L E V E L 9 · B O O K 3 · U N I T 1
Academic Vocabulary
Definition · Form · Usage
Unit 1 — Should AI Be Given the Legal Status of a “Person”?
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. legal personhood | | | |
| 2. consciousness | | | |
| 3. liability | | | |
| 4. autonomous | | | |
| 5. algorithm | | | |
| 6. ethical | | | |
| 7. accountability | | | |
| 8. sentience | | | |
| 9. corporate misuse | | | |
| 10. nuanced | | | |
| 11. regulation | | | |
| 12. discrimination | | | |
| 13. deployment | | | |
| 14. transparency | | | |
| 15. framework | | | |
L E V E L 9 · B O O K 3 · U N I T 1
Dictation & Summary
Listen & Write
Unit 1 — Should AI Be Given the Legal Status of a “Person”?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should AI Be Given the Legal.
2. Should AI Become a Legal Person ? \.
3. I a I Sa I I, wile i 6.
4. Status of a Person ?
5. Should AI Become a Legal Person ?
6. Artificial intelligence has advanced rapidly over the past decade. Today's AI systems can write stories.
7. This raises difficult philosophical and legal questions. If an AI system can think, learn, and possibly feel, should it have.
8. The philosophical question at the heart of the AI personhood debate what does it truly mean to be a person, and what.
9. The question of accountability and legal responsibility for Al-caused harm is already a pressing practical problem that.
10. Another major concern is inequality. Critics ask: Why should Al receive rights when so many human beings still.
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 3 · U N I T 1
Argument Builder
Claim · Evidence · Rebuttal
Unit 1 — Should AI Be Given the Legal Status of a “Person”?
Name: Date:
Motion: Should AI Be Given the Legal Status of a “Person”?
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: AI shows advanced intelligence and learning. / AI may eventually experience something like awareness. / Legal personhood helps clarify responsibility. / Society already gives rights to non-human entities.
4. Counterargument — what would the other side say?
From the textbook: AI does not have real emotion or consciousness. / Legal confusion may increase. / Companies might avoid accountability. / AI could demand independence or rights.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 3 · U N I T 1
Essay Outline
Plan Before You Write
Unit 1 — Should AI Be Given the Legal Status of a “Person”?
Name: Date:
Topic: Should AI Be Given the Legal Status of a “Person”?
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 3 · U N I T 1
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 1 — Should AI Be Given the Legal Status of a “Person”?
Name: Date:
Motion: Should AI Be Given the Legal Status of a “Person”?
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 3 · U N I T 1
Memory & Delivery Check
Write the debate sentences from memory
Unit 1 — Should AI Be Given the Legal Status of a “Person”?
Name: Score: / 10
Motion: Should AI Be Given the Legal Status of a “Person”?
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 3 · U N I T 2
Academic Vocabulary
Definition · Form · Usage
Unit 2 — Should Humans Colonize Other Planets?
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. colonization | | | |
| 2. habitability | | | |
| 3. microbial life | | | |
| 4. off-world | | | |
| 5. exploitation | | | |
| 6. sustainable | | | |
| 7. -radiation | | | |
| 8. ethical | | | |
| 9. atmosphere | | | |
| 10. terraform | | | |
| 11. asteroid | | | |
| 12. overpopulation | | | |
| 13. inequality | | | |
| 14. biodiversity | | | |
| 15. scooperation | | | |
L E V E L 9 · B O O K 3 · U N I T 2
Dictation & Summary
Listen & Write
Unit 2 — Should Humans Colonize Other Planets?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should Humans Colonize Other Planets?
2. For thousands of years, humans have looked up at the night sky and wondered what lies beyond Earth.
3. Today, this curiosity is stronger than ever as space agencies and private companies compete to send.
4. Supporters of space colonization argue that expanding to other planets is essential for the survival of.
5. Moon, humans could ensure that life continues even if Earth experiences a global catastrophe. For these.
6. Another argument is the advancement of science and technology. Space colonization requires new.
7. Supporters also believe colonization could inspire global cooperation. Unlike war or competition, space.
8. However, critics strongly disagree. They argue that colonizing another planet would be incredibly.
9. There are also scientific challenges. Mars, the most likely candidate for colonization, has no breathable.
10. The legal and governance frameworks for space colonization represent one of the most complex 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 9 · B O O K 3 · U N I T 2
Argument Builder
Claim · Evidence · Rebuttal
Unit 2 — Should Humans Colonize Other Planets?
Name: Date:
Motion: Should Humans Colonize Other Planets?
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: Earth faces climate change, disasters, and long-term risks. / Colonization ensures long-term survival. / Scientific innovation will benefit Earth. / Space exploration encourages global cooperation.
4. Counterargument — what would the other side say?
From the textbook: There are also scientific challenges. Mars, the most likely candidate for colonization, has no breathable. / The legal and governance frameworks for space colonization represent one of the most complex and.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 3 · U N I T 2
Essay Outline
Plan Before You Write
Unit 2 — Should Humans Colonize Other Planets?
Name: Date:
Topic: Should Humans Colonize Other Planets?
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 3 · U N I T 2
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 2 — Should Humans Colonize Other Planets?
Name: Date:
Motion: Should Humans Colonize Other Planets?
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 3 · U N I T 2
Memory & Delivery Check
Write the debate sentences from memory
Unit 2 — Should Humans Colonize Other Planets?
Name: Score: / 10
Motion: Should Humans Colonize Other Planets?
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 3 · U N I T 3
Academic Vocabulary
Definition · Form · Usage
Unit 3 — Should We Use Genetic Engineering to Improve Human Abilities?
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. genetic engineering | | | |
| 2. enhancement | | | |
| 3. eugenics | | | |
| 4. crispr | | | |
| 5. therapeutic | | | |
| 6. germline | | | |
| 7. autonomy | | | |
| 8. consent | | | |
| 9. modification | | | |
| 10. hereditary | | | |
| 11. -inequality | | | |
| 12. regulation | | | |
| 13. diversity | | | |
| 14. coercion irreversible | | | |
| 15. governance | | | |
L E V E L 9 · B O O K 3 · U N I T 3
Dictation & Summary
Listen & Write
Unit 3 — Should We Use Genetic Engineering to Improve Human Abilities?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Should We Use Genetic Engi.
2. 4. I Beyond Human Liniits.
3. Should We Use Genetic Engi i.
4. In the past, improving human abilities meant practicing, studying, and training. But in the 21st.
5. Supporters of enhancement argue that genetic engineering could solve many of humanity's.
6. They also argue that humans have always used technology to improve ourselves. Glasses.
7. Should We Use Genetic Engineering.
8. However, critics warn that genetic enhancement is full of ethical dangers. One major concern is inequality. If only.
9. Another concern is safety. Changing one gene can affect many others. Even small mistakes could lead to unpredictable.
10. The distinction between therapeutic genetic intervention and enhancement is one that sounds clear in principle but.
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 3 · U N I T 3
Argument Builder
Claim · Evidence · Rebuttal
Unit 3 — Should We Use Genetic Engineering to Improve Human Abilities?
Name: Date:
Motion: Should We Use Genetic Engineering to Improve Human Abilities?
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: Some verbs can be followed by BOTH. / Scientists risk creating unpredictable genetic consequences by editing multiple genes simultaneously. / Some experts recommend allowing genetic engineering only for clearly therapeutic medical purposes. / Parents need to consider the long-term effects of genetic modifications on their children's identity.
4. Counterargument — what would the other side say?
From the textbook: Creates inequality between enhanced and unenhanced. / Unpredictable genetic side effects. / Pressures people to be perfect. / Ethical questions about designing babies.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 3 · U N I T 3
Essay Outline
Plan Before You Write
Unit 3 — Should We Use Genetic Engineering to Improve Human Abilities?
Name: Date:
Topic: Should We Use Genetic Engineering to Improve Human Abilities?
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 3 · U N I T 3
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 3 — Should We Use Genetic Engineering to Improve Human Abilities?
Name: Date:
Motion: Should We Use Genetic Engineering to Improve Human Abilities?
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 3 · U N I T 3
Memory & Delivery Check
Write the debate sentences from memory
Unit 3 — Should We Use Genetic Engineering to Improve Human Abilities?
Name: Score: / 10
Motion: Should We Use Genetic Engineering to Improve Human Abilities?
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 3 · U N I T 4
Academic Vocabulary
Definition · Form · Usage
Unit 4 — Should Autonomous Weapons Be Allowed in Warfare?
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. autonomous weapons | | | |
| 2. accountability | | | |
| 3. algorithmic bias | | | |
| 4. deterrence | | | |
| 5. proportionality | | | |
| 6. proliferation | | | |
| 7. humanitarian law | | | |
| 8. escalation | | | |
| 9. meaningful human control | | | |
| 10. collateral damage | | | |
| 11. targeting | | | |
| 12. malfunction | | | |
| 13. arms race | | | |
| 14. regulation | | | |
| 15. combatant | | | |
L E V E L 9 · B O O K 3 · U N I T 4
Dictation & Summary
Listen & Write
Unit 4 — Should Autonomous Weapons Be Allowed in Warfare?
Name: Score: / 8
Teacher’s Copy — Read these aloud (cover before giving to students):
1. Be Allowed in Warfare?
2. The Rise of Autonomous Weapons.
3. Should We Allow AI to Make Life-and-Death Decisions?
4. In recent years, technology has transformed warfare in ways once seen only in science fiction. One of.
5. Another argument in favor is deterrence: If countries know their opponents possess advanced autonomous.
6. However, opponents raise powerful warnings. One of the biggest fears is loss of human control. If machines.
7. Another danger is global instability. If autonomous weapons become cheap and easy to produce, they could.
8. The international humanitarian law framework that currently governs armed conflict was developed in an.
9. The question of accountability who bears responsibility when an autonomous weapon kills the wrong.
10. The psychological and social consequences of normalizing autonomous killing deserve careful consideration alongside 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 3 · U N I T 4
Argument Builder
Claim · Evidence · Rebuttal
Unit 4 — Should Autonomous Weapons Be Allowed in Warfare?
Name: Date:
Motion: Should Autonomous Weapons Be Allowed in Warfare?
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: Reduce risk to soldiers. / Higher accuracy than humans. / Prevent emotional mistakes. / Strengthen national defense.
4. Counterargument — what would the other side say?
From the textbook: Loss of human moral judgment. / Malfunctions and hacking risks. / Global instability and arms race. / No clear accountability.
5. Rebuttal — why is your side still stronger?
L E V E L 9 · B O O K 3 · U N I T 4
Essay Outline
Plan Before You Write
Unit 4 — Should Autonomous Weapons Be Allowed in Warfare?
Name: Date:
Topic: Should Autonomous Weapons Be Allowed in Warfare?
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 3 · U N I T 4
Debate Flow Sheet
Team Debate — Listen, Note & Respond
Unit 4 — Should Autonomous Weapons Be Allowed in Warfare?
Name: Date:
Motion: Should Autonomous Weapons Be Allowed in Warfare?
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 3 · U N I T 4
Memory & Delivery Check
Write the debate sentences from memory
Unit 4 — Should Autonomous Weapons Be Allowed in Warfare?
Name: Score: / 10
Motion: Should Autonomous Weapons Be Allowed in Warfare?
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!