THE COMPASS: Route to Academic English 1

This book is designed with the ultimate aim of developing tertiary-level learners into autonomous learners of English

as a foreign language. To achieve this end, this book adopts a constructivist instruction; it integrates the four skills-

reading, writing, listening, and speaking- using a thematic approach.

Throughout the book, a variety of relevant, coherent and thematic tasks build on each other towards higher

competence in using English in an academic context through thematic reading texts. Along with the thematic flow of

the book, each unit presents different language skills and recycles the ones covered in the previous units. The reading

texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks.

The book aims at developing not only language skills but also cognitive skills through tasks involving higher order

thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks “Making Connections”, “Going One Step

Further”, “Reaction”, 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.

All the texts and tasks in the book revolve around one main theme: Change. The book looks at the theme of “change”

from different views and each unit dwells on one specific aspect of the concept. The book starts with the concept of

“Changing the Self” and gradually moves towards a broader topic: “Changing Generations”. The texts in the book are

carefully selected to appeal to students with different backgrounds and perspectives. With the contemporary and

controversial issues raised, the book aims to address students’ affective domain as well.

The aim of the book

Gonca ülen Burçin Hasanbaşoğlu Elif ŞeşenGökçe Tokdemir

We hope that both students and teachers will enjoy using The Compass: Route to Academic English 1.

READING WRITING LISTENING LANGUAGESPEAKING


Unit 4


Unit 3

Table Of Contents

READING

READING

WRITING

WRITING

LISTENING

LISTENING

LANGUAGE

LANGUAGE

SPEAKING

SPEAKING

“Quotes on Change”

Reading Text 1:

Reading Text 1:

Reading Text 1:

Reading Text 1:

1. Transitions

2. Prefixes and Suffixes

3. Roots

4. Commonly Made Mistakes to be Avoided

5. A Brief Guide to Punctuation

6. Grammar

“Your Masterpiece-Yourself”

“Online Identities”

“The Future of Readingin Online Revolution”

“Kids Today”

Essay writing

Reading Text 2:

Reading Text 2:

Reading Text 2:

Reading Text 2:

“Transhumanism”

“Social Media: The NewPower of the PublicSphere”

“The Eyes Have It:Guess Who Controlsthe Future of TV”

“Boomerang Kids Rely ontheir Parents: Is it aPositive Trend?”

The paragraph

The Reaction Paragraph


Expository ParagraphWriting

“The Morning Show”

“Social Media andChanges inCommunication”

“Radio Poll on ReadingDevices and Books”

“Generations MovingThrough Time”

“Technology, Changing TVHabits, and Content”

“Changing Families”

Listening Task 2:“Transhumanism and

the Authentic Self”

Oral Synthesis on GeneticEngineering

INTRODUCTORY UNIT

CHANGING THE SELF

CHANGING COMMUNICATIONS

CHANGING HABITS

CHANGING GENERATIONS

APPENDICES

Finding the relationshipbetween ideas

Previewing

Skimming

Scanning

Guessing Vocabulary

Asking for clarification

Asking questions

Expressing an opinion


Asking questions



Practicing debate language

Giving presentations




Writing the essay:- Characteristics of formal

and informal writing- Writing the introductionparagraph

- Writing the body ofan essay

Writing the conclusionparagraph

Practicing debatelanguage


Pre-writing stages:- Writing the thesisstatement

- Outlining

Using comparison andcontrast language

Writing a quote on theconcept of “change”

Identifying explicit /implicit main ideas

Separating major detailsfrom minor details

Outlining

Identifying patterns oforganization

Identifying supportingtechniques

Writing a concludingsentence

Maintaining coherence

Maintaining unity

Listening for specificinformation





Listening for the mainidea





Listening for impliedideas


Expressing opinions

Giving a mini-presentation

Understanding longsentences

Dealing with longsentences




Topical vocabulary

Collocations

Collocations

Collocations

Collocations

Listening Task 1:

Listening Task 1:

Listening Task 1:

Listening Task 1:

Listening Task 1:

Listening Task 2:

Listening Task 2:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:Speaking Task 3:

Presentation on “changesin one’s life”Discussion on plasticsurgery

Discussion on the conceptof “change”

Discussion on plasticsurgery

Presentation on SocialMedia Tools

Role-play on TraditionalBooks vs. ElectronicBooks/Devices

Role-play on GenerationalDifferences

Debate on Smart Drugs

Debate on Fake Identitiesin the Social Media

Presentation onGame-changing Trendsin Different Disciplines

Role-play on the Conceptof Delaying Adulthood

Presentation Reportingthe Results of a MiniSurvey

“Resistance to Change”

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 3:

Identifying Points ofReference

Strengthening the useof dictionaries

Understanding figurativespeech

Identifying the writer’stechnique

Distinguishing betweena fact and an opinion

Reading between the lines

Marking inferences

Interpreting graphs

Unit 1

Unit 2

Page 1

Page 11

Page 97

Page 59

Page 167

Page 201

Unity

Coherence

Writing the title

Revising and editing theessay

Writing the final draft



Unit 4


Unit 3

Table Of Contents

READING

READING

WRITING

WRITING

LISTENING

LISTENING

LANGUAGE

LANGUAGE

SPEAKING

SPEAKING

“Quotes on Change”

Reading Text 1:

Reading Text 1:

Reading Text 1:

Reading Text 1:

1. Transitions

2. Prefixes and Suffixes

3. Roots

4. Commonly Made Mistakes to be Avoided

5. A Brief Guide to Punctuation

6. Grammar

“Your Masterpiece-Yourself”

“Online Identities”

“The Future of Readingin Online Revolution”

“Kids Today”

Essay writing

Reading Text 2:

Reading Text 2:

Reading Text 2:

Reading Text 2:

“Transhumanism”

“Social Media: The NewPower of the PublicSphere”

“The Eyes Have It:Guess Who Controlsthe Future of TV”

“Boomerang Kids Rely ontheir Parents: Is it aPositive Trend?”

The paragraph



Expository ParagraphWriting

“The Morning Show”

“Social Media andChanges inCommunication”

“Radio Poll on ReadingDevices and Books”

“Generations MovingThrough Time”

“Technology, Changing TVHabits, and Content”

“Changing Families”

Listening Task 2:“Transhumanism and

the Authentic Self”

Oral Synthesis on GeneticEngineering

INTRODUCTORY UNIT

CHANGING THE SELF

CHANGING COMMUNICATIONS

CHANGING HABITS

CHANGING GENERATIONS

APPENDICES

Finding the relationshipbetween ideas

Previewing

Skimming

Scanning

Guessing Vocabulary


Asking questions



Asking questions



Practicing debate language





Writing the essay:- Characteristics of formal

and informal writing- Writing the introductionparagraph

- Writing the body ofan essay

Writing the conclusionparagraph



Pre-writing stages:- Writing the thesisstatement

- Outlining

Using comparison andcontrast language

Writing a quote on theconcept of “change”

Identifying explicit /implicit main ideas

Separating major detailsfrom minor details

Outlining

Identifying patterns oforganization

Identifying supportingtechniques

Writing a concludingsentence


Maintaining unity













Expressing opinions

Giving a mini-presentation

Understanding longsentences





Topical vocabulary

Collocations

Collocations

Collocations

Collocations

Listening Task 1:

Listening Task 1:

Listening Task 1:

Listening Task 1:

Listening Task 1:

Listening Task 2:

Listening Task 2:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:Speaking Task 3:

Presentation on “changesin one’s life”Discussion on plasticsurgery

Discussion on the conceptof “change”

Discussion on plasticsurgery

Presentation on SocialMedia Tools

Role-play on TraditionalBooks vs. ElectronicBooks/Devices

Role-play on GenerationalDifferences

Debate on Smart Drugs

Debate on Fake Identitiesin the Social Media

Presentation onGame-changing Trendsin Different Disciplines

Role-play on the Conceptof Delaying Adulthood

Presentation Reportingthe Results of a MiniSurvey

“Resistance to Change”

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 3:

Identifying Points ofReference

Strengthening the useof dictionaries

Understanding figurativespeech

Identifying the writer’stechnique

Distinguishing betweena fact and an opinion

Reading between the lines

Marking inferences

Interpreting graphs

Unit 1

Unit 2

Page 1

Page 11

Page 97

Page 59

Page 167

Page 201

Unity

Coherence

Writing the title

Revising and editing theessay


Views on "Change"

Introductory Unit

Changing the SelfThis book is on the theme: "change".

The starting point of change is the individual.

Therefore, in Unit 1, you will study the concept of "changing the self".

10 11

Unit 1

FOCUSING ON A SKILL

READING

1.

2.

With your classmate, discuss possible ways as to how people alter their physical appearance.

Make a list of the possible reasons why people might want to change their appearance.

Instead of reading the text straight away, in this exercise you previewed the text; that is, you looked at the ,

, and . PREVIEWING helps readers to predict

the content, the purpose, the level of difficulty, and the organization of a text. Successful readers often preview

the text they are going to read and PREDICT what the writer intends to say. The ability to predict is an important

aid to understanding. Even if the expectations are wrong, predicting helps readers to start thinking about the topic

and get actively involved.

title

the name of author, referential information, length, format illustration

1. Before you start to read the text, “Your Masterpiece – Yourself” on page 18-19, look at the title, the picture, and the

first sentences of the paragraphs. What do you think the text is about? Write down what you think the writer

will discuss without reading the text.

It seems that nowadays people are increasingly interested in changing themselves. Perhaps with the desire to look

younger and more attractive, a great number of people try to modify their physical appearance.

In this exercise, in order to find the reasons for changing self image, you quickly read the text to draw an overall

idea about the content. This is called SKIMMING. While skimming, readers try to get the ( ) of a text,

understand its organization, or get an idea about the tone or intention of the writer. Skimming is an important

reading skill because it is a first glance at a text to see what it presents.

gist main idea

2. Now go through the text in 3 minutes and find the two reasons for changing one’s self-image.

THINK: How do you use this skill in real life? Give examples.

Reason 1:

Reason 2:

Skimming:

Previewing:

A. Discussion

B. Glancing at the Text

REASONS

In this unit, you will study the following skills:

READING

- Previewing

- Skimming

- Scanning

- Identifying points of reference

WRITING

- Writing an organized paragraph:

Identifying explicit / implicit main ideas

Separating major details from minor details

Outlining

Identifying patterns of organization

Identifying supporting techniques

Writing a concluding sentence


Maintaining unity

- Using the target vocabulary learnt so far in writing

LISTENING

- Listening for specific information

- Listening for the main idea

SPEAKING

- Expressing an opinion

- Asking for clarification

- Asking questions

- Debating

- Making oral syntheses

LANGUAGE

- Identifying word combinations

- Dealing with long sentences

CRITICAL THINKING

- Making connections between ideas

- Reacting to an idea

- Reflecting on an idea

- Evaluating different viewpoints

- Making predictions

Unit 1

1312

Getting Started

Changing CommunicationsIn Unit 1, you studied the concepts of “changing the self” and adoption of new identities.

contribute to changing identities.

58 59

In this unit, you will see how the new online communication technologies

Unit 2

READING

a. I like chatting on the Internet.

d. I use a real photo of mine in my profile.

e. My profile photo resembles my appearance.

f. I use a nickname when I communicate online.

g. I sometimes chat with people that I do not actually know.

1. Fill in the mini questionnaire below and discuss your answers with your classmates.

2. Read the quotation below and discuss what it might imply.

3. Considering the statements and the quote above, and considering the title of the text on page 64,

what do you expect to read?

Skim the text in 3 minutes to see if the content of the text matches your expectations.

b. I use multiple social media tools, i.e. Facebook, Twitter,Pinterest and Instagram.

h. People can find true friendships through onlinecommunication technologies.

c. While chatting, I adopt an online self that is differentfrom my real identity.

Getting Started

A. Discussion

The Internet is so big, so powerful and pointless that for some peopleit is a complete substitute for life.

Andrew Brown

B. Glancing at the Text

6160


READING

- Skimming

- Scanning


- Guessing unknown vocabulary by:

Identifying cognates

Using contextual clues

Transferring world knowledge

Identifying parts of a word

- Strengthening the use of dictionaries

Monolingual dictionaries

Bilingual dictionaries

Thesaurus

Dictionary of collocations

WRITING

- Writing a reaction paragraph


LISTENING


- Listening for implied ideas

SPEAKING

- Giving a mini presentation

- Participating in discussions

LANGUAGE



CRITICAL THINKING






Unit 2

Statement Yes No Not applicable

Changing HabitsIn Unit 2, you studied how people use online technologies

to communicate. In this unit, you will study how

technology changes our habits.

96 97

Unit 3

The imagination isn’t underthe paperback. It finds life inthe mind of the reader.

Print is where words go to die.Too many of the ideas trappedon pages end up, at best, inunused archives or, at worst,in the recycler’s pulp, when theyshould be online: searchable,discoverable, and linkablepart of the conversation.

When you sell a man a book,you don’t sell just twelve gramsof paper and ink and glue – yousell him a whole new life. Loveand friendship and humour andships at sea by night –there’sall heaven and earth in a book,a real book.

Anonymous AnonymousJeff Jarvis

READING

A. Discussion

Getting Started

1. Below is a list of quotes on books and print technology. Discuss what they might imply. Do you agree / disagree

with these ideas? Why?

2. Add your own quote:

The book is dead so let’s

grab a spade.A book is like a garden carried

in the pocket.Let books be your dining table,

And you shall be full of delights

Let them be your mattress

And you shall sleep restful nights.

Jeff JarvisChinese ProverbAnonymous

98 99


READING

WRITING

- Previewing

- Scanning

- Identifying main ideas

- Guessing unknown vocabulary


- Understanding figurative speech

- Making inferences

- Distinguishing between a fact and an opinion

- Reading between the lines

- Interpretting graphs

- Essay writing

- Writing a reaction paragraph


- Listening for main ideas



- Giving a mini presentation

- Participating in a discussion








Pre-writing Stages:

Writing the essay:

Revising and editing the essay


- Writing the thesis statement

- Outlining

- Characteristics of formal and informal writing

- Writing the introduction paragraph

Identifying the introductory strategies

- Writing the body of an essay

How to develop an idea

- Writing the conclusion paragraph

Unity

Coherence

- Writing the title

LISTENING

SPEAKING

LANGUAGE:

CRITICAL THINKING:

Unit 3

Unit 4

Changing GenerationsIn Unit 3, you studied how people’s habits have evolved in time.

This evolution eventually results in a change in people,

and this unit focuses on changing generations.

166 167

Unit 4

168 169

READING

A. Discussion

Getting Started

Match the pictures and the following phrases. Then, decide whether these are associated with the children

of the past or the present.

Converse

Hopscotch

Pen friends

McDonald’s birthday parties

Swing

Lucky Luke

1.

6.

3.

8.

2.

7.

4.

9.

5.

10.

11.

16.

12.

17.

13.

18.

14. 15.


READING

WRITING

- Previewing

- Identifying main ideas

- Guessing unknown vocabulary


- Making inferences

- Identifying figures of speech

- Identifying introduction techniques

- Identifying conclusion techniques

- Identifying supporting techniques

- Identifying the writer’s technique

- Writing an expository paragraph





- Giving reasons

- Giving a mini-presentation








Identifying purpose

Identifying audience

Identifying different points of view

Identifying tone

Identifying style / register

LISTENING

SPEAKING

LANGUAGE:

CRITICAL THINKING:

Sesame Street

Play station

Harry Potter

Ben 10

Ribbons

Knitted sweaters

Checkers

Sudoku

Marbles

Caillou

TinTin

The Phantom

Unit 4

THE COMPASS: Route to Academic English 1

Education

different language skills

learners language

change reading text

thematic reading texts

contrast language

foreign language

cognitive skills

concept of change