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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.

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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!

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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




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 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

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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)
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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