L E V E L 8 · B O O K 1 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should Countries Replace Fossil Fuels With Renewable Energy?
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. decarbonization | | | |
| 2. geopolitical | | | |
| 3. realignment | | | |
| 4. environmental | | | |
| 5. degradation | | | |
| 6. carbon neutrality | | | |
| 7. energy sovereignty | | | |
| 8. sustainability | | | |
| 9. electrification | | | |
| 10. intermittency | | | |
| 11. photovoltaic | | | |
| 12. resource depletion | | | |
| 13. atmospheric | | | |
| 14. contamination | | | |
| 15. socioeconomic | | | |
L E V E L 8 · B O O K 1 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should Countries Replace Fossil Fuels With Renewable Energy?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Bridging the Global Divide.
2. ViGFAMMAT HOCUS 7 RE WLIE: ncs..carsccosunemmerecoresentecscunsasemsnvayanecsmecenneenner 90.
3. REAGINZ/ CROCK cow cawevae eata/fiws vencoatlsl caselsalisn seu tile sasiseas ean ts uaaisewessiecasases 91.
4. Should Countries Replace Fossil.
5. Fuels With Renewable Energy?
6. Fuels With Renewable Energy.
7. For more than a century, countries around the world have depended heavily on fossil fuels such.
8. Another argument is that renewable energy is sustainable. Fossil fuels are limited natural.
9. Supporters also point to economic benefits. Renewable energy industries create jobs in.
10. Critics, however, argue that replacing fossil fuels too quickly may create economic challenges.
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 8 · B O O K 1 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should Countries Replace Fossil Fuels With Renewable Energy?
Name: Date:
Motion: Should Countries Replace Fossil Fuels With Renewable Energy?
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: Renewable energy reduces carbon emissions. / Clean energy protects the planet. / Renewable jobs strengthen the economy. / Fossil fuels are limited and unstable.
4. Counterargument — what would the other side say?
From the textbook: Renewable energy can be unreliable. / N 2. Transition costs may be too high. / Fossil fuel workers may lose jobs. / Some technologies harm wildlife or land.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 1 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should Countries Replace Fossil Fuels With Renewable Energy?
Name: Date:
Topic: Should Countries Replace Fossil Fuels With Renewable Energy?
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 8 · B O O K 1 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should Countries Replace Fossil Fuels With Renewable Energy?
Name: Date:
Motion: Should Countries Replace Fossil Fuels With Renewable Energy?
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 8 · B O O K 1 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should Countries Replace Fossil Fuels With Renewable Energy?
Name: Score: / 10
Motion: Should Countries Replace Fossil Fuels With Renewable Energy?
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 8 · B O O K 1 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Homework 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. regulation | | | |
| 2. academic pressure | | | |
| 3. achievement | | | |
| 4. inequality | | | |
| 5. balance | | | |
| 6. burnout | | | |
| 7. guideline | | | |
| 8. responsibility | | | |
| 9. discipline | | | |
| 10. limitation | | | |
| 11. well-being | | | |
| 12. workload | | | |
| 13. flexibility | | | |
| 14. consistency | | | |
| 15. advocate | | | |
L E V E L 8 · B O O K 1 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Homework Be Optional?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Homework Be Optional?
2. Homework has long been regarded as a cornerstone of formal education, providing students.
3. Proponents of homework argue that completing assignments outside the classroom plays an.
4. Critics and opponents, however, present an increasingly well-supported counterargument: that.
5. A growing number of educators have also begun to question the pedagogical value of.
6. These educators propose that more dynamic forms of learning such as collaborative.
7. The internationally celebrated educational model of Finland consistently ranked among the.
8. Should H work Be Optional?
9. The relationship between homework and academic achievement is considerably more.
10. While some studies have found modest positive correlations between homework.
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 8 · B O O K 1 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Homework Be Optional?
Name: Date:
Motion: Should Homework 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: Too much homework harms mental health. / Students need more time for sleep and activities. / Learning should be meaningful, not repetitive. / Optional homework promotes creativity and motivation.
4. Counterargument — what would the other side say?
From the textbook: Homework teaches discipline and responsibility. / Some students may not study at all if homework is optional. / Certain subjects require regular practice. / Teachers need consistency to track progress.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 1 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Homework Be Optional?
Name: Date:
Topic: Should Homework 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 8 · B O O K 1 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Homework Be Optional?
Name: Date:
Motion: Should Homework 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 8 · B O O K 1 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Homework Be Optional?
Name: Score: / 10
Motion: Should Homework 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!
L E V E L 8 · B O O K 1 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should Robots Replace Human Workers?
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. automation | | | |
| 2. efficiency | | | |
| 3. precision | | | |
| 4. hazardous | | | |
| 5. unemployment | | | |
| 6. inequality | | | |
| 7. empathy | | | |
| 8. creativity | | | |
| 9. accountability | | | |
| 10. innovation | | | |
| 11. repetitive | | | |
| 12. fatigue | | | |
| 13. retraining | | | |
| 14. discrimination | | | |
| 15. entrepreneurship | | | |
L E V E L 8 · B O O K 1 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should Robots Replace Human Workers?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Robots Replace Human Workers?
2. In recent years, robots and artificial intelligence (AI) have been advancing at an.
3. Supporters of robotics and automation argue that the benefits are undeniable.
4. Robots can perform many tasks faster, more accurately, and more consistently than.
5. Robots also protect workers by taking on dangerous tasks. They can handle toxic.
6. Furthermore, some economists argue that automation could push society toward a.
7. However, opponents of automation warn that the rise of robots comes with serious.
8. Another concern is inequality. Advanced robots and AI systems are expensive.
9. Critics also argue that there are certain jobs robots should never replace.
10. Careers that require empathy, creativity, moral judgment, and emotional.
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 8 · B O O K 1 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should Robots Replace Human Workers?
Name: Date:
Motion: Should Robots Replace Human Workers?
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: Robots work more efficiently and safely. / Automation increases productivity. / Robots can take dangerous jobs humans should avoid. / Robots allow humans to focus on creative tasks.
4. Counterargument — what would the other side say?
From the textbook: Robots cause unemployment. / Many jobs require emotion and creativity. / Automation increases inequality. / Workers may struggle to find new jobs.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 1 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should Robots Replace Human Workers?
Name: Date:
Topic: Should Robots Replace Human Workers?
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 8 · B O O K 1 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should Robots Replace Human Workers?
Name: Date:
Motion: Should Robots Replace Human Workers?
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 8 · B O O K 1 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should Robots Replace Human Workers?
Name: Score: / 10
Motion: Should Robots Replace Human Workers?
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 8 · B O O K 1 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should Countries Share Their Technology Freely?
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. digital divide | | | |
| 2. intellectual property | | | |
| 3. geopolitical | | | |
| 4. capacity building | | | |
| 5. multilateral | | | |
| 6. semiconductor | | | |
| 7. open-source | | | |
| 8. carbon capture | | | |
| 9. telemedicine | | | |
| 10. quantum computing | | | |
| 11. innovation | | | |
| 12. collaboration | | | |
| 13. infrastructure | | | |
| 14. patent | | | |
| 15. licensing | | | |
L E V E L 8 · B O O K 1 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should Countries Share Their Technology Freely?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Countries Share Their Technology Freely?
2. Bridging the Global Divide.
3. Technology has rapidly advanced over the past few decades, fundamentally transforming how we live, work.
4. Supporters of global technology sharing argue convincingly that open collaboration benefits everyone.
5. International organizations like the United Nations and the World Health Organization have long.
6. However, opponents raise equally legitimate concerns about the risks of sharing technology too freely.
7. Certain technologies particularly those related to national security or military defense are considered.
8. The digital divide the growing gap between those who have meaningful access to modern technology.
9. The environmental crisis presents perhaps the most urgent and morally unambiguous case for international.
10. The geopolitical dimensions of technology sharing are deeply complex and cannot be separated from broader.
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 8 · B O O K 1 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should Countries Share Their Technology Freely?
Name: Date:
Motion: Should Countries Share Their Technology Freely?
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: It reduces global inequality. / Technology sharing improves healthcare and education. / Cooperation strengthens diplomatic ties. / Shared innovation helps solve global crises.
4. Counterargument — what would the other side say?
From the textbook: It poses national security risks. / Countries may lose competitive advantage. / Intellectual property must be protected. / Technology can be misused by dangerous groups.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 1 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should Countries Share Their Technology Freely?
Name: Date:
Topic: Should Countries Share Their Technology Freely?
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 8 · B O O K 1 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should Countries Share Their Technology Freely?
Name: Date:
Motion: Should Countries Share Their Technology Freely?
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 8 · B O O K 1 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should Countries Share Their Technology Freely?
Name: Score: / 10
Motion: Should Countries Share Their Technology Freely?
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!