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Our school wants to be part of the project called European Language Portfolio (ELP), because we believe it will be very positive for students, parents and teachers and we will approach the teaching of other languages from a different  and much more beneficial perspective to the entire school community.
In this blog post we will explain what Portfolio is and in later posts we will be adding more information to clarify some of the concepts that are part of this European project of languages.


The European Language Portfolio (ELP) is a project, together with the Common European Framework of Reference, which is part of the language policy of the Council of Europe and has the following objectives:

-Protect and develop the cultural heritage and diversity of Europe as a source of mutual enrichment.
-Facilitate the mobility of citizens as well as the exchange of ideas.
-Develop an approach to the teaching of languages based on common principles.
-Promote multilingualism.

In the educational context, The European Language Portfolio is a personal document of a learner. In this document learners of all ages can record their language learning and cultural experiences al school or outside school.

  • The pedagogical objectives of the European Language Portfolio are to:

– motivate learners to strengthen their linguistic and intercultural competences at all levels;
– present their levels of linguistic competences and intercultural

experiences. at school or outside school.

– Upgrade self-evaluation, which implies, once again, greater responsibility of the student for their own learning and, therefore, greater autonomy.

The two main functions of the European Language Portfolio are:
• The pedagogical function which makes the language learning process
more transparent to learners helping them to develop their capacity
for reflection and self-assessment and thus enabling them gradually to
assume responsibility for their own learning;
• The reporting function which keeps track of the knowledge acquired in
the school system, within the non-formal education, as well as personal

There is not a single ELP portfolio – there’s a huge variety of different portfolios made for different languages and different target and age groups.

As for its physical configuration, it is structured in a modular way in three parts:Language passport, Language biography and Dossier .

Language passport
• provides a general picture of your competences in different languages at the time. Your skills are presented according to the levels of the Common European Framework of Reference for Languages of the Council of Europe;
• includes official certificates and evidence of linguistic competence, intercultural experiences and experiences in language learning;
• contains information on individual and specific competence;
• enables self-evaluation of your competences and skills.
Language biography
• allows you to participate in planning your own learning, in thinking about your learning and evaluating your progress;
• encourage you to discover what you know in any of the languages, as well as to list your linguistic and intercultural experiences acquired in school and out of it;
• it is structured in line with the idea of promoting plurilinguism.
Dossier enables you to make a collection of variuos items of your personal work and certificates and diplomas which illustrate your competences stated in the Language Biography or Passport.




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Our English departament are doing a course about how to implement CLIL methodology in our new bilingual section.

We are attending the different sessions in the CPR Cáceres twice a week (Mon- Wed) from 16:30 to 20:00 according to this timetable: planaicle.

All of the strategies we are learning during this time, will be put in practise to improve our bilingual section.

We hope that it will be interesting and successful for our students.



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What is CLIL?
Integrated Content and Foreign Language Learning (CLIL) is the term used to describe what is commonly known as linguistic immersion. The term CLIL (AICLE in Spanish) was created in 1994 by David Marsh to describe the flow of applied linguistics that ensures in the learning of a foreign language greater success is achieved through common subjects.
What is it based on?
This method is based on applying the language one wants to learn in common subject classes, not only in the language learning from the linguistic point of view. That is, the CLIL or AICLE bases the English learning on the study of common subjects in English, not on a single subject of English that is treated in an isolated manner and creates forced and invented situations.
The language in this system is the center of the learning process. Language is learned through its use in situations not rehearsed, in real situations, which tomorrow the student will be able to repeat in his life. This is the active application of language in the study to get used to speaking this other language and be prepared in the future to face everyday situations. The Integrated Content and Foreign Language Learning (CLIL) is a cognitive challenge for students, which in this way develop their basic interpersonal communication skills and their competence in cognitive-academic language.
What are the benefits of this method ?
Multiculturalism is one of the main benefits of linguistic immersion, as well as knowledge of other languages. Language, thought and culture are linked so that this method offers students the opportunity to interact with other cultures.
What methodology does it use?
The teaching of AICLE/ CLIL is focused on the student and it is a very flexible type of teaching. Learning is interactive and autonomous and is focused on processes and tasks, not just theoretical knowledge. The main source of linguistic input (input) comes from textual and auditory materials and therefore the most practiced skills are reading and oral comprehension. The language is viewed from a point of view more lexical than grammatical and the most important thing is that the student acquires fluency in the language.
(Imagen procedente del Instituto Cultural de Lenguas Extranjeras Hospes)
Publicado en English class

Reading books.

THE LEGEND OF SLEEPY HOLLOW, by Washington Irving. Burlington books.

This year, our students of the first level of ESO, are going to read a classical and mysterious story situated in the old American colonies. It is the story of “The headless horse rider” Sleepy Hollow.


Sleepy Hollow is a quiet, peaceful place near the Hudson River in the USA, but it is alive with stories about ghosts and witches. One night, the teacher in Sleepy Hollow, Ichabod Crane, has a terrifying adventure with Sleepy Hollow’s most famous ghost, the Headless Horseman, with unexpected results. Everyone will enjoy this exciting story.


We hope you enjoy this scary story and we are waiting for your comments…

Publicado en English class, General


If we make a survey among our students, we will verify that their favourite stories are terror, adventure and love stories, in this order.
 The books that we have chosen as readings for our students of ESO and Bachillerato this year belong to the genre of terror.
Here you have a brief review of them. Enjoy a lot with their readings and their scary places and mysterious characteres.

51fx0q-nmcl-_sx359_bo1204203200_Tales of Mystery and Imagination.

Oxford Bookworms Library. Oxford Bookworms .OUP. By Edgar Allan Poe (Autor),‎ Margaret Naudi  (Autor)        
This book consists of five stories by Edgar Allan Poe, one of the best writers of English language horror literature of all time. Here we can find five of his most popular tales:
  • The Fall Of The House Of U Tales of Mystery and Imagination.sher.
  • The Black Cat.
  •  The Masque Of The Red Death.
  •  William Wilson.
  •  The Tell- Tale Herat.

Resultado de imagen de room thirteen book oxford university press

Room 13

By Robert Swindells. Oxford University Press.

There is no Room 13 in the creepy Crow’s Nest Hotel, where Fliss and her friends are staying on a school trip. Or is there? For at the stroke of midnight, something peculiar happens to the door of the linen cupboard next to Room 12. And something is happening to Ellie-May Sunderland, too – something very sinister …

Don’t read this alone at home!!!

Imagen relacionadaA ghost collection 

By Anne Stanmore. Burlington Books.

The book contains three frightening stories:

  • The Ghosts of Dodson Hall. Who are the young boy and girl that appear in Miss Dodson’s house and what are they looking for?
  • The Priest Hole .Why do the boys at Harry’s boarding school think he’s crazy and why does a mysterious priest come to visit him?
  • Sarah’s New House .Who is the girl who haunts Sarah’s new house and want to take control of her?

Read these three sories and you will find the answers.

Enjoy all of them!


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In memoriam

Elena Regodón Jiménez

Elena Regodón

“Algunas personas llegan a nuestra vida y se marchan rápidamente. Otros se quedan por un tiempo, dejando huella en nuestro corazón y nunca volvemos a ser los mismos”

“Some people come into our lives and quickly go. Some stay for a while, leave footprints on our hearts, and we are never, ever the same”

Cita de Flavia Weedn.

Elena Regodón

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Halloween 2017-18

El pasado viernes los alumnos de inglés pasaron mucho miedo en el centro y no era porque “había examen”, los fantasmas, zombis, brujas, esqueletos, arañas, murciélagos… de Halloween en nuestro instituto sembraron el terror.

Pulsa sobre la imagen para ver mas fotos terroríficas.

Halloween 2017

Publicado en English class, General

The IES Luis de Morales bilingual section

Reasons why the center wants to implement the program and justification of the same:

The main reason to develop the Bilingual English Section has been answering the wishes of most of the parents of our students, expressed to through collection of signatures, and after hearing their suggestions in the meetings of the School Board. Both the center and the departments directly involved in the program face two major challenge: on the one hand the development of the Integrated Curriculum in the stage of Compulsory Secondary and on the other hand to achieve a coherent and positive transition from Primary to Secondary that allows the students to adapt to the new educational stage.

Linguistic and cultural objectives of the bilingual project:

The overall objective of the project is to provide students with bilingual education and training in both cultures through an integrated curriculum based on the Spanish teaching curriculum and basic aspects of the curriculum of teaching English as a first foreign language:

To provide our students with continuity in bilingual studies in English in Secondary and High School, and prepare them for their incorporation in the university or in the working life with a training in accordance with the demands of the current world in the knowledge and use of the English language. The increase in international relations for various reasons – work, education, culture or tourism – has been favored by the improvement of the media and the rapid evolution and diffusion of information and communication technologies, in which Extremadura is a pioneer. In this context, the knowledge of a language – in our case, English – in addition to our own language, becomes a growing need in our society.

Areas to be taught in the section:

Taking into account the teachers with a definite place with which we have in the center and that have the necessary qualification to teach classes in the bilingual section, non-linguistic areas that can be taken in this modality will be those of Biology and Social Sciences of the first cycle of compulsory secondary education (1º ESO). This year we count on the collaboration of Agapito Gómez González (Social Sciencies teacher) and Ana Mª Lancho Mogollón (Biology teachers) both with the required level (B2 in English) to give these subjects.

Both the Natural Sciences and the Social Sciences are, without a doubt, areas with a great load of contents. This great wealth of vocabulary makes possible a bilingual learning of many words of the immediate environment. In addition, much of this vocabulary has a visible referent, either in a real way, or through images or flashcards that will reinforce the association of meaning with its pronunciation and/or spelling.

This project will be subject to permanent revision and modifications taking into account that each course incorporates new elements and aspects to consider and to reflect on.

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Sección bilingüe de Inglés

IES luis de MoralesNuestro instituto ha sido autorizado por la Consejería de Educación para comenzar una nueva sección de inglés a partir del curso 2017-18.  Desde este curso tenemos  alumnos de nuevo ingreso en 1º de ESO que han podido matricularse en esta sección. Esta nueva sección se implantará progresivamente durante los próximos cuatro años, por tanto este curso tenemos alumnos matriculados en 1º de ESO que cursan en ingles algunos contenidos de las asignaturas de Ciencias Sociales y Ciencias Naturales.

Bienvenidos a todos y comenzamos ….