THE COMPASS: Route to Academic Speaking is a course book designed with the aim of equipping English language learners with the essential speaking and presentation skills they need in order to perform successfully in academic contexts. The book consists of four thematic units which explore different aspects of carefully selected and stimulating themes like mind, art, marketing, and technology & science. The tasks in each unit build upon each other both thematically and skills wise and the units end with a culminating presentation assignment where students are expected to display their understanding and command of the themes and skills focused on in the relevant unit. Key features: designed for tertiary level learners follows an integrated skills approach with the primary focus on the speaking skill utilizes authentic listening and reading materials which serve as a springboard to provide the necessary context and background knowledge for the speaking tasks offers an array of speaking tasks like debates, discussions, role plays and oral synthesis encourages fluency and spontaneous language production helps learners build confidence in speaking English contains “Speaking Help” sections and “The Sound of English” sections to help learners improve their fluency and pronunciation facilitates critical thinking skills provides input and practice for the presentation skills required in academic and professional contexts THE COMPASS: Route to Academic Speaking ensures that students will acquire the language skills they will draw upon not only in their academic life but also in their future career. Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”! www.nuanskitabevi.com

3. The Aim of the Book
This book is designed with the ultimate aim of equipping EAP students with the essential speaking skills they need to cope with
thedemandsoftheEnglishlanguageasmediumofinstruction.Theaimofthebookistoprovidestudentswithanarrayoftasks
toimprovetheirspeakingskillsinanacademiccontextthroughdifferenttypesofpresentationsandspeakingtasks.
One of the biggest novelties the book offers to contribute the canon is the use of authentic podcasts as listening materials,
which we believe to have a great impact on the improvement of both listening skills and the language use of students by
providingaunique modelof realspokenEnglishasopposed to thetraditionallisteningmaterialstailoredto students’language
proficiency.
The book is designed and written with an integrated skills approach, where all four skills of speaking, listening, reading and
writingareintegratedintoeachthematicunit.Sincetheaimofthebookismainlytoimprovethespeakingskillsofthestudents,
the remaining three skills are weaved together with speaking, listening or reading materials and writing assignments either to
fosterortoaccompanythespeakingorpresentationtasks.
Each unit in the book revolves around one single theme which is explored from different perspectives as the unit progresses
with reading, listening and speaking tasks. The diversity of student profiles, the variety of their interests and needs, and the
dynamics of a language classroom are the primary reasons behind the rationale for choosing the themes of this book, making
themequallyappealingtolearnersofalldisciplines.
The tasks and texts build upon each other both thematically and skillswise, and each unit ends with a major presentation
assignment where students are expected to display their understanding and command of the theme and the skills focused on
intherelevantunit.
sections at the beginning of each unit serve as springboard to provide the
context and the language for the speaking tasks to help students generate ideas to participate in the
speaking tasks such as debates, discussions, impromptu presentations, role plays and oral synthesis tasks.
section introduces the speaking tasks to initiate discussions related to the themes
explored in the reading and listening sections.
section engages students in various major speaking tasks such as role play,
mini presenatations, debates and discussions by bringing in different dimensions of the theme of the unit.
section provides the necessary language students need to complete the speaking tasks
in the unit.
section explores various aspects of English pronunciation, intonation and stress,
providing both input and practice.
section offers input and practice to equip the students with the skills they need for
the presentation they will be giving as an end product of each unit.
section is designed as a culminating task where students are expected to give a
presentation either individually or in groups by demonstrating skills covered and practiced in each unit.
These tasks are presentations which display increasing complexity in terms of the requirements for content,
organization, timing, research and presentation skills students are expected to utilize.
Reading and Listening
Talk About It
Going One Step Further
Speaking Help
Sound of English
Presentation Skills
Putting It All Together
To this end, the book is designed around the following sections:
The Compass: Route to Academic Speaking is a course book which incorporates the many new instructional approaches,
strategies and ideas in the field of English Language Teaching into a coherent and carefully designed syllabus to help
university students master academic skills in a variety of contexts and institutions.
We hope both students and teachers will enjoy using .The Compass: Route to Academic Speaking

4. GETTING STARTED: Fact or Myth?
READING: Erasing Painful Memories
LISTENING: Memory Erasing - Bliss or Curse?
TALK ABOUT IT: Ethics of Memory Erasing under Spotlight
GOING ONE STEP FURTHER
1. DISCUSSION: Who Deserves to Start over?
2. ROLE PLAY: The Doctor and the Patient
3. POSTER PRESENTATION: What Else Memory Erasing Has to Offer?
SPEAKING HELP: Expressing Your Opinion
THE SOUND OF ENGLISH: Pronunciation of Silent Letters
TABLE OF CONTENTS
UNIT 1 - ALL IN THE MIND
1. DEBATE: You Call That Art
2. PANEL DISCUSSION: Are Artists Role Models?
Types of Audio-Visual Aids
The Design of Audio-Visual Aids
The Delivery of Audio-Visual Aids
SPEAKING HELP: Signposts for Audio-Visual Aids
Types of Visual Representations
SPEAKING HELP: Language of Visual Representations
BUILDING PRESENTATION CONFIDENCE
- How to Overcome Speech Anxiety
- Preparing Effective Note Cards
DELIVERY
- Physical Delivery
- Vocal Delivery
PRESENTATION SKILLS
PRESENTATION SKILLS
AUDIO VISUAL AIDS
PUTTING IT ALL TOGETHER: Giving a Demonstration/How to Speech
PUTTING IT ALL TOGETHER: Current Events Presentation
FOLLOW UP: Self Evaluation Assignment
GETTING STARTED: What is Art?
World’s Most Expensive Paintings
Graffiti- Inspirational Artwork or Vandalism?
Banksy and His Art
READING:
LISTENING:
TALK ABOUT IT:
GOING ONE STEP FURTHER
SPEAKING HELP:
THE SOUND OF ENGLISH:
Language of Discussions
The Problem Sounds in English
UNIT 2 - ART 25
56
22
23
1
4
6
7
8
10
11
13
28
31
32
33
38
39
43

5. GETTING STARTED: Store Design
How Retailers Trick You into Buying More
Neuromarketing- Brainwashing or Smart Marketing?
TV Commercials
READING:
LISTENING:
TALK ABOUT IT:
GOING ONE STEP FURTHER
GETTING STARTED:
LISTENING:
TALK ABOUT IT:
READING:
GOING ONE STEP FURTHER
A Glimpse at the Future from the Past
The Transhumanist Nightmare
Transhumanism under Spotlight
Inventions That Will Shape the Future
1. ORAL SYNTHESIS: Price Tag Feel Good Factor
2. DISCUSSION: Product Placement in Movies and TV Shows
3. MINI PRESENTATION: Creating Your Own Commercial
1. MINI PRESENTATION: What is Your Dream Invention?
2. ROLE PLAY: Conflict Resolution
PARTS OF A PRESENTATION
- Introduction
- Body
- Conclusion
SPEAKING HELP: Signpost Language in Presentations
LITERATURE RESEARCH
- Oral Citation
- Written Vs. Oral Discourse
- Integration of Literature Research
SPEAKING HELP: Language of Oral Citations
PRESENTATION SKILLS
PRESENTATION SKILLS
PUTTING IT ALL TOGETHER: Team Presentation
PUTTING IT ALL TOGETHER: Informative Presentation
PUTTING IT ALL TOGETHER: Final Presentation
FOLLOW UP: Self-Critique Assignment
SPEAKING HELP:
THE SOUND OF ENGLISH:
Language of Discussions
Word Stress in English
THE SOUND OF ENGLISH: Intonation Patterns in English
UNIT 3 - MARKETING
UNIT 4 - SCIENCE AND TECHNOLOGY
APPENDICES 125
95
59
90
122
123
124
139BIBLIOGRAPHY
61
64
65
66
72
73
76
98
99
100
102
110
105

6. All In The Mind
UNIT 1
1

7. Listening for specific information
Listening for the main idea
Reading for the main idea
Making connections between ideas
Reflecting on an idea
Evaluating different viewpoints
Identifying different opinions
Making inferences
Expressing an opinion
Pronunciation of silent letters
Overcoming Speech Anxiety
Preparing Effective Note Cards
Appearance
Eye-contact
Facial Expressions
Gestures
Posture
Movement
Physical Delivery
GIVING A DEMONSTRATION / HOW TO SPEECH
Building Presentation Confidence
Delivery
Voice
Volume
Vocal Variety
Pace & Fluency
Pausing
Vocal Delivery
Putting It All Together
UNIT MAP
Language Skills Presentation Skills
2

8. GETTING STARTED: Fact or Myth?
Statements myth fact
Below you will find some statements about human memory.
Go over the statements with your partner and decide whether you think they are myths or facts.
1.
2.
3.
4.
5.
6.
7.
8.
Memory decays over time.
It is possible to produce everlasting memories.
We tend to remember pleasant memories more than unpleasant memories.
A good night's sleep may improve your memory.
Scent can be a powerful memory trigger.
The more you repeat, the better you remember.
It is possible to erase memories.
New brain connections are created every time you form a memory.
1.
2.
3.
4.
Which of the facts you have discovered about memory surprised you most?
Is a good memory a curse or a blessing?
What do you think would happen if one fails to forget?
Do you agree with the following quotation?
Follow up Questions
9. Memory is formed by associations, so creating associations will
help you remember better.
10. Women's brains have a better design to recall memories.
“Happiness is nothingmore than good healthand a bad memory.”
Albert Schweitzer
3

9. Although most of us think that a good memory is a gift, remembering every single thing one lives
can in fact be very painful. Below you will find such a case from Macbeth, one of Shakespeare’s
greatest tragedies. Read the brief explanation below and answer the questions that follow.
Getting Ready to Read
Lady Macbeth, Shakespeare’s most evil feminine creation, gets her husband to commit a series of murders
to become the queen of Scotland. After a series of murders, however, unable to cope with the weight of her
guilty conscience; she is struck with visual hallucinations, morbid fears and a deep grief. In desperation,
Macbeth asks a doctor to cure Lady Macbeth with the following words:
1.
2.
What type of a treatment is Macbeth asking for?
What can you infer about the relationship between memory and conscience from Macbeth’s speech?
Act V, Scene 3
to pull with sudden force
to erase
forgetful.
dangerous
*
*
*
*
pluck:
raze out:
oblivious:
perilous:
Glossary
Canst thou not minister to a mind diseas'd,
Pluck from the memory a rooted sorrow,
Raze out the written troubles of the brain,
And with some sweet oblivious antidote
Cleanse the stuff'd bosom of that perilous stuff
Which weighs upon the heart?"
READING: Erasing Painful Memories
4
*
*
*
*

10. Art
UNIT 2
25

11. 26
Listening for specific information
Listening for the main idea
Note-taking
Reading for the main idea
Reading for specific information
Making connections between ideas
Reflecting on an idea
Reacting to an idea
Synthesizing &Paraphrasing
Giving an oral response& oral summary
Identifying different opinions
Evaluating different viewpoints
Making inferences
Participating in a debate/discussion
Using debate/discussion language
Pronunciation of the problem sounds
Types of audio-visual aids
The design of audio-visual aids
The delivery of audio-visual aids
Signposts for using audio-visual aids
Types of visual representations
Language of visual representations
CURRENT EVENTS PRESENTATION
Audio-Visual Aids
Types of Visual Representation
Putting It All Together
UNIT MAP
Language Skills Presentation Skills
in English

12. Marketing
UNIT 3
59

13. 60
Listening for specific information
Listening for the main idea
Reading for the main idea
Reading for specific information
Reading for details
Making connections between ideas
Reflecting on an idea
Reacting to an idea
Synthesizing &Paraphrasing
Giving an oral synthesis
Giving an oral response
Identifying different opinions
Evaluating different viewpoints
Making inferences
Participating in a discussion
Using discussion language
Word stress in English
TEAM PRESENTATION
PARTS OF A PRESENTATION
Signposts for parts of a presentation
Presenting as a team
Signposts for team presentations
Responding to questions
Putting It All Together
UNIT MAP
Language Skills Presentation Skills
Introduction
Body
Conclusion

14. Science & Technology
UNIT 4
95

15. 96
Listening for specific information
Listening for the main idea
Note-taking
Listening between the lines
Reading for the main idea
Reading for specific information
Reading for details
Making connections between ideas
Reflecting on an idea
Reacting to an idea
Synthesizing & Paraphrasing
Summarizing
Giving a mini presentation
Giving an oral response
Intonation patterns in English
INFORMATIVE PRESENTATION
LITERATURE RESEARCH
Oral Citation
Written vs. Oral Discourse
Integration of Literature Research
Putting It All Together
UNIT MAP
Language Skills Presentation Skills

16. GETTING STARTED: A Glimpse at the Future from the Past
97
This postcard from 1900 illustrates what people years ago
thought we would be enjoying today. It's always interesting to
see what people in the past thought "the future" would be
like. Predictions usually say more about the people in the age
they were made than they do about the future, but
sometimes,afewofthesereallycometrue.
The following forecasts come from people like engineers,
scientists and writers who studied social and technological
trendsintheirowneratopredictwhatdailylifemightbelikein
the future. Read the predictions below and discuss the
followingquestions:
- Which of the predictions below came true?
- What difference do you see between the predictions
and the present reality?
- Which of these predictions do you find the most
surprising? Why?
- What do these predictions tell you about the way people
look at the future?
Failed technology predictions. (2009). Retrieved May 4, 2014, from http://webfreebies4u.blogspot.com/2009/09/37-failed-technology-predictions-from.html.
Long, B. (2009). Retrieved May 4, 2014 from http://www.fiction.net/tidbits/religion/predictions.htmlPredictions from the past.
“To place a man in a multi-stage rocket
and project him into the controlling
gravitational field of the moon where
the passengers can make scientific
observations, perhaps land alive,
and then return to earth – all that
constitutes a wild dream worthy of
Jules Verne. I am bold enough to say
that such a man-made voyage will
never occur regardless of all future
advances.”
"Everything that can be
invented has been invented."
"There is no reason anyone would
want a computer in their home."
“Rail travel at high speed is not
possible because passengers,
unable to breathe, would die of
asphyxia”.
“I suppose we shall soon travel by
air-vessels; make air instead of sea
voyages; and at length find our way
to the Moon, in spite of the want
of atmosphere.
“Wireless telephone and telegraph
circuits will span the world.
A husband in the middle of the
Atlantic will be able to converse
with his wife in Chicago. We will be
able to telephone to China quite
as readily as we now talk from
New York to Brooklyn.”
“The horse is here to stay but the
automobile is only a novelty - a fad.”
"Heavier-than-air flying machines
are impossible."
Lee DeForest,
inventor of the vacuum tube
and father of television, 1926.
Charles H. Duell,
U.S. Office of Patents, 1899.
Ken Olson, president,
chairman and founder of
Digital Equipment Corp., 1977.
Dr. Dionysus Larder, a professor
of Natural Philosophy and
Astronomy,(1793-1859).
Lord Byron, British poet, 1882The Ladies Home Journal,
article titled "Predictions
of the Year 2000", 1900
The president of Michigan Savings
Bank advising Henry Ford’s lawyer
not to invest in Ford Motor Co. ,
1903.
Lord Kelvin, president,
Royal Society, 1895.

17. As you have seen, most of the predictions about 2000s are inaccurate; still we cannot help but wonder what the future is
going to be like. Visions of the future, once fueled by the imagination of the science-fiction writers such as Jules Verne,
H.G.Wells,andAldousHuxley,havebecomethespecialtyoffuturistswhoareprofessionalsattemptingtosystematically
predictwhatthefutureholdsforhumanity,science,technologyandsoon.
In this section, you are going to listen to Daniel Estulin interviewing James Corbett for his Spanish-language television
program about transhumanism and the future of humanity. In this important interview, James explains
thegoalsoftranshumanismandwhatafuturesocietywilllooklikeifmandoesmergewithmachine.
Desde la sombra
Now listen to interview and take notes under the following headings. You will then use your notes to answer the
questionsin .Appendix4
1. The future of technological advancements
3. The implications of the wide gap between the rich and the poor concerning the use of technology
5. The ultimate goal of transhumanists
LISTENING: The Transhumanist Nightmare
2. What people feel about the technological advancements
4. How the human interaction will change
6. What the future holds in the next 25 years
98