📖 Tom Sawyer – Chapter 19: Aunt Polly and Tom’s Secret

The picnic was over, and the children were back in the village. Tom felt proud, but life soon returned to its usual ups and downs. He had quarrelled with Becky, made up again, and played at being a doctor. Yet one shadow still hung over him—Aunt Polly.

Aunt Polly was strict but had a soft and loving heart. Tom knew that sometimes he caused her great trouble. He often told her lies to escape punishment. Deep inside, though, he wished she could know how much he truly loved her.

One evening, Aunt Polly had to go out to visit a neighbour. Tom promised to stay home and behave. But as soon as she left, he ran out to meet Becky in the garden. They laughed, whispered secrets, and made plans for the next picnic.

While they talked, Sid, Tom’s half-brother, listened from the window. Sid was quiet and obedient, but he enjoyed telling on Tom. When she came home, he ran to Aunt Polly and said, “Tom wasn’t at home! He was with Becky all evening.”

Aunt Polly frowned. “Tom Sawyer! Come here this instant.”

Tom came slowly, his head hanging. “Yes, Aunt Polly?”

“Did you stay home, as you promised?” she asked.

Tom hesitated. His first thought was to lie. But then he remembered Becky’s admiration when he had bravely told the truth at school. He lifted his eyes and said, “No, Aunt Polly. I went out to see Becky.”

Aunt Polly’s face softened momentarily, but then she said sternly, “You’ve broken your word again, Tom. I don’t know what to do with you.”

Tom’s heart ached. “Aunt Polly,” he said quietly, “I do try to be good, truly I do. I know I make you sad, but I don’t mean to. You’re always kind to me, and I love you.”

Aunt Polly’s eyes filled with tears. She turned away so Tom would not see them. “Oh, Tom,” she whispered, “you’re a bad boy, but you have a good heart.”

Sid tried to interrupt, but Aunt Polly waved him off. For once, she chose to believe Tom.

That night, Tom went to bed with a lighter heart. He felt that, at least for a moment, Aunt Polly had understood him. And for Tom, that was as precious as treasure.

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📘 Glossary

• Ups and downs – times of happiness and sadness

• Strict – expecting rules to be followed carefully

• Soft heart – kind and loving nature

• Quarrel – an argument or fight

• Obedient – always doing what you’re told.

• Telling on (someone) – reporting their bad behaviour to an adult

• Hesitated – paused before speaking or acting

• Sternly – in a serious, strict way

• Ached – felt intense emotional pain

• Precious – very valuable or deeply loved

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❓ Comprehension Questions

1. What did Tom do after Aunt Polly left to visit a neighbour?

2. Who overheard Tom and Becky in the garden?

3. What did Sid do when Aunt Polly came home?

4. How did Aunt Polly react when she first heard Sid’s report?

5. What did Tom do when Aunt Polly asked if he had stayed home?

6. Why did Tom decide not to lie?

7. How did Aunt Polly feel when Tom told the truth?

8. What did Tom say to show his love for Aunt Polly?

9. How did Aunt Polly respond to Tom’s words?

10. How did Tom feel when he went to bed that night?

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✅ Answers

1. He went out to meet Becky in the garden.

2. Sid.

3. He told Aunt Polly that Tom had not stayed home.

4. She frowned and called Tom to her.

5. He admitted that he had gone out to see Becky.

6. He remembered how brave and admired he felt when he told the truth at school.

7. Her face softened, and she became emotional.

8. He said he tried to be good, didn’t want to make her sad, and loved her.

9. She had tears in her eyes and said Tom had a good heart.

10. He felt lighter and happier that Aunt Polly understood him.

 

📖 Tom Sawyer – Chapter 18: Tom Becomes a Doctor

The long summer days continued, full of play, quarrels, and forgiveness. Tom and Becky were friends again, and Tom felt proud of his bravery. But soon, a new kind of excitement appeared in Tom’s restless mind.

At school, the children often whispered about doctors. A doctor was a mysterious figure who knew strange secrets, cured sickness, and carried shiny instruments. Tom thought being a doctor must be the greatest thing in the world.

One afternoon, Tom met Joe Harper in the yard. “Joe,” he said, “let’s be doctors.”

Joe’s eyes lit up. “Yes! But we don’t have medicines or tools.”

Tom smiled. “We can make our own. I saw Aunt Polly give Sid a spoonful of something bitter yesterday. We’ll make medicines from roots and powders and heal people.”

The boys began their “practice” at once. They crushed flowers, mixed water with chalk dust, and stirred the strange potions in broken bottles. They even used mud, calling it “healing clay.”

At first, their patients were only stray cats and dogs. But soon the boys turned their attention to themselves. Tom gave Joe a spoonful of the muddy mixture. Joe swallowed bravely, then made a face and cried, “It tastes worse than Aunt Polly’s medicine!”

Tom laughed and tried some himself. His stomach churned, and he lay on the ground, groaning loudly. “It works! Doctors must always test their cures,” he said weakly.

The next day, they discovered a new experiment. Tom brought a dead frog he had found by the river. “Doctors study dead things to learn about life,” he explained. With great seriousness, the boys cut the frog open using a pocketknife. They examined its tiny bones and organs as though they were real scientists.

Their classmates soon heard about Tom and Joe’s experiments. Some were frightened, but others were impressed. Becky wrinkled her nose when she saw the frog, but she secretly admired Tom’s courage.

Unfortunately, their fun ended quickly. The schoolmaster discovered the dead frog hidden in Tom’s desk. His face grew red with anger. “Thomas Sawyer!” he thundered. “Is this your doing?”

Tom gulped. He wanted to lie, but then he remembered Becky’s smile when he had taken the blame for her before. Gathering courage, he stood up. “Yes, sir. It was mine.”

The master gave Tom a sharp punishment with the switch, and the children giggled behind their hands. But Tom did not mind too much. For the rest of the day, he was a hero once again.

That evening, Tom told Huck Finn about his adventure. Huck laughed and said, “You’ll never be a real doctor, Tom. Real doctors go to school for years.”

Tom’s eyes shone with excitement. “Maybe one day, Huck. Maybe one day.”

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📘 Glossary

• Quarrels – small arguments or fights

• Restless – unable to stay still, always looking for something new

• Potions – mixtures, often thought to have magical or healing powers

• Churned – moved or shook unpleasantly (like a sick stomach)

• Groaning – making a low sound of pain

• Experiment – a scientific test or trial

• Organs – parts inside the body, like heart or lungs

• Wrinkled her nose – made a face of dislike or disgust

• Switch – a thin stick used for punishment

• Hero – someone admired for courage or brave actions

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❓ Comprehension Questions

1. What new idea excited Tom in this chapter?

2. Who did Tom ask to be a doctor with him?

3. What strange ingredients did they use to make medicine?

4. How did Joe react after tasting the mixture?

5. What did the boys study to “learn about life”?

6. How did Becky feel about Tom’s frog experiment?

7. Who found the frog hidden in Tom’s desk?

8. What did Tom do when the teacher asked whose frog it was?

9. How was Tom punished for his actions?

10. What did Tom dream about when talking to Huck Finn?

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✅ Answers

1. The idea of becoming a doctor.

2. Joe Harper.

3. Flowers, chalk dust, water, and mud.

4. He said it tasted worse than Aunt Polly’s medicine.

5. A dead frog.

6. She was disgusted but secretly admired his bravery.

7. The schoolmaster.

8. He admitted it was his.

9. He was punished with the switch.

10. He dreamed of becoming a real doctor one day.

 

🎯 IELTS Writing Task 2 Question

Some people believe schools should focus on teaching life skills such as communication, financial management, and teamwork. Others argue that academic subjects like mathematics and science are more important for a child’s future.
Discuss both views and give your opinion.

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📝 Sample Essay (Band 8–9, 280 words)

In recent years, there has been much debate about whether schools should prioritise life skills or traditional academic subjects. While some argue that practical abilities are essential for success in modern society, others believe that academic knowledge forms the foundation of education. Both perspectives will be considered before presenting my view.

On the one hand, teaching life skills can prepare students for real-world challenges. Subjects like financial literacy, problem-solving, and communication are directly applicable to everyday situations. For example, learning how to budget or manage money equips young people with independence, while teamwork and leadership skills are highly valued in the workplace. Without such abilities, even highly educated individuals may struggle to navigate adult responsibilities.

On the other hand, academic learning remains crucial because it develops intellectual ability and provides access to higher education and specialised careers. Fields such as medicine, engineering, and science rely heavily on theoretical knowledge that cannot be replaced by life skills alone. Moreover, academic study enhances critical thinking and discipline, which are transferable to many aspects of life. For instance, solving complex mathematical problems trains the mind to think logically and systematically.

In my opinion, an effective education system should combine both approaches. Academic subjects are undeniably important, but schools should also integrate practical training to ensure students are fully prepared for adult life. A balanced curriculum would produce not only knowledgeable individuals but also capable, confident citizens.

In conclusion, while academic learning provides intellectual depth and career opportunities, life skills are equally vital for personal development. Schools should aim to deliver both in order to prepare students comprehensively for the future.

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🔑 Useful Vocabulary

• Financial literacy

• Practical abilities

• Real-world challenges

• Highly valued in the workplace

• Theoretical knowledge

• Critical thinking

• Transferable skills

• Balanced curriculum

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🔗 Linking Words

• Contrast: while, whereas, on the other hand, although

• Addition: furthermore, in addition, moreover

• Cause/Effect: therefore, as a result, consequently

• Examples: for example, for instance, such as

• Conclusion: in conclusion, overall, to sum up

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✍️ Guidelines for Writing This Essay

1. Plan (5 minutes)

• Identify sides:

  • Life skills: communication, finance, teamwork → useful in daily life & jobs.

  • Academic learning: maths, science → necessary for careers & intellectual growth.

• Opinion: Both are essential; schools should combine.

• Outline:

  • Intro (paraphrase + outline)

  • BP1 = life skills

  • BP2 = academic learning

  • BP3 = opinion (balanced)

  • Conclusion

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2. Structure

• Introduction: State both sides + thesis.

• Body Paragraph 1: Life skills are important (with example).

• Body Paragraph 2: Academic learning is important (with example).

• Body Paragraph 3: Your opinion: balance is best.

• Conclusion: Summarise, restate opinion, no new points.

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3. Topic Sentences

• BP1: “Teaching life skills equips students to deal with real-world challenges more effectively.”

• BP2: “Despite this, academic knowledge remains the backbone of education and career development.”

• BP3: “In reality, the best approach is a balance of both academic learning and life skills.”

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4. Tips

• Always show balance — acknowledge both sides.

• Use formal vocabulary (avoid words like kids, stuff, a lot).

• Insert specific examples to illustrate ideas.

• Keep paragraphs clear and focused, one idea per paragraph.

• Proofread to check linking words and grammar variety.