L E V E L 9 · B O O K 1 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should Students Have the Right to Vote in School Policies?
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. student voice | | | |
| 2. civic engagement | | | |
| 3. social agency | | | |
| 4. representation | | | |
| 5. democratic | | | |
| 6. education | | | |
| 7. adolescent | | | |
| 8. development | | | |
| 9. absenteeism | | | |
| 10. marginalization | | | |
| 11. efficacy | | | |
| 12. collaborative | | | |
| 13. governance | | | |
| 14. autonomy | | | |
| 15. inclusion | | | |
L E V E L 9 · B O O K 1 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should Students Have the Right to Vote in School Policies?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Students Have the Right.
2. Student Voice in Schools.
3. In many countries, including South Korea, the United States, Finland, and Australia, schools have introduced some form.
4. Supporters of student voting believe that students deserve a stronger voice. After all, school policies directly affect.
5. They say that giving students a vote helps them learn responsibility and encourages them to think critically about their.
6. But there are also concerns. Some adults believe students are not mature enough to make important decisions. They.
7. The psychological benefits of meaningful student participation extend well beyond the immediate outcomes of any.
8. The relationship between student voice and academic outcomes is an area where research findings are increasingly.
9. The design of student voting systems requires careful thought about representation, inclusivity, and the.
10. Creating truly representative student governance structures requires deliberate efforts to ensure that all.
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 9 · B O O K 1 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should Students Have the Right to Vote in School Policies?
Name: Date:
Motion: Should Students Have the Right to Vote in School Policies?
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: Although school policies are usually created by adults with good intentions, I strongly believe that. / Allowing students to vote gives them a sense of ownership and responsibility. When students know their. / Furthermore, involving students in decision-making prepares them for adulthood. Voting teaches. / Some adults worry that students may not always make the "best" decisions, but learning through.
4. Counterargument — what would the other side say?
From the textbook: The psychological benefits of meaningful student participation extend well beyond the immediate outcomes of any. / The relationship between student voice and academic outcomes is an area where research findings are increasingly. / Should Students Have the Right.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 1 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should Students Have the Right to Vote in School Policies?
Name: Date:
Topic: Should Students Have the Right to Vote in School Policies?
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 9 · B O O K 1 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should Students Have the Right to Vote in School Policies?
Name: Date:
Motion: Should Students Have the Right to Vote in School Policies?
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 9 · B O O K 1 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should Students Have the Right to Vote in School Policies?
Name: Score: / 10
Motion: Should Students Have the Right to Vote in School Policies?
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 9 · B O O K 1 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Homework Be Limited by Law?
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. spaced practice | | | |
| 2. burnout | | | |
| 3. academic inequality | | | |
| 4. adaptive | | | |
| 5. learning | | | |
| 6. evidence-based | | | |
| 7. well-being | | | |
| 8. workload | | | |
| 9. retention | | | |
| 10. regulation | | | |
| 11. discipline | | | |
| 12. equity | | | |
| 13. motivation | | | |
| 14. accountability | | | |
| 15. intervention | | | |
L E V E L 9 · B O O K 1 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Homework Be Limited by Law?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Homework Be Limited by Law?
2. Student Stress, and Personal Well-Being.
3. For decades, homework has been a major part of students everyday lives. Many teachers believe.
4. However, in recent years, the debate over homework has grown stronger, leading some countries to.
5. Supporters of legal limits argue that students today suffer from extreme stress. Many children return.
6. The neuroscientific perspective on learning and memory offers important insights into the debate.
7. The sociological dimensions of the homework debate reveal important connections between educational.
8. The role of parents and families in the homework debate is complex and often contradictory, reflecting.
9. Another challenge is deciding how much homework is appropriate. Should there be a national limit, such.
10. The mental health crisis among young people in many developed countries has brought renewed urgency.
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 9 · B O O K 1 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Homework Be Limited by Law?
Name: Date:
Motion: Should Homework Be Limited by Law?
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: However, in recent years, the debate over homework has grown stronger, leading some countries to. / Supporters of legal limits argue that students today suffer from extreme stress. Many children return.
4. Counterargument — what would the other side say?
From the textbook: The neuroscientific perspective on learning and memory offers important insights into the debate. / Should Homework Be Limited by Law? / Balancing Academic Achievement. / Student Stress, and Personal Well-Being.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 1 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Homework Be Limited by Law?
Name: Date:
Topic: Should Homework Be Limited by Law?
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 9 · B O O K 1 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Homework Be Limited by Law?
Name: Date:
Motion: Should Homework Be Limited by Law?
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 9 · B O O K 1 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Homework Be Limited by Law?
Name: Score: / 10
Motion: Should Homework Be Limited by Law?
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 9 · B O O K 1 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should Every Student Have the Same Access?
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. giftedness | | | |
| 2. academic tracking | | | |
| 3. underrepresented | | | |
| 4. self-fulfilling prophecy | | | |
| 5. equity | | | |
| 6. labeling | | | |
| 7. potential | | | |
| 8. selection | | | |
| 9. standardized testing | | | |
| 10. inclusion | | | |
| 11. trajectory | | | |
| 12. bias | | | |
| 13. acceleration | | | |
| 14. -motivation | | | |
| 15. curriculum | | | |
L E V E L 9 · B O O K 1 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should Every Student Have the Same Access?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Have the Same Access?
2. Because of these concerns, some countries are trying to reform gifted education. In Australia and Singapore.
3. These programs focus on curiosity, creativity, and problem-solving rather than high test scores. In Finland.
4. The psychological impact of gifted program selection on students who are not chosen deserves far more.
5. Students who are not selected for gifted programs at an early age may internalize the judgment that they are.
6. The definition of giftedness itself is a contested and culturally situated concept that reveals important.
7. Howard Gardner's influential theory of multiple intelligences challenges this narrow conception, arguing that.
8. The international evidence on the effects of academic tracking separating students into different.
9. Teacher quality and professional development are perhaps the most critical and most underinvested factors.
10. Supporters of open-access gifted education argue that every student deserves a chance to challenge.
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 9 · B O O K 1 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should Every Student Have the Same Access?
Name: Date:
Motion: Should Every Student Have the Same Access?
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: Every student deserves access to challenging learning opportunities. / Test scores do not measure all forms of intelligence. / Open access can help students discover hidden talents. / Selective programs may unfairly exclude disadvantaged students.
4. Counterargument — what would the other side say?
From the textbook: Gifted students need specialized academic challenges. / Limited resources should focus on the most advanced learners. / Open access may reduce program quality. / Selective admission helps identify students with exceptional ability.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 1 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should Every Student Have the Same Access?
Name: Date:
Topic: Should Every Student Have the Same Access?
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 9 · B O O K 1 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should Every Student Have the Same Access?
Name: Date:
Motion: Should Every Student Have the Same Access?
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 9 · B O O K 1 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should Every Student Have the Same Access?
Name: Score: / 10
Motion: Should Every Student Have the Same Access?
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 9 · B O O K 1 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should Schools Check Students’ Bags?
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. reasonable | | | |
| 2. suspicion | | | |
| 3. school climate | | | |
| 4. surveillance | | | |
| 5. discriminatory | | | |
| 6. autonomy | | | |
| 7. deterrence | | | |
| 8. profiling | | | |
| 9. relational climate | | | |
| 10. constitutional | | | |
| 11. accountability | | | |
| 12. privacy | | | |
| 13. inspection | | | |
| 14. jurisdiction | | | |
| 15. transparency | | | |
L E V E L 9 · B O O K 1 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should Schools Check Students’ Bags?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Schools Check Students Bags?
2. Across many countries, schools struggle with balancing two important responsibilities: protecting.
3. Bag inspections are not new. In the United States, after several school violence incidents, many.
4. Supporters say these measures protect students, prevent bullying, and reduce the risk of accidents.
5. But critics argue that such policies may go too far.
6. One major argument in favor of bag inspections is school safety. Schools must ensure that the campus is a.
7. However, many students rights groups disagree. They argue that bag inspections can feel like a violation of.
8. The legal framework surrounding bag inspections in schools varies significantly across different countries.
9. The developmental psychology of adolescence offers important context for understanding why bag.
10. The relationship between school safety measures and school climate the overall quality of the.
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 9 · B O O K 1 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should Schools Check Students’ Bags?
Name: Date:
Motion: Should Schools Check Students’ Bags?
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: Bag inspections help improve school safety. / Dangerous items can be stopped before causing harm. / Schools have a responsibility to protect students. / Inspections may help reduce bullying and rule violations.
4. Counterargument — what would the other side say?
From the textbook: The legal framework surrounding bag inspections in schools varies significantly across different countries. / The developmental psychology of adolescence offers important context for understanding why bag.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 1 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should Schools Check Students’ Bags?
Name: Date:
Topic: Should Schools Check Students’ Bags?
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 9 · B O O K 1 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should Schools Check Students’ Bags?
Name: Date:
Motion: Should Schools Check Students’ Bags?
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 9 · B O O K 1 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should Schools Check Students’ Bags?
Name: Score: / 10
Motion: Should Schools Check Students’ Bags?
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!