Publicado en General

eTwinning : “Penpals Project”

img_2537Hi there!

In 1st and 2nd Grade we are working in an eTwinning project called: “Penpals Project”.

But, what is eTwinning? What are you talking about?

Let’s me explain: “eTwinning” is a platform for staff (teachers, head teachers, librarians, etc.), working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share and to be part of the most exciting learning community in Europe.

In the project, we are working with 5 European schools from Turkey, Italy, Poland, Germany and France. The idea of the project is to practice using the English language in the form of traditional letters. Students write letters every 2 months.

In this post, I’ll show you how we are working in class, we are very excited because we will send the letters next week.

Besides that, I think it’s a great resource to use in my class.

I’m tired of traditional methodology,  I need a change, to involve my students in the use of English in their everyday lives. Actions speak louder than words so,  I took the decision to open my mind and to explore other ways of teaching: projects, flipped classroom, presentations…

And here we are!

This first letter is about their hobbies, they must talk about 2 of them,  why they like, with who they play…

I hope you like it, I’ll post some pics.

Publicado en English class, General



We are surrounded by acronyms, that is, letters that mean something, that hide the name of companies,brands, sport clubs, or just expressions that we use in our everyday language.
CNN, UK, USA, NASA, NGO, VIP or FAQ constantly appear in the news we read or hear in the media or the internet.
The acronyms are quite useful and suppose a fundamental tool in what is known as economy of language. Human language tends to say the most things using the least number of words, but choosing those that best promote communication between people. This is what prevents our interlocutor from getting bored when we tell a story or stay asleep at a conference or during a lesson.
In this sense, acronyms represent a shortcut to express ideas or name things more quickly and accurately.
Another example of this economy in the language is the use of abbreviations in informal English, on the Internet or on mobile phones. Technology is a world where speed is essential, so the use of these abbreviations is common.

This can be dangerous among students and young people in general, who are more interested in getting their messages across and less concerned about correct spelling, grammar and punctuation. Since texting has become a way of life of many students, it is feared that the SMS language can affect students’ written performance. 

It is the teachers’ job to correct and make  students  distinguish between the language of text messages and the  language that should be used in an academic context.

Do you know some of these SMS abbreviations? Can you create  your own TNGAs (The New Great Abbreviations) ?
@ – at
2 – to, too
2L8 – Too Late
2nite – tonight
2U2 – To you too
4 – for
ASL? – Age, Sex, Location?
AYT? – Are You There?
B4 – BeforeB / C – Because                                           
BF – Boyfriend
GF – Girlfriend
BTW – By The Way
C – see
CIO – Check It Out
CU – See You
Cud – could
CYA – See You
DIY – Do It Yourself
DL or D / L – Download
Dnr – dinner
F2F – Face to Face
FAQ – Frequently Asked Questions
GGL – Giggle
H & K – Hugs and Kisses
HAND – Have A Nice Day
IC – I See
J / K, JK – Just Kidding
KISS – Keep It Simple, Stupid
L8 – late
L8R – Later
LOL – Laughing Out Loud
M8 – Mate
N2M – Not too Much
OMG – Oh My God
PLZ – Please
ROFL – Rolling On Floor Laughing
ROTFL – Rolling On The Floor Laughing
TGIF – Thank God It’s Friday
TX, TNX – Thanks
TYVM – Thank You Very Much
Tom – tomorrow
U – you
UL or U / L – Upload
UR – You are, your
W8 – Wait
W8AM – Wait A Minute
W / O – Without
YW – You’re Welcome

TYVM, CU ASAP (ThanK You Very Much. I See You As Soon As Possible)

Publicado en General

Talk to me (in English)

Sometimes we are so shy that we don´t really know how much we know.

Last Thursday, to make up for the loss of our conversation assistant this year, I offered myself for chatting: I told a fellow-worker to speak to me in English every time he wanted. Of course, my English cannot be as good as the one of a native speaker, but we can learn from each other and improve just by practicing a little every day.

My new friend and I had been talking for a few minutes when all of a sudden he confessed a secret to me: despite feeling rather insecure when speaking in English, he had published excellent articles in prestigious scientific magazines. I could not believe my ears. However, he helped my unbelief and switched on one of the computers in the staff room and showed them to me. To my surprise, I found a lot of articles full of specific terms related to the world of chemistry too difficult for me to understand, but certainly written in the language of Shakespeare.

How could that be possible? He could write decently, but he hardly spoke a few words? Well, in fact, that is exactly the same problem that many students need to sort out after finishing high school or university. They have the knowledge, but not the courage. They are so afraid of making mistakes and look silly and ridiculous that prefer not to say anything and remain silent and quiet. They become excellent writers, but poor speakers.

Then I told him how I became bilingual. It did not happen abroad, in the United Kingdom, Ireland or the States. It happened in the classes of English Literature at university, when our teacher asked for comments on the novels that we had to read. I used to write  those comment on a small piece of paper before raising my hand and saying anything. One day I realized I did not need to write them down any more and started speaking what came out of my mind.

You can do the same, I said.

Publicado en General

What type of person are you?

I asked one of my students in fourth year of ESO what type of person he was, and he told me he was a competitive one. Then I asked him why, and he explained to me that we live in a competitive world. That answer reminded me of the American idea of success: being a loser, a winner… And all that crap. They learn that from very early in life. If you do well at sport, you will be popular. If you get good marks at primary and secondary school, you will be able to go to a good university and get a good job later on. if you overcome a difficult situation you become an overcomer and an example for everybody around you. They prepare you lo live in an individual society of self-made men and women. It may seem cruel, but that´s the way it is, my student came to say. Who knows, he maybe be right, we speak another language, but in the end, we are not so different.

So, what type of person are you?

Publicado en General


Wow! At last I become a blogger. What a wonderful tool for showing what we do in our high school Luis de Morales. Next, with the help of some colleagues , I´ll add photographs and videos to my writings. I hope so. Must not be so difficult if everybody does. And if I can, I,m sure you can, too. Join us. Ask Juan Pablo, our technology expert, or Pepa, our Chief of Department, for help in case you need it.

Publicado en English Week, General, Theatre


On April 26th at 1:30 pm the work Fortune’s fool, staged by the Moving On company, took place at the Cine-Teatro of Arroyo de la Luz.

This theatre group has spent more than 25 years dedicated to bringing theatre and English to students of language schools, primary, secondary, high schools and vocational training.
Our secondary school , Luis de Morales appreciates the opportunity of attending this performance to prove that you can understand much more than you imagine, since they adapt the level of representation to their audience. This year they represent Fortune’s Fool, in which they make an allegation to the power that each individual has to change their own destiny .

As Movin On explains in their website , “with the arrival of a fortune-teller in a ruinous hostel, a whole series of apparently fortuitous events begins. Harry is embroiled in a race to finally achieve the luck that he considers has always run away from him. But sometimes not everything is what it seems and life always puts everyone in their place. In these times of social networks, alternative truths and easy solutions, the work will try to make us question our reality and the world that surrounds us and will encourage us to put into practice solutions to improve our existence “.

Our students took part in the performance and the audience enjoyed a lot watching their classmates singing, dancing and acting on the theatre stage.

Publicado en English Week, General, Harry Potter

ENGLISH WEEK 2017-18 Newsletter

In order to learn and explore English in a fun way, our English Week focused on the figure of Harry Potter and his magical world, specifically the first book in the series ‘Harry Potter and the Philosopher’s Stone’, whose first edition turns 20 years.

To carry out all this task and perform activities that would be attractive for our students, the team formed by the English department, together with members of other departments of the school did a great job and tried to do our best to make this English week was a success.

We can be very satisfied with the work done and with the participation of all the students in each and every one of the proposed activities.


With the participation of students and teachers, we managed to collect many objects related to the world of Harry Potter, as well as all the books in the series in their English, Spanish and German editions.

Many of these objects were made by students of the first cycle of ESO, such as magic wands, potions, flying balls to play quidditch or even magic lamps and books.

The photocall corner was a real success and the students enjoyed a lot with the costumes of Harry, and professors Dumbledore and Snape!!


Our students were  highly motivated and they made very varied and interesting works on topics related to the world of Harry Potter, such as: main characters and teachers in the books, animals and mythological creatures,  Hogwarts Houses, the Quidditch game, the movies and the author J K Rowling.


They also made  beautiful bookmarks and door handles with remarkable quotes and spells  from Harry Potter’s books

The students of 1st ESO carried out projects in their bilingual subjects of Geography and Biology related to the topic of the English Week.


Places in Harry Potter’s books.Geographical coordinates map made by Geography bilingual students of 1º ESO.


During our English Week we had the privilege of receiving the visit of Harry Potter’s books’ author JK Rowling and the same Harry Potter, the most famous wizard in the world!! They came to our school to answer all the questions that students made them-all kinds of questions about the books, characters and adventures and even dared with any questions about their private life!

After the press conference we had a trivia contest. Gryffindor students were the winners!!IMG-8021

Gryffindor House winner team



The students of 1ºBachillerato  did a short reading dramatization of one of the most known episodes of Harry Potter and the philosopher’s stone. It was about the Sorting Hat scene. We all enjoyed a lot with them!!

And to close this fantastic English Week, we could see the videos made by several groups of students of 3rd and 4th of ESO and 1st of Bachillerato. They all had fun moments shooting scenes taken from the Harry Potter films and demonstrated their abilities as filmmakers and actors and actresses.

Applause to all of them for their great participation in this English week and we are waiting for you next year!

Publicado en English Week, General, Harry Potter



As explained in our Bilingual Project, the teaching of a second language is one of the priority objectives in the educational offer of our school. Although this teaching has its theoretical and practical aspects, we can say that our English Week is the practical application of English in a playful and cultural environment. The knowledge of a language is acquired knowing the cultural aspects of each language, and for that reason we carry out the English Week.
This year, and on the occasion of the 20th anniversary of the 1st edition of the series of Harry Potter books, Harry Potter and the Philosopher’s Stone, all the activities carried out by our students are around this theme.
We want to thank all the teachers, non-teaching staff and members of the management team for their participation and collaboration in many of these activities, especially those teachers who have not hesitated to dedicate their time, knowledge and enthusiasm to make this English Week possible ( Thanks Adrián Jiménez, Carmen Martínez-Fortún, Raquel López , Mª Luz García Carrasco and Jorge González Vila)
Mª José Fraile Flores

Head of English Department




Publicado en English Week, General, Harry Potter, Trips



 Last March 2nd, our  bilingual students of 1st ESO , together with other courses of 1st, 2nd and 4th year, went to Madrid to enjoy  Harry Potter’s Exhibition.

There , they could see objects from the books and films, such as The Nimbus 2000, the Sorting Hat, Dobby or the Ford Angliac, and even they could enter some of the most famous  places in Harry Potter’s books, for example Gryffindor’s bedroom, the Herbology Lessons classroom, The Forbidden Forest or Hagrid’s Hut.

Our students did not lose any detail of the great exhibition and some of them have done some power point presentations to share with those who could not go to the school trip.

This is one of these presentations:

Harry Potter Exhibition Madrid

Publicado en General, Portfolio



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.