L E V E L 8 · B O O K 3 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should We Separate Art from the Artist?
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. aesthetic autonomy | | | |
| 2. misconduct | | | |
| 3. accountability | | | |
| 4. reprehensible | | | |
| 5. reckoning | | | |
| 6. due process | | | |
| 7. aesthetic | | | |
| 8. immunity | | | |
| 9. institutional | | | |
| 10. platform | | | |
| 11. moral ambiguity | | | |
| 12. cancellation | | | |
| 13. cultural legacy | | | |
| 14. complicity | | | |
| 15. consumption | | | |
L E V E L 8 · B O O K 3 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should We Separate Art from the Artist?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Separate Art from the Artist?
2. The Work vs. the Person.
3. A 2 ee Sat A nal.
4. Throughout history, many artists have created powerful and meaningful works that continue to influence society.
5. However, some of these artists have also been involved in controversial or unethical behavior. This raises an.
6. Supporters of separating art from the artist argue that art should stand on its own. They believe that once a work.
7. On the other hand, critics argue that it is impossible to fully separate art from the artist. They believe that supporting.
8. Critics also argue that art often reflects the beliefs, values, and experiences of the creator, so ignoring the artist's actions.
9. Another issue is the impact on society. If audiences continue to support artists with harmful behavior, it may send the.
10. The philosophical tradition of aesthetic autonomy the idea that art possesses an independent existence and value.
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 3 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should We Separate Art from the Artist?
Name: Date:
Motion: Should We Separate Art from the Artist?
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: Survivors typically support continued celebration of artists' work as a form of personal healing and recovery. / Survivors rarely engage with the public debate about art and artist because it causes too much personal distress. / What does the passage suggest is the most honest approach to the art-versus-artist debate?
4. Counterargument — what would the other side say?
From the textbook: Where would you draw the line between an artist's personal flaws and behavior serious enough to affect how you. / Do cultural institutions like museums and streaming platforms have a greater responsibility than individual. / Synonyms: artistic independence, creative self-sufficiency. / Antonyms: moral determinism, contextual judgment.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 3 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should We Separate Art from the Artist?
Name: Date:
Topic: Should We Separate Art from the Artist?
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 3 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should We Separate Art from the Artist?
Name: Date:
Motion: Should We Separate Art from the Artist?
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 3 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should We Separate Art from the Artist?
Name: Score: / 10
Motion: Should We Separate Art from the Artist?
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 3 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Competition Be Removed from Schools?
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. intrinsic | | | |
| 2. motivation | | | |
| 3. extrinsic | | | |
| 4. resilience | | | |
| 5. collaboration | | | |
| 6. ranking | | | |
| 7. burnout | | | |
| 8. holistic development | | | |
| 9. perseverance | | | |
| 10. -inequity | | | |
| 11. complementary | | | |
| 12. ambition | | | |
| 13. discipline | | | |
| 14. rivalry | | | |
| 15. validation | | | |
L E V E L 8 · B O O K 3 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Competition Be Removed from Schools?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Competition Be Removed.
2. Should Competition Be Remove.
3. Competition has long been a part of school life. Students compete for high grades, awards, class.
4. When students know they are being compared with others, they may feel encouraged to study more.
5. Another argument in favor of competition is that it can build resilience. In life, people do not always.
6. However, many critics believe competition causes unnecessary stress and weakens the true purpose of.
7. Critics also say that schools should encourage cooperation because the modern world requires.
8. Supporters of cooperation believe schools should prepare students to collaborate, support one another.
9. The psychological research on motivation offers important insights into the conditions under which.
10. The impact of school competition on students from different social and economic backgrounds is 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 8 · B O O K 3 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Competition Be Removed from Schools?
Name: Date:
Motion: Should Competition Be Removed from Schools?
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 stress and anxiety. / Protects student wellbeing. / Encourages cooperation and empathy. / Helps students focus on learning, not ranking.
4. Counterargument — what would the other side say?
From the textbook: Motivates students to improve. / Builds resilience and discipline. / Prepares students for real-world challenges. / Encourages ambition and achievement.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 3 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Competition Be Removed from Schools?
Name: Date:
Topic: Should Competition Be Removed from Schools?
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 3 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Competition Be Removed from Schools?
Name: Date:
Motion: Should Competition Be Removed from Schools?
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 3 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Competition Be Removed from Schools?
Name: Score: / 10
Motion: Should Competition Be Removed from Schools?
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 3 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should People Have a “Right to Be Forgotten” Online?
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. right to be forgotten | | | |
| 2. data protection | | | |
| 3. transparency | | | |
| 4. digital permanence | | | |
| 5. accountability | | | |
| 6. marginalized | | | |
| 7. ubiquitous | | | |
| 8. jurisdiction | | | |
| 9. erasure | | | |
| 10. regulation | | | |
| 11. -privacy | | | |
| 12. surveillance | | | |
| 13. legislation | | | |
| 14. disclosure | | | |
| 15. -obsolete | | | |
L E V E L 8 · B O O K 3 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should People Have a “Right to Be Forgotten” Online?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Right to Be Forgotten Online?
2. In today s digital world, people leave behind large amounts of personal information online. Photos.
3. One major argument in favor of this right is personal freedom and fairness. People change over.
4. Should People Have a.
5. However, critics argue that the "right to be forgotten may conflict with freedom of information. The internet is.
6. Another concern is practicality. The internet is global and constantly changing, making it difficult to.
7. The legal history of the right to be forgotten offers important context for understanding how this concept has.
8. European Union's General Data Protection Regulation, which came into effect in 2018, includes provisions that.
9. The generational dimension of digital permanence is a particularly pressing aspect of the right to be forgotten.
10. The distinction between public figures and private individuals is one of the most important and most.
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 3 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should People Have a “Right to Be Forgotten” Online?
Name: Date:
Motion: Should People Have a “Right to Be Forgotten” Online?
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: Allows personal growth. / Prevents unfair judgment. / Supports second chances. / Controls harmful information.
4. Counterargument — what would the other side say?
From the textbook: Limits freedom of information. / Can be misused. / Hides important facts. / Difficult to enforce globally.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 3 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should People Have a “Right to Be Forgotten” Online?
Name: Date:
Topic: Should People Have a “Right to Be Forgotten” Online?
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 3 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should People Have a “Right to Be Forgotten” Online?
Name: Date:
Motion: Should People Have a “Right to Be Forgotten” Online?
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 3 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should People Have a “Right to Be Forgotten” Online?
Name: Score: / 10
Motion: Should People Have a “Right to Be Forgotten” Online?
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 3 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should We Reward Effort More Than Results?
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. growth mindset | | | |
| 2. fixed mindset | | | |
| 3. intrinsic | | | |
| 4. motivation | | | |
| 5. equity | | | |
| 6. meritocracy | | | |
| 7. resilience | | | |
| 8. socioeconomic | | | |
| 9. inequality | | | |
| 10. learning analytics | | | |
| 11. accountability | | | |
| 12. evaluative | | | |
| 13. framework | | | |
| 14. persistence | | | |
| 15. recognition | | | |
L E V E L 8 · B O O K 3 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should We Reward Effort More Than Results?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Reward Effort More Than Results?
2. The Journey vs. the Destination.
3. In schools, sports, and workplaces, people are often judged by results. Test scores, competition.
4. However, others believe effort deserves greater recognition. They argue that results do not always.
5. Another important issue is fairness. Rewarding only results may favor people who already have advantages.
6. Still, critics of this idea argue that effort alone is difficult to measure. People may claim they worked hard.
7. The psychological research on motivation and learning offers compelling evidence for why recognizing.
8. The sports world offers a particularly rich set of examples and debates about the relative value of effort and.
9. The context in which performance is being evaluated matters enormously for determining the appropriate balance between.
10. The relationship between socioeconomic inequality and result-based reward systems is one of the most important and most.
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 3 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should We Reward Effort More Than Results?
Name: Date:
Motion: Should We Reward Effort More Than Results?
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: Effort shows character and persistence. / Recognizes growth and improvement. / Makes evaluation fairer for different backgrounds. / Encourages resilience and motivation.
4. Counterargument — what would the other side say?
From the textbook: Results show actual achievement. / Effort is difficult to measure fairly. / High standards are necessary. / Society often depends on outcomes.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 3 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should We Reward Effort More Than Results?
Name: Date:
Topic: Should We Reward Effort More Than Results?
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 3 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should We Reward Effort More Than Results?
Name: Date:
Motion: Should We Reward Effort More Than Results?
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 3 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should We Reward Effort More Than Results?
Name: Score: / 10
Motion: Should We Reward Effort More Than Results?
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!