Ingrb16 e2m 2

LET’S READ!
Reading booklet
Lina Alvarado Jantus
ºMedio

UNIT 1 STUDENT LIFE
• Just a normal girl...............................................3
• The adventures ofTom Sawyer..........................4
UNIT 2 CHALLENGES
• Flying over the South Pole.................................6
• An amazing guitarist.........................................7
UNIT 3 ARTS AND ENTERTAINMENT
• Brave new world (Extract).................................8
UNIT 4 HOW ABOUT WORKING?
• Abby’s diary: volunteering in India..................10
INDEX
This reading booklet contains an interesting and varied selection of texts for
you to use as a complement to your reading at school, or in your free time.
The idea is to help you get acquainted with the different types and layouts of
texts you may encounter in your academic environment or in your everyday
life and also to provide you with stimulating material to encourage your
reading outside of the classroom.
On the last page, you will find a set of questions for each text, which will help
you with comprehension and make you reflect upon the topics.
2016 © Ediciones R&B
Teen Club 2º Medio Reading Booklet 2016
Nº de Inscripción: 233.240
ISBN: 978-956-8694-44-9
Anthologized by Ediciones R&B
ISBN: 978-956-8694-44-9
ISBN: 978-956-8694-33-3
ISBN PACK: 978-956-8694-36-4
English Editor: Ariel Acosta Arancibia.
Photos: 123RF Stock Photos.
Original illustrations: © Ediciones R&B.
Design: © Ediciones R&B
All rights reserved; no part of this publication
may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means,
electronic, mechanical, photocopying, recording,
or otherwise, without the prior written
permission of the publisher.
Impreso en RR Donnelley.
Se terminó de imprimir 220.000 ejemplares en
el mes de octubre de 2015.

Twirl: A spin usually made in ballet dancing. Make-up: cosmetics such as lipstick or powder applied to the
face, used to enhance or alter the appearance. Blush: a reddish type of make-up, applied on the cheeks.
Spotless: absolutely clean. Give(someone) lip: to argue or contradict someone. Taunting: something that
provokes you or challenges you, which is really hard to deal with.
3UNIT 1
I’d &like &to &think &of myself &as normal,
Just &an &ordinary &girl.
But I’m not &into butterflies,
I &don’t &do &ballet &twirls.
I &hate wearing make-&up,
No &eye &shadow &or &blush.
I &don’t &have &time &in &a morning,
As I’m &always &in &a &rush.
I &don’t &spend &hours &on &the &phone,
Just &simply &chatting &away.
I &only need &to &take five minutes,
On my &hair &every &day.
My &room &is not &spotless,
My &room &is not &a &tip.
I don’t &put &powder &on my nose,
I don’t &give &teachers &lip.
I don’t &go &after &every &boy,
That I &come &across.
I &don’t &think I’m &better &than &everyone,
Don’t &think &that I’m &the &boss.
I &just want &to &get &through,
These &taunting years &of &school.
I &don’t &care what you &think &of me,
I &don’t &care &if I’m not ‘&cool’.
And I &do &have &a &good &time,
A &laugh with &all my &friends.
I &balance &it with &learning,
This &is my &beginning, not my &end.
Just &a normal &girl
(adaptation)
Taken from: Blount, L. (n.d.). PoemsWebsite. In Best Teen Poems. Retrieved April 08, 2013, from
http://www.bestteenpoems.com/.
I’d &like &to &think &of myself &as normal,
I &don’t &think I’m &better &than &everyone,
I don’t
I don’t &go &after &every &boy,I don’t &go &after &every &boy,I don’t &go &after &every &boy,
I &don’t &spend &hours &on &the &phone,
Just &simply &chatting &away.
I &only need &to &take five minutes,
Twirl:
Taken from:
http://www.bestteenpoems.com/.

4 UNIT 1
“The harder Tom tried to focus on his book, the more his ideas
wandered. So at last, with a sigh and a yawn, he gave it up. It
seemed to him that the noon recess would never come. It was the
sleepiest of sleepy days. The murmur of the twenty five studying
scholars soothed the soul like the spell that is in the murmur of
bees. Tom’s heart ached to be free, or else to have something of
interest to do to pass the dreary time. His hand wandered into his
pocket and his face lit up with a glow of gratitude that was prayer,
though he did not know it. Then furtively the percussion-cap box
came out. He released the tick and put him on the long flat desk.
The creature probably glowed with a gratitude that amounted to
prayer, too, at this moment, but it was premature: because when he
started thankfully to go away, Tom turned him aside with a pin and
made him take a new direction.
Tom’s best friend, Joe Harper, sat next to him. The two boys
were sworn friends all the week, and embattled enemies on
Saturdays. Joe took a pin out of his lapel and began to assist in
exercising the prisoner. The sport grew in interest momently. Soon
Tom said that they were interfering with each other, and neither
getting the fullest benefit of the tick. So he put Joe’s slate on the
desk and drew a line down the middle of it from top to bottom.
“Now,” said he, “as long as he is on your side you can stir him
up and I’ll let him alone; but if you let him get away and get on my
side, you’re to leave him alone as long as I can keep him from
crossing over.”
“All right, go ahead; start him up.”
The tick escaped from Tom, presently, and crossed the equator,
and vice versa. This change of base occurred often. While one boy
was worrying the tick, the other would look on, the two heads
bowed together over the slate, and both totally disconnected from
the rest of the world. At last, Joe was the one who got lucky. Just as
Tom’s fingers would be twitching to stir the tick, Joe’s pin would
deftly head him off, and keep possession.
The adventures
of Tom Sawyer

Soothe(v): to gently calm, relief pain. Ache (v): to suffer from pain Percussion-capbox(n): a metallic box
used to store percussion caps (a fulminant explosive). Tick (n):a parasite arachnid, usually found in dogs
and other animals. Pin(n): a thin piece of metal with a sharp point at one end and a round head at the other.
Slate(n): a flat plate of slate used in the past for writing on in schools. Bow (v): bend the head or upper part
of the body. Whose(d): belonging to, or associated with which person. Whack(n):a strong and sharp blow
with a hard object. Shan’t(v): shall not Tiptoeing (v): walk quietly and carefully on the tip of your toes.
At last Tom could stand it no longer. The temptation was too
strong. So he reached out and lent a hand with his pin. Joe was angry
in a moment. He said:
“Tom, you let him alone.”
“I only just want to stir him up a little, Joe.”
“No, sir, it’s not fair; you just let him alone.”
“Blame it, I’m not going to stir him much.”
“Let him alone, I tell you.”
“I won’t!”
“You shall—he’s on my side of the line.”
“Look here, Joe Harper, whose is that tick?”
“I don’t care whose tick he is—he’s on my side of the line, and
you shan’t touch him.”
“Well, I’ll just bet I will, though. He’s my tick and I’ll do what I
blame please with him, or die!”
A tremendous whack came down on Tom’s shoulders and its
duplicate on Joe’s; and for the space of two minutes the dust continued
to ﬂy from the two jackets and the whole school to enjoy it. The boys
had been too absorbed to notice when the master had come tiptoeing
down the room and stood over them. He had contemplated a good
part of the performance before he contributed his bit of variety to it.”
Taken and adapted from:Twain.M.(1906). TheadventuresofTomSawyer.BroadviewPress,2006.
At last Tom could stand it no longer. The temptation was tooAt last Tom could stand it no longer. The temptation was too
5UNIT 1

6 UNIT 2
Byrd was born in 1888, in Boston, Massachusetts, and he was always
adventurous and brave. He attended the Virginia Military Institute, and
learned to fly in World War I. During this time, he developed a passion
for flying, and was a pioneer in the use of techniques for navigating
airplanes over the open ocean.
In 1926, Byrd attempted a flight over the North Pole, but a leak in his
oil tank forced him to go back to base when he had traveled about 80% of
the distance. A year later, he accomplished his first Trans-Atlantic flight,
with a crew of three more people. He flew from New York to France.
It was in 1929 when Byrd started the expedition that would end up
being his most important achievement. He put a crew together, and they
constructed a small base on the Ross Ice Shelf, in Antarctica. From there,
they set off towards the South Pole on a tri-motor plane, reaching their
objective on the 28th of November. This mission entered Byrd into the
history books, making him the first man to ever fly above the South Pole.
Byrd remained a promoter of Antarctic exploration, and was
involved in five more expeditions to this continent, before dying of a
heart ailment at his family home in Boston.
Byrd’s story is tangible evidence that, if you commit to something
and accept the challenge, you can make history!
Taken and adapted from: Enciclopaedia Britannica (n.d.) Richard E Byrd, American explorer (adapted).
Retrieved April 08, 2013, from http://www.britannica.com/
Do you consider yourself a brave and adventurous person? How far
would you go to achieve your dreams?
One of these people was Richard E. Byrd, a U.S. naval officer who
made history by being the first man to fly over the South Pole.
Achieve: successfully reach an objective or result. Pioneer: someone who is the first to develop a new area
of knowledge or activity. Leak: a hole in a container through which some content may accidentally pass.
Crew: a group of people who work on and operate a ship, aircraft, etc. Set off: begin a journey or travel.
Ailment: an illness.
Flying over the South PoleFlying over the South PoleFlying over the South PoleFlying over the South PoleFlying over the South PoleFlying over the South Pole
Antarctica is the coldest, windiest,
and driest place on earth.Richard E. Byrd

7UNIT 2
Andrés Godoy is a Chilean musician, but he’s not the average one.
He was born in 1953 in San Antonio, and started taking guitar lessons at
the age of 12. When he was 13, he had his first experience performing in a
band, called Los Halcones.
When he was 14, his life changed forever. While working at a family mill
with heavy and dangerous machinery, Andrés had an accident which
resulted in the loss of his entire right arm.
It was very difficult for him to adapt to this new situation, but he he loved
music too much, so he just couldn’t give up on it. At age 18, he picked up
the guitar again, and started developing his own technique to play with
just one hand. He called this method tatap, and it consisted of scratching
and tapping the strings with the fingers of his left hand, making harmony
and rhythms all at once.
His passion for music, imagination and perseverance made him discover
how to turn what he first saw as a disadvantage into a success and a new
way for musicians to relate to a guitar.
Andrés has toured extensively, performing with many famous artists, and
has also been teaching his method to disabled musicians all around the
world, inspiring people from different places to overcome their disabilities
and believe in themselves.
Andrés is a great example of courage and resolution. His whole life is hard
evidence that everything is possible, if you put your mind and heart to it.
Taken from: Andres Godoy. Biography (adapted). Retrieved April 08, 2013, from http://www.
andresgodoy.com/
Average: a number expressing the central or typical value in a set of data, obtained by dividing the sum of the
values in the set by their number. Mill: a building equipped with machinery for grinding grain into flour.
Loss: the fact of losing something or someone. Give up on it: stop having faith or belief in something.
Scratch: rubbing something with something sharp, in this case, one’s fingernail. Tapping: a technique used in
guitar, in which you hit the strings only with the tips of your fingers. Tour: travel around the world promoting
your music and performing live. Overcome: having success in dealing with a problem.
An
amazing
guitarist

8 UNIT 3
“The director and his students stepped into the nearest elevator and were
carried up to the fifth floor.
INFANT NURSERIES. NEO-PAVLOVIAN CONDITIONING ROOMS, announced the
notice board.
The Director opened a door. They were in a large room; half a dozen nurses
were engaged in setting out bowls of many different types of flowers in a long
row across the floor. The nurses stiffened to attention as the Director spoke.
“Set out the books,” he said.
In silence, the nurses obeyed his command. Between the rose bowls, the books
were properly set out. The nurses opened invitingly each of them at some
colored image of beast or fish or bird.
“Now bring in the children.”
They hurried out of the room and returned in a minute or two, each pushing a
kind of tall dumb-waiter, carrying eight-month-old babies, all exactly alike, and
all (since their caste was Delta) dressed in khaki.
“Put them down on the floor and now turn them so that they can see the
flowers and books.”
Turned, the babies at once fell silent, then, began to crawl towards those
clusters of sleek colors, those brilliant shapes on the white pages. The roses
looked extremely attractive, and a new and profound significance seemed to fill
up the shining pages of the books. From the ranks of the crawling babies came
little squeals of excitement and pleasure.
The Director rubbed his hands. “Excellent!” he said. “It might almost have been
done on purpose.”
The babies were already at their goal. Small hands reached out uncertainly,
touched, grasped, unpetaling the transfigured roses, crumpling the illuminated
pages of the books. The Director waited until all were happily busy. Then,
“Watch carefully,” he said. And, lifting his hand, he gave the signal.
BRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVEBRAVE
NEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEWNEW
WORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLDWORLD
(Extract) InBraveNewWorld,Huxleydepictedasocietydividedinto
differentsocialclasses,conditionedtoperformspecifictasks.

9UNIT 3
The Head Nurse pressed down a little lever.
There was a violent explosion. Alarm bells maddeningly sounded.
The children started screaming; their faces were distorted with terror.
“And now,” the Director shouted (for the noise was deafening), “now we
proceed to give them a mild electric shock.”
He waved his hand again, and the Head Nurse pressed a second lever. The
screaming of the babies suddenly changed its tone. There was something
desperate, almost insane, about the sharp spasmodic yelps to their screams.
Their little bodies twitched and stiffened.
“That’s enough,” he signaled to the nurse.
The explosions ceased, and the bells stopped ringing. The babies relaxed, and
what had become the sob and yelp of infant maniacs turned into a normal
howl of ordinary terror.
“Offer them the flowers and the books again.”
The nurses obeyed; but at the approach of the roses, the infants shrank away
in horror, the volume of their howling suddenly increased.
“Observe,” said the Director triumphantly, “observe.”
Books and loud noises, flowers and electric shocks – already in the infant
mind, these couples were compromisingly linked; and after two hundred
repetitions of the same or a similar lesson, they would be indissoluble. What
man has joined, nature can’t divide.
“They’ll grow up with what the psychologists used to call an ‘instinctive’ hatred
of books and flowers. They’ll be safe from books and botany all their lives.” The
Director turned to his nurses. “Take them away again.”
Still yelling, the khaki babies were loaded on to their dumb-waiters and taken
out, leaving behind them the smell of sour milk and a most welcome silence”
Huxley, A. (1931). Brave New World. NewYork, London: Harper & Bros.
Noticeboard: a board for displaying notices. Stiffen: become stiff or rigid. Alike: similar to each other. Khaki: a
dull, brownish color. Crawl: move forward on the hands and knees, close to the ground. Sleek: smooth and
glossy, full of glow. Squeals: a long, high-pitched cry. Crumple: crush something so that it becomes wrinkled.
Lever: a rigid bar used to activate or deactivate a certain mechanism. Yelp: a short sharp cry, especially of pain
or alarm. Twitch: give or cause a short sudden convulsion. Sob: cry loudly. Howl: a long and painful cry.
Shrank(pastofshrink): to become smaller in size. Linked: joined, connected. Hatred: intense dislike, hate.

10 UNIT 410 UNIT 4
Arrival in India
“I have arrived in India, along with my fellow
group of 10 Latitude Global Volunteering
volunteers have been taken to our hostel where
we will stay for 5 days. Itʻs very hot and noisy
here and the streets are packed with children,
dogs, people, rickshaws, and cars honking their
horns. It is monsoon season, and although it
wasnʻt raining when we arrived, after food at
the hostel (2 bananas, an egg and a piece of
bread) and a quick shower, we stepped out again
to find the road deep in 5 inches of muddy
water! So we took a rickshaw!
Blue Diamond Schoolplacement
The classrooms are on the top floor, with the kindergarten classrooms, office
and bathroom on the ground/middle floor. Laura and I are to share a bedroom
beneath this level, next door to the 9 boarding childrenʻs shared bedroom, and
the kitchen. Out the back of the school is a small patch of brown dust with a
guava tree – the playground.
wasnʻt raining when we arrived, after food at
the hostel (2 bananas, an egg and a piece of
bread) and a quick shower, we stepped out again
to find the road deep in 5 inches of muddy
Arrival on placement
We are here! After a 12-hour sleeper train,
we arrived in Siliguri where the rest of our
volunteer group were taken by mini bus
up to Darjeeling and beyond, where their
placements were. My project partner, Laura,
and I were met by our host Mr. Thapa who took
us the 2-hour drive up the mountain to the
village school. On our arrival into the small
village of Gharabari, we were greeted by all the
school children, all holding banners saying
‘Welcome GAP volunteersʻ and with small posies
of flowers for us. The school is a blue and white
tumbledown building on the side of the road,
almost falling off the hillside.
Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:Abby’s diary:

11UNIT 4 11UNIT 4
Packed:averycrowdedplace. Rickshaw:alight,two-wheeledpassengervehicleusedtotransportpeople.Theyare
verycommoninAsiancountries. Honking:soundingthehornofavehicle. Monsoon:seasonalbadweather,usually
bringingstrongwindsandheavyrain. Greet:receivesomebodypolitely,makingagesture. Tumbledown:avery
deterioratedbuildingorobject. Nursery:aplacewherelittlechildrenarecaredforduringtheworkingday.
Facilities:aplaceoramenityprovidedforaspecificpurpose. Journey:alongand,usually,verysignificanttrip.
First classes
We teach all classes, from nursery and kindergarten (3 – 4 year olds) up to
Class 9 (15 – 16 year olds) and our main focus is English. We spent our first
week observing lessons and seeing what level the children were at and
getting ideas about what we might do.
We also were sent to the branch schools to teach. They were two; neither
have road access, electricity or running water, and it takes about 2 hours to
reach them on foot. The children are so friendly and fun though, and we
played games and sang songs with them and used some books that we had
brought from England. It was amazing to see how we managed to teach with
almost no facilities and materials at all, and yet the children were really
beginning to grasp English and were fantastic to work with. We also went
to stay with some of Mr. Thapas relatives in one of the villages for a night,
which was, certainly, an experience, as the whole family (plus 2 children, an
aunt and a grandmother) and us slept in one room and went to bed at 7pm,
when it got dark, and got up with the sun at 5am!
Leaving
Saying goodbye and leaving my placement has been the hardest thing I have
ever had to do. This family is like my family, I am so close to so many of the
children and Laura and I have been on such an incredible journey these past
4 months that I canʻt find the words. We shall take away so many
memories (and photos!) and some things I will never forget”.
Taken and adapted from: http://www.lattitude.org.uk/volunteer-stories/volunteers-diary
volunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in Indiavolunteering in India

9 789568 694449
QUESTIONS TO HELP YOU THROUGH YOUR READING
UNIT 1
Just a normal girl
1. Whatarethegirl’sfeelingstowardsher school life?
2. Doyouenjoy school?If you couldchange something there,
whatwoulditbe?
The adventures ofTom Sawyer
1. IsTomexcitedorboredatthebeginningoftheclass?Explain.
2. WhatcatchesTomandJoe’sattention?
3. Whydotheboysstartto argue?Explain.
4. HaveyoueverfeltlikeTomandJoeduringclasstime?Explain.
UNIT 2
Flying over the South Pole
1. WhatwasByrd’sfirstexpedition,before going to the South
Pole?Diditgo well?
2. DoyouthinkflyingovertheSouthPole was difficult during
those times?Why?
3. Whydoyou think somepeopledecide to go on these
extremejourneys?
An amazing guitarist
1. How did Andrés managetocontinuetoplaytheguitaronly
with one arm?
2. Do you know of any othercasesofpeoplewhohave
overcome their disabilitiesinasimilarway?
3. How would you deal withasituationlikethis?
UNIT 3
Brave new world (Extract)
1. Whatisthepurposeoftheprocessdescribedinthisextract?
2. Have you seen any similarsituationsinreallife?
3. Do you think mind controlisacceptableinsomecases?
UNIT 4
Abby’s diary: volunteering in India
1. Why do you think Abby decidedtogotoIndia?
2. What do you think she learnedfromherexperienceasa
volunteer there?
3. Do you think there are peoplewhoneedhelpinyourown
country?
4. Would you like to do somevolunteerwork?Wherewould
you go?
EDICIÓNESPECIALPARA
ELMINISTERIODEEDUCACIÓN
PROHIBIDASUCOMERCIALIZACIÓN
PEFC/29-31-75

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