L E V E L 8 · B O O K 4 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should We Trust Our Future Selves?
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. delayed gratification | | | |
| 2. personal identity | | | |
| 3. neurological | | | |
| 4. mindfulness | | | |
| 5. future orientation | | | |
| 6. commitment device | | | |
| 7. impulsive | | | |
| 8. deferred | | | |
| 9. continuity | | | |
| 10. gratification | | | |
| 11. self-control | | | |
| 12. willpower | | | |
| 13. maturity | | | |
| 14. discipline | | | |
| 15. introspection | | | |
L E V E L 8 · B O O K 4 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should We Trust Our Future Selves?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Trust Our Future Selves?
2. A Promise You Can't Keep?
3. Every day, people make decisions that affect their future. Students Study-for-exams, practice skills, save.
4. Another reason to trust the future self is that short-term desires can be misleading. People often choose what feels good.
5. However, critics argue that trusting the future self too much can also be risky. The future is uncertain, and people do.
6. The neuroscience of future thinking offers fascinating insights into why humans often struggle to act in their own long.
7. The role of culture in shaping attitudes toward the future self and long-term planning is significant and-often.
8. Some cultures emphasize long-term thinking, ancestral responsibility, and the importance of building legacies that will.
9. Neither approach is simply right or wrong; each reflects genuine wisdom about different aspects of human flourishing.
10. The relationship between trusting the future self and mental health is an area where the evidence is nuanced 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 8 · B O O K 4 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should We Trust Our Future Selves?
Name: Date:
Motion: Should We Trust Our Future Selves?
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: People often become wiser with experience. / Long-term thinking encourages discipline. / Future planning helps avoid regret. / Trusting the future self supports personal growth Ss.
4. Counterargument — what would the other side say?
From the textbook: The future self is uncertain. / People may change goals and values. / Too much future focus can reduce present happiness. / The future self is not always more reliable eS.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 4 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should We Trust Our Future Selves?
Name: Date:
Topic: Should We Trust Our Future Selves?
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 4 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should We Trust Our Future Selves?
Name: Date:
Motion: Should We Trust Our Future Selves?
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 4 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should We Trust Our Future Selves?
Name: Score: / 10
Motion: Should We Trust Our Future Selves?
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 4 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Memories Be Edited If It Reduces Pain?
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. reconsolidation | | | |
| 2. malleable | | | |
| 3. hypervigilance | | | |
| 4. autonomy | | | |
| 5. perpetrator | | | |
| 6. equity | | | |
| 7. intrusive | | | |
| 8. remorse evidentiary | | | |
| 9. normalization | | | |
| 10. trauma | | | |
| 11. ptsd | | | |
| 12. neuroscience | | | |
| 13. accountability | | | |
| 14. manipulation | | | |
| 15. consent -identity | | | |
L E V E L 8 · B O O K 4 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Memories Be Edited If It Reduces Pain?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Forget the Pair It? ©.
2. Should Memories Be Edited.
3. If It Reduces Pain?
4. Forget the Pain or Face It?
5. Human memory is deeply connected to identity, emotion, and personal growth. People remember joyful.
6. For-examplememories of violence, disaster, or deep personal loss may cause anxiety, fear, and.
7. However, critics-argue.that editing memory may.change more than suffering. Painful memories are =.
8. Changing them may change how a:person understands their own life story. The current stateof = = =.
9. The experience of post-traumatic stress disorder offers perhaps the most compelling medical argument.
10. If It Red Pain?
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 4 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Memories Be Edited If It Reduces Pain?
Name: Date:
Motion: Should Memories Be Edited If It Reduces Pain?
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 severe emotional suffering. / Can improve mental health and relationships. / Healing is more important than preserving every painful feeling ( ». / Trauma can damage a person s ability to live normally.
4. Counterargument — what would the other side say?
From the textbook: Painful memories shape identity. / Difficult experiences teach important lessons. / Editing memory may weaken authenticity. / Truth should not be changed for comfort.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 4 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Memories Be Edited If It Reduces Pain?
Name: Date:
Topic: Should Memories Be Edited If It Reduces Pain?
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 4 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Memories Be Edited If It Reduces Pain?
Name: Date:
Motion: Should Memories Be Edited If It Reduces Pain?
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 4 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Memories Be Edited If It Reduces Pain?
Name: Score: / 10
Motion: Should Memories Be Edited If It Reduces Pain?
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 4 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should Intelligence Be More Valued Than Kindness?
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. emotional | | | |
| 2. intelligence | | | |
| 3. cognitive ability | | | |
| 4. prosocial behavior | | | |
| 5. empathy | | | |
| 6. competence | | | |
| 7. virtue indispensable | | | |
| 8. integrated | | | |
| 9. compassion | | | |
| 10. analytical | | | |
| 11. -innovation | | | |
| 12. exploitation | | | |
| 13. moral grounding | | | |
| 14. resilience | | | |
| 15. -collaboration | | | |
L E V E L 8 · B O O K 4 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should Intelligence Be More Valued Than Kindness?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Smart or Kind Which Matters More?
2. In modern society, intelligence is often highly valued. People admire-those who solve complex problems.
3. Supporters of prioritizing intelligence argue that it plays a crucial role in solving global challenges.
4. Issues such as climate change, medical innovation, economic development, and technological.
5. Be More Valued Than Kindness.
6. In addition, intelligence can lead to efficiency and better decision-making. A highly intelligent leader or.
7. Supporters believe that rewarding intelligence helps build a more advanced and capable society.
8. However, critics argue that kindness is equally, if not more, important. Kindness includes empathy, compassion.
9. Moreover, kindness plays a central role in human relationships and community wellbeing. People rely on trust.
10. The concept of emotional intelligence the ability to recognize, understand, manage, and respond =.
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 4 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should Intelligence Be More Valued Than Kindness?
Name: Date:
Motion: Should Intelligence Be More Valued Than Kindness?
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: Solves complex problems. / Drives innovation and progress. / Supports global development. / Encourages excellence SS.
4. Counterargument — what would the other side say?
From the textbook: Prevents harm and selfish behavior. / Builds strong relationships. / Supports emotional wellbeing. / Guides ethical decision-making.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 4 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should Intelligence Be More Valued Than Kindness?
Name: Date:
Topic: Should Intelligence Be More Valued Than Kindness?
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 4 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should Intelligence Be More Valued Than Kindness?
Name: Date:
Motion: Should Intelligence Be More Valued Than Kindness?
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 4 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should Intelligence Be More Valued Than Kindness?
Name: Score: / 10
Motion: Should Intelligence Be More Valued Than Kindness?
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 4 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should People Have the Right to Reinvent Their Identity?
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. identity | | | |
| 2. reinvent | | | |
| 3. accountability | | | |
| 4. authenticity | | | |
| 5. dignitycontinuity | | | |
| 6. transformation | | | |
| 7. redemption | | | |
| 8. autonomy | | | |
| 9. sinceritymarginalized | | | |
| 10. rehabilitation | | | |
| 11. disruption | | | |
| 12. permanence | | | |
| 13. individualityintegrity | | | |
| 14. resilience | | | |
| 15. credibility | | | |
L E V E L 8 · B O O K 4 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should People Have the Right to Reinvent Their Identity?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should People Have the Right to.
2. Human identity is often thought of as something stable a combination of personality, experiences.
3. Supporters of identity reinvention argue that change is a natural and essential part of human Hife.
4. People are not fixed; they grow through experience, reflection, and learning. A person who made.
5. Who Do You Want to Be?
6. Another important argument is freedom. In modern society, individuals are encouraged to explore their.
7. However, critics argue that identity cannot be completely separated from past actions. A person's history.
8. The digital age has introduced entirely new dimensions to the question of identity reinvention that =.
9. The relationship between identity reinvention and social justice is complex andtdeeply important. For.
10. The psychological literature on identity development offers a nuanced pictiire.of how people actually change.
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 4 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should People Have the Right to Reinvent Their Identity?
Name: Date:
Motion: Should People Have the Right to Reinvent Their Identity?
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: People grow and change over time. / Supports second chances. / Allows personal development Ss. / Reduces judgment based on the past SS.
4. Counterargument — what would the other side say?
From the textbook: Past actions require accountability. / Identity includes personal history. / Too much change reduces trust. / People may avoid responsibility Sy.
5. Rebuttal — why is your side still stronger?
L E V E L 8 · B O O K 4 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should People Have the Right to Reinvent Their Identity?
Name: Date:
Topic: Should People Have the Right to Reinvent Their Identity?
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 4 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should People Have the Right to Reinvent Their Identity?
Name: Date:
Motion: Should People Have the Right to Reinvent Their Identity?
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 4 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should People Have the Right to Reinvent Their Identity?
Name: Score: / 10
Motion: Should People Have the Right to Reinvent Their Identity?
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!