Students from 3º ESO B/C have been reading Dracula and working on it in two different ways. On the one hand, 3º B have been working on a task to show the difference between Victorian women and women nowadays. On the other hand, 3º C had to try and relate Dracula to Banksy’s graffiti to show how greed is still present in society and how the desire to advance at all costs can also have negative consequences. However, before organising the groups for such tasks, we had to work on the reading and learn about the characteristics of the Gothic novel or the ideal woman in Victorian England. We used the following reading guide to prove that Bram Stoker’s novel is not just a story about vampires: Screen Shot 2015-04-29 at 13.56.50 How did 3º B show the evolution of women since Victorian times? They had to imagine that they were Jonathan in the 19th century and Mina in the 21st. Jonathan was a prisoner in Dracula’s castle and Mina wasn’t going  to sit and patiently wait for him like a 19th woman would do. She was going to stand up and make sure she wasn’t going to be there forever. They did a great job. Check out some of their videos: Screen Shot 2015-05-06 at 10.41.11 Screen Shot 2015-05-06 at 10.41.21 3ºC also did an excellent job trying to connect Dracula’s greed with some of Banksy’s graffiti. Most of them try to show that the desire to advance at all costs without bearing in mind other people’s feelings or opinions is not always a positive thing. Here are some of their awesome works: Screen Shot 2015-05-06 at 10.45.12 Screen Shot 2015-05-06 at 10.45.20 Screen Shot 2015-05-06 at 10.45.28

You can also have a look at some photos of the whole process:

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Yummy yummy in my tummy!

When we think about British food, we tend to think about fatty junk food, but there is much more to it and in recent times healthy food is becoming increasingly popular. As part of their project “The perfect Brit“, students from 1º bachillerato C were asked to imagine they were about to open a restaurant in London and so they had to give it some publicity. To such an aim, they would have to create a leaflet including the following:

  • Name of restaurant
  • Opening times
  • Healthy British menu
  • Cool place targeted at a young clientele (20 – 40 years old)
  • Dress code

Here are some of the coolest ones. Decisions, decisions!!

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Screen Shot 2015-04-28 at 23.10.51

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The perfect Brit also knows a bit of history

During the 2nd term 1º ESO C students were reading “Around the world in 80 days” as part of the project “The perfect Brit” they have been working on in collaboration with 1º Bachillerato C students. I thought it would be a great idea to learn a bit of British history while having fun following Phileas Fogg’s adventures around the world, so we set out on our own after having a look at what Victorian life was like and what the term Victorian referred to.

After reading, students were asked to choose one of the countries Phileas Fogg visits and create a digital leaflet with information about it using smore. They had to include information about important cities, the main language, food and drink, popular music, sports or any other thing they thought it might be interesting. Besides, they were asked to present their work orally to the rest of the class and their presentations were recorded.

You can check out the task step by step plus their leaflets by clicking on the photo:

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Also, I suggest that you watch these fantastic oral presentations. As always, they did a great job.




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Terrorism nowadays

After nearly 3 months working on The Troubles in Ireland with 3º ESO I thought the best way to draw things to a close would probably be to make the students think about recent examples of terrorism and what the best ways to fight it might be.

Most of them start their work explaining why Ireland is an example of progress to then move on to mention examples of terrorism nowadays such us Charlie Hebdo, the Bardo National Museum attack, Malala’s story and her will to change things no matter the cost, among others.

Finally, they write about possible solutions to fight terrorism mentioning that both sides have to make an effort because…


Click on the photo to see their work:

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The Troubles in Ireland

From 1968 to 1998 the situation in Northern Ireland was very complicated and not many people dared to visit Belfast, a not very safe place for 30 years. Luckily for everybody, Irish people managed to overcome their differences and are working together towards a brighter future.

As this year we are working on progress in our project “Moving forward with 3º ESO” , I decided that we would devote the second term to study how Ireland could be used as an example of progress in societies.

We started off having a look at some of the graffiti on the wall of shame in Belfast and discussing them in class:

The wall of shame

The wall of shame

One of your first questions was:

“Inma, who was to blame for this conflict?”

No answer from me, I wanted you to find your own answer after working on the topic…so we went on and on and watched “The Boxer” and listened to “Sunday Bloody Sunday” by U2 and you wrote your impressions of both of them here:

The Boxer

The Boxer

Bloody Sunday

Bloody Sunday

3º C came up with these fantastic timelines and oral presentations. Click on the photo to have a look at the presentations:

The Troubles

The Troubles


Oral presentations:


3ºB, on the other hand, created this collaborative wall where they have explained why Ireland is an example of progress. Click on the photo if you fancy finding out more:

The Irish Troubles

The Irish Troubles

After all this hard work you found the answer to your question:

“There were no baddies. There were only victims, lots of victims.”

And drew your own conclusions:

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The weather forecast

Students from 2º ESO E have been working hard to tell us about the weather in different cities around the world.

First of all, they all worked together towards this fantastic presentation:

Screen Shot 2015-03-19 at 19.06.52

Once the presentation was finished, they spent two classes practising the pronunciation and working on the vocabulary and grammar structures used:

  • Vocabulary related to the weather
  • Countries
  • Future with “will” to talk about predictions
  • Present Simple
  • Frequency adverbs

Finally, I recorded them (audio or video as requested by them).

If you are planning to visit some of the cities in the presentation in short term you’d better watch the weather forecast. Enjoy!

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It’s only Rock ‘n’ Roll, but I like it!

What would England be without its music? Music is sooooo big in this country that without doubt it’s impossible to even think about teaching English properly without talking about it. I have told you thousand times in class that knowing a language is not just knowing how to speak it but LOVING (yes LOVING with capital letters) what that language implies culturally. How can you teach or learn something you don’t love? I can’t possibly imagine that!

Our trip through the history of English music started last October when Nick came to talk about one of his great passions. However, this wasn’t enough for you and, in the last class before Christmas, you suggested working on a task about music. The task would be the creation of a timeline about English music from the 60s up to the present day and the oral presentation of your work to the rest of the class. I also said that with the music you included on your timelines I would update the Spotify list that Nick created when he came. Well, you should always keep a promise so here is the list:


As for your work, you have done a great job. You can have a look at the timelines by clicking on the photo:

The Perfect Brit project

The Perfect Brit project

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