L E V E L 8 · B O O K 2 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should Governments Control Social Media Content?
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. algorithm | | | |
| 2. misinformation | | | |
| 3. censorship | | | |
| 4. interoperability | | | |
| 5. transparency | | | |
| 6. moderation | | | |
| 7. polarization | | | |
| 8. accountability | | | |
| 9. regulation | | | |
| 10. disinformation | | | |
| 11. engagement | | | |
| 12. fact-checking | | | |
| 13. echo chamber | | | |
| 14. surveillance | | | |
| 15. manipulation | | | |
L E V E L 8 · B O O K 2 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should Governments Control Social Media Content?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. ViGFAMMAT HOCUS 7 RE WLIE: ncs..carsccosunemmerecoresentecscunsasemsnvayanecsmecenneenner 90.
2. REAGING GUEOK croccssiic cau sea coder aitis waaciiow alan bea ipas niMaroan eas uumaaessmacaaeanilues 91.
3. Real-Life Project: My Economic Security Plan 99.
4. Should Governments Control Social Media Content?
5. Social media has become one of the most powerful forms of communication in modern society. Millions of.
6. Another reason some people support regulation is the protection of children and teenagers. Young users may be.
7. However, many critics warn that government control of social media can be dangerous. They argue that freedom of.
8. The role of social media algorithms in shaping what content users see and believe has emerged as one of the most.
9. The spread of health misinformation through social media platforms has demonstrated, with devastating clarity, the.
10. The question of who should be trusted to define the boundaries of acceptable online speech is one of the most complex.
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 2 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should Governments Control Social Media Content?
Name: Date:
Motion: Should Governments Control Social Media Content?
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 harmful misinformation. / Protects children and vulnerable users. / Helps prevent violence, fraud, and manipulation. / Supports public health and social stability.
4. Counterargument — what would the other side say?
From the textbook: Threatens freedom of expression. / Can lead to censorship and abuse of power. / Governments may silence criticism. / Public opinion should not be controlled by authorities.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 2 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should Governments Control Social Media Content?
Name: Date:
Topic: Should Governments Control Social Media Content?
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 2 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should Governments Control Social Media Content?
Name: Date:
Motion: Should Governments Control Social Media Content?
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 2 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should Governments Control Social Media Content?
Name: Score: / 10
Motion: Should Governments Control Social Media Content?
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 2 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Society Eliminate Cash Completely in 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. transaction | | | |
| 2. corruption | | | |
| 3. inequality | | | |
| 4. anonymous | | | |
| 5. surveillance | | | |
| 6. vulnerable | | | |
| 7. efficiency | | | |
| 8. dependence | | | |
| 9. accessibility | | | |
| 10. cybersecurity | | | |
| 11. disruption | | | |
| 12. authentication | | | |
| 13. transparency | | | |
| 14. inflation | | | |
| 15. regulation | | | |
L E V E L 8 · B O O K 2 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Society Eliminate Cash Completely in the Future?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Society Eliminate Cash.
2. Completely in the Future?
3. The Future of Money.
4. For centuries, cash has been one of the most common ways people buy goods and services. Coins and.
5. Supporters of a cashless society argue that digital payments are much faster, easier, and more.
6. Online shopping also becomes simpler because customers can purchase products from anywhere in the.
7. Supporters also claim that cashless systems may improve economic efficiency. Printing paper money.
8. Transactions could occur more quickly, businesses could save time, and international payments could.
9. Another argument in favor of digital payments is convenience in everyday life. Many people today use.
10. However, critics warn that eliminating cash completely may create serious problems. One.
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 2 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Society Eliminate Cash Completely in the Future?
Name: Date:
Motion: Should Society Eliminate Cash Completely in 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: Digital payments are faster and more convenient. / Cashless systems improve efficiency. / Digital records may reduce illegal activity. / Businesses can process transactions more easily.
4. Counterargument — what would the other side say?
From the textbook: Cash protects privacy and financial freedom. / Not everyone has equal digital access. / Cyberattacks and technical failures are dangerous. / Vulnerable populations may be excluded.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 2 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Society Eliminate Cash Completely in the Future?
Name: Date:
Topic: Should Society Eliminate Cash Completely in 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 8 · B O O K 2 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Society Eliminate Cash Completely in the Future?
Name: Date:
Motion: Should Society Eliminate Cash Completely in 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 8 · B O O K 2 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Society Eliminate Cash Completely in the Future?
Name: Score: / 10
Motion: Should Society Eliminate Cash Completely in 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!
L E V E L 8 · B O O K 2 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should Companies Be Responsible for Environmental Damage?
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. biodiversity | | | |
| 2. accountability | | | |
| 3. sustainability | | | |
| 4. ecosystem | | | |
| 5. carbon capture | | | |
| 6. renewable energy | | | |
| 7. regulation | | | |
| 8. supply chain | | | |
| 9. emissions | | | |
| 10. compensation | | | |
| 11. innovation | | | |
| 12. consumption | | | |
| 13. enforcement | | | |
| 14. -degradation | | | |
| 15. habitat | | | |
L E V E L 8 · B O O K 2 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should Companies Be Responsible for Environmental Damage?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Companies Be Responsible for.
2. Governments also play a major role in environmental protection. Critics argue that companies follow the.
3. There is also debate about how quickly environmental changes should happen. Some activists believe strong.
4. Technology may provide part of the solution. Scientists and engineers are developing cleaner energy systems.
5. International cooperation is another important issue. Pollution and climate change affect the entire planet.
6. The debate also raises ethical questions about future generations. People today benefit from.
7. Some experts believe environmental education is also an important part of the solution. If.
8. Another issue is the role of international corporations. Many large companies operate in.
9. This raises questions about fairness and whether global companies should follow the same.
10. At the same time, some industries argue that environmental expectations are becoming.
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 2 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should Companies Be Responsible for Environmental Damage?
Name: Date:
Motion: Should Companies Be Responsible for Environmental Damage?
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.
4. Counterargument — what would the other side say?
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 2 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should Companies Be Responsible for Environmental Damage?
Name: Date:
Topic: Should Companies Be Responsible for Environmental Damage?
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 2 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should Companies Be Responsible for Environmental Damage?
Name: Date:
Motion: Should Companies Be Responsible for Environmental Damage?
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 2 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should Companies Be Responsible for Environmental Damage?
Name: Score: / 10
Motion: Should Companies Be Responsible for Environmental Damage?
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 2 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should Governments Provide Universal Basic Income?
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. universal basic income | | | |
| 2. automation | | | |
| 3. labor market | | | |
| 4. entrepreneurship -fiscal | | | |
| 5. intergenerational | | | |
| 6. care economy | | | |
| 7. pilot program -wealth tax | | | |
| 8. agency | | | |
| 9. displacement | | | |
| 10. retraining | | | |
| 11. welfare | | | |
| 12. productivity | | | |
| 13. inequality | | | |
| 14. sustainability | | | |
| 15. solidarity | | | |
L E V E L 8 · B O O K 2 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should Governments Provide Universal Basic Income?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. 3. Should governments create stricter environmental laws?
2. 4. Can businesses grow while protecting the environment?
3. 5. What industries cause the most damage?
4. 6. Should companies be punished for pollution?
5. 7. How can technology reduce environmental harm?
6. 8. What is the role of individuals in sustainability?
7. 9. Should environmental protection be more important than profit?
8. 10. What is the best way to balance economy and environment?
9. FOR (Agree: Companies SHOULD Be Responsible.
10. 1.Companies create most pollution.
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 2 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should Governments Provide Universal Basic Income?
Name: Date:
Motion: Should Governments Provide Universal Basic Income?
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: Companies create most pollution. / They profit from harmful activities. / Responsibility encourages innovation. / Protects communities and environment.
4. Counterargument — what would the other side say?
From the textbook: Strict regulations may harm smaller businesses. / Companies may relocate to avoid regulations. / Consumers also drive environmental damage. / Governments must set fair international standards.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 2 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should Governments Provide Universal Basic Income?
Name: Date:
Topic: Should Governments Provide Universal Basic Income?
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 2 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should Governments Provide Universal Basic Income?
Name: Date:
Motion: Should Governments Provide Universal Basic Income?
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 2 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should Governments Provide Universal Basic Income?
Name: Score: / 10
Motion: Should Governments Provide Universal Basic Income?
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!