The aim of the book A sequel to The Compass: Route to Academic English 1, this book is also based on the idea of a constructivist instruction which integrates the four skills - reading, writing, listening, and speaking following a thematic approach. The premise of this book is that it is nearly impossible to have a command of a language without being able to read, write, listen and speak well in that target language. With this in mind, The Compass: Route to Academic English 2 adopts an approach which helps university students become autonomous learners of English as a foreign language. To this end, the reading texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks. The concurrence of thematic texts and relevant tasks work hand in hand towards a higher level of competence in using English in an academic context. As the book follows a thematic approach, all the texts and tasks in the book revolve around one main theme: Power. The book approaches the issues related to the theme of "power" from different perspectives where each unit focuses on one specific aspect. The book starts with the concept of "Power and the Individual" and continues to discuss the relationship between "Power and the Nations", "Power and the Media", and, "Power and the Rich". The topics are challenging, controversial and up-to-date, guaranteed to pique the interest of even the most reluctant learner. The book also dwells on developing cognitive skills through tasks involving higher order thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks "Making Connections", "Going One Step Further", and "Your Country under Spotlight" are designed to enhance all these skills by encouraging students to find relationships and to synthesize information. In addition to academic and cognitive skills, the book also helps strengthen the learners' language and vocabulary. To this end, students practice "dealing with long sentences", "collocations", and "vocabulary building and recycling" throughout the book. We sincerely hope that both students and teachers find The Compass: Route to Academic English 2 useful, and enjoy using it.
Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir
Table Of Contents INTRODUCTORY UNIT: VIEWS ON POWER LISTENING
SPEAKING
While-listening Task 1: “Street Survey on the Concept of Power ”
Speaking Task 1: Expression of opinions on power related statements
While-listening Task 2: “Research Findings on the Concept of Power”
Speaking Task 2: Reporting of research findings on power related issues
Listening for the main idea Listening for implied ideas Listening for specific information
LANGUAGE Getting familiar with library related vocabulary
Page 1 RESEARCH SKILLS Researching in the library Researching on the Internet Identifying and selecting relevant sources Evaluating sources for relevance and reliability Identifying reference information
Giving an impromptu speech Giving a team presentation on research findings
Unit 1 POWER AND THE INDIVIDUAL READING
Reading Text: “Mustafa Kemal AtatürkA Commander and an Effective Leader” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas
WRITING
Page 21
LISTENING
SPEAKING
Using the target vocabulary learned so far in writing
While-listening Task 1: “Student Presentations on Leadership Types”
Speaking Task 1: Debate on leadership
Writing a reaction paragraph
Listening for specific information
Writing parts of a documented essay CITATION and BORROWING IDEAS
Speaking Task 2: Mini presentation about an effective leader Participating in a discussion Giving a mini presentation
LANGUAGE Dealing with long sentences Identifying word combinations Identifying synonymous words Grouping semantically related words Identifying and using reporting verbs
Identifying the writer’s technique
Unit 2 POWER AND NATIONS READING
Reading Text: “The Changing Face of Power” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identifying the writer’s technique
WRITING Writing a reaction paragraph Using the target vocabulary learned so far Synthesizing
Page 85 LISTENING
SPEAKING
While-listening Task 1: “Psychological Warfare” Listening and Note-taking Task 1: “Psychological Warfare” Listening and Note-taking Task 2: “Oppression”
Speaking Task 1: Debate on hard and soft power
Listening for specific information Listening and taking notes Identifying signposts in a lecture Identifying parts of a lecture
Speaking Task 2: Mini presentation on a country’s politics Expressing an opinion Participating in a discussion Giving a mini presentation
LANGUAGE Dealing with long sentences Identifying word combinations Grouping semantically related words
Unit 3
POWER AND THE MEDIA
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READING
WRITING
LISTENING
SPEAKING
Reading Text: “The Media: Voices of the Powerful”
The Argumentative Essay
Listening and Note-taking Task 1: “Interview on media literacy”
Speaking Task 1: Impromptu speech on the concept of media Speaking Task 2: Mini presentation about a current event reported by different sources
Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identfying the writer’s technique
Writing the thesis statement Identifying the difference between expository and argumentative thesis statement
Listening and note-taking
Preparing the pro-con chart Refuting the counter-arguments
Speaking Task 3: Team presentation on the comparison and contrast of different TV channels
Outlining Avoiding logical fallacies
Speaking Task 4: Devil’s advocate
Writing the parts of a documented argumentative essay
LANGUAGE Dealing with long sentences Using structures that introduce counter arguments and refutations Identifying word combinations Grouping words semantically Grouping semantically related words
Giving a team presentation Giving a mini presentation Giving an impromptu speech Expressing an opinion and refuting counter arguments
Unit 4 POWER AND THE RICH
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READING
WRITING
LISTENING
SPEAKING
Reading Text “It’s a Rich Man’s World”
The Reaction-Response Essay
While-listening Task 1: “Around the Track” Listening and Note-taking Task 1: “Interviews on Globalization”
Speaking Task 1: Reaction to an idea
Dealing with long sentences
Speaking Task 2: Role-play on gold-mining
Avoiding sexist language
Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas
Analyzing the text with a critical eye Deciding on the reaction pattern Organizing ideas into an outline Writing the reaction-response essay
Listening for specific information Listening for the main idea Listening and note-taking
Speaking Task 3: Impromptu speech on the concept of globalization Giving an impromptu speech Using reaction language Using discussion language
APPENDICES Note-taking questions – “Psychological Warfare” Note-taking questions – “Oppression” Note-taking questions – “Interview on Media Literacy” Note-taking questions – “Interviews on Globalization”
Identifying word combinations
Participating in a debate
Identifying the writer’s technique
APPENDIX - A
LANGUAGE
Page 209 APPENDIX - B
Documented expository essay task Documented outline
Introductory Unit
Views on Power
Introductory Unit In this unit, you will study the following skills:
LISTENING - Listening for main ideas - Listening for implied ideas - Listening for specific information
RESEARCH SKILLS - Evaluating sources for relevance and reliability - Identifying reference information - Researching on the Internet - Researching in the library - Identifying and selecting relevant sources
SPEAKING - Giving an impromtu speech - Giving a team presentation on research skills
LANGUAGE - Getting familiar with library related vocabulary
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Unit 1
Power and the Individual This book is on the theme “power”. People throughout history have changed the world by using their individual power. Therefore, in Unit 1, you will study the concept of “power and the individual”.
Unit 1 In this unit, you will study the following skills:
READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative speech - Reading between the lines - Identifying main ideas - Identifying the writer’s technique
WRITING - Writing an expository paragraph - Using the target vocabulary learnt so far in writing - Writing a reaction paragraph - Writing parts of a documented essay
LISTENING - Listening for specific information
SPEAKING - Participating in a discussion - Giving a mini presentation
LANGUAGE - Dealing with long sentences - Identifying word combinations - Identifying synonymous words - Grouping words semantically - Identifying and using reporting verbs
CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Making predictions
CITATION - Citing reference giving in-text reference giving end-text reference identifying bibliographical information - Borrowing ideas paraphrasing summarizing a paragraph summarizing a long text direct quoting - Coping with plagiarism - Identifying common knowledge 22
READING Getting Started A. Discussion 1. Look at the pictures and illustrations below. What common concept are they trying to convey?
The common concept conveyed in the illustrations above:
2. Make a list of the qualities that you think are important for being an effective leader.
Leadership qualities
3. Using the features in the chart above, write your own definition of leadership OR a leader. Leadership is... An effective leader is...
4. Can we classify people as “leader type” and “follower type”? If yes, what in your opinion distinguishes them?
5. Can you give some examples of effective leaders?
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Unit 2
Power and Nations In Unit 1, you studied the concepts of leadership, and the power of the individual. Unit 2 takes a broader perspective and analyses the relationship between power and nations.
Unit 2 In this unit, you will study the following skills:
READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative speech - Reading between the lines - Identifying main ideas - Identifying the writer’s technique
WRITING - Writing a reaction paragraph - Using the target vocabulary learnt so far in writing - Paraphrasing - Synthesizing
LISTENING - Listening for specific information - Listening and taking notes - Identifying signposts in a lecture - Identifying parts of a lecture
SPEAKING - Expressing an opinion - Participating in a discussion - Giving a mini presentation
LANGUAGE - Identifying word combinations - Grouping words semantically - Dealing with long sentences
CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Making predictions - Synthesizing
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SYNTHESIZING A. Discussion 1. a. Leaders use their power to grant the superiority and well-being of their countries. To achieve this, they make use of various strategies. Below is a list of these strategies. Examine the list and add any other strategy you can think of. Weapons
Military force
Oppression
War
Language
Brain-washing
Cultural hegemony
Propaganda
Economic exploitation
b. Consider “power” a continuum. How would you place the above-listed concepts on the continuum of power? Locate the concepts from the most to the least explicit. Notice that the most explicit display of power is given as “war”.
EXPLICIT DISPLAYS OF POWER
SUBTLE FORMS OF POWER
war
2. As seen above, “war” is the most explicit display of power. Why do you think countries engage in wars? 3. What might be the negative / positive outcomes of war? 4. Do you think that humans are innately programmed to destroy one another? Can war be an instinct? Why / why not? 5. Will wars stop one day? Why / why not? If yes, how?
B. Collocations Read the following sentences on war and decide which of the alternatives provided below completes the sentence best. 1. By then, Europe had been war for nearly two years. a. within b. at 2. These veterans understood what it meant to be a. in b. by 3. Should women fight a. in / on 4. We could go on a. doing
war, what it meant to be far from home.
war the frontlines? b. during/for wars to protect our foreign supplies. b. fighting
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Unit 3
Power and the Media In the previous unit, you were introduced to the concept of "soft power". One of the most effective ways of wielding soft power is through the use of the media. In Unit 3, you will study the relationship between power and the media.
Unit 3 In this unit, you will study the following skills:
READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative speech - Reading between the lines - Identifying main ideas - Identifying the writer’s technique
WRITING - The argumentative essay Writing the argumentative thesis statement Identifying the difference between the expository and argumentative thesis statement Preparing the pro- con chart Refuting the counterarguments Outlining Avoiding logical fallacies
- Writing the parts of a documented argumentative essay
LISTENING - Listening and note-taking
SPEAKING - Giving a team presentation - Giving a mini presentation - Giving an impromptu speech - Expressing an opinion and refuting counter arguments
LANGUAGE - Using structures that introduce counter arguments and refutations - Identifying word combinations - Grouping words semantically - Dealing with long sentences
CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Making predictions - Synthesizing
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READING
Getting Started A. Discussion 1. The media can be regarded as a tool for building soft power. Do you agree / disagree? Why? 2. Read the quotations below and discuss what each might imply.
"It is very interesting that so many of our prominent newspapers have
ÂŤThe media is the most powerful entity
become almost agents or adjuncts of
on earth. They have the power to make
the government; that they do not
the innocent guilty and to make the guilty
contest or even raise questions
innocent, and that's power. Because they
about government policy."
control the minds of the masses."
J. William Fulbright
"For a politician to complain about the press is like a ship's captain complaining about the sea."
Malcolm X
"Newspapers should have no friends."
Joseph Pulitzer Enoch Powell
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B. Vocabulary The words in bold in the following sentences will appear in the text, "The Media: Voices of the Powerful". Using the context, match the words with the definitions in the box below. 1. The government has no wish for an earlier election since any change in the status quo will jeopardize its interests. 2. In order to advance his reformist agenda, he needed to maintain the support of the media. 3. The aim of the politician was to propagate some false rumors so that he could eliminate his rival candidate in the elections. 4. The elections in Northern Cyprus received widespread media coverage in Turkey. 5. The truth about the issue will never be known unless the media stop acting as the mouthpiece of the ones in power and start to reflect the reality. 6. To be able to appraise the politics, she used to read both the rightist and leftist newspapers. 7. More than 200 people were freed by military decree.
a. to spread an idea, belief, lie, doctrine etc. to many people; to make widely known b. a person, newspaper etc. that expresses the opinions of a government or a political organization; spokesperson c. the state of a situation as it is; the existing state of affairs d. to judge how successful, effective, or valuable something is e. the amount of reporting given to a subject or event to evaluate the worth, significance, or status of f. an official statement that something must happen; an order g. to accelerate the growth or progress of
C. Glancing at the Text Skim the text "The Media: Voices of the Powerful" and match the subtitles below with the paragraphs they correspond to. - Power Changing Hands - The Responsibility of the Audience - The Ways of Media Manipulation - The True Function of the Media vs. the Bitter Reality - The Use of the Media by Power Agents
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Unit 4
Power and the Rich In the previous unit, you studied the relationship between power and the media, and how people with money can control the media. In Unit 4, you will study the relationship between power and money.
Unit 4 In this unit, you will study the following skills:
READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative language - Reading between the lines - Identifying main ideas - Identifying the writer’s technique
WRITING - Writing a documented reaction-response essay - Analyzing the text with a critical eye - Deciding on the reaction pattern - Organizing ideas into on outline - Writing the reaction-response essey
LISTENING - Listening for specific information - Listening for main ideas - Listening and note-taking
SPEAKING - Giving an impromptu speech - Using reaction language - Participating in a debate - Using discussion language
LANGUAGE - Dealing with long sentences - Avoiding sexist language - Identifying word combinations
CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Synthesizing
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