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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Ireland, the Emerald Isle

We have been working on different aspects about Ireland in 3º ESO for the last two months. Students read “All About Ireland” by Burlington and learnt a lot of things about Irish myths and legends, famous Irish writers such as Oscar Wilde and James Joyce, typical Irish food and drink. They have travelled to interesting cities like Dublin or Cork and beautiful sceneries like the cliffs of Moher or the lakes in Killarney.

They have also learnt about The Troubles and how peace was finally achieved. Students from 3ºC have done such a good job and thorough research on this topic that a new post will be dedicated to this issue soon.

Students in 3ºB, on the other hand,  have created these interesting Google maps about Ireland. Do not forget to check them out, especially if you’re planning a visit to Ireland soon ;-)

Pablo Fernández, Maksym, Fran and Pedro Serna

Pablo Fernández, Maksym, Fran and Pedro Serna

Carlos, José Antonio, Alejandro Martínez and Pedro Gabarrón

Carlos, José Antonio, Alejandro Martínez and Pedro Gabarrón

Alejandro García, Jaime, Máximo and Ricardo

Alejandro García, Jaime, Máximo and Ricardo

María Molina, Tamara, Lorena, Ángela and Celia Martínez

María Molina, Tamara, Lorena, Ángela and Celia Martínez

Juanjo, Alberto, Pablo Ortega and José Manuel

Juanjo, Alberto, Pablo Ortega and José Manuel

ORAL PRESENTATIONS:

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Romeo and Juliet 4 centuries later

No doubt “Romeo and Juliet” would have been a completely different story if it had been written nowadays. In 3º ESO students have tried to reflect how much things have changed since the 16th century, especially and luckily for women, at least in the most developed countries.

After reading the play, students from 3º ESO C had to choose their favourite scene and adapt it to modern times. It has been a long process, but, on the whole, the experience has been valued very positively by the students and their teacher, and most importantly “Romeo and Juliet” will never be forgotten (students’ words). Obviously, this makes the teacher feel  over the moon and Jupiter :-)

The first step was to write the script of their scene in a google document and share it with their teacher:

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The second step was to record their video and upload it to either Youtube or vimeo. Here are the results. Congratulations to all of them. They’ve done a great job:

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Oh Romeo Romeo wherefore art thou Romeo?

Call me love

Call me love

Montagues, Capulets, Ortegas, Solanas, Canos, Abads,…? What’s in a name? Love, hate, rivalry, friendship, jealousy, revenge?
 
“Romeo and Juliet” is the story of an impossible love because of the hate between two families, the Montagues (Romeo’s family) and the Capulets (Juliet’s family). It is set in the Italian city of Verona. Love is strong, but not as strong as family tradition, or hate, or revenge. Like young people all over the world, Romeo and Juliet want the right to decide their future for themselves, but in the end their families are too powerful for them.
 
In the play, the inability to control emotions leads to one of the major tragedies of universal literature.
Therefore, in 3ºB we decided to concentrate on how emotions are exploited in the play and so students came up with these fantastic Popplets. Click on the photo to see them and enjoy!
Popplets

Popplets

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All About Britain and Merry Christmas everybody!

As is tradition now with my students, 1º ESO C have been learning about different aspects of British culture. They started reading “All About Britain” (Burlington) and discussing what they had read every two Fridays in class.

They are also working on a project together with 1º Bachillerato students called “The perfect Brit,  so their task this time was to create a Popplet about British culture and orally present it to the rest of the class. They were given the freedom to choose what they wanted to talk about. Some chose literature, others music, sports, food and drink, …

Here are their Popplets and their oral presentations. Thanks a lot to all of them for their hard work and motivation :-)

Rodrigo Ayala and Alejandro Soriano.

Rodrigo Ayala and Alejandro Soriano.

David Valero, Laura Vera, Sebastián, Raúl and José Luis.

David Valero, Laura Vera, Sebastián, Raúl and José Luis.

Ana María, Ana Isabel, Mónica and Mireya.

Ana María, Ana Isabel, Mónica and Mireya.

María, Andrea and Maribel.

María, Andrea and Maribel.

Laura Verdú, Patricia, Elena,  Aida and Isabel.

Laura Verdú, Patricia, Elena, Aida and Isabel.

Alexia, Eunice and Gabriela.

Alexia, Eunice and Gabriela.

Jesús Rojo, Inés, José and Alejandro Rojo.

Jesús Rojo, Inés, José and Alejandro Rojo.

David Egea, Pablo, Aquilino, Jesús Torrano and Enrique.

David Egea, Pablo, Aquilino, Jesús Torrano and Enrique.

ORAL PRESENTATIONS:

1º ESO C

As part of the project they also had to prepare typical British Christmas recipes for the last day of term and explain to their classmates the steps they followed to make them. Click on the photo to see the task:

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Here are some photos of the results:

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In the city and round the world!

 

Music has been an important part of our subject this term, so I thought it would be nice to start this post with a track by The Jam, one of the most emblematic British bands from the 70s. Why this song? Check out these lyrics:

“In the city there’s a thousand faces all shining bright
And those golden faces are under 25
They wanna say, they gonna tell ya
About the young idea
You better listen now you’ve said your bit-a”

 

“In the city, in the city, in the city there’s thousand things I want to say to you”…. as it happens it’s 1º Bachillerato C who have been telling me lots of interesting facts about different cities in the UK. Here is the work they created. Thanks a lot, guys:

Oxford by María García, Lidia and Pilar.

Oxford by María García, Lidia and Pilar.

Oxford by Nuria, Patricia, Selena and Celia.

Oxford by Nuria, Patricia, Selena and Celia.

York by Selena, Nuria, Celia and Patricia.

York by Selena, Nuria, Celia and Patricia.

Manchester by Otmán, Aurora, Estela, Fran and Alicia.

Manchester by Otmán, Aurora, Estela, Fran and Alicia.

Liverpool by María Atenza, Natacha, Isabel, Mª Carmen and Paula.

Liverpool by María Atenza, Natacha, Isabel, Mª Carmen and Paula.

London by Sandra, Diana, Estefanía, Mª José and Luciana.

London by Sandra, Diana, Estefanía, Mª José and Luciana.

Here are some photos of their oral presentations:

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Juliet Capulet and Malala Yousafzai

Students from 3º ESO B and C have been working on “Romeo and Juliet” for the last two months. We decided we weren’t going to do an exam for this reading because we have come to the conclusion that reading and exam are two enemy words (just like Capulets and Montagues). So how would we evaluate this reading? Easy! Thinking of tasks which could be evaluated by the whole class, not just by the teacher and concentrating mainly on emotions and the role of women in the 16th century and how this role has changed in the last 4 centuries…or hasn’t it?

10th October, 2014 is an important date in the development of our task. Malala Yousafzai is awarded the Nobel Peace Prize for her struggle for a quality education for everybody. Call it coincidence or whatever but straight away we see a connection between Juliet’s story and Malala’s. Besides, we agree that this brave girl deserves a little homage from us. We start listening to her words on finding out she’s been given the prize:

 

After listening to her, we decide to record a radio programme in which students have to work in groups and assign roles to interview Malala, asking her a series of questions to see the connection between Shakespeare’s play and her story.

You can access the whole process of the task step by step by clicking here.

I strongly recommend you to listen to these radio programmes. Simply awesome work ;-)

Malala iVoox Channel

Malala iVoox Channel

 

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