THE COMPASS: Route to Academic English 2

A sequel to , 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,

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 useful, and enjoy

using it.

The Compass: Route to Academic English 1



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The aim of the book

Meriç GülcüGonca GülenElif e enGökçe Tokdemir

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LISTENING LANGUAGE RESEARCH SKILLSSPEAKING

READING WRITING LISTENING LANGUAGESPEAKING

Unit 4


Unit 3

Table Of Contents

READING

READING

WRITING

WRITING

LISTENING

LISTENING

LANGUAGE

LANGUAGE

SPEAKING

SPEAKING

Reading Text:

Reading Text:

Reading Text:

Reading Text

Note-taking questions – “Psychological Warfare”

Note-taking questions – “Oppression”

Note-taking questions – “Interview on Media Literacy”

Note-taking questions – “Interviews on Globalization”

Documented expository essay task

Documented outline

“Mustafa Kemal Atatürk-A Commander and anEffective Leader”

“The Changing Faceof Power”

“The Media: Voices ofthe Powerful”

“It’s a Rich Man’s World”

The Argumentative Essay

The Reaction-ResponseEssay

“Student Presentationson Leadership Types”

“Psychological Warfare”

“Oppression”


“Interview on medialiteracy”

“Around the Track”

“Interviews onGlobalization”

INTRODUCTORY UNIT: VIEWS ON POWER

POWER AND THE INDIVIDUAL

POWER AND NATIONS

POWER AND THE MEDIA

POWER AND THE RICH

APPENDICES

APPENDIX - A APPENDIX - BExpressing an opinion

Using reaction language

Participating in a debate

Using discussionlanguage

Giving an impromptuspeech

Giving a minipresentation

Identifying the differencebetween expositoryand argumentative thesisstatement

Organizing ideas intoan outline

Preparing the pro-conchart

Writing thereaction-response essay

Giving a team presentation

Participating ina discussion


Analyzing the text witha critical eye

Writing the thesisstatement

Deciding on the reactionpattern


Writing a reactionparagraph

Using the targetvocabulary learned so far

Using the targetvocabulary learnedso far in writing


Writing parts ofa documented essay

CITATION andBORROWING IDEAS

Synthesizing

Listening for the mainidea

Listening for specificinformation



Identifying signpostsin a lecture

Listening and note-taking


Listening for implied ideas

Listening and takingnotes

Identifying parts ofa lecture




Giving a team presentationon research findings

Getting familiar withlibrary related vocabulary

Identifying and selectingrelevant sources

Evaluating sources forrelevance and reliability

Identifying referenceinformation

Researching in the library

Researching on the Internet

Dealing with longsentences

Identifying synonymouswords

Identifying and usingreporting verbs


Grouping semanticallyrelated words


Identifying wordcombinations

Grouping wordssemantically






Using structures thatintroduce counterarguments andrefutations

Avoiding sexistlanguage


While-listening Task 1:




Listening and Note-takingTask 2:




Listening andNote-taking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 4:

Speaking Task 1:

Reporting of researchfindings on power relatedissues

Expression of opinions onpower related statements

Debate on leadership

Debate on hard and softpower

Impromptu speech onthe concept of media

Devil’s advocate

Reaction to an idea

Mini presentation aboutan effective leader

Mini presentation ona country’s politics

Mini presentation abouta current event reportedby different sources

Team presentation on thecomparison and contrastof different TV channels

Role-play on gold-mining

Impromptu speech onthe concept ofglobalization

“Street Survey on theConcept of Power ”

“Research Findings onthe Concept of Power”

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 3:

Speaking Task 2:

Speaking Task 3:

Previewing

Skimming

Scanning

Identifying points ofreference

Guessing unknownvocabulary

Understanding figurativelanguage

Reading between the lines

Identifying main ideas

Identifying the writer’stechnique

Previewing

Skimming

Scanning







Previewing

Skimming

Scanning






Identfying the writer’stechnique

Previewing

Skimming

Scanning







Unit 1

Unit 2

Page 1

Page 21

Page 123

Page 85

Page 171

Page 209

Refuting thecounter-arguments

Giving a mini presentation

Expressing an opinion andrefuting counter arguments

Outlining

Giving an impromptu speech

Avoiding logical fallacies

Writing the parts ofa documentedargumentative essay

LISTENING LANGUAGE RESEARCH SKILLSSPEAKING


Unit 4


Unit 3

Table Of Contents

READING

READING

WRITING

WRITING

LISTENING

LISTENING

LANGUAGE

LANGUAGE

SPEAKING

SPEAKING

Reading Text:

Reading Text:

Reading Text:

Reading Text

Note-taking questions – “Psychological Warfare”

Note-taking questions – “Oppression”

Note-taking questions – “Interview on Media Literacy”

Note-taking questions – “Interviews on Globalization”

Documented expository essay task

Documented outline

“Mustafa Kemal Atatürk-A Commander and anEffective Leader”

“The Changing Faceof Power”

“The Media: Voices ofthe Powerful”

“It’s a Rich Man’s World”

The Argumentative Essay

The Reaction-ResponseEssay

“Student Presentationson Leadership Types”


“Oppression”


“Interview on medialiteracy”

“Around the Track”

“Interviews onGlobalization”

INTRODUCTORY UNIT: VIEWS ON POWER

POWER AND THE INDIVIDUAL

POWER AND NATIONS

POWER AND THE MEDIA

POWER AND THE RICH

APPENDICES

APPENDIX - A APPENDIX - BExpressing an opinion

Using reaction language

Participating in a debate

Using discussionlanguage



Identifying the differencebetween expositoryand argumentative thesisstatement

Organizing ideas intoan outline

Preparing the pro-conchart

Writing thereaction-response essay

Giving a team presentation



Analyzing the text witha critical eye

Writing the thesisstatement

Deciding on the reactionpattern



Using the targetvocabulary learned so far

Using the targetvocabulary learnedso far in writing


Writing parts ofa documented essay

CITATION andBORROWING IDEAS

Synthesizing





Identifying signpostsin a lecture



Listening for implied ideas

Listening and takingnotes

Identifying parts ofa lecture




Giving a team presentationon research findings

Getting familiar withlibrary related vocabulary

Identifying and selectingrelevant sources

Evaluating sources forrelevance and reliability

Identifying referenceinformation

Researching in the library

Researching on the Internet


Identifying synonymouswords

Identifying and usingreporting verbs





Grouping wordssemantically






Using structures thatintroduce counterarguments andrefutations

Avoiding sexistlanguage










Listening andNote-taking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 1:

Speaking Task 4:

Speaking Task 1:

Reporting of researchfindings on power relatedissues

Expression of opinions onpower related statements

Debate on leadership

Debate on hard and softpower

Impromptu speech onthe concept of media

Devil’s advocate

Reaction to an idea

Mini presentation aboutan effective leader

Mini presentation ona country’s politics

Mini presentation abouta current event reportedby different sources

Team presentation on thecomparison and contrastof different TV channels

Role-play on gold-mining

Impromptu speech onthe concept ofglobalization

“Street Survey on theConcept of Power ”

“Research Findings onthe Concept of Power”

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 2:

Speaking Task 3:

Speaking Task 2:

Speaking Task 3:

Previewing

Skimming

Scanning







Previewing

Skimming

Scanning







Previewing

Skimming

Scanning






Identfying the writer’stechnique

Previewing

Skimming

Scanning







Unit 1

Unit 2

Page 1

Page 21

Page 123

Page 85

Page 171

Page 209

Refuting thecounter-arguments

Giving a mini presentation

Expressing an opinion andrefuting counter arguments

Outlining

Giving an impromptu speech


Writing the parts ofa documentedargumentative essay

Introductory Unit

Views on Power

Now, you will give a one-minute-long impromptu speech on the concept of power. You will be assigned one of the

statements below.

- In order to gain power, one must be persuasive.

- Educated people are more likely to be powerful

- People with authority are powerful.

- Powerful people can make a positive difference in others’ lives.

- As people age, they obtain more power.

- People can “buy” power through money.

- People with power do not need to obey laws.

- Power corrupts* people.

- A powerful country has a strong military.

- If one controls the media, he / she has the ultimate power.

- The world has one great superpower.

- Power is easily achieved.

Going one step further by speaking

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

2 3

Introductory UnitNow, you will be working on the concept of power:

a. Get into groups of four.

b. You will be assigned one keyword from the list below.

c. Discuss how the word you are assigned to is related to the concept of power.

d. Report how you relate the keyword to the concept of power by giving examples to the class.

a. Read the statement and decide whether you agree or disagree with the idea.

b. Briefly explain your reasons.

c. Justify your ideas by giving specific examples.

* to corrupt: to change from good to bad in morals, manners, or actions.

* punishments, ambargo

** ability to communicate effectively in written and oral forms

Sanctions:

Expressiveness:

- Knowledge

- Resources

- Information

- Sanctions*

- Network

- Reputation

- Economy

- Expressiveness**

- History

- Attraction

- Character

- Role in the society / organization

A. Discussion

20

Unit 1

Power and the IndividualThis 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”.

READING

1. Look at the pictures and illustrations below. What common concept are they trying to convey?

2. Make a list of the qualities that you think are important for being an effective leader.

3. Using the features in the chart above, write your own definition of leadership a leader.OR

Leadership is...

An effective leader is...

The common concept conveyed in the illustrations above:

A. Discussion


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


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

CITATION

- Making connections between ideas

- Reacting to an idea

- Reflecting on an idea

- Evaluating different viewpoints

- Making predictions

- Citing reference

- Borrowing ideas

- Coping with plagiarism

- Identifying common knowledge

giving in-text reference

giving end-text reference

identifying bibliographical information

paraphrasing

summarizing a paragraph

summarizing a long text

direct quoting

Unit 1

2322

Getting Started

Leadership qualities

4.

5.

Can we classify people as “leader type” and “follower type”? If yes, what in your opinion distinguishes them?

Can you give some examples of effective leaders?

READING

1. Look at the pictures and illustrations below. What common concept are they trying to convey?

2. Make a list of the qualities that you think are important for being an effective leader.

3. Using the features in the chart above, write your own definition of leadership a leader.OR

Leadership is...

An effective leader is...

The common concept conveyed in the illustrations above:

A. Discussion


READING

- Previewing

- Skimming

- Scanning







WRITING

- Writing an expository paragraph



- Writing parts of a documented essay

LISTENING


SPEAKING



LANGUAGE



- Identifying synonymous words


- Identifying and using reporting verbs

CRITICAL THINKING

CITATION






- Citing reference

- Borrowing ideas

- Coping with plagiarism

- Identifying common knowledge

giving in-text reference

giving end-text reference

identifying bibliographical information

paraphrasing

summarizing a paragraph

summarizing a long text

direct quoting

Unit 1

2322

Getting Started

Leadership qualities

4.

5.

Can we classify people as “leader type” and “follower type”? If yes, what in your opinion distinguishes them?

Can you give some examples of effective leaders?

Power and NationsIn 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.

84

Unit 2

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.

2.

3.

4.

5.

As seen above, “war” is the most explicit display of power. Why do you think countries engage in wars?

What might be the negative / positive outcomes of war?

Do you think that humans are innately programmed to destroy one another? Can war be an instinct?

Why / why not?

Will wars stop one day? Why / why not? If yes, how?

Read the following sentences on war and decide which of the alternatives provided below completes the sentence

best.

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”.

1. war

2. war

3. war frontlines

4. wars

By then, Europe had been for nearly two years.

a. within b. at

These veterans understood what it meant to be , what it meant to be far from home.

a. in b. by

Should women fight the ?

a. in / on b. during/for

We could go on to protect our foreign supplies.

a. doing b. fighting

Weapons

War

Cultural hegemony

EXPLICIT DISPLAYS OF POWER SUBTLE FORMS OF POWER

war

Military force

Language

Propaganda

A. Discussion


READING

- Previewing

- Skimming

- Scanning







WRITING



- Paraphrasing

- Synthesizing

LISTENING


- Listening and taking notes

- Identifying signposts in a lecture

- Identifying parts of a lecture

SPEAKING

- Expressing an opinion



LANGUAGE




CRITICAL THINKING






- Synthesizing

Unit 2

8786

Oppression

Brain-washing

Economic exploitation

B. Collocations

SYNTHESIZING

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.

2.

3.

4.

5.

As seen above, “war” is the most explicit display of power. Why do you think countries engage in wars?

What might be the negative / positive outcomes of war?

Do you think that humans are innately programmed to destroy one another? Can war be an instinct?

Why / why not?

Will wars stop one day? Why / why not? If yes, how?

Read the following sentences on war and decide which of the alternatives provided below completes the sentence

best.

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”.

1. war

2. war

3. war frontlines

4. wars

By then, Europe had been for nearly two years.

a. within b. at

These veterans understood what it meant to be , what it meant to be far from home.

a. in b. by

Should women fight the ?

a. in / on b. during/for

We could go on to protect our foreign supplies.

a. doing b. fighting

Weapons

War

Cultural hegemony

EXPLICIT DISPLAYS OF POWER SUBTLE FORMS OF POWER

war

Military force

Language

Propaganda

A. Discussion


READING

- Previewing

- Skimming

- Scanning







WRITING



- Paraphrasing

- Synthesizing

LISTENING


- Listening and taking notes

- Identifying signposts in a lecture

- Identifying parts of a lecture

SPEAKING

- Expressing an opinion



LANGUAGE




CRITICAL THINKING






- Synthesizing

Unit 2

8786

Oppression

Brain-washing

Economic exploitation

B. Collocations

SYNTHESIZING

122

Power and the MediaIn 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

READING

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.

A. Discussion


READING

- Previewing

- Skimming

- Scanning







WRITING

- The argumentative essay

- Writing the parts of a documented 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


LISTENING

- Listening and note-taking

SPEAKING

- Giving a team presentation


- Giving an impromptu speech

- Expressing an opinion and refuting counter arguments

LANGUAGE

- Using structures that introduce counter arguments and refutations




CRITICAL THINKING






- Synthesizing

Unit 3

125124

Getting Started

"Newspapers should have

no friends."

Joseph Pulitzer

"For a politician to complain about the press is like

a ship's captain complaining about the sea."

Enoch Powell

« iThe media s the most powerful entity

on earth. They have the power to make

the innocent guilty and to make the guilty

innocent, and that's power. Because they

control the minds of the masses."

Malcolm X

"It is very interesting that so many

of our prominent newspapers have

become almost agents or adjuncts of

the government; that they do not

contest or even raise questions

about government policy."

J. William Fulbright

READING

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.

A. Discussion


READING

- Previewing

- Skimming

- Scanning







WRITING

- The argumentative essay

- Writing the parts of a documented 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


LISTENING


SPEAKING

- Giving a team presentation



- Expressing an opinion and refuting counter arguments

LANGUAGE

- Using structures that introduce counter arguments and refutations




CRITICAL THINKING






- Synthesizing

Unit 3

125124

Getting Started

"Newspapers should have

no friends."

Joseph Pulitzer

"For a politician to complain about the press is like

a ship's captain complaining about the sea."

Enoch Powell

« iThe media s the most powerful entity

on earth. They have the power to make

the innocent guilty and to make the guilty

innocent, and that's power. Because they

control the minds of the masses."

Malcolm X

"It is very interesting that so many

of our prominent newspapers have

become almost agents or adjuncts of

the government; that they do not

contest or even raise questions

about government policy."

J. William Fulbright

127126

B. Vocabulary

The words in 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.

bold " ".

- Power Changing Hands

- The Responsibility of the Audience

- The Ways of Media Manipulation

Skim the text "The Media: Voices of the Powerful" and match the subtitles below with the paragraphs they correspond to.

1. The government has no wish for an earlier election since any change in the will jeopardize itsinterests.

status quo

3. The aim of the politician was to some false rumors so that he could eliminate his rival candidatein the elections.

propagate

2. In order to his reformist agenda, he needed to maintain the support of the media.advance

6. To be able to the politics, she used to read both the rightist and leftist newspapers.appraise

7. More than 200 people were freed by military .decree

4. The elections in Northern Cyprus received widespread media in Turkey.coverage

5. The truth about the issue will never be known unless the media stop acting as the of the onesin power and start to reflect the reality.

mouthpiece

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

1. Among those who want the media to tell readers, listeners, and the viewers less than the full story may begovernment officials, businessmen in a local community, community boosters who do not want anything toupset the status quo, special interest groups that will profit from publicity, or militants of both left and rightwho want to advance their causes.

2. Although the powerful want to keep the media discreet and are tempted to mold the news to serve their owninterests, they also desperately need it so as to ensure their position in the society.

4. As these elites desperately needed media coverage and publicity, either to be elected, to impose their politicalvision, or to make higher profits, they acknowledged the necessity to make peace with the media.

3. Escalated public literacy coupled with an increase in newspaper publications enabled a growing percentageof the population, formally disenfranchised, to obtain the right to vote and guide government policy.

Below are some long sentences taken from the text The Media: Voices of the Powerful . Read and answer the following

questions by using the strategies you have learned.

" "

a. Dividing the sentence into chunks

b. Crossing out the extra details

c. Eliminating unknown vocabulary

d. Subject-verb identification

D. Dealing with Long Sentences

C. Glancing at the Text

- The True Function of the Media vs. the Bitter Reality

- The Use of the Media by Power Agents

a. Who wants the media to tell readers, listeners, and the viewers less than the full story?

a. What do the powerful want?

a. What did these elites need?

b. Why did these elites desperately need media coverage and publicity?

c. What did these elites do either to be elected, to impose their political vision, or to make higher profits?

d. What did these elites acknowledge?

a. What enabled a growing percentage of the population to obtain the right to vote and guide government policy?

b. What are the powerful tempted to do?

b. What did the escalated public literacy and an increase in newspaper publications enable a growing percentageof the population to do?

c. Why are the powerful tempted to mold the news?

d. Why do the powerful desperately need the media?

b. What do the government officials, businessmen in a local community, community boosters who do notwant anything to upset the status quo, special interest groups that will profit from publicity, or militantsof both left and right who want to advance their causes want the media to do?

c. What do militants of both left and right want?

170

Unit 4

Power and the RichIn 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.

READING

1. Examine the following cartoon. What message do you infer?

2. Examine the statements below and decide whether you agree or disagree with the message that they convey.

Explain.

3. Do you think that the rich countries use the poor ones for their own benefits? If yes, how? Explain.

- When you are a rich country, the murder of many of your citizens is called a crime . When you area poor country, the murder of many of your citizens is called a war .

“ ““ “

- When you are a rich country, a deliberate attack on your men, women, and children is called “terrorism”.When you are a poor country, a deliberate attack on your men, women, and children is called“population control”.

- When you are a rich country, your sobs are heard for a year. When you are a poor country, your tearsare seen for a day.

- When you are a rich country, your dead are called “heroes”. When you are a poor country, your deadare called “victims”.

- When you are a rich country, you are called “innocent”. When you are a poor country, you arepronounced “guilty”.

- When you are a rich country, not joining an international effort to fight global warming is called“pursuing national interest”. When you are a poor country, not joining an international effort is called“selfishness”.

A. Discussion


READING

- Previewing

- Skimming

- Scanning



- Understanding figurative language




WRITING


- Listening for main ideas


- -Writing a documented reaction response essay

LISTENING


- Using reaction language

- Participating in a debate

- Using discussion language

SPEAKING

LANGUAGE


- Avoiding sexist language


CRITICAL THINKING





- Synthesizing

Unit 4

173172

Getting Started

Cartoon taken from:

Nicholson, P. (2001). [Cartoon]. Retrieved from http://nicholsoncartoons.com.au/dec-gap-tween-rich-and-poor-550.html

- Analyzing the text with a critical eye

- Deciding on the reaction pattern

- Organizing ideas into on outline

- Writing the reaction-response essey

THE COMPASS: Route to Academic English 2

Education

power power

individual power

nations power

theme of power

concept of power

target language

learners language

foreign language