L E V E L 7 · B O O K 4 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should We Trust Our Memories?
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. fallibility | | | |
| 2. recollection | | | |
| 3. implanted | | | |
| 4. eyewitness | | | |
| 5. testimony | | | |
| 6. nostalgia | | | |
| 7. collective memory | | | |
| 8. trauma | | | |
| 9. rosy retrospection | | | |
| 10. fragmented | | | |
| 11. encode -false memory | | | |
| 12. distortion | | | |
| 13. suppressed | | | |
| 14. conviction | | | |
| 15. subconscious amnesia | | | |
L E V E L 7 · B O O K 4 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should We Trust Our Memories?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We-Trust Our Memories? \.
2. Fact or Fictigg in, aur Mind?
3. Should We Trust Our Memories.
4. Most people believe their memories are reliable. We use memory every day to learn, make decisions, and understand.
5. There are many reasons memories can become inaccurate. People may forget parts of an event, mix two different.
6. Should We Trust Our Memories?
7. Fact or Fiction in Your Mind?
8. One of the most fascinating and troubling discoveries in memory research is the phenomenon of false.
9. The legal system is one area where the fallibility of human memory has particularly significant and.
10. Childhood memories present a particularly interesting case in the study of memory reliability. Most adults.
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 4 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should We Trust Our Memories?
Name: Date:
Motion: Should We Trust Our Memories?
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: Memory helps build identity. / Memories guide daily decisions. / Emotional truth still has value. / People learn from remembered experiences.
4. Counterargument — what would the other side say?
From the textbook: Memory can be inaccurate. / Emotions can distort events. / Other people can influence memory. / Facts and evidence are more reliable.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 4 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should We Trust Our Memories?
Name: Date:
Topic: Should We Trust Our Memories?
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 4 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should We Trust Our Memories?
Name: Date:
Motion: Should We Trust Our Memories?
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 4 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should We Trust Our Memories?
Name: Score: / 10
Motion: Should We Trust Our Memories?
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 4 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Happiness Be Measured?
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. hedonic happiness | | | |
| 2. eudaimonic | | | |
| 3. happiness | | | |
| 4. flourishing | | | |
| 5. autonomy -resilience | | | |
| 6. curated | | | |
| 7. threshold | | | |
| 8. qualitative | | | |
| 9. imperative | | | |
| 10. contentment | | | |
| 11. well-being | | | |
| 12. positive psychology | | | |
| 13. dissatisfaction | | | |
| 14. isolation | | | |
| 15. quantitative | | | |
L E V E L 7 · B O O K 4 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Happiness Be Measured?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Happiness Be Measured?
2. Can Joy Have a Number?
3. People often say that everyone wants to be happy, but happiness can mean different things to.
4. However, many people question whether happiness should be measured at all. They argue that.
5. The history of happiness as a subject of serious scientific study is relatively recent, yet it has.
6. For much of human history, happiness-was-considered a philosophical or spiritual matter.
7. One of the most important distinctions in happiness research is the difference between two.
8. Cross-cultural differences in how happiness is understood and expressed present a significant.
9. The relationship between wealth and happiness is one of the most widely studied and debated.
10. Social connection and the quality of personal relationships consistently emerge as among the strongest predictors.
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 4 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Happiness Be Measured?
Name: Date:
Motion: Should Happiness Be Measured?
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: Helps governments understand public wellbeing. / Shows patterns in society. / Can improve healthcare and education. / Encourages leaders to care about quality of life.
4. Counterargument — what would the other side say?
From the textbook: Happiness is too personal. / Feelings change all the time. / Numbers cannot show the whole truth. / Measurement may create unhealthy pressure.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 4 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Happiness Be Measured?
Name: Date:
Topic: Should Happiness Be Measured?
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 4 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Happiness Be Measured?
Name: Date:
Motion: Should Happiness Be Measured?
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 4 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Happiness Be Measured?
Name: Score: / 10
Motion: Should Happiness Be Measured?
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 4 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should People Live Forever If Technology Allows It?
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. senescence | | | |
| 2. telomere | | | |
| 3. healthspan | | | |
| 4. mortality | | | |
| 5. gerontology | | | |
| 6. consciousness | | | |
| 7. depletion | | | |
| 8. continuity | | | |
| 9. immortality | | | |
| 10. deterioration | | | |
| 11. lifespan | | | |
| 12. gene therapy | | | |
| 13. overpopulation | | | |
| 14. philosophical | | | |
| 15. identity | | | |
L E V E L 7 · B O O K 4 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should People Live Forever If Technology Allows It?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should People Live Forever.
2. If Technology Allows It?
3. A Blessing or a Burden?
4. The scientific pursuit of life extension is already well underway, and recent developments suggest that what.
5. The philosophical implications of immortality are profound and deeply unsettling in ways that go far beyond.
6. Immortality might not simply extend human life it might fundamentally transform what it means to be.
7. The environmental consequences of dramatically extended human lifespans would be enormous and potentially.
8. Immortality would also pose extraordinary challenges for social structures, political systems, and.
9. The psychological experience of living for centuries-or millennia is another dimension of immortality that.
10. Religious and spiritual traditions around the world have much to say about the prospect-of human.
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 4 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should People Live Forever If Technology Allows It?
Name: Date:
Motion: Should People Live Forever If Technology Allows It?
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: Prevents aging and disease. / Gives people more time to learn and grow. / Allows longer relationships and achievements. / Helps humanity keep wisdom and experience.
4. Counterargument — what would the other side say?
From the textbook: Could increase inequality. / May reduce motivation and meaning. / Endless life could become emotionally exhausting. / Society may face population problems.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 4 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should People Live Forever If Technology Allows It?
Name: Date:
Topic: Should People Live Forever If Technology Allows It?
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 4 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should People Live Forever If Technology Allows It?
Name: Date:
Motion: Should People Live Forever If Technology Allows It?
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 4 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should People Live Forever If Technology Allows It?
Name: Score: / 10
Motion: Should People Live Forever If Technology Allows It?
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 4 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should We Know Everything About the Future?
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. determinism | | | |
| 2. self-fulfilling prophecy | | | |
| 3. foreknowledge | | | |
| 4. sacrilege | | | |
| 5. predestination | | | |
| 6. algorithm | | | |
| 7. agency | | | |
| 8. demographic | | | |
| 9. foreseeable | | | |
| 10. resilience | | | |
| 11. uncertainty | | | |
| 12. prediction | | | |
| 13. accountability | | | |
| 14. transparency | | | |
| 15. fatalism | | | |
L E V E L 7 · B O O K 4 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should We Know Everything About the Future?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Know Everything About the Future?
2. For thousands of years, humans have longed to know what lies ahead. Ancient people studied the.
3. Supporters argue that foreknowledge could protect us from harm. If we could clearly see future.
4. The history of human attempts to predict the future is long, fascinating, and filled with both remarkable.
5. The role of artificial intelligence in predicting human behavior raises some of the most complex and.
6. The psychological impact of knowing-6ne's personal future would likely be far more complex and.
7. Conversely, knowing that a positive outcome was guaranteed might eliminate the effort, creativity, and.
8. Would punishment, reward, education, or rehabilitation make any sense in a world where outcomes.
9. A world in which the future is known in advance is a world in which the concept of human agency.
10. Different cultures and spiritual traditions offer strikingly different perspectives on the desirability of.
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 4 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should We Know Everything About the Future?
Name: Date:
Motion: Should We Know Everything About the Future?
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: Helps people avoid mistakes. / Protects lives from danger. / Improves planning and decision-making. / Reduces uncertainty and fear.
4. Counterargument — what would the other side say?
From the textbook: Reduces freedom and choice. / May increase anxiety. / Makes life less mysterious. / Could weaken motivation.
5. Rebuttal — why is your side still stronger?
L E V E L 7 · B O O K 4 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should We Know Everything About the Future?
Name: Date:
Topic: Should We Know Everything About the Future?
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 4 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should We Know Everything About the Future?
Name: Date:
Motion: Should We Know Everything About the Future?
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 4 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should We Know Everything About the Future?
Name: Score: / 10
Motion: Should We Know Everything About the Future?
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!