L E V E L 7 · B O O K 2 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should We Bring Back Extinct Animals?
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. de-extinction | | | |
| 2. ecosystem | | | |
| 3. genetic engineering | | | |
| 4. biodiversity | | | |
| 5. ethical | | | |
| 6. conservation | | | |
| 7. resilient | | | |
| 8. oversight | | | |
| 9. ingenuity | | | |
| 10. humane | | | |
| 11. reintroduction | | | |
| 12. captivity | | | |
| 13. endangered | | | |
| 14. consequences | | | |
| 15. stewardship -habitat | | | |
L E V E L 7 · B O O K 2 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should We Bring Back Extinct Animals?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Bring Back Extinct Animals?
2. Scientists today are developing new technologies that may allow extinct animals to return to life. This process.
3. However, many experts strongly disagree with this idea. They argue that bringing back extinct animals could.
4. De-extinction raises deep ethical questions that scientists and society must carefully consider. Is it right for.
5. The cost of de-extinction research is another major concern. Developing the technology to recreate extinct.
6. SS SThereis also the question of where these revived animals would actually live-The habitats that once.
7. Keeping these animals in zoos or research facilities raises additional concerns about their-quality-of life and.
8. Some scientists point out that de-extinction technology could have valuable applications beyond simply.
9. They could also be used to increase genetic diversity in small animal populations, making those species more.
10. Public opinion on de-extinction is deeply divided, and this division reflects broader questions about.
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 2 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should We Bring Back Extinct Animals?
Name: Date:
Motion: Should We Bring Back Extinct Animals?
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: Advances scientific knowledge. / Fixes past human mistakes. / SS. 5.Supports environmental balance. / Helps restore damaged environments = = = =.
4. Counterargument — what would the other side say?
From the textbook: SS wildlife. There is also the concern that these animals would not survive in today's environment or could suffer. / S Sx in captivity. Critics believe it is more important to protect animals that are currently endangered rather than. / De-extinction raises deep ethical questions that scientists and society must carefully consider. Is it right for. / The cost of de-extinction research is another major concern. Developing the technology to recreate extinct.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 2 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should We Bring Back Extinct Animals?
Name: Date:
Topic: Should We Bring Back Extinct Animals?
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 2 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should We Bring Back Extinct Animals?
Name: Date:
Motion: Should We Bring Back Extinct Animals?
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 2 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should We Bring Back Extinct Animals?
Name: Score: / 10
Motion: Should We Bring Back Extinct Animals?
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 2 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Humans Colonize Mars?
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. colonization | | | |
| 2. radiation | | | |
| 3. confinement | | | |
| 4. contamination | | | |
| 5. hydroponic | | | |
| 6. sustainable | | | |
| 7. inequality | | | |
| 8. multi-planetary | | | |
| 9. isolation | | | |
| 10. overpopulation | | | |
| 11. -microbial | | | |
| 12. psychological | | | |
| 13. resourceful | | | |
| 14. -terraforming | | | |
| 15. interplanetary | | | |
L E V E L 7 · B O O K 2 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Humans Colonize Mars?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Humans Colonize Mars?
2. Mars has long been one of the most fascinating planets in our solar system. In recent years.
3. Mars could help humans survive. They also argue that building a colony on another planet.
4. However, many people believe colonizing Mars is too risky and too expensive. Mars has no.
5. SS spend huge amounts of money on Mars when people on Earth still face poverty, hunger, and.
6. SSS environmental damage. They believe the focus should be on solving problems here first.
7. Oneofthe most significant challenges of Mars colonization is the physical and psychological.
8. The question of who would have the right to live on Mars is also deeply important. Would Mars.
9. S22.Aof fairness, international cooperation, and equal opportunity for al-of humanity.
10. The environmental impact of Mars colonization also. deserves carefulthought. Although Mars.
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 2 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Humans Colonize Mars?
Name: Date:
Motion: Should Humans Colonize Mars?
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: Protects humanity s future. / Encourages scientific innovation %. / Expands human knowledge. / Creates a backup home beyond Earth.
4. Counterargument — what would the other side say?
From the textbook: Mars is too dangerous. / The project is too expensive. / Earth s problems should come first. / Humans may suffer from isolation and harsh conditions.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 2 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Humans Colonize Mars?
Name: Date:
Topic: Should Humans Colonize Mars?
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 2 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Humans Colonize Mars?
Name: Date:
Motion: Should Humans Colonize Mars?
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 2 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Humans Colonize Mars?
Name: Score: / 10
Motion: Should Humans Colonize Mars?
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 2 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should We Use Drones for Daily Delivery?
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. malfunction | | | |
| 2. surveillance | | | |
| 3. emissions | | | |
| 4. cybersecurity | | | |
| 5. airspace | | | |
| 6. infrastructure | | | |
| 7. congestion | | | |
| 8. phased | | | |
| 9. vulnerable | | | |
| 10. inclusive | | | |
| 11. residential | | | |
| 12. autonomous | | | |
| 13. -logistics | | | |
| 14. regulation | | | |
| 15. vigilance | | | |
L E V E L 7 · B O O K 2 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should We Use Drones for Daily Delivery?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Use Drones for Daily Delivery?
2. Drones are flying machines that can move through-the-air without a pilot inside. In recent-years= = =.
3. However, many people worry about the risks of dailydrone delivery. One concern is safety. If a drone.
4. One of the most promising aspects of drone delivery is its potential to transform healthcare and.
5. SS. The environmental impact of drone delivery is another important factor to consider. Traditional.
6. The economic impact of drone delivery on human workers is a deeply complex and Socially important.
7. Urban planning and airspace management will need to evolve significantly to accommodate large.
8. SScurban drone navigation. Developing reliable systems that can handle thousands of simultaneous.
9. Security is another critical concern that must not be overlooked. Drones can potentially be hacked.
10. Ensuring the cybersecurity of drone systems will require constant vigilance, regular software.
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 2 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should We Use Drones for Daily Delivery?
Name: Date:
Motion: Should We Use Drones for Daily Delivery?
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: Drones deliver quickly and efficiently. / They can reach remote places. / Drones reduce road traffic. / They are useful in emergencies.
4. Counterargument — what would the other side say?
From the textbook: Drones may crash and cause harm. / They can threaten privacy. / Constant drone noise may disturb neighborhoods. / Human delivery jobs may disappear.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 2 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should We Use Drones for Daily Delivery?
Name: Date:
Topic: Should We Use Drones for Daily Delivery?
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 2 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should We Use Drones for Daily Delivery?
Name: Date:
Motion: Should We Use Drones for Daily Delivery?
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 2 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should We Use Drones for Daily Delivery?
Name: Score: / 10
Motion: Should We Use Drones for Daily Delivery?
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 2 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should People Have Digital Avatars Instead of Real Life?
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. avatar | | | |
| 2. authenticity | | | |
| 3. commodification | | | |
| 4. inadequacy | | | |
| 5. therapeutic | | | |
| 6. legislation | | | |
| 7. erosion | | | |
| 8. informed consent | | | |
| 9. self-esteem | | | |
| 10. manipulation | | | |
| 11. virtual | | | |
| 12. identity | | | |
| 13. disconnected | | | |
| 14. customization | | | |
| 15. idealized | | | |
L E V E L 7 · B O O K 2 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should People Have Digital Avatars Instead of Real Life?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should People Have Diggta@ieAvatars.
2. Se ___ Virtual You, Realhife? hada.
3. Should People Have Digital Avatars.
4. Instead of Real Life?
5. Virtual You, Real Life?
6. A digital avatar is a character that represents a person online. As technology continues to grow.
7. They can also help shy people feel more comfortable speaking or socializing online, and open new.
8. S <~.However, many people worry that relying too much on avatars could harm real-life relationships.
9. One significant advantage of digital avatars is their ability to create safe spaces for people who- = = = =.
10. SS SSNthe psychological effects of long-term avatar use on children andteenagers-are a growing concern.
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 2 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should People Have Digital Avatars Instead of Real Life?
Name: Date:
Motion: Should People Have Digital Avatars Instead of Real Life?
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: Avatars allow creative self-expression. / They help shy people communicate. / Virtual spaces create global connections. / Avatars support learning and entertainment.
4. Counterargument — what would the other side say?
From the textbook: Causes disconnection from reality. / Can weaken real-life relationships. / Encourages dishonesty or fake identity. / Creates pressure to look perfect.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 2 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should People Have Digital Avatars Instead of Real Life?
Name: Date:
Topic: Should People Have Digital Avatars Instead of Real Life?
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 2 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should People Have Digital Avatars Instead of Real Life?
Name: Date:
Motion: Should People Have Digital Avatars Instead of Real Life?
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 2 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should People Have Digital Avatars Instead of Real Life?
Name: Score: / 10
Motion: Should People Have Digital Avatars Instead of Real Life?
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!