to stop it. 1

Get started You are going to watch a video about climate change. Not everyone agrees about climate change: there are climate change campaigners and climate change sceptics. Additionally, some people are optimistic about our ability to solve the problem and some are pessimistic. Work with a classmate. Fill in the questionnaire.

1 To what extent do you believe climate change is a real problem? 2 To what extent do you think man is responsible for climate change? 3 To what extent are you confident a solution to climate change can be found?

to a very large extent

to a large extent

to a moderate extent

to a small extent

to a very small extent

◯

Making predictions Read the statements about climate change. Do you think the statements are true or false? 1 The earth's surface has warmed 1.7 degrees Fahrenheit every decade since 1880. 2 In the short term we will face increasing temperatures, more powerful storms and longer droughts. 3 In the longer run climate change will cause refugee crises and wipe out entire species of plants and animals. 4 If we don't act now, soon we will be feeling the worst effects of climate change. 5 Scientists currently believe plants and animals are able to adjust quickly to climatic changes. 6 If we can't limit emissions, our food production will fail eventually and cause widespread hunger.

True

False

◯

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Mission 16 Training session 2 • Watching and listening 7 Studies clearly show that climate change is a recent phenomenon.

◯

8 Carbon dioxide levels are increasing at a faster rate due to human activity. 9 We will definitely find a technological solution to climate change, given the amount of money we are spending on it. 10 Countries like Russia and Canada could actually profit from global warming. 11 Trying to make your voice heard about climate change is useless.

◯

True

False

1 The earth's surface has warmed 1.7 degrees Fahrenheit every decade since 1880. 2 In the short term we will face increasing temperatures, more powerful storms and longer droughts. 3 In the longer run climate change will cause refugee crises and wipe out entire species of plants and animals. 4 If we don't act now, soon we will be feeling the worst effects of climate change. 5 Scientists currently believe plants and animals are able to adjust quickly to climatic changes. 6 If we can't limit emissions, our food production will fail eventually and cause widespread hunger. 7 Studies clearly show that climate change is a recent phenomenon.

◯

◯ ◯

◯

12 Governments are now taking adequate measures to solve the problem of climate change.

◯

12 Governments are now taking adequate measures to solve the problem of climate change.

Understanding climate change Watch Climate change explained. Read the statements again. Are the statements true or false according to the video? Finished? Compare the answers to your answers from the previous exercise. Were there any surprises for you?

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Mission 16 Training session 2 • Watching and listening

Filling in a questionnaire Watch Climate change explained. Work with a classmate. How do the makers of the video feel about climate change? Fill in the questionnaire. to a very large extent

to a large extent

to a moderate extent

to a small extent

to a very small extent

◯

1 To what extent do the makers of the video believe climate change is a real problem? 2 To what extent do the makers of the video think man is responsible for climate change? 3 To what extent are the makers of the video confident a solution to climate change can be found?

Understanding detailed information Watch Climate change explained. What has this video taught you about climate change? Answer the questions with information from the video. 1 What causes climate change?

2 How can climate change be halted?

3 What kinds of solutions are needed to solve the problem of climate change? Name three kinds.

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Mission 16 Training session 3 • Conversation

Training session 3 Conversation Climate change scientists and activists are telling us we should do more to combat climate change. But any change is difficult. In this training session, you will learn how you can influence people's behaviour, how to put your own views across and how to use creative thinking techniques to come up with new ideas and solutions to problems. 1

Get started Discuss with a classmate. Use information you've learnt from the news, at school, on the internet and from other sources in your daily life for your discussion. 1 What are the biggest environmental problems on the planet right now? 2 Discuss which of these you think pose the biggest threat to our planet and why.

Making change happen Professor Knowles mentions various tactics that are used to try and change other people's behaviour. Listen to A change for the better. Which of the tactics mentioned work and which don't, according to Professor Knowles? Fill in the grid. What doesn't work

What works

Giving your opinion about possible solutions Work with a classmate. Listen to A change for the better. How could you use Professor Knowles's tactics to persuade a group of people to adopt a healthier lifestyle? Professor Knowles's tactics empowering people and telling them you are proud of them telling people that you can tackle the change together making a chart to track progress helping people with practical measures encouraging people regularly

Think about this individually for three minutes. Then discuss your ideas. Together, decide what you would do. Use the grid. 71

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Mission 16 Training session 3 • Conversation

Putting your point of view across

Speech cards 16A – 16B – 16C – 16D

Work with a classmate. Use the Speech cards. One of you needs Speech cards A and D. The other needs Speech cards B and C. Have the conversations. Take two to three minutes to prepare your arguments. Make sure you have a polite discussion rather than a shouting match. The person with Speech card A starts. 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.

Using creative thinking techniques Work with a classmate. Read Strategy: Creative thinking techniques. Discuss the four creative thinking techniques and make a match. It is a technique often used as a way of taking quick notes of new ideas. It is a technique often used by advertisers and creative writers when they are stuck for ideas. It is a useful technique for imaginative people who can make sense out of nonsense. It is a technique often used during product development processes.

• • • •

Picture association Asking WH-questions Mind mapping Escapism

Reducing plastic Plastic soup – you've heard of the problem. We're producing too much plastic, it doesn't decompose easily and much of it ends up in our seas and oceans, creating a gigantic plastic soup. You want to reduce the amount of plastic used at your school. Work with a classmate. Have a three-minute brainstorm to come up with ideas. Use one of the techniques from Strategy: Creative thinking techniques. Also indicate which technique you have chosen. 72

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Mission 16

Complete your mission

Complete your mission Work in groups of four. Read the following instructions carefully. Then decide what needs to be done for each task. You are free to divide the tasks among group members as you wish. It is a good idea to write down what you have agreed upon. Follow the steps and tick the boxes to complete your mission. □ Use Mission briefing. Find and watch two or three videos (on TED or YouTube, for example) in which people talk about the things we can do to tackle the problem of climate change. Find three to five different solutions and take notes. Use your notes for the following steps! □ Have a group meeting to discuss the solutions you have found. Make sure every group member has done their part of the research. Decide on a list of five solutions which are simple enough to implement in people's daily lives and that can really make a difference. Discuss the solutions you have found online. Discuss these questions:

• •

Are they practical enough? Do you believe they can really solve the problem of climate change? Record your discussion.

□ Finally, come up with a creative campaign idea. Use Strategy: Creative thinking techniques. How can you convince students at your school to adopt your five practical solutions to stop climate change? Use creative thinking techniques to come up with a campaign idea. You can choose any medium you like for your campaign.

• •

Make sure your discussion ends with a clear plan! Record your campaign discussion.

□ Hand in your group's recordings, a list of the five practical solutions you've agreed upon and your campaign plan.

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Mission 16

Mission debriefing

Mission debriefing Check Complete your mission. Use the recordings that you made of your discussions. Listen to your recordings and fill in the rubric. Alternatively, you could ask a classmate to listen to the recordings and fill in the rubric for you. Mission accomplished ...? Needs improving

Excellent

1 Finding and analysing at least two videos.

◯

2 Relevance of information: finding 3–5 solutions.

◯

3 Taking part in group discussions: discussing solutions. 4 Taking part in group discussions: giving reasons and explanations. 5 Taking part in group discussions: making and reacting to suggestions. 6 Taking part in group discussions: making decisions. 7 Use of creative thinking techniques to come up with ideas. 8 Use of vocabulary, grammar and phrases.

◯

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

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Mission support

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Mission support Vocabulary

Vocabulary 7

STUDYING AND TIME MANAGEMENT Dutch

bereiken aanleren aanpakken, behandelen welvarend voorouder angst blijkbaar zich inspannen (voor) benadering beoordelen nauwelijks, maar nét het geval zijn geconfronteerd worden met combineren vanzelf komen / gebeuren verplichting zich bewust zijn van bijdragen aan het hoofd bieden aan minderen met eis afleiding nadruk verbeteren overmatig trouwens grip krijgen op ergens aan toe komen geroddel gewoonte toepassen onbekwaam, niet in staat laat staan uit het oog verliezen met de hand zinvol mislopen resultaat in totaal, alles bij elkaar overweldigd kostbaar bij voorkeur druk vertrouwen op herinnering, geheugensteuntje reageren zich haasten programma, planning zoeken naar, opzoeken

Context sentence You can accomplish a lot in a day. She tried to acquire some good study habits. When are we going to address the issue of your untidy bedroom? He lives in an affluent area of London. My friend’s ancestors once lived in this castle. My brother suffers from anxiety at exam time. Apparently, she has already arrived! He tried to apply himself to learning to speak French. This time, I think I’ll try a different approach. She needs to assess the situation for herself. I’ve got barely enough time to finish my homework. I hope she’ll come, but that will probably not be the case. I don’t want to be faced with a really difficult decision. He struggles to combine tennis training with his school work. Taking an interest in other people comes naturally to Sophie. He asked me to make a commitment to the club. I don’t like to be conscious of the fact that I won’t make the deadline. What do you feel you can contribute to this project? Can you cope with walking two dogs? I need to cut down on screen time. That’s just another demand on my time. It’s difficult to manage distractions when you’re studying. The emphasis should be on having fun rather than on learning. Having a guide really enhances a tour around the castle. He spends excessive amounts of time in his bedroom. Have a biscuit – for that matter, take two! You need to get a grip on your revision. I’m sure I’ll get round to writing my essay tomorrow. If you want to know the latest gossip, ask Charlie! Chewing your nails is a disgusting habit. She’s going to implement some big changes around here. Are you incapable of listening to instructions? She hardly has time to eat, let alone do her piano practice! It’s easy to lose track of time when you’re on holiday. The notes in the manual are very useful. It’s difficult to think of something meaningful to say to her. I’m worried that she will miss out on all the fun events. What was the outcome of your interview? Overall, I feel it was a very successful trip. She was overwhelmed by the support she received. Jo and I have been friends for years: our friendship is very precious to me. I need it back, preferably by Friday. He keeps putting pressure on me to make a decision. I rely on you to remind me about homework! I sent her a reminder about our cinema date. He was slow to respond to my suggestion. I’ll rush over there now and see if I can help. Have you got a full schedule for next week? Will you seek an explanation for his behaviour? 76

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Mission support Vocabulary Dutch uit de hand lopen vasthouden aan worstelen een lening afsluiten in de verleiding komen om gelukkig nog eens goed nadenken terwijl

Context sentence When you feel stressed, things can start to spin out of control. You have to make a plan, then try to stick to it. He struggles to keep up in swimming class. I can’t afford to buy a car outright: I’ll have to take out a loan. Are you ever tempted to try skiing? He came home before midnight, thankfully! I told him to think twice before quitting the football team. Lucy loves running, whereas Beth hates all sport.

PRODUCT REVIEWS Dutch

Context sentence

bestand zijn tegen

These buildings are designed to withstand an earthquake.

aanwinst, toevoeging

This little black dress is a great addition to any wardrobe.

regelen, afstellen

How do you adjust the brightness of the screen?

betaalbaar

The supermarket's own brands are very affordable.

aantrekkelijk

Select one of over 400 attractive wallpaper designs for your mobile.

druppel, klodder

You've got a blob of paint on your shirt.

krachtig, eruit springend

Olga chose a bold pattern with bright yellow stripes and purple dots.

met merknaamlabel

My brothers always buy branded jeans, even if they are more expensive.

(gloei)lamp

The light is fading in here. You should change the bulb of that lamp.

weer bij raken, inhalen

I've been away for a few weeks, so I need to catch up on the news.

botsen

Two cargo ships collided in the English channel last night.

tegenkomen

The only product I've come across that actually works.

aansluitbaar, verenigbaar

I'm so frustrated! I bought two games that aren't compatible with my mobile.

in elkaar zetten

After reading the manual, the drone was relatively easy to construct.

wegvallen

I think these speakers are broken – they cut out every five minutes or so.

losmaken

Use pliers to detach the wires from the light switch.

nadeel

A major downside to online shopping is the cost of shipping.

duurzaam, onverslijtbaar

Durable fashion uses quality materials and is made to last.

doeltreffend

What is the most effective way to preserve food?

uitzenden

Insects such as fireflies emit light to find mates and warn off predators.

verzekeren van

We test all our products to ensure the safety of our customers.

uit elkaar vallen

After playing with them once or twice, most of these toys will fall to pieces.

defect

If you've bought a faulty product, return it to the retailer straightaway.

fragiel, ondeugdelijk

The dress is made of a flimsy polyester fabric which tears easily.

drijven

Why does oil float on water?

vloeien, stromen

The Nile river flows from Lake Victoria into the Mediterranean Sea.

fragiel, teer

Are packages labelled 'fragile' handled with more care?

onzeker, weifelachtig

We were hesitant about moving overseas, but we love living in Brazil.

onderdompeling

To colour the wool, full immersion into the dye bath is necessary.

indrukwekkend

The library is an impressive piece of nineteenth–century architecture.

onjuist, onnauwkeurig

The web shop's description of how the flashlight works is inaccurate.

investering

Getting an education is often seen as an investment into your future.

lichtgewicht

This lightweight jacket is ideal for spring, summer and autumn.

fabrikant

Faulty goods will be returned to the manufacturer for repairs.

middelmatig

This brand's lamps are badly designed and of mediocre quality.

kiezen voor

I'm not sure whether I should opt for a job in retail or hospitality.

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Mission support Vocabulary

Dutch

Context sentence

buiten bereik

Make sure you keep your valuables out of reach while travelling.

uitmuntend, voortreffelijk

Our hotel was rated as outstanding, but the service was terrible.

onderdeel

Our online store delivers spare parts for cars and motor bikes.

draagbaar

This small, portable gas stove is ideal for camping.

krachtig

The camera comes with two powerful rechargeable batteries.

lof, waardering

I have nothing but praise for the speed of delivery and service.

voorzien van

The solar panels will provide enough energy to heat your entire house.

willekeurig

We asked a random selection of people how they felt about the product.

beoordelen, waarderen

On a scale from one to five, how would you rate the quality?

beperken

The government restricts the sale of tobacco to customers over eighteen.

winkelier, winkel

Always ask the retailer for a receipt of any goods purchased.

gestroomlijnd

Who owns that sleek red car parked on the neighbour's driveway?

spatten

The coffee splashed all over the living room floor.

splitsen, splijten

When they finished their meal, they decided to split the bill between them.

simpel, ongecompliceerd

Don't worry, the software installation is pretty straightforward.

stevig, robuust

I'm looking for a sturdy pair of shoes for mountain treks.

stijlvol

Where did she get that stylish new hairdo?

eensgezind, unaniem

We all wanted to go on holiday to France. It was a unanimous decision.

onstabiel

This chair is quite unstable. One of its legs seems shorter than the others.

gebruiksvriendelijk

Our user-friendly software is simple to install and easy to navigate.

veelzijdig bruikbaar

Lemons are very versatile. You can use them in almost any recipe.

verdwijnen, afslijten

It took a while for the dizziness to wear off.

wankel, wiebelig

The waitress carried a wobbly stack of plates into the kitchen.

TRAVEL Dutch

Context sentence

accommodatie, overnachtingsadres

I'll book the flights if you book the accommodation.

wijziging

There's been an alteration to our travel plans.

mededeling, bericht

She listened to the safety announcement.

zich verontschuldigen

He didn't apologise for being rude.

ten gevolge van

I've got a limp as a result of the accident.

assistentie, hulp

We asked the policeman for some assistance.

koopje

I went shopping and got myself a bargain!

(bus)vak

The bus pulled into the bay and we got off.

recht hebben op

As a student, I should be entitled to a cheaper ticket.

aan boord gaan van

We need to board the plane immediately.

restauratiewagen

I'm off to the buffet car to get a cup of tea.

annuleren, afgelasten

They'll probably cancel the game if the weather is bad.

opeisen

I'm going to claim my prize for winning the quiz.

gratis

This hotel provides complementary fruit and chocolates in the rooms.

(stations)hal

I'll wait for you in the café on the concourse.

raadplegen

She didn't consult me about the price of the tickets.

vertraagd

I was late for the meeting because my train was delayed.

balie

The man at the desk was really helpful.

wanhopig

Is it much further? I should be desperate for the toilet.

bestemming

Paris is our final destination.

verstoring

The snow caused a lot of travel disruption. 78

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Mission support Vocabulary Dutch

Context sentence

slaapzaal

There are ten beds in each dormitory.

tweepersoonskamer (met één tweepersoonsbed)

A double room has one big bed in it.

vanwege

She was unable to come due to illness.

geschikt, in aanmerking komend

My grandma is eligible for a discount.

zich laten meeslepen

Don't get carried away at the party!

snel pakken

I'm going to grab a coffee before the lecture.

ongemak

These roadworks are causing a lot of inconvenience!

aandringen op, staan op

My mum insists on good manners.

per saldo, alles in aanmerking genomen

I think on balance I prefer Italian food to Chinese.

aanhoudend, vóórtdurend

The situation is ongoing: I don't know how it will end.

openbaar vervoer

The public transport is so good that you don't need a car.

versnaperingen, hapjes en drankjes

Refreshments are available in the interval.

terugbetaling, geld terug

I sent the dress back and got a refund.

blijven

We were told to remain calm.

hervatten

After a short break, I resumed my journey.

spitsuur

I try to avoid travelling in the rush hour.

veilig

She felt more secure when the windows were locked.

(trein, bus)dienst

There is a service that calls at all the stations on the line.

eenpersoonskamer

She didn't like sharing, so she booked a single room.

rekening houden met

You have to take into account that they walk very slowly.

rooster, tijdschema

There's a new timetable: the 6.07 isn't running any more.

(trein)spoor

Walking on the tracks is very dangerous.

overdraagbaar

You can't use my ticket: it's not transferable.

bocht, afslag

He took the second turning on the right.

tweepersoonskamer (met twee aparte bedden)

There are two single beds in a twin room.

onbeheerd

The unattended suitcase caused a security alert.

geldig

I'm not sure if your ticket is still valid.

waarde

The necklace didn't have much value.

waardebon

They gave me a voucher to get a free drink.

loopafstand

Our house is within walking distance of the bus station.

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Mission support Vocabulary

CLIMATE AND ENVIRONMENT Dutch

Context sentence

achterlaten, verlaten

To escape the wildfires, villagers had to abandon their homes.

bereiken

I hope to achieve my goal by next year.

beschaamd

I was ashamed when my dog bit the child.

tot je beschikking

You will have a guide at your disposal during the entire trip.

smeken

I'm not going to beg you to come to the party.

gedrag

Your behaviour has definitely improved.

voordelen

One of the important benefits of exercise is that it makes you happier.

koolzuurgas, CO2

Carbon dioxide is a gas that is produced when you breathe out.

kaart, grafiek

There's a chart on the wall in their kitchen.

ondergang, ineenstorting

Hundreds of workers are out of a job due to the company´s sudden collapse.

gevolg, consequentie

I have to accept the consequence of my decision.

overtuigen

I hope to convince them to give it a try.

ver

In the not so distant future, we humans might start living on other planets.

droogte

Some plants, like cactuses, have adapted to long periods of drought.

inspanning, poging

He started running in an effort to become fitter and healthier.

uitstoot

The emission of fumes is often a sign that a volcano can erupt at any moment.

(ergens toe) in staat stellen

As a mentor I try to empower young people by increasing their skill set.

aanmoedingen, stimuleren

I encourage my brother to help at home.

bewijs

There is no evidence that the the Loch Ness monster actually exists.

uitsterven

More than 27,000 plants and animals are threatened with extinction.

mislukking

They got a low mark due to their failure to answer all the questions.

prefereren

A recent poll suggested most voters favour the ruling party over the opposition.

dwingen

You can't force people to dance if they don't want to!

gelukkig, welvarend

They are fortunate enough to own our own home.

schuldig

They felt very guilty for cheating in the exam.

hittegolf

People are looking for new ways to cool down during the current heat wave.

zich voorstellen

Can you imagine what happened next?

invloed, uitwerking

The extreme wealth of some people has a negative impact on society as a whole.

opleggen, voorschrijven

Don't try to impose your rules on me!

isolatie

Various types of insulation were used to make the house more energy efficient.

bijhouden, volgen

I struggle to keep track of your hectic social life.

tegenovergestelde

The opposite of 'rich' is 'poor'.

voorspelling

Will our team win the match? What is your prediction?

voortgang

Although progress was slow, they managed to clear the rubbish.

trots

I'm very proud of my little brother for winning the competition.

openbaar vervoer

To promote the use of public transport, tickets should become more affordable.

ophouden, stoppen

Don't quit now: you're starting to make progress!

snel

Winter was rapidly approaching.

vluchteling

Now the war is over, some refugees have started to return to their country.

onwillig

Patients are often reluctant to complain about the care they have received.

zich verzetten (tegen)

You resist all my efforts to help you. 80

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Mission support Vocabulary Dutch (hulp)bron

Context sentence Countries are investing in renewable resources such as solar energy.

beloning

What's the reward for finding your purse?

stijgen

Food prices are set to rise next year.

gevoelig

Some people are more sensitive to criticism than others.

hevig

We were unprepared for the severe drops in temperature during our trip.

zich laten horen

If you don't agree, you need to speak up.

(dier)soort

Did you know that a seahorse is a species of fish?

stijgende

Villagers are worried about the spiralling costs of living in the countryside.

verhongeren

Will we starve if the world population keeps increasing?

oppervlakte

The surface of the moon is covered in craters.

overspoeld worden

Amsterdam is likely to be swamped with tourists each summer.

aanpakken

We can tackle any problems if we work together.

tijdelijk

While mum is decorating, the lounge will be my temporary bedroom!

teweegbrengen

Eating certain types of food can trigger a headache.

verzwakken

The president claims the media are trying to undermine his authority.

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Mission support Phrases

Phrases 2

HOW TO ASK FOR AND GIVE DIRECTIONS Is het binnen loopafstand?

Is it within walking distance?

We moeten hier rechtdoor lopen en dan links afslaan.

We just continue along here, then turn left.

Moeten we hier naar links of na de brug?

Do we need to turn left here, or after the bridge?

We moeten oversteken en uitkijken naar een kruidenierszaakje.

We need to cross over and look for a grocery store.

Het Willows Hotel zit als het goed is halverwege deze straat aan de linkerkant.

The Willows Hotel should be halfway down here, on the left.

Kunt u ons vertellen welke kant we op moeten voor ...?

Can you point us in the right direction for …, please?

Loop door tot aan ...

Go as far as …

Blijf de rivier volgen tot je komt bij ...

Keep following the river until you get to ...

HOW TO DESCRIBE EXPERIENCES Het kiezen van een net was niet eenvoudig.

Choosing a net was not a straightforward process.

Het bleek dat dit nog het gemakkelijkste deel was!

It turned out that this was the easy bit!

Het duurde een eeuwigheid.

It took forever.

Ik vond het niet voor herhaling vatbaar.

I wouldn't repeat the experience.

Het was zeer de moeite waard.

It was well worth the effort.

Ik ben opgetogen over het resultaat!

I'm delighted with the outcome!

HOW TO DISCUSS ALTERNATIVES Wat zouden onze prioriteiten moeten zijn?

What should our priorities be?

Vind je dat goed klinken?

Does that sound okay to you?

Ik vind niet dat we dat moeten meewegen.

I don't think we should take that into account.

Daar heb je wel een punt.

You've got a point there.

Al met al denk ik dat we moeten kiezen voor ...

On balance, I think we should go for …

Welke heeft de betere ...?

Which one has the better …?

De eerste spreekt me meer aan omdat ...

The first one appeals to me more because …

Welke vind je het beste klinken?

Which do you prefer the sound of?

HOW TO EXPRESS FEELINGS AND REACTIONS Ik was opgelucht toen ik ontdekte dat ...

I was relieved to discover that ...

Ik was eigenlijk erg onder de indruk van ...

I was actually very impressed with ...

Ik was aangenaam verrast te ontdekken dat ...

I was pleasantly surprised to find that ...

Ik was er allesbehalve gelukkig mee.

I was far from happy with it.

Wat ik niet snapte, was ...

I was puzzled by ...

HOW TO GIVE ADVICE AND MAKE SUGGESTIONS Je zou meer gedaan kunnen krijgen door …

You could get more done by ...

Misschien moet je (ook) eens kijken naar …

Maybe you should (also) look at ...

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Mission support Phrases

Misschien is het een idee om …

It might be an idea to ...

Heb je wel eens overwogen om …?

Have you ever thought of ...?

Ik zou je aanraden om …

I'd advise you to ...

Anders kun je altijd nog …

Alternatively, you could always …

Ik denk dat het de moeite waard is om …

I think it pays to …

Probeer dit eens: …

Give this a go: …

HOW TO GIVE EXAMPLES Om je een voorbeeld te geven …

To give you an example ...

Bijvoorbeeld …

For instance ...

Ik zal je een voorbeeld geven …

Let me give you an example ...

HOW TO GIVE REASONS AND EXPLANATIONS Laat me uitleggen wat ik bedoel ...

Let me explain what I mean ...

Het is belangrijk om te beseffen dat ...

It is important to realise that ...

Ik ben ervan overtuigd dat we het het best zo kunnen doen: ...

I believe the best way to do this is ...

De belangrijkste reden hiervoor was ...

The main reason for this was ...

HOW TO GIVE YOUR OPINION ABOUT A PRODUCT In mijn beleving ...

To my mind ...

Wat mij betreft ...

As far as I'm concerned ...

Ik zou het beoordelen als ...

I'd rate it as ...

Als je mij vraagt, (kun je beter) ...

If you ask me, (you'd be better off) ...

Naar mijn mening ...

In my opinion ...

Ik zou ... afraden.

I'd advise against ...

HOW TO MAKE AND REACT TO SUGGESTIONS Misschien moeten we dit bekijken vanuit een ander perspectief ...

Perhaps we should look at this from a different angle ...

Het klinkt alsof dit zeker de moeite van het proberen waard is ...

It sounds like this is definitely worth a try ...

Wat dacht je ervan om iets te doen als ...

How about doing something like ...

Waarom doen/gaan we niet proberen ...

Why don't we try to ...

Dat is een geweldig idee.

That's a great idea.

Ik ben er niet zo zeker van, misschien als we ...

I'm not sure, perhaps if we ...

Ik vind dat niet zo'n goed idee.

I don't think that is such a good idea.

HOW TO PRESENT YOUR POINT OF VIEW Het punt is ...

The point is ...

Dat is nu precies mijn punt.

That's exactly the point I'm trying to make.

Al met al ...

All things considered ...

Dit werpt een nieuw probleem op ...

This raises another problem ...

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Mission support Grammar B1

Grammar B1 10

COMPARISONS Eén lettergreep

• •

Om de vergrotende trap te maken voeg je -(e)r toe aan een bijvoeglijk naamwoord. Om de overtreffende trap te maken voeg je -(e)st toe aan een bijvoeglijk naamwoord.

quick

quicker

quickest

small

smaller

smallest

strange

stranger

strangest

Wanneer het bijvoeglijk naamwoord eindigt op één klinker gevolgd door een medeklinker, dan verdubbelt de medeklinker. fit

fitter

fittest

big

bigger

biggest

Uitzonderingen Voor de woorden just, right, real en wrong gebruik je more / most. just

more just

most just

real

more real

most real

Twee lettergrepen Als de klemtoon van het bijvoeglijk naamwoord op de eerste lettergreep valt, gebruik je more / most. recent

more recent

most recent

foolish

more foolish

most foolish

Als de klemtoon van het bijvoeglijk naamwoord op de tweede (laatste) lettergreep valt, mag je zowel -(e) r/-(e)st als more / most gebruiken. polite

politer

politest

more polite

most polite

Uitzonderingen Als bijvoeglijke naamwoorden met twee lettergrepen eindigen op -y, -ow, -le of -er, mag je zowel -(e)r/-(e) st als more / most gebruiken. easy shallow

easier

easiest

more easy

most easy

shallower

shallowest

more shallow

most shallow

Voor de woorden common, handsome, quiet en wicked mag je zowel -(e)r/-(e)st als more / most gebruiken. handsome wicked

handsomer

handsomest

more handsome

most handsome

wickeder

wickedest

more wicked

most wicked

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Mission support Grammar B1

Voor tegenwoordig deelwoorden (werkwoord + -ing) of voltooid deelwoorden (regelmatige werkwoorden: werkwoord + -ed; onregelmatige werkwoorden: eigen vorm) die als bijvoeglijk naamwoord worden gebruikt, gebruik je more / most. charming

more charming

most charming

relaxed

more relaxed

most relaxed

Als je -er /est toevoegt aan een bijvoeglijk naamwoord dat eindigt op -y, wordt dat samen -ier / -iest. funny

funnier

funniest

Drie of meer lettergrepen

• •

Om de vergrotende trap te maken zet je more voor een bijvoeglijk naamwoord. Om de overtreffende trap te maken zet je most voor een bijvoeglijk naamwoord.

ridiculous

more ridiculous

most ridiculous

good / well

better

best

bad / ill

worse

worst

little

less

least

much / many

most

far

farther / further

farthest / furthest

old

older / elder

oldest / eldest

late

later

last

Onregelmatige vormen

Met far – farther – farthest en far – further – furthest geef je afstand aan. • It's only a little farther / further to my house. • The farthest / furthest I have ever travelled is Belgium. Met far – further – furthest geef je tijd of mate aan. • We need further information to answer your question. Je gebruikt old – elder – eldest als je het over familieleden hebt. • John is my elder brother. • Great-aunt Simone is the eldest person in our family. Let op: naast last (laatste) bestaat ook latest, maar dat heeft een andere betekenis, namelijk: meest recent(e).

(Niet) gelijk Gebruik (not) as … as om aan te geven dat iets of iemand (niet) gelijk is aan iets of iemand anders. Tussen as … as staat een bijvoeglijk naamwoord. • Mary is as beautiful as her sister. • John is not as handsome as his brother. In plaats van not as … as kun je ook less than gebruiken. • John is less handsome than his brother.

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Mission support Grammar B1

PREPOSITIONS Er zijn voorzetsels van tijd, plaats en richting. Daarnaast zijn er voorzetsels die niet zo makkelijk in een categorie te vangen zijn (overige).

Prepositions of time after

before

during

over

past

till

until

Voorbeelden: It's after eight o'clock, we should leave. We usually don't leave until past midnight. During the war, many people lost loved ones.

Prepositions of place aboard

above

across

among

behind

below

beside

between

beyond

close to

in front of

inside

near

next to

opposite

under

within

from

Voorbeelden: The church is just across the street from the local cafe. The fields stretch for miles beyond the farm. I'll wait for you in front of the house.

Prepositions of direction across

along

for

inside

into

off

onto

out

over

past

through

toward(s)

upon

via

Voorbeelden: They travelled across the country to see the show. Let's go inside, shall we? He placed the flowers upon the table.

Other prepositions about

against

because of

by means of

due to

except

for

in addition to

instead of under

next to

over

thanks to

versus

with

without

Voorbeelden: Due to the storm, there will be no more trains today. Can I have a coffee instead of tea, please? We all loved the cake, except Sheila.

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Mission support Grammar B1

Phrasal verbs and other combinations Vaak vormen voorzetsels samen met andere woorden een vaste combinatie of uitdrukking. Een goed voorbeeld hiervan is de phrasal verb: een combinatie van een werkwoord en een voorzetsel. Maar er zijn ook combinaties mogelijk met bijvoeglijke naamwoorden en zelfstandige naamwoorden. Voorbeelden: When I find a word that I don't know in a text , I look it up in a dictionary. I'm scared of heights. After a while, the cut on my hand didn't hurt so much anymore. 32

ADJECTIVES AND ADVERBS Adjectives Een bijvoeglijk naamwoord (adjective) zegt iets over een zelfstandig naamwoord. Het heeft een vaste vorm: It is an interesting documentary.

She has an old car.

He's a world-famous actor.

Bijvoeglijke naamwoorden worden ook gebruikt na koppelwerkwoorden als be, seem, appear, become, get, look, smell, sound, feel en taste: We are lucky.

Eat your dinner before it gets cold.

Ryan didn't seem pleased.

The soup smells nice.

She appeared calm.

You look beautiful.

It has become warm.

It sounds strange.

De bijvoeglijke naamwoorden asleep, alive, awake, ill en unwell worden alleen gebruikt na een koppelwerkwoord, nooit voor een zelfstandig naamwoord: She was still awake at midnight.

Thomas is feeling ill.

Bij het gebruik van twee of meer bijvoeglijke naamwoorden geldt de volgorde: mening – grootte – tijdperk – vorm – kleur – herkomst – materiaal: a beautiful brown Italian handbag

a lovely new silk scarf

Adverbs Een bijwoord (adverb) geeft informatie over hoe iets gebeurt, wanneer, waar, waarheen en hoe vaak. Een bijwoord zegt iets over: een werkwoord:

She sings beautifully.

een bijvoeglijk naamwoord:

The castle is incredibly old.

een ander bijwoord:

The car drove extremely slowly.

Regelmatige bijwoorden maak je door -ly achter het bijvoeglijk naamwoord te zetten: bad

badly

slow

slowly

usual

usually

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Mission support Grammar B1

Let op de spelling van sommige regelmatige bijwoorden: medeklinker + - y > ily

funny

funnily

-le > ly

gentle

gently

-ue > uly

true

truly

-ll > lly

full

fully

Onregelmatige bijwoorden hebben een eigen vorm of blijven hetzelfde:

good

well

fair

fast

near

hard

high

late

straight

early

wrong

FUTURE TENSES Er zijn vier manieren om naar de toekomst te verwijzen: met de present simple, de present continuous, met will / shall of met to be going to. vorm

gebruik

voorbeeldzin

present simple

gebeurtenissen die op een vaste tijd plaatsvinden volgens een tijdschema of rooster

The train leaves at 8.05 am. Our team plays on field 6 tomorrow.

present continuous

geplande activiteiten waar al voorbereidingen voor getroffen zijn

We're having a party this Sunday (and the guests have already been invited). I'm leaving for France on 17 July (and I've already booked my ticket).

to be going to + hele ww

voornemens

We're going to visit the zoo tomorrow. I'm going to get a new bike soon.

voorspellingen gebaseerd op zichtbaar bewijs

It's going to rain, look at those clouds! Look out! You're going to spill your coffee.

spontane plannen

I think I'll go home early today. I'll order pizza for us.

het doen van een voorspelling, belofte of aanbod

I'm sure you'll make lots of new friends.(voorspelling) I promise I'll call you when I get there. (belofte) Shall I ring you when I know more? (aanbod) Will the Rangers win the competition, do you think? (voorspelling)

will / shall + hele ww

MODAL VERBS Vorm

• •

Modals hebben maar één vorm: This may be true. You should go by train. Modals worden altijd gevolgd door het hele werkwoord: He couldn't speak Dutch until he moved here. He might help you. 88

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Mission support Grammar B1

Gebruik functie

opmerkingen

modal

voorbeeld

vermogen of bekwaamheid (kunnen)

alleen present simple

can / can't

I can speak three languages. Raymond can't swim because he is ill.

alleen past simple

could / couldn't

Eric could run faster than anybody else. Peyton couldn't make it in time.

alle werkwoordstijden

be able to

I won't be able to come to the party.

alleen present simple

can / can't

Ashlyn can come, which is nice. You can't park here.

alleen past simple

could / couldn't

Ashlyn could come, which was nice. It was a pity that Bryce couldn't come.

alle werkwoordstijden

(not) be allowed to

We're not allowed to stay out late.

informeel

can / will

Can you pass me the salt? Will you help me with my homework?

beleefd

could / would

Could you pass me the salt, please? Would you please help me with my homework?

vrijwel zeker (voornemen)

will / won't

I will come to your party. See you tonight!

heel goed mogelijk

can / can't

I can come to your party. What time does it start?

mogelijk

could / couldn't

I could come to your party, if you like.

misschien

may / may not

I may come to your party, if I've got time.

heel misschien

might / might not

I might come to your party, but I'm really busy, so ...

voorzichtig advies

could

You could try to go to bed earlier.

dwingend advies

should / shouldn't

You should go to bed earlier.

'als ik jou was ...'

would / wouldn't

If I were you, I would go to bed earlier.

informeel

(not) have (got) to

I have to leave now, or I'll be late. You don't have to leave yet, it's still early.

formeel

must / mustn't

You must take your medicine! We mustn't forget to thank Mrs Smith.

verbod

mustn't

You mustn't walk on the grass.

met we / I in vraagzinnen

shall

Shall I get you something to eat?

overig

will / won't

We will consider your request.

hoogstwaarschijnlijk

will / won't

Will the Rangers win the match? They'll probably lose, actually.

als het goed is

should / shouldn't

That shouldn't be a problem.

gewoonte of herhaalde gebeurtenis

alleen verleden tijd

would

When I was little, I would visit my gran every Sunday.

zekerheid

informeel

(not) have (got) to

You've got to be kidding!

toestemming (mogen)

(beleefd) verzoek

mogelijkheid

suggestie, advies, aanbeveling

noodzaak of verplichting

belofte of aanbod

voorspelling of verwachting

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Mission support Grammar B1

IF-SENTENCES Een if-zin bestaat uit een hoofdzin en een bijzin met if. Met die if-bijzin geef je een voorwaarde aan: 'Als je dit doet, dan gebeurt er dat.' of: 'Dat gebeurt er, als je dit doet.' Je mag de hoofdzin of de bijzin vooraan zetten: dat maakt geen verschil.

Zero conditional Als je wilt aangeven dat iets altijd waar is – een feit dus – gebruik je in zowel de hoofdzin (het deel met if erin) als in de bijzin de present simple. In deze zinnen kun je if vaak vervangen door when zonder dat de betekenis verandert. Dit heet de zero conditional. bijzin (voorwaarde)

hoofdzin (gevolg)

present simple

If water reaches 100 degrees,

it boils.

If people eat too much,

they get fat.

If Tayyik eats peanuts,

he gets sick.

First conditional Als je iets wilt aangeven wat hoogstwaarschijnlijk in de toekomst zal gebeuren, gebruik je in de hoofdzin (het deel met if erin) will + hele werkwoord en in de bijzin de present simple. Dit heet de first conditional. bijzin (voorwaarde)

hoofdzin (gevolg)

present simple

will + hele werkwoord

If he takes his medicine,

he will feel better.

If you don't study hard,

you won't pass your test.

If we see him,

shall we give you a ring?

Second conditional Als je wilt aangeven dat iets mogelijk is, maar dat je niet echt denkt dat het zal gebeuren, gebruik je in de hoofdzin (het deel met if) would + hele werkwoord en in de bijzin de past simple. Dit heet de second conditional. bijzin (voorwaarde)

hoofdzin (gevolg)

past simple

would + hele werkwoord

If he took his medicine,

he would feel better. (But he won't take his medicine.)

If you studied harder,

you would pass your test. (But you won't study harder.)

If they could,

they would do this for me. (But they can't.)

Modals In de hoofdzin van if-zinnen kunnen ook andere modals gebruikt worden dan will of would, bijvoorbeeld can / could of may / might. If we demand more, we can change things. If we contacted the manager, we could cancel the room. If we hurry, we may / might still catch that train.

Andere tijdsvormen Je kunt in if-zinnen ook variëren met andere tijdsvormen. When he is singing, he always has his eyes closed. If he doesn't keep his promise, I'm going to tell his parents.

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Mission supportâ€‚ â€‚ Grammar B1â€‚

GERUND AND INFINITIVE Infinitive Je gebruikt altijd de infinitive (to + hele werkwoord) na de volgende werkwoorden: agree

aim

appear

arrange

ask

attempt

care

choose

claim

dare

decide

decline

demand

deserve

determine

expect

fail

happen

hesitate

hope

intend

learn

long

manage

mean

offer

prepare

pretend

promise

refuse

swear

tend

threaten

vow

wait

want

wish

Voorbeelden: We agreed to get together once a week. I just happened to be here, so I thought I'd come by. The detective vowed to catch the criminal, whatever the cost. Gerund Je gebruikt altijd de gerund (hele werkwoord + -ing) na de volgende werkwoorden: acknowledge

admit

advise

allow

anticipate

appreciate

avoid

consider

contemplate

defend

delay

deny

detest

discuss

dislike

encourage

escape

facilitate

fancy

favour

finish

imagine

include

keep

mention

mind

miss

postpone

practise

propose

quit

recommend

require

resent

resist

risk stop

suggest

tolerate

urge

Voorbeelden: We considered visiting the Tower of London, but it was very crowded. I didn't really fancy waiting for an hour just to get in. A local recommended coming back on Tuesday, as it's a lot quieter then.

Infinitive or gerund Je kunt zowel de infinitive als de gerund gebruiken na de volgende werkwoorden: begin

cease

continue

delay

forget

intend

love

neglect

need

omit

plan

prefer

propose

regret

remember

start

try

Voorbeelden: I absolutely love swimming. But I also love to dance. Let op: soms is de betekenis van het werkwoord bij een infinitive anders dan bij een gerund: Did you remember to lock the door? (eraan denken) I remember running home from school every day. (zich herinneren) They tried to help the drowning man. (proberen) Sam tried running, but he didn't like it much. (uitproberen) 91

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Mission support Grammar B1

Object + infinitive Je gebruikt (indirect) object (bijvoorbeeld me, him etc.) + infinitive (to + hele werkwoord) na de volgende werkwoorden: advise

allow

appoint

ask

assume

believe

cause

convince

dare

elect

enable

encourage

expect

forbid

force

get

help

hold

imagine

invite

know

mean

order

permit

persuade

remind

require

suppose

teach

tell

urge

want

warn

Voorbeelden: I would advise you to work harder if you want to succeed. Dad convinced me to take the job. You taught me to look before I leap.

Object + gerund Je gebruikt (indirect) object (bijvoorbeeld me, him etc.) + gerund (hele werkwoord + -ing) na de volgende werkwoorden: catch

find

hear

imagine

notice

observe

leave

see

keep

Voorbeelden: I caught my sister reading my diary. I can't imagine Dad walking around in shorts. They noticed the boy crying in a corner. Let op: na veel werkwoorden zijn er meerdere mogelijkheden Voorbeelden: Our parents encourage eating healthily. Our parents encourage us to eat healthily. The theatre absolutely forbids taking photos. The theatre absolutely forbids its visitors to take photos.

Preposition + gerund Na een voorzetsel dat volgt op een verb (werkwoord), een adjective (bijvoeglijk naamwoord) of een noun (zelfstandig naamwoord) volgt altijd een gerund (hele werkwoord + -ing). Voorbeelden: I really look forward to visiting my friend. I don't think he's really interested in studying . We ran the risk of missing our flight.

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Mission support

Speech cards

Speech cards Speech cards A

SPE ECH CARD 13A You and your travel companion are in a huge mall in San Francisco. Unfortunately, you have lost each other. Obviously you would like to know where your friend is. You call your friend and ask them to meet you, using a floor plan of the mall.

• • • • • •

Start the conversation naturally. Reassure your friend and ask where they are. Tell them where you would like to go: DAVIDs tea on the Concourse level. Using the floor plan, explain to your friend how to get there. Describe the route in detail. Answer all your friend's questions and correct them if they make a mistake. End the conversation.

Finished? Go to Speech card 13D.

SPE ECH CARD 16A You are having a discussion with a friend about the plastic soup in our oceans. You are going to live without plastic for a month as an environmental challenge. You think we should stop using plastic because plastic soup is a serious problem. Think of two other arguments why we should stop using plastic.

• • • •

Tell your friend about the plastic free challenge. Explain why you are doing it. React to your friend's opinion. Use the two arguments you have prepared to put your point of view across. React to your friend's arguments and indicate whether or not they have changed your mind about taking part in the challenge.

Finished? Go to Speech card 16D.

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Mission support

Speech cards

Speech cards B

SP E ECH CARD 13B You and your travel companion are in a huge mall in San Francisco. Unfortunately, you have lost each other. You are relieved when you get a phone call from your friend.

• • • • •

React and show that you're relieved. Explain that you are currently on the third floor, in a shop called Lucky Brand jeans. Ask your friend for directions. Ask questions if there is anything you don't understand. Repeat the directions so you won't forget anything, and to make sure you've understood everything.

Finished? Go to Speech card 13C.

SP E ECH CARD 16B You are having a discussion with a friend about the plastic soup in our oceans. You think living without plastic for a month won't solve anything. You think humans can't live without plastic – think of two reasons why.

• • • •

Tell your friend how you feel about the challenge. Give your opinion about your friend's motives. Listen and react. Use your own arguments to counter your friend's arguments. End the conversation.

Finished? Go to Speech card 16C.

Speech cards C

SP E ECH CARD 13C You and your travel companion are still in the mall in San Francisco. You had to pick up something, but because you saw some interesting shops you have kept your friend waiting for a while, so you are not sure where they are now. You call your friend and ask them to meet you, using a floor plan of the mall.

• • • • • •

Start the conversation naturally. Apologise and ask where your friend is. Tell them where you would like to go: Bake Cheese Tart on the Concourse level. Using the floor plan, explain to your friend how to get there. Describe the route in detail. Answer all your friend's questions and correct them if they make a mistake. End the conversation.

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Mission support

Speech cards

SPE ECH CARD C You are having a discussion with a friend about veganism. You want to become a vegan because you want to take a stand against animal cruelty and exploitation. Think of two other arguments why becoming a vegan is a good idea.

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Tell your friend about your decision to become a vegan. Explain why you are doing it. React to your friend's opinion. Use the two arguments you have prepared to put your point of view across. React to your friend's arguments and indicate whether or not they have changed your mind about becoming a vegan.

Speech cards D

SPE ECH CARD 13D You and your travel companion are still in the mall in San Francisco. Your friend had to pick something up in a shop. It takes a long time, though, and you are thoroughly annoyed. Then you finally get a phone call from your friend.

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React and show that you're annoyed and tired with waiting. Explain that you are currently on level 1 in the Rituals shop. Ask questions if there is anything you don't understand. Repeat the directions so you won't forget anything, and to make sure you've understood everything.

SPE ECH CARD 16D You are having a discussion with a friend about veganism. You think veganism is just a trend. One person becoming a vegan won't make any difference – think of two reasons why.

• • • •

Tell your friend how you feel about veganism. Give your opinion about your friend's motives. Listen and react. Use your own arguments to counter your friend's arguments. End the conversation.

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LEVEL B1

Whether you travel the world or stay close to home, New Interface helps you to open new worlds.

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NEW TMH NI omslag 1tf.indd 2,4

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