THE COMPASS: Route to Academic English 1
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Transcript of 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
READING WRITING LISTENING LANGUAGESPEAKING
Unit 4
READING WRITING LISTENING LANGUAGESPEAKING
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
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 for clarification
Asking questions
Expressing an opinion
Expressing an opinion
Practicing debate language
Giving presentations
Expressing an opinion
Giving presentations
Giving presentations
Writing the essay:- Characteristics of formal
and informal writing- Writing the introductionparagraph
- Writing the body ofan essay
Writing the conclusionparagraph
Practicing debatelanguage
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 specificinformation
Listening for specificinformation
Listening for specificinformation
Listening for specificinformation
Listening for the mainidea
Listening for the mainidea
Listening for the mainidea
Listening for the mainidea
Listening for the mainidea
Listening for impliedideas
Listening for impliedideas
Expressing opinions
Giving a mini-presentation
Understanding longsentences
Dealing with longsentences
Dealing with longsentences
Dealing with 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
READING WRITING LISTENING LANGUAGESPEAKING
READING WRITING LISTENING LANGUAGESPEAKING
Unit 4
READING WRITING LISTENING LANGUAGESPEAKING
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
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 for clarification
Asking questions
Expressing an opinion
Expressing an opinion
Practicing debate language
Giving presentations
Expressing an opinion
Giving presentations
Giving presentations
Writing the essay:- Characteristics of formal
and informal writing- Writing the introductionparagraph
- Writing the body ofan essay
Writing the conclusionparagraph
Practicing debatelanguage
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 specificinformation
Listening for specificinformation
Listening for specificinformation
Listening for specificinformation
Listening for the mainidea
Listening for the mainidea
Listening for the mainidea
Listening for the mainidea
Listening for the mainidea
Listening for impliedideas
Listening for impliedideas
Expressing opinions
Giving a mini-presentation
Understanding longsentences
Dealing with longsentences
Dealing with longsentences
Dealing with 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
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 coherence
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
In this unit, you will study the following skills:
READING
- Skimming
- Scanning
- Identifying points of reference
- 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
- Using the target vocabulary learnt so far in writing
LISTENING
- Listening for the main idea
- Listening for implied ideas
SPEAKING
- Giving a mini presentation
- Participating in discussions
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 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
In this unit, you will study the following skills:
READING
WRITING
- Previewing
- Scanning
- Identifying main ideas
- Guessing unknown vocabulary
- Identifying points of reference
- Understanding figurative speech
- Making inferences
- Distinguishing between a fact and an opinion
- Reading between the lines
- Interpretting graphs
- Essay writing
- Writing a reaction paragraph
- Using the target vocabulary learnt so far in writing
- Listening for main ideas
- Listening for specific information
- Listening for implied ideas
- Giving a mini presentation
- Participating in a discussion
- Identifying word combinations
- Dealing with long sentences
- Making connections between ideas
- Reacting to an idea
- Reflecting on an idea
- Evaluating different viewpoints
- Making predictions
Pre-writing Stages:
Writing the essay:
Revising and editing the essay
Writing the final draft
- 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.
In this unit, you will study the following skills:
READING
WRITING
- Previewing
- Identifying main ideas
- Guessing unknown vocabulary
- Identifying points of reference
- Making inferences
- Identifying figures of speech
- Identifying introduction techniques
- Identifying conclusion techniques
- Identifying supporting techniques
- Identifying the writer’s technique
- Writing an expository paragraph
- Using the target vocabulary learnt so far in writing
- Listening for implied ideas
- Listening for specific information
- Listening for the main idea
- Giving reasons
- Giving a mini-presentation
- Identifying word combinations
- Dealing with long sentences
- Making connections between ideas
- Reacting to an idea
- Reflecting on an idea
- Evaluating different viewpoints
- Making predictions
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