L E V E L 7 · B O O K 3 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should Fast Fashion Be Banned?
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. overconsumption | | | |
| 2. microplastics | | | |
| 3. transparency | | | |
| 4. biodegradable | | | |
| 5. exploitation | | | |
| 6. sustainable | | | |
| 7. disposable | | | |
| 8. accountability | | | |
| 9. degradation | | | |
| 10. ethical | | | |
| 11. synthetic | | | |
| 12. textile -garment | | | |
| 13. contamination | | | |
| 14. regulation | | | |
| 15. supply chain | | | |
L E V E L 7 · B O O K 3 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should Fast Fashion Be Banned?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Fast Fashion Be Banned?
2. Fashion Forward or Earth Backward?
3. I Ween BE ERALn, =. oo.
4. Fast fashion is a way of producing clothes quickly and cheaply so people can follow the latest trends. Many.
5. However, fast fashion has serious environmental and ethical problems. Producing large amounts of clothing.
6. The environmental damage caused by fast fashion extends far beyond what most consumers realize. The.
7. Water consumption is another critical environmental concern associated with fast fashion. Producing a single.
8. The human cost of fast fashion is equally troubling. The workers who produce fast fashion garments are often.
9. Consumer behavior plays a central role in driving the fast fashion cycle, and changing that behavior is essential to.
10. Shifting this culture of overconsumption requires not only individual awareness but also broader social and.
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 3 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should Fast Fashion Be Banned?
Name: Date:
Motion: Should Fast Fashion Be Banned?
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 environmental damage. / Protects workers rights. / Encourages responsible consumption. / Improves product quality.
4. Counterargument — what would the other side say?
From the textbook: Provides affordable clothing. / Helps low-income consumers f. / Drives economic activity. / Can be improved instead of banned.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 3 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should Fast Fashion Be Banned?
Name: Date:
Topic: Should Fast Fashion Be Banned?
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 3 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should Fast Fashion Be Banned?
Name: Date:
Motion: Should Fast Fashion Be Banned?
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 3 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should Fast Fashion Be Banned?
Name: Score: / 10
Motion: Should Fast Fashion Be Banned?
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 3 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Single-Use Plastics Be Banned?
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. single-use | | | |
| 2. microplastics | | | |
| 3. biodegradable | | | |
| 4. accumulation | | | |
| 5. entangled | | | |
| 6. contamination | | | |
| 7. compostable | | | |
| 8. treaty | | | |
| 9. ecosystems | | | |
| 10. disposable | | | |
| 11. fossil fuels | | | |
| 12. recycling -debris | | | |
| 13. landfill | | | |
| 14. alternatives | | | |
| 15. legislation | | | |
L E V E L 7 · B O O K 3 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Single-Use Plastics Be Banned?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Single-Use Plastics Be Banned?
2. Conve. Teg 2 ygi Phe Planet.
3. Single-use plastics are products that are used once and then thrown away. These include plastic.
4. However, single-use plastics create serious environmental problems. Most plastic does not break.
5. The scale of plastic pollution in the world s oceans has reached a truly alarming level. Scientists.
6. Patch, one of the most well-known of these accumulations, covers an area larger than many.
7. The impact of plastic pollution on wildlife is both widespread and devastating. Sea turtles.
8. Microplastics have also been discovered in alarming quantities within the human body. Recent.
9. The economic cost of plastic pollution is substantial and often underestimated. Cleaning up.
10. Biodegradable and compostable alternatives to single-use plastics are being developed and.
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 3 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Single-Use Plastics Be Banned?
Name: Date:
Motion: Should Single-Use Plastics Be Banned?
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: Encourages sustainable alternatives. / Protects marine animals. / Reduces landfill waste. / Encourages eco-friendly materials.
4. Counterargument — what would the other side say?
From the textbook: Important for hygiene. / Cheap and widely available. / Hard to replace completely. / Supports many industries.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 3 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Single-Use Plastics Be Banned?
Name: Date:
Topic: Should Single-Use Plastics Be Banned?
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 3 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Single-Use Plastics Be Banned?
Name: Date:
Motion: Should Single-Use Plastics Be Banned?
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 3 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Single-Use Plastics Be Banned?
Name: Score: / 10
Motion: Should Single-Use Plastics Be Banned?
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 3 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should Influencers Be Regulated?
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. parasocial | | | |
| 2. misinformation | | | |
| 3. exploitation | | | |
| 4. transparency | | | |
| 5. accountability | | | |
| 6. media literacy | | | |
| 7. algorithm | | | |
| 8. disclosure | | | |
| 9. advocacy | | | |
| 10. regulation | | | |
| 11. influencer | | | |
| 12. authentic | | | |
| 13. endorsement | | | |
| 14. credibility | | | |
| 15. manipulation | | | |
L E V E L 7 · B O O K 3 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should Influencers Be Regulated?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Influencers Be Regulated?
2. Influencers are people who create online content and have the power to affect what others think, buy, or do.
3. Many influencers share videos, photos, reviews, and opinions on social media platforms. Some people admire.
4. However, many people believe influencers should be regulated more carefully. One reason is that influencers.
5. The relationship between influencers and their audiences is fundamentally different from traditional forms of.
6. The impact of influencers on the mental health of young people is one of the most serious concerns raised by.
7. Financial exploitation is another serious issue within the influencer industry that demands greater scrutiny.
8. The spread of health misinformation through influencer channels has emerged as a particularly dangerous.
9. At the same time, it is important to acknowledge the genuine and significant positive contributions that many.
10. The question of who should be responsible for regulating influencer content is complex and contested.
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 3 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should Influencers Be Regulated?
Name: Date:
Motion: Should Influencers Be Regulated?
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 young audiences. / Increases honesty in advertising. / Builds trust online. / Prevents harmful content.
4. Counterargument — what would the other side say?
From the textbook: Freedom of expression matters. / Too many rules may limit creativity. / Platforms already have guidelines. / Followers should think critically too.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 3 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should Influencers Be Regulated?
Name: Date:
Topic: Should Influencers Be Regulated?
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 3 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should Influencers Be Regulated?
Name: Date:
Motion: Should Influencers Be Regulated?
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 3 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should Influencers Be Regulated?
Name: Score: / 10
Motion: Should Influencers Be Regulated?
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 3 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should Schools Teach Life Skills Instead of Some Subjects?
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. financial literacy | | | |
| 2. curriculum | | | |
| 3. complementary | | | |
| 4. social emotional learning | | | |
| 5. civic life | | | |
| 6. disadvantaged | | | |
| 7. competency | | | |
| 8. project-based learning | | | |
| 9. budgeting | | | |
| 10. well-being | | | |
| 11. memorization | | | |
| 12. collaboration | | | |
| 13. equity | | | |
| 14. independence | | | |
| 15. nutrition | | | |
L E V E L 7 · B O O K 3 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should Schools Teach Life Skills Instead of Some Subjects?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Schools Teach Life Skills.
2. Instead of Some Subjects?
3. Schools traditionally teach subjects such as math, science, history, and literature. These subjects are.
4. Many students leave school knowing a lot about academic topics but very little about how to manage.
5. Should Schools Teach Life Skill.
6. However, critics disagree. They argue that traditional subjects are still essential because they build critical.
7. Financial literacy is one of the most frequently cited life skills that young people lack when they leave.
8. Mental health and emotional well-being are increasingly recognized as essential components of a complete.
9. Communication skills, both written and verbal, are among the most valuable abilities a person can develop.
10. Be saa e, . FSB A.
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 3 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should Schools Teach Life Skills Instead of Some Subjects?
Name: Date:
Motion: Should Schools Teach Life Skills Instead of Some Subjects?
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: Prepares students for real life. / Builds independence and responsibility. / Teaches useful daily skills. / Helps students handle emergencies.
4. Counterargument — what would the other side say?
From the textbook: Financial literacy is one of the most frequently cited life skills that young people lack when they leave. / Mental health and emotional well-being are increasingly recognized as essential components of a complete. / Communication skills, both written and verbal, are among the most valuable abilities a person can develop.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 3 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should Schools Teach Life Skills Instead of Some Subjects?
Name: Date:
Topic: Should Schools Teach Life Skills Instead of Some Subjects?
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 3 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should Schools Teach Life Skills Instead of Some Subjects?
Name: Date:
Motion: Should Schools Teach Life Skills Instead of Some Subjects?
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 3 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should Schools Teach Life Skills Instead of Some Subjects?
Name: Score: / 10
Motion: Should Schools Teach Life Skills Instead of Some Subjects?
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!