L E V E L 7 · B O O K 1 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should We Have Longer School Breaks?
Name: Date:
Write each word’s part of speech, a definition in English (do not translate), and one academic sentence that shows you understand it.
| Term | Part of Speech | Definition (in English) | Academic Sentence |
|---|
| 1. rejuvenation | | | |
| 2. cognitive fatigue | | | |
| 3. academic retention | | | |
| 4. psychological | | | |
| 5. resilience | | | |
| 6. intellectual | | | |
| 7. engagement | | | |
| 8. curriculum | | | |
| 9. structure | | | |
| 10. emotional | | | |
| 11. well-being | | | |
| 12. developmental growth | | | |
| 13. academic regression | | | |
| 14. socioeconomic | | | |
| 15. disparity | | | |
L E V E L 7 · B O O K 1 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should We Have Longer School Breaks?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Have Longer School Breaks?
2. Many students around the world believe that school breaks should be longer. They argue that short breaks do.
3. However, some teachers and parents worry about the challenges of longer vacations. One major concern is the.
4. Because of these issues, some education experts say that the problem is not the length of the break but the.
5. Still, others argue that different students have different needs. Some learn best after long periods of rest, while.
6. Supporters of longer breaks also believe that students need time for emotional recovery.
7. School pressure, tests, homework, and busy schedules can sometimes make students feel anxious or.
8. Longer vacations may help children relax, sleep more, and reduce stress.
9. Students who feel mentally refreshed often return to school with better attitudes and stronger motivation.
10. For this reason, some people believe breaks are important not only for rest, but also for mental health.
Listen carefully and write each sentence exactly. Check capital letters and punctuation.
Summarize the passage in ONE sentence
Use your own words. Do not copy a sentence from the passage.
Two key terms you heard, and why they matter
L E V E L 7 · B O O K 1 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should We Have Longer School Breaks?
Name: Date:
Motion: Should We Have Longer School Breaks?
My side: FORAGAINST (circle one)
1. Claim — state your position in one sentence
2. Reason A + Evidence
Give a reason, then support it with a fact, example, or statistic.
From the textbook: Longer breaks improve mental health. / Students return with more energy. / Reduces stress and burnout. / More time for hobbies and family.
4. Counterargument — what would the other side say?
From the textbook: Creates a learning gap. / Students may forget important lessons. / Teachers need more review time. / Daily routines become unstable.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 1 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should We Have Longer School Breaks?
Name: Date:
Topic: Should We Have Longer School Breaks?
Plan the whole essay here first. Write in note form — full sentences only for the thesis.
Hook
A question, a surprising fact, or a short scene.
Background
What does the reader need to know before your argument?
Thesis
One full sentence stating your position and your two main reasons.
Body 1
Topic sentence → evidence → explanation.
Counter
The strongest objection to your view.
Rebuttal
Answer the objection without repeating your thesis.
Conclusion
So what? Why does this matter beyond the classroom?
L E V E L 7 · B O O K 1 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should We Have Longer School Breaks?
Name: Date:
Motion: Should We Have Longer School Breaks?
My team:Team A Team BMy side:FOR (agree) AGAINST (disagree)My role:1st 2nd 3rd speaker
1. Our constructive — say it FROM MEMORY, then write it here
Assertion → Reasoning → Evidence. No peeking at the book.
✍ THEY said… (listening notes)
↪ WE answer… (rebuttal plan)
2. P.O.I. — one sharp question to interrupt with
3. Closing — crystallize: why our side wins, in two sentences
Teacher check — spoke from memory:Yes AlmostBest moment today:
L E V E L 7 · B O O K 1 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should We Have Longer School Breaks?
Name: Score: / 10
Motion: Should We Have Longer School Breaks?
Close your book. Write the sentences you memorized exactly. Then read them aloud to your teacher.
1️⃣ My full argument (Assertion – Reasoning – Evidence)
1.
2.
3.
4.
5.
2️⃣ My rebuttal sentence
6.
7.
3️⃣ Delivery — how did you say it?
| Skill | What we look for | Me | Teacher |
|---|
| Memory | Every sentence said without looking | / 3 | / 3 |
| Voice | Loud, clear, good pace | / 2 | / 2 |
| Eye contact | Looking at the audience, not the paper | / 2 | / 2 |
| Confidence | Standing tall, no long pauses | / 3 | / 3 |
Teacher signature: Practice again at home:Yes No need!
L E V E L 7 · B O O K 1 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Robots Replace Athletes in Dangerous Sports?
Name: Date:
Write each word’s part of speech, a definition in English (do not translate), and one academic sentence that shows you understand it.
| Term | Part of Speech | Definition (in English) | Academic Sentence |
|---|
| 1. biomechanical | | | |
| 2. engineering | | | |
| 3. autonomous systems | | | |
| 4. kinetic precision | | | |
| 5. technological | | | |
| 6. integration | | | |
| 7. mechanical | | | |
| 8. endurance | | | |
| 9. algorithmic control | | | |
| 10. artificial mobility | | | |
| 11. human vulnerability | | | |
| 12. psychological | | | |
| 13. resilience | | | |
| 14. competitive | | | |
| 15. integrity | | | |
L E V E L 7 · B O O K 1 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Robots Replace Athletes in Dangerous Sports?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Robots Replace Athletes in.
2. Dangerous sports such as boxing, mountain climbing, car racing, and bull riding have always.
3. Even with modern safety equipment, helmets, and protective gear, accidents can happen in just.
4. Athletes may suffer broken bones, concussions, or even life-threatening injuries.
5. Because of these dangers, some people today wonder whether robots rather than humans.
6. Supporters of robot athletes believe that technology has advanced enough to make this.
7. Modern robots can move with great speed, react faster than humans, and perform powerful.
8. These supporters argue that if robots competed in dangerous sports, human athletes would no.
9. Fans could still watch exciting competitions, but without the fear of someone getting badly.
10. They also say that robot sports could push science and engineering forward, inspiring new.
Listen carefully and write each sentence exactly. Check capital letters and punctuation.
Summarize the passage in ONE sentence
Use your own words. Do not copy a sentence from the passage.
Two key terms you heard, and why they matter
L E V E L 7 · B O O K 1 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Robots Replace Athletes in Dangerous Sports?
Name: Date:
Motion: Should Robots Replace Athletes in Dangerous Sports?
My side: FORAGAINST (circle one)
1. Claim — state your position in one sentence
2. Reason A + Evidence
Give a reason, then support it with a fact, example, or statistic.
From the textbook: Robot athletes may improve safety. They may also reduce human injuries. / Advanced robots can move quickly. They can also analyze danger in real time. / Sports fans completely support replacing humans with robots. This almost never happens. / Audiences fully agree about the future of dangerous sports. This almost never happens.
4. Counterargument — what would the other side say?
From the textbook: They argue that replacing humans with robots would change the meaning and emotional value. / Sports are not only about winning they are about courage, effort, teamwork, and. / When people watch athletes compete, they admire the human spirit: the fear of losing, the joy. / Robots cannot feel any of these emotions, so some fans worry that robot-only competitions.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 1 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Robots Replace Athletes in Dangerous Sports?
Name: Date:
Topic: Should Robots Replace Athletes in Dangerous Sports?
Plan the whole essay here first. Write in note form — full sentences only for the thesis.
Hook
A question, a surprising fact, or a short scene.
Background
What does the reader need to know before your argument?
Thesis
One full sentence stating your position and your two main reasons.
Body 1
Topic sentence → evidence → explanation.
Counter
The strongest objection to your view.
Rebuttal
Answer the objection without repeating your thesis.
Conclusion
So what? Why does this matter beyond the classroom?
L E V E L 7 · B O O K 1 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Robots Replace Athletes in Dangerous Sports?
Name: Date:
Motion: Should Robots Replace Athletes in Dangerous Sports?
My team:Team A Team BMy side:FOR (agree) AGAINST (disagree)My role:1st 2nd 3rd speaker
1. Our constructive — say it FROM MEMORY, then write it here
Assertion → Reasoning → Evidence. No peeking at the book.
✍ THEY said… (listening notes)
↪ WE answer… (rebuttal plan)
2. P.O.I. — one sharp question to interrupt with
3. Closing — crystallize: why our side wins, in two sentences
Teacher check — spoke from memory:Yes AlmostBest moment today:
L E V E L 7 · B O O K 1 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Robots Replace Athletes in Dangerous Sports?
Name: Score: / 10
Motion: Should Robots Replace Athletes in Dangerous Sports?
Close your book. Write the sentences you memorized exactly. Then read them aloud to your teacher.
1️⃣ My full argument (Assertion – Reasoning – Evidence)
1.
2.
3.
4.
5.
2️⃣ My rebuttal sentence
6.
7.
3️⃣ Delivery — how did you say it?
| Skill | What we look for | Me | Teacher |
|---|
| Memory | Every sentence said without looking | / 3 | / 3 |
| Voice | Loud, clear, good pace | / 2 | / 2 |
| Eye contact | Looking at the audience, not the paper | / 2 | / 2 |
| Confidence | Standing tall, no long pauses | / 3 | / 3 |
Teacher signature: Practice again at home:Yes No need!
L E V E L 7 · B O O K 1 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should Countries Limit Air Travel to Protect the Environment?
Name: Date:
Write each word’s part of speech, a definition in English (do not translate), and one academic sentence that shows you understand it.
| Term | Part of Speech | Definition (in English) | Academic Sentence |
|---|
| 1. greenhouse gases | | | |
| 2. aviation | | | |
| 3. sustainable | | | |
| 4. emissions | | | |
| 5. carbon dioxide | | | |
| 6. innovation | | | |
| 7. ecosystems | | | |
| 8. sacrifice | | | |
| 9. biofuels | | | |
| 10. legislation | | | |
| 11. efficiency | | | |
| 12. atmosphere | | | |
| 13. tourism | | | |
| 14. equality | | | |
| 15. consequences | | | |
L E V E L 7 · B O O K 1 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should Countries Limit Air Travel to Protect the Environment?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Countries Limit Air Travel.
2. On the other hand, many people strongly disagree with strict limits on air travel.
3. They argue that flying is essential for the modern world.
4. Airplanes help families stay connected, especially when they live in different countries.
5. They support international business, allowing products and ideas to move around the world quickly.
6. Tourism is a major source of income for many nations, creating jobs for hotel workers, tour guides.
7. If flights are reduced too much, entire communities that depend on tourism could suffer financially.
8. Critics say that instead of limiting flights, countries should focus on improving aviation technology.
9. Some experts believe the best solution is a balanced approach.
10. Instead of banning flights or placing heavy limits on travel, governments could encourage eco-friendly.
Listen carefully and write each sentence exactly. Check capital letters and punctuation.
Summarize the passage in ONE sentence
Use your own words. Do not copy a sentence from the passage.
Two key terms you heard, and why they matter
L E V E L 7 · B O O K 1 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should Countries Limit Air Travel to Protect the Environment?
Name: Date:
Motion: Should Countries Limit Air Travel to Protect the Environment?
My side: FORAGAINST (circle one)
1. Claim — state your position in one sentence
2. Reason A + Evidence
Give a reason, then support it with a fact, example, or statistic.
From the textbook: Reduces pollution and greenhouse gases. / Protects the environment from damage. / Slows down climate change. / Encourages eco-friendly transportation.
4. Counterargument — what would the other side say?
From the textbook: They argue that flying is essential for the modern world. / Airplanes help families stay connected, especially when they live in different countries. / They support international business, allowing products and ideas to move around the world quickly. / Tourism is a major source of income for many nations, creating jobs for hotel workers, tour guides.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 1 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should Countries Limit Air Travel to Protect the Environment?
Name: Date:
Topic: Should Countries Limit Air Travel to Protect the Environment?
Plan the whole essay here first. Write in note form — full sentences only for the thesis.
Hook
A question, a surprising fact, or a short scene.
Background
What does the reader need to know before your argument?
Thesis
One full sentence stating your position and your two main reasons.
Body 1
Topic sentence → evidence → explanation.
Counter
The strongest objection to your view.
Rebuttal
Answer the objection without repeating your thesis.
Conclusion
So what? Why does this matter beyond the classroom?
L E V E L 7 · B O O K 1 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should Countries Limit Air Travel to Protect the Environment?
Name: Date:
Motion: Should Countries Limit Air Travel to Protect the Environment?
My team:Team A Team BMy side:FOR (agree) AGAINST (disagree)My role:1st 2nd 3rd speaker
1. Our constructive — say it FROM MEMORY, then write it here
Assertion → Reasoning → Evidence. No peeking at the book.
✍ THEY said… (listening notes)
↪ WE answer… (rebuttal plan)
2. P.O.I. — one sharp question to interrupt with
3. Closing — crystallize: why our side wins, in two sentences
Teacher check — spoke from memory:Yes AlmostBest moment today:
L E V E L 7 · B O O K 1 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should Countries Limit Air Travel to Protect the Environment?
Name: Score: / 10
Motion: Should Countries Limit Air Travel to Protect the Environment?
Close your book. Write the sentences you memorized exactly. Then read them aloud to your teacher.
1️⃣ My full argument (Assertion – Reasoning – Evidence)
1.
2.
3.
4.
5.
2️⃣ My rebuttal sentence
6.
7.
3️⃣ Delivery — how did you say it?
| Skill | What we look for | Me | Teacher |
|---|
| Memory | Every sentence said without looking | / 3 | / 3 |
| Voice | Loud, clear, good pace | / 2 | / 2 |
| Eye contact | Looking at the audience, not the paper | / 2 | / 2 |
| Confidence | Standing tall, no long pauses | / 3 | / 3 |
Teacher signature: Practice again at home:Yes No need!
L E V E L 7 · B O O K 1 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should PE (Physical Education) Be Optional?
Name: Date:
Write each word’s part of speech, a definition in English (do not translate), and one academic sentence that shows you understand it.
| Term | Part of Speech | Definition (in English) | Academic Sentence |
|---|
| 1. mandatory | | | |
| 2. sedentary | | | |
| 3. cardiovascular | | | |
| 4. curriculum | | | |
| 5. personalized | | | |
| 6. engagement | | | |
| 7. noncompetitive | | | |
| 8. wellbeing | | | |
| 9. coordinated | | | |
| 10. flexibility | | | |
| 11. embarrassment | | | |
| 12. concentration | | | |
| 13. nutrition | | | |
| 14. structured | | | |
| 15. lifelong | | | |
L E V E L 7 · B O O K 1 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should PE (Physical Education) Be Optional?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Student Choice or School Duty?
2. However, some students and parents believe PE should be optional. Not all students enjoy team.
3. Critics argue that forcing students to participate can cause embarrassment, frustration, or even.
4. Some students feel that PE class is one of the best parts of their school day. They look forward to.
5. On the other hand, some students feel deeply uncomfortable during PE class. They may be slower than others.
6. Research shows that regular physical activity has a strong connection to better academic performance. When.
7. Some educators and health experts suggest a balanced solution. Instead of making PE completely.
8. Technology is also changing the way students can stay active. Today, there are apps, online fitness.
9. Culture and family background also play a role in how students feel about physical activity. In some.
10. The debate raises an important question: Should physical health be protected through required classes.
Listen carefully and write each sentence exactly. Check capital letters and punctuation.
Summarize the passage in ONE sentence
Use your own words. Do not copy a sentence from the passage.
Two key terms you heard, and why they matter
L E V E L 7 · B O O K 1 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should PE (Physical Education) Be Optional?
Name: Date:
Motion: Should PE (Physical Education) Be Optional?
My side: FORAGAINST (circle one)
1. Claim — state your position in one sentence
2. Reason A + Evidence
Give a reason, then support it with a fact, example, or statistic.
From the textbook: Keeps students healthy. / Reduces stress and improves mental health. / Prevents long-term health problems. / Helps students build discipline.
4. Counterargument — what would the other side say?
From the textbook: Not all students enjoy competitive sports. / Some feel anxiety or discomfort. / Students should choose their activity. / Medical or physical limits must be respected.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 1 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should PE (Physical Education) Be Optional?
Name: Date:
Topic: Should PE (Physical Education) Be Optional?
Plan the whole essay here first. Write in note form — full sentences only for the thesis.
Hook
A question, a surprising fact, or a short scene.
Background
What does the reader need to know before your argument?
Thesis
One full sentence stating your position and your two main reasons.
Body 1
Topic sentence → evidence → explanation.
Counter
The strongest objection to your view.
Rebuttal
Answer the objection without repeating your thesis.
Conclusion
So what? Why does this matter beyond the classroom?
L E V E L 7 · B O O K 1 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should PE (Physical Education) Be Optional?
Name: Date:
Motion: Should PE (Physical Education) Be Optional?
My team:Team A Team BMy side:FOR (agree) AGAINST (disagree)My role:1st 2nd 3rd speaker
1. Our constructive — say it FROM MEMORY, then write it here
Assertion → Reasoning → Evidence. No peeking at the book.
✍ THEY said… (listening notes)
↪ WE answer… (rebuttal plan)
2. P.O.I. — one sharp question to interrupt with
3. Closing — crystallize: why our side wins, in two sentences
Teacher check — spoke from memory:Yes AlmostBest moment today:
L E V E L 7 · B O O K 1 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should PE (Physical Education) Be Optional?
Name: Score: / 10
Motion: Should PE (Physical Education) Be Optional?
Close your book. Write the sentences you memorized exactly. Then read them aloud to your teacher.
1️⃣ My full argument (Assertion – Reasoning – Evidence)
1.
2.
3.
4.
5.
2️⃣ My rebuttal sentence
6.
7.
3️⃣ Delivery — how did you say it?
| Skill | What we look for | Me | Teacher |
|---|
| Memory | Every sentence said without looking | / 3 | / 3 |
| Voice | Loud, clear, good pace | / 2 | / 2 |
| Eye contact | Looking at the audience, not the paper | / 2 | / 2 |
| Confidence | Standing tall, no long pauses | / 3 | / 3 |
Teacher signature: Practice again at home:Yes No need!