Textos en Inglés B2: 5 Lecturas con Preguntas

Abres un texto en inglés. Lo lees entero. Entiendes casi todo. Y aun así, cuando alguien te pregunta de qué iba, te sale un "pues... de una cosa". O peor: tienes un examen en el horizonte y no sabes si los textos en inglés B2 que estás leyendo tienen el nivel que toca.

Esta guía es para ese momento. Tienes cinco lecturas originales, escritas para esta página, con vocabulario clave, preguntas tipo examen y respuestas justificadas. Antes, un método para estudiarlas sin pasarte la tarde con el diccionario. Después, qué textos caen en el Cambridge B2 First, dónde conseguir más lecturas gratis, los falsos amigos que más engañan y cómo convertirlo todo en speaking.

Ya existen páginas buenas, como las historias por nivel de Fabulang, las lecturas con traducción instantánea de LingText o los textos con quizzes de Lingua.com. Lo que suele faltar es el método, el mapa del examen y el paso a la voz. Eso añadimos aquí.

Qué es un texto de nivel B2

Un texto B2 no es solo "un texto difícil". Ya no basta con entender de qué va: tienes que entender qué piensa el autor y qué deja sin decir.

En el Marco Común Europeo de Referencia (MCER), B2 es el primer escalón del usuario independiente. Los seis niveles, de un vistazo, están en nuestra guía de niveles de inglés de A1 a C2.

Un texto B2 suele tener entre 300 y 600 palabras (referencia práctica, no norma oficial). Habla de temas abstractos, mezcla hechos y opiniones, y usa condicionales, pasivas, estilo indirecto, conectores y phrasal verbs sin avisarte. A veces esconde la idea principal en una frase que no dice lo que parece. En los exámenes eso se llama inferir.

Esta tabla compara tres niveles vecinos. Son rasgos orientativos.

Fíjate en la última fila. En B1 te preguntan qué pasa. En B2, qué quiere decir el autor con lo que pasa.

Si el vocabulario te frena, empieza por el vocabulario inglés B2, o repasa antes el vocabulario inglés B1. Como referencia externa, ESL Lounge publica una lista de vocabulario B2.

Leer entrena los ojos. Hablar entrena la boca, y ahí muchos nos quedamos cortos. En Comigo hablas en voz alta con Capy, un capibara que nunca te juzga, y ese hábito encaja con esta guía.

Cómo saber si un texto es de tu nivel

Un texto demasiado fácil no te enseña nada. Uno demasiado difícil te frustra y lo dejas a la mitad. Necesitas la zona intermedia.

Hay una regla práctica que se cita mucho. Hu y Nation (2000), tal como los resume el blog Language Gym, propusieron que hace falta conocer alrededor del 98% de las palabras de un texto para entenderlo bien sin ayuda. Otros trabajos hablan del 95% como mínimo y del 98% como óptimo. Ojo: investigaciones más recientes indican que la cobertura léxica por sí sola predice la comprensión peor de lo que parece, porque también cuentan el tema, el conocimiento previo y la gramática. Úsalo como brújula, no como ley.

Para llevarlo a la práctica, haz la prueba de las 100 palabras. Coge unas 100 palabras de un texto y cuenta las que no conoces. Los nombres propios no cuentan.

Para comprobar el nivel de una palabra, el English Vocabulary Profile te dice en qué nivel del MCER aparece y con qué significado. El Cambridge Dictionary da definiciones en inglés sencillo, y su versión inglés-español sirve como plan B.

Detrás hay una idea conocida: el input comprensible. Aprendes sobre todo de textos que entiendes casi por completo, con un pequeño margen de palabras nuevas. Para profundizar: un estudio en ERIC sobre lectura extensiva y vocabulario de 9000 palabras y un artículo de Litbook sobre aprender un idioma leyendo.

Cómo estudiar cada texto en 5 pasos

Aquí la mayoría pierde el tiempo. Lee un texto, subraya quince palabras, las busca todas, se cansa y no vuelve. Este método tiene cinco pasos, cada uno con su tiempo, y sirve para cualquier texto.

El primer paso es el skimming: una lectura rápida para captar la idea general. Cambia cómo lees después, porque ya sabes adónde vas.

Marca solo 5 a 8 palabras: con 20 no las repasas nunca, con 6 las aprendes.

Hay dos formas de leer. La intensiva es la de este método: texto corto, mucho detalle. La lectura extensiva es la contraria: mucho texto, poca parada, por placer. Necesitas las dos. La primera te enseña a fijarte. La segunda te da volumen, y con volumen llega la fluidez.

Cinco textos en inglés B2 con preguntas y respuestas

Cada lectura mide entre 350 y 450 palabras y es de un tipo distinto, porque en el examen y en la vida real no todo es un artículo. Después de cada una tienes vocabulario clave, cinco preguntas, respuestas justificadas y una tarea para hablar o escribir.

Cronometra el paso 2 y no mires las preguntas antes de leer. Si un texto te parece muy difícil, guárdalo una semana: es dosificar, no rendirse.

Texto 1: artículo de revista sobre el trabajo remoto y estar siempre conectado

Un artículo de opinión con contraste, típico de revista. Fíjate en cómo usa "although", "whereas" y "yet" para oponer ideas, y en los verbos de estilo indirecto (say, insist, admit), que puedes repasar con estilo directo e indirecto en inglés. Para los conectores, tienes la guía de conectores inglés B2.

Lectura

The Trouble with Being Always On

When Marta Ellison started working from home three years ago, she thought she had solved her life. No more crowded trains, no more sandwiches eaten at a desk. Her mornings were hers again. But within a few months, something had quietly changed.

"I used to leave the office at six and that was the end of it," she says. "Now my laptop lives on the kitchen table. If a message arrives at nine in the evening, I feel I ought to answer it."

Marta is far from alone. Although remote work was supposed to give people more control over their time, many employees report the opposite: the working day has no clear edges. Without a commute to mark the end of the day, work simply spills into the evening. Managers, for their part, often insist they never expect instant replies. Yet if one colleague answers within minutes, everyone else quietly raises the bar.

Defenders of flexible work argue that the problem is not the home office itself. Whereas a traditional job forces you to be in one place at fixed hours, remote work lets you choose when to be productive. The trouble begins when flexibility turns into availability, and availability turns into a duty.

Some companies have started to fight back. One small software firm, for example, has banned internal messages after 6 p.m. Another has introduced "quiet days", when nobody is allowed to schedule meetings. Early results, according to the managers involved, suggest that people are less tired and no less productive. Had the firms not tried these rules, one manager admits, several good employees would probably have left.

Marta has made her own changes. She now keeps her laptop in a cupboard at the end of the day, and she has switched off the notifications on her phone. "It felt strange at first," she says. "I kept checking whether I had missed something. Nothing ever happened." If she could give one piece of advice to newcomers, it would be to decide on a finishing time and stick to it, even when nobody is watching.

Ultimately, being always on is not a technology problem. It is a habit, and habits can be changed. The tools will keep buzzing, but it is up to us to decide when we answer.

Vocabulario clave

Preguntas

1. What is the main idea? a) Remote work is worse than office work. b) Flexible work can turn into constant availability. c) Managers should demand fast replies.
2. True, False or Not given: Marta's manager expects her to answer messages in the evening.
3. Why does the working day "have no clear edges"? a) Contracts are longer. b) There is no commute to mark the end of the day. c) Offices close later.
4. In the third paragraph, "raises the bar" means: a) makes the standard higher b) makes people leave c) makes work easier d) ends the day earlier
5. What does the writer imply about the companies that banned evening messages? a) Their rules failed. b) Their rules seem to have helped without hurting results. c) Their rules were forced by law.

Respuestas

1. b. Flexibility "turns into availability".
2. Not given. Marta feels she ought to answer, but the text never says what her manager expects.
3. b. "Without a commute to mark the end of the day, work simply spills into the evening."
4. a. One fast reply lifts the standard for everyone.
5. b. "Early results... suggest that people are less tired and no less productive."

Ahora tú

Di en voz alta dos frases: a qué hora dejas de trabajar o estudiar y qué apagarías para desconectar. Usa "I ought to..." y "even when...".

Texto 2: correo formal de queja a un hotel

Un texto funcional, como las cartas y correos del B2 First: registro formal, sin contracciones, con fórmulas fijas. Fíjate en el condicional invertido ("Had we been offered...", practícalo con estos ejercicios de condicionales) y en las preposiciones de tiempo (from... to, until, within), que repasas en preposiciones de tiempo en inglés. Aquí las preguntas van antes que el vocabulario.

Lectura

Subject: Complaint about my stay (booking reference HM48213)

Dear Sir or Madam,

I am writing to complain about my recent stay at the Hotel Miramar, from 12 to 16 August, which unfortunately fell far short of what your website had led me to expect.

To begin with, the room I was given was not the one I had booked. I reserved a double room with a sea view, and I paid a supplement for it. On arrival, however, I was shown to a room overlooking the car park. When I mentioned this at reception on the first evening, I was told that the hotel was fully booked and that nothing could be done. No apology was offered, no alternative was suggested, and nobody at reception seemed to think that the problem mattered.

Secondly, the air conditioning broke down on the second night. Although I reported the problem immediately, it was not repaired until the following afternoon. As a result, my partner and I hardly slept for two nights, which was particularly disappointing since we had come away to rest. Had we been offered another room, we would have been perfectly happy to move.

Finally, and this may seem a small point, breakfast was served only until 9.30 a.m., whereas your website states that it is available until 11.00 a.m. On the last morning we were turned away at ten o'clock, despite having asked about the times the previous day, and the staff member simply shrugged.

I do appreciate that some of these problems may have been beyond the control of your staff. Nevertheless, I feel that the difference between what was advertised and what was provided is considerable. I would therefore be grateful if you could refund the supplement I paid for the sea view, together with the cost of one night's stay, as a gesture of goodwill.

I would appreciate a written reply, and I look forward to hearing from you within fourteen days. If I do not receive a satisfactory reply, I will have no choice but to contact the platform through which I made the booking.

Yours faithfully,

Elena Ruiz

Preguntas

1. Why is Elena writing? a) To ask for a discount. b) To complain about several problems. c) To change her booking.
2. True, False or Not given: Elena paid extra for a sea view.
3. True, False or Not given: Elena has stayed at the Hotel Miramar before.
4. In the fifth paragraph, "Nevertheless" is closest in meaning to: a) therefore b) in spite of that c) for example
5. The tone of the email is: a) insulting b) polite but firm c) casual

Respuestas

1. b. She lists the room, the air conditioning and the breakfast.
2. True. "I reserved a double room with a sea view, and I paid a supplement for it."
3. Not given. Nothing in the email says whether this was her first visit.
4. b. Staff may not be to blame, but the gap is still large.
5. b. "I would be grateful" plus a clear demand and a deadline.

Vocabulario clave

Ahora tú

Di en voz alta dos frases de una queja real o inventada: "I am writing to complain about..." y "which fell far short of...".

Texto 3: relato corto sobre un tren perdido y una desconocida

La ficción es terreno de la parte 5 del B2 First, y aquí se nota si sabes inferir: hay que leer lo que los personajes sienten sin que nadie lo diga. Verás pasado perfecto (had run, had missed) para marcar lo que ocurrió antes. Y si la entrevista te interesa, mira las preguntas de entrevista de trabajo en inglés.

Lectura

The 6.42

Daniel watched the tail lights of the 6.42 disappear round the bend and swore quietly. He had run the whole length of the platform with his bag banging against his hip, and he had missed it by perhaps five seconds. Five seconds. He looked at his watch as if it had betrayed him.

The next train was not until nine. The interview in Leeds was at half past eight. He knew, standing there with his heart pounding, that the job had just slipped away, and that he had spent three weeks preparing for nothing.

"You could sit down, you know," said a voice behind him. "The bench is not any more comfortable when you glare at it."

An elderly woman was sitting at the far end of the platform, a thermos beside her and a knitting bag on her knees. She had clearly been there all along. Daniel had not noticed her, which made him feel foolish.

"I missed my train," he said.

"So did I," she said. "Well, I mean, I missed it on purpose. I come here most Tuesdays. I like watching people run."

He laughed, in spite of himself. It was not a happy laugh, but it loosened something in his chest. She poured tea into the cap of the thermos and held it out.

"What was so important?" she asked.

He told her. He had not meant to, but the words came out in a rush: the interview, the months without work, the way his father had stopped asking about it.

"Have you phoned them?" she said, when he had finished.

"They will have chosen someone else by now."

"You don't know that. Nobody has given you the chance to find out."

Daniel took out his phone. His thumb hovered over the number for a long moment. Then, feeling slightly sick, he pressed it. The receptionist put him on hold, then came back to say that the panel was running late. If he could be there by eleven, they would still see him.

When he looked up, the platform was empty apart from the thermos, which had been left neatly on the bench. The old woman had gone, though he had not heard a train arrive. Under the cap, still warm, was a folded piece of paper. All it said was: "Nine o'clock. Don't miss this one."

Vocabulario clave

Preguntas

1. How does Daniel feel at the start of the story? a) relieved b) frustrated and discouraged c) bored
2. True, False or Not given: The woman comes to the station on most Tuesdays.
3. True, False or Not given: Daniel's father was angry about his unemployment.
4. "It loosened something in his chest" suggests that Daniel: a) felt physically ill b) felt slightly less tense c) became angry
5. What can we infer from the last paragraph? a) Daniel will be late for the interview. b) The woman wanted to encourage him. c) The woman missed her train.

Respuestas

1. b. He swears and thinks the job has "slipped away".
2. True. "I come here most Tuesdays."
3. Not given. The text only says his father "had stopped asking about it", which is not the same as being angry.
4. b. The laugh relaxes him, even if it is "not a happy laugh".
5. b. A warm cup and a note about the nine o'clock train: she wants him to try again.

Resumen en español

Daniel pierde el tren de su entrevista y cree que ha perdido el trabajo. Una mujer mayor lo anima a llamar, la empresa le da otra oportunidad y ella desaparece dejando una nota.

Ahora tú

Cuenta la historia en 30 segundos con pasado perfecto: "Before the woman spoke, Daniel had already...".

Si acabas de leer el texto 3 y sientes que lo entiendes mejor de lo que lo dirías, eso es normal. Es justo la brecha que hay que cerrar, y más abajo verás cómo. Antes, otro texto.

Texto 4: artículo divulgativo sobre el sueño y la memoria

Este texto usa el lenguaje de la prudencia científica: "may", "appears to", "is thought to". El autor no afirma, matiza. También tiene pasivas, que puedes practicar con estos ejercicios de pasiva en inglés. Ojo con la pregunta 2: juega con "usually" y "always".

Lectura

Why Sleep May Be the Secret to Remembering What You Learn

Most of us know that a bad night makes the next day harder. We are slower, more irritable and less able to concentrate. What is less well known is that sleep may also play an important part in deciding what we remember and what we forget.

Researchers have long suggested that the brain does not simply switch off at night. Instead, it appears to be busy sorting the information collected during the day. Memories that were fragile when they were formed seem to be strengthened during sleep, while details that are less useful may be allowed to fade. This process is often described as consolidation, and it is thought to take place mainly during deep sleep and dream sleep.

For students, the implications are considerable. A person who studies vocabulary in the evening and sleeps well may remember more the next morning than someone who stays up late to revise. Studying all night, in other words, is usually a poor bargain. The extra hours are likely to be spent reading material that will not be properly stored anyway.

That said, the evidence should be treated with caution. Sleep is difficult to measure outside a laboratory, and people differ widely in how much they need. It is also unclear how far the findings apply to complex skills, such as speaking a foreign language, as opposed to remembering lists of words. Some experts warn that the benefits of sleep are sometimes exaggerated in popular articles, and that studying in short, regular sessions is likely to matter at least as much.

Nevertheless, the practical advice is remarkably consistent. Sleep is not a luxury that competes with learning. It is part of it. Those who are preparing for an exam would be wise to keep regular hours, avoid screens shortly before bed and stop revising well before midnight. A short review of key material just before going to sleep, followed by a quick check the next morning, is a habit many learners find useful.

Sleep, it seems, is not time lost. It is time when the day's work is being filed away.

Vocabulario clave

Preguntas

1. What is the main message? a) Sleep may help the brain store new memories. b) Students should never study at night. c) Deep sleep guarantees good marks.
2. True, False or Not given: The writer says that studying all night is always a bad idea.
3. Why should the evidence be treated with caution? a) Sleep is hard to measure outside a laboratory and needs vary. b) Experiments are illegal. c) Students do not sleep enough.
4. "A poor bargain" means: a) a very cheap price b) not worth the effort c) an unfair contract
5. What does the writer imply about popular articles on sleep? a) They always tell the truth. b) They sometimes overstate the benefits. c) They ignore students.

Respuestas

1. a. The text repeats that sleep "may" strengthen memories.
2. False. The text says "usually a poor bargain", not "always".
3. a. "Difficult to measure outside a laboratory" and "people differ widely".
4. b. Extra hours spent studying will "not be properly stored anyway".
5. b. "Sometimes exaggerated in popular articles."

Ahora tú

Explica en dos frases qué haces antes de un examen, con "It seems that..." o "I tend to...". Suena raro la primera vez que lo dices solo. Por eso importa hacerlo.

Texto 5: reseña de viaje de un pueblo costero de Portugal

Cerramos con una reseña de viaje: opiniones, humor, contrastes y expresiones hechas, que es donde suele fallar el B2. Para ampliar esa parte, tienes la guía de frases hechas en inglés. Esta vez el ejercicio de hablar va antes de la lectura, para que leas con un objetivo.

Antes de empezar

Mientras lees, decide si recomendarías este pueblo a cualquiera. Al terminar, contesta en voz alta en dos frases con "It's the sort of place where...".

Lectura

A Week in Zambujeira do Mar: Quiet, Windy and Worth It

Let me be honest: I nearly cancelled this trip. After a hectic year, I had planned a week in a busy resort town, but the hotel changed its dates and I had to find somewhere else at short notice. A friend suggested Zambujeira do Mar, a small village on Portugal's Alentejo coast. I had never heard of it, which turned out to be a good sign.

The first thing you notice is how little there is. One main street, a handful of cafes, a supermarket the size of my kitchen. There are no high-rise hotels and no souvenir shops selling plastic fish. What you get instead is a wide beach at the bottom of a cliff, a sky that changes colour every ten minutes and an Atlantic that is far too cold for anyone who is not either Portuguese or slightly mad. It is a proper hidden gem, well off the beaten track.

Food is where the village really shines. On our second night we stumbled upon a family restaurant with no menu in English and no sign outside. The owner simply asked, "Fish or meat?" and brought whatever had come off the boat that morning. Grilled sea bass, boiled potatoes, a salad with more olive oil than I would normally dare, and a glass of local white wine. It was simple, and it was easily the best meal of the year.

Now for the downsides, because there are a few. The wind can be relentless, and if you like a lively nightlife you will be bored by ten o'clock. Buses to the nearest large town are infrequent, so unless you hire a car, you are more or less stuck. And in August, when Portuguese families arrive for their holidays, the place fills up and prices creep upwards.

Would I go back? Without a doubt. I came for a change of scenery and ended up learning how to slow down. It is not the sort of place where you tick sights off a list. It is a place where you sit on a wall, watch the fishing boats and let the day take care of itself. If that sounds like heaven, book now. If not, there are plenty of other beaches waiting for you.

Vocabulario clave

Preguntas

1. Why did the writer go to this village? a) Her hotel changed its dates and a friend suggested it. b) She wanted to live there. c) She was travelling for work.
2. True, False or Not given: The restaurant had a menu in English.
3. True, False or Not given: The writer went swimming every day.
4. In the fourth paragraph, "relentless" means: a) gentle b) never stopping c) pleasant
5. In the last paragraph, the writer implies that: a) the village suits people who want a quiet break b) she will never go back

Respuestas

1. a. "The hotel changed its dates" and "A friend suggested Zambujeira do Mar."
2. False. The restaurant had "no menu in English".
3. Not given. She says the sea is cold, but not whether she swam.
4. b. A wind that "can be relentless" does not stop.
5. a. "If that sounds like heaven, book now. If not..."

Qué tipos de texto caen en el examen B2

Si preparas el B2 First de Cambridge, estas lecturas te sirven de entrenamiento. Según la página oficial de formato, Reading and Use of English tiene 7 partes y 52 preguntas, dura 1 hora y 15 minutos y vale el 40% de la nota total. Los textos salen de artículos de prensa y revistas, informes, ficción, anuncios y cartas, con unas 2200 a 2500 palabras en total. Más detalle en la página de B2 First y en el formato del examen.

Las siete partes y cómo practicarlas con lecturas como estas:

Solo las partes 5, 6 y 7 son lectura larga. Las partes 1, 2 y 3 dependen de vocabulario y gramática. Para más práctica, mira la sección de preparación de Cambridge, la página de Reading de ExamEnglish y la guía de Use of English de KSE Academy.

Si tu examen no es Cambridge, esto cambia poco:

Cambridge tiene también un resumen de todas sus certificaciones, la ficha de B2 First y una sección de aprendizaje. Si vienes de Bachillerato, mira los exámenes de inglés en la PAU. Y si tu examen incluye redactar, después de leer escribe tú: la guía de ensayos en inglés te ayuda.

Dónde encontrar más textos en inglés B2 gratis

Cinco lecturas no bastan. Todos estos recursos ofrecen contenido gratuito.

Ojo: no todo es B2 puro. Usa la prueba de las 100 palabras.

Para dar el salto a texto real, The Guardian y BBC Future publican artículos largos. Las charlas TED con transcripción te dejan leer y escuchar. Y Simple English Wikipedia sirve de puente: mismo tema, frases más cortas. Cuando leas por tu cuenta, elige temas que te interesen de verdad: te costará menos volver mañana.

Otra vía son los libros adaptados. Un graded reader es un libro reescrito para un nivel concreto. La escala de la Extensive Reading Foundation te ayuda a elegir nivel, y Oxford Bookworms es una colección conocida que usa esos niveles. Para elegir, tienes la guía de libros en inglés para aprender. Y si prefieres pantalla, las películas en inglés.

Errores típicos al leer textos en inglés B2 (falsos amigos y trampas)

Miles de palabras inglesas se parecen a las españolas. Ventaja enorme y trampa igual de grande: algunas se parecen pero no significan lo mismo, y en un texto B2 un falso amigo puede cambiar el sentido de una pregunta.

Hay más: la guía de palabras difíciles en inglés sigue esa línea. Pero los falsos amigos no son lo único. Estos hábitos te frenan en cualquier texto.

Si una frase larga se te resiste, busca el verbo principal, luego el sujeto, y sigue.

De leer a hablar: cómo convertir cada texto en speaking

Lo que has leído ya está dentro. Falta sacarlo. Cuatro técnicas, de menos a más exigente:

El shadowing tiene respaldo: Language Gym revisa lo que dice la investigación sobre shadowing y fluidez, Leonardo English cuenta cómo hacerlo paso a paso y My Senpai lo resume desde la práctica.

El repaso espaciado se basa en la repetición espaciada: volver a ver una palabra justo antes de olvidarla. Y reutiliza las estructuras: si en el texto 5 leíste "It's the sort of place where...", úsala para describir tu barrio. Con otra persona, puedes leer por papeles un diálogo en inglés de dos personas.

Aquí encaja hablar primero: cuando hablas, notas al instante qué palabras no te salen. En la app de Comigo puedes contarle a Capy, en una conversación de voz en tiempo real, de qué iba el texto que acabas de leer. Puedes repetir la frase las veces que quieras. Leer te da las palabras. Hablar hace que sean tuyas.

Plan de 4 semanas

Un plan que se cumple gana a uno perfecto. Este es de 20-30 minutos al día.

Si tienes examen, añade en las semanas 3 y 4 las partes 5, 6 y 7 con tiempo. Si un día no llegas, haz solo los pasos 1 y 5.

Preguntas frecuentes

¿Cuántas palabras tiene un texto B2?

Lo habitual es entre 300 y 600, pero no hay norma oficial. Lo que define el nivel es el tema, el vocabulario y lo que tienes que hacer con el texto.

¿Cuántos textos debo leer al día?

Uno de estudio y, si tienes tiempo, uno de lectura extensiva. Mejor un texto trabajado que cinco leídos por encima.

¿Los textos B2 deben tener traducción?

No. Una traducción completa te quita el esfuerzo que te hace mejorar. Mejor un cuadro de vocabulario y, si hace falta, un resumen en español.

¿Hay textos B2 en PDF?

Sí, muchas páginas ofrecen lecturas para imprimir. Pero lo que importa es cómo las trabajas, no el formato.

¿Cuál es la diferencia con B1 y C1?

En B1 entiendes lo esencial de temas cotidianos. En B2, opiniones y matices en temas abstractos. En C1, el estilo y lo implícito. Tienes la tabla arriba y la guía de niveles de inglés.

¿Cuánto tarda pasar de B1 a B2?

Depende de tu punto de partida y de cuánto practiques. No hay una cifra honesta que valga para todos. Lo que funciona es la constancia, y empezar por el vocabulario inglés B2.

Tu primera lectura, hoy

Ya tienes cinco lecturas, un método y un plan. Elige el texto 1, ponle un cronómetro y, cuando termines, cuéntaselo en voz alta a Capy en Comigo.