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CLIL magazine - Abdera Secondary School

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E D I TO RI AL O n ce a g a i n we a re h e re to s h o w yo u wh a t we d o i n o u r bilingual lessons.

I t i s a l wa ys a p l e a s u re to co l l e ct th e m o s t re p re s e n ta ti ve ta s ks a n d wo rks o u r s tu d e n ts d o a n d p re s e n t th e m to th e s ch o o l c o m m u n i t y.

Al l o f th e m ta ke p l a ce wi th i n a cl a s s ro o m a tm o s p h e re a n d a l w a y s w i t h t h e t e a c h e r' s h e l p . A l l s t u d e n t s fro m 1 s t t o 4 t h ye a r o f C o m p u l s o ry S e co n d a ry E d u ca ti o n a re e a g e r to p u b l i s h th e i r p ro j e cts i n th i s m a g a z i n e .

O n th e o th e r h a n d , we te a ch e rs th i n k th a t th i s i s o n e o f th e m a i n wa ys a n d m e a n s to m o ti va te th e m a n d to i n cre a s e th e i r i n t e re s t i n l e a rn i n g fo re i g n l a n g u a g e s , E n g l i s h i s t h i s c a s e .

Ta k i n g i n t o a c c o u n t t h a t o t h e r s u b j e c t s a r e t a u g h t t h r o u g h t h e m e d i u m o f E n g l i s h , t h e b e n e fi t i s d o u b l e : l e a rn i n g l a n g u a g e s a n d re vi s i n g o th e r to p i cs a t th e s a m e ti m e .

F o r a l l t h e s e r e a s o n s , y e a r a f t e r y e a r w e m a k e t h e e ff o r t o f re l e a s i n g n e w i s s u e s , n o t o n l y s o th a t o u r s tu d e n ts ca n l e a rn b u t fo r o u r o w n p l e a s u re a n d s a t i s fa c t i o n .

T h e B i l i n g u a l P ro g ra m te a m

.

C O N TE N TS E d i tori al . . . . . . . . . . . . . . . . . . . . . . . 2 P o rtfo l i o . . . . . . . . . . . . . . . . . . . . . . 3 Read i n g s an d wri ti n g s. . . . . 4 P e n fri e n d s . . . . . . . . . . . . . . . . . . . . 6 Assi stan ts. . . . . . . . . . . . . . . . . . . . . 8 E xperi en ces. . . . . . . . . . . . . . . . . 1 0 I n tervi ews. . . . . . . . . . . . . . . . . . . 1 2 L e ctu re s a n d fi l m discussion. . . . . . . . . . . . . . . . . . . 1 4 M aths. . . . . . . . . . . . . . . . . . . . . . . . . 1 6 Science. . . . . . . . . . . . . . . . . . . . . . 1 8 H i s t o r y. . . . . . . . . . . . . . . . . . . . . . . 2 0 The Royal Wed d i n g . . . . . . . . . . . . . . . . . . . . . 24 Music. . . . . . . . . . . . . . . . . . . . . . . . . 26 Vi ctori an l i teratu re. . . . . . . 2 7 Ou r proj ects. . . . . . . . . . . . . . . . 2 8 I n teg rated proj ect. . . . . . . . . 30

Do you remember PULPILINE, Abdera's BILINGUAL MASCOT?

E L PEL E N E L I E S A BDERA

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En el año 2006 la Delegación de Educación de Almería nos ofreció la posibilidad de entrar en un proyecto piloto, implementar en nuestro centro el PORTFOLIO EUROPEO de las LENGUAS, el PEL. Este Portfolio consiste en una carpeta dividida en tres apartados, biografía, dosier y pasaporte, que recopila información que demuestra las habilidades y logros de los alumnos y sirve para registrar las experiencias de aprendizaje de lenguas y reflexionar sobre ellas. Es una herramienta didáctica promovida por el Consejo de Europa y, como tal, está editado en todos los idiomas.

Se basa en el documento llamado MARCO EUROPEO de REFERENCIA de las lrnguas, el MERC, que establece una serie de niveles comunes en toda Europa y guía el diseño de los programas de lenguas extranjeras y los sistemas de evaluación. El MERC pretende incrementar la transparencia en la enseñanza y crear un lenguaje común en Europa. Con él identificamos y reconocemos fácilmente las competencias lingüísticas y, sobre todo, se logra el objetivo principal para el cual se creó: construir Europa. Su función es principalmente informativa.

La función fundamental del PEL es pedagógica: sirve para aprender y enseñar de modo más reflexivo, clarificar los objetivos de aprendizaje, fomentar la autoevaluación, incrementar la responsabilidad del estudiante, impulsar el aprendizaje de las lenguas y desarrollar la tolerancia hacia la diversidad. Es un documento individual y personal, un documento acreditativo internacional que puede facilitar la movilidad laboral y escolar.

Cuando se nos ofreció participar en este proyecto nos reunimos los tres profesores participantes, uno de cada Departamento de las lenguas que se imparten en el centro: francés, inglés y lengua española, para concretar las acciones que íbamos a llavar a cabo, Posteriormente se presentó a los padres de los alumnos de 1 º de ESO que iban a trabajar con este nuevo material. Después se pasó un cuestionario a estos estudiantes para conocer su grado de implicación, dedicación e interés por las lenguas, con el que se comprobó que, perteneciendo la mayoría de ellos a grupos bilingües, la motivación era máxima. El siguiente paso fue elaborar un cuadrante con los temas comunes de las tres materias con los que empezar a trabajar en clase y, lo que tuvimos presente desde el principio, es que nuestro PEL debía ser interdisciplinar, es decir, no íbamos a trabajar exclusivamente con las tres lenguas sino también con las materias que nuestro proyecto bilingüe incorpora, aquellas asignaturas incluidas en nuestro CURRÍCULO INTEGRADO: ciencias naturales, ciencias sociales, educación física, educación plástica y visual, matemáticas y música.

Teníamos que adaptar el currículo integrado que utilizamos en el programa bilingüe a esta nueva metodología de trabajo.

La planificación de las actividades sigue siempre la misma pauta: - Se selecciona el tema y la forma de la actividad: proyecto, investigación, exposición, etc.

- Se concretan los objetivos y los contenidos.

- Se decide qué secciones del portfolio se van a utilizar.

- Se comentan los descriptores(1 ) en clase.

- Se establecen los materiales que se van a usar (fotografías, folletos, dibujos, DVDs…) y el tiempo.

- Se explica el procedimiento.

- Los alumnos llevan a cabo la actividad dentro o fuera del aula y la exponen en clase al resto del grupo.

En cuanto a la evaluación de este tipo de tarea: - Se corrige la actividad y anotamos las dificultades que nuestros alumnos han encontrado.

- Con el comentario de esas dificultades se comienza la clase siguiente.

- Se archiva el material en el Portfolio en el apartado “dosier” - Los alumnos se autoevalúan en el apartado “biografía” mediante el análisis de su trabajo: . Puntos fuertes y puntos a mejorar . Lo que he aprendido . Cómo he cambiado Ya ha pasado una promoción de alumnos desde aquel comienzo y el balance que podemos hacer hoy es que, aunque queda mucho por hacer y organizar, la inclusión de un nuevo método de trabajo en nuestras clases hace que tengamos una perspectiva más optimista respecto al aprendizaje de lenguas extranjeras, en las que tradicionalmente hemos fracasado como profesores, como alumnos y como sociedad en general.

El cambio y la innovación educativa siempre suponen un paso hacia adelante.

Raquel Lozar Florenciano Coordinadora de Bilingüismo IES Abdera 1 . Descriptor es la pauta que indica en qué momento exacto de aprendizaje se encuentra el alumno.

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READINGS AND WRITINGS LON DON , by Vicky Shipton.

This is a fantastic book in which you can learn about the history, people and main aspects of this important city called London, such as museums and the buildings of the Royal Family. All these aspects help you to discover the importance of this city as well as give you a major knowledge of it. Because of it, I must say that it is an amazing book which can be very funny .

José Miguel Coines - 1º ESO

London is one of the most famous cities in the world and this fascinating book shows the history, the people, the famous landmarks and the cultural activities of the biggest city in Britain.

I liked it very much because I have learnt a lot of interesting things about the culture and the life of this city which I had never learnt before.

Ana Fernández Milán - 1º ESO

M YTH S AN D LEGEN DS by Julie Hart.

In every country there are lots of legends that people tell each other. Generation after generation we hear the same stories.

In this book we can learn about three different myths from the British Isles. One about a leprechaun who hides a pot of gold, another one about two sisters with different behaviour and the last one about a small village frightened by a dragon and saved by a brave knight.

OCTAVA REAL . POEMA COMPUESTO POR GRUPO BILINGÜE 1º C/D El gato feo exprime una zanahoria La zanahoria es comida por un perro El perro peligroso salta en la noria La noria roja gira sobre el gran cerro El gran cerro azul tiene unas piedras propias Esas piedras propias son corazón negro Este corazón negro del caballo azul Ese caballo azul como las olas, ¡tú!

BOOK

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BOOKMARK of the Bilingual Project designed for the BOOK FAIR 201 0/11

Eva Martínez, 1º C

Irene Rodríguez, 1º D

Rita Vargas, 1º D

Barbara Tuchman Lucía Potenza, 1º C

Gemma Fernández, 1º D

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OUR PENFRIEND LETTERS EXCHANGE

Our students in 1ยบ ESO have been writing letters to some friends in other schools in United Kingdom: one school called Bradley Stoke Community School in South Gloucestershire and another one in Peterborough called Thomas Deacons Academy.

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ro te w O S E ยบ 1 s in t n e d s tu e h t rs e t t e l th e

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TH ESE ARE TH E TWO BRI TI SH SCH OOLS

T H O M AS D E AC O N S AC AD E M Y

BRADLEY STOKE COM M UNI TY S C H OOL

And th ey received th es e fro m United King d o m

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W h a t d o o u r y o u n g e r s t u d e n t s think about the language assistants?

zy! a r c nd g. a n y i n z n a fu is am 1 º A s i e Sh SheÁngela,

S he always has a smile for you.

Aitana, 1 º A

She speaks very good Spanish. I have learnt a lot of things with her.

José Manuel, 1 º C

v e r. e l c y r e v s i e S h ª J osé, 1 º A M

Alexis Roberts (American)

I l i ke h e r h a i r , I l i ke h e r s m i l e. S h e i s s p ec i a l .

Lu c í a

Sh e is a lwa y sMinigvueeln, 1tiºnBg good ga m es.

, 1º C

S h e te a c es Eng lis veryhw ell. h C

. d n i l a ra , 1 º B k . s d n n o a s s e e c i l n n her y r e v i , 1º B s n i u e f S he is very imaginative.

Sh have Pablo I M ª Á ng e l e s , 1 º A

We do a lot of games, she is very funny, Fantastic eyes and very pretty.

María, 1ºC

ove l I . r ch ees. a e t t es r cl ass C b e h T he , 1 º

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Debbie is a very good teacher, and also very funny.

Mª Ángeles, 1º A

Lu cía

She is pretty, clever an d n i c e .

A i n ar a, 1 º B

We lea rn

a

Maríal, o t w ith 1º A

Debbie Campbell (Nothern Irish) She is fantastic. We have fun in her classes.

Pablo, 1º B

VE R Y

her.

S

RI T A W E E T . , 1º D

We laugh a lot with her. I like her.

Inés, 1º A s s es . a l c r e h e d. I lovº C n i k y r e v 1 s S he i Juan fran,

She is the best teacher.

Brigitte, 1º A

Th e b eTst En xomin,gl ish t 1 º A e a ch e r.

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EXPERIENCES

Adra reflection, by ALEXIS ROBERTS Adra, Spain, a quaint little beach town on the southern coast of Spain, but you already knew that. What some may not know is that over the months that I spent there I learned that a town, a city or a village can only be measured by the people who live there. Not by its skyscrapers, restaurants, museums or even beaches, but the people itself. I have to admit, in the beginning I was upset being placed in such a small town; I am from a big city and have always considered myself a city girl. But the day I set foot inside IES Abdera, spoke with the English professors and met some of the students I knew this would be an adventure I would never forget and will cherish for years to come. If you asked me what I would be doing a year out of college I would have never thought I'd be teaching, let alone living along the Mediterranean Sea! Whether I thought it or not, I did it, and I must thank IES Abdera, the professors, students and staff for making my experience there exceptional.

My year in Adra was a wonderful experience that still resonates in my mind every day. So, how did I end up off the well-traveled path and in Adra? My passion and intrigue of the Spanish culture and language led me there. After applying for a grant to live and teach in Spain, I was placed in Adra to teach at one of the local high schools. I was excited about living in Spain but hesitant about the teaching portion of the program. I felt unprepared, anxious and mostly nervous that my students would be disrespectful and throw things at me, or make fun of my accent and/or show no interest in learning English; however, that was hardly the case. My reception at IES Abdera was incredible; I never met so many students genuinely interested in learning English, learning about the United States, American culture and most importantly, me! I'm joking about that last part, but their energy and thirst for knowledge was amazing and only made me more excited for the next class discussion, project or presentation.

A normal day for me at IES Abera began with a cup of coffee from the vending machine in the teacher’s lounge. It was delicious! I would then take a group of 3-4 students to my own personal classroom and review class material, discuss current events, like last night’s football match, or debate on various topics. I enjoyed playing word games with the older students, my favorite was Taboo! I created a deck of cards, each with one word on it and students had 2 minutes to explain as many words as they could to their classmates. In the beginning it was difficult. Students were shy and afraid to make mistakes, but enter a little competition into the atmosphere and by the end of the class students were jumping out of their seats to go next! With the younger students, I enjoyed teaching them tongue twisters, rhymes and word association games. It was really fun to over the months to see the progress in the students and see their confidence speaking in English grow.

I think one of my favorite memories occurred towards the end of the year. After spending hours gathering information from friends and family, internet searches and reading articles I finally created a presentation focusing on American stereotypes as well as those stereotypes Americans have of Spaniards. The day of the presentation I was very excited, but nervous. Afraid of offending my students and professors and presenting my own culture and people in a harsh light, I was afraid the presentation would not be well received. Presenting in front of a large group of my peers is nerve wracking, and I had to do it in front of teenagers! Nerves aside, I presented and had a really great time. I could see students laughing at some of the stereotypes, questioning some of what I presented, and definitely learning more about all of the complexities of the United States. Just like Spain, the United States differs from coast to coast, the south distinct from the north, the east unique from the west. But the main message I tried to get across is that stereotypes are just generalizations and are not always true.

Even though I was assigned to teach in Adra, I inversely learned a lot about Spain, Spanish culture and more about Almeria and Adra than I'm sure I would have ever learned from a book or elsewhere. There is a quiet beauty to Adra.

You must look past the port, even past the rock and sandy beaches, deeper into the heart of the town. This is something I believe many won't get from vacationing, driving through or “google-ing” Adra. Having the opportunity to spend nine months in Adra I now see was a privilege. I never asked anyone to be friendly to me, to take an interest in me or to even acknowledge me, but Adra and IES Abdera proved to do more than just that. Seeing students after school hours was never awkward as it sometimes is in the states. They would stop to chat while I had a coffee, tell me some of the latest gossip or would show me their English exam smiling about the results.

There's a saying in English, "it's the little things in life that count." I can't agree more with this expression than after my time there. I am indebted to IES Abdera, to Adra, to the people and students because they helped me create a new place to call home.

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La Vida Española, by DEBBIE CAMPBELL On arriving in Spain I had no idea what to expect, it was my first time abroad in 10 years!

What would the people be like? Will I understand them? Will they understand me?

Luckily when I arrived here, I found out that the people I work with, Spaniards and Americans alike, aren’t that different to me after all. One of the main differences I have noticed between the Spaniards and the British is the food, and as a Chilling with the Hippos in B arcelona Zoo vegetarian, eating suitably whilst in Spain has been a bit of a challenge. For example, when I ask if there is any vegetarian option in a restaurant, they usually offer me chicken, or if I get an especially intelligent waiter, maybe I’ll get offered an aubergine. “Jamón” also seems to be a very important aspect of the Spanish diet, on arriving I was shocked to see what I consider “pig legs” hanging up around the shops. In the UK all of the meat is in packages, and if you want Iberian ham you have to go to the delicatessen in the supermarket.

Aside from learning a little about Spanish culture, I’ve actually learnt a lot about my own during my time as a language assistant. I’ve had to actually think about some things in order to explain them to the students, and I hadn’t realised just how difficult my accent is to understand! Working as a language assistant has been a wonderful experience as the students have all been very friendly and pleasant. They have also taught me some things about Spain. I think that it is a great idea to have the bilingual programme in Spain, such a thing does not exist in Northern Ireland and learning the language in depth does not begin until A-Level (A-levels are similar to bachillerato). I think that the students are given an excellent opportunity to speak to native English speakers from such a young age, whereas I did not have this opportunity until A-Level.

During my time in Spain I have visited Sevilla & Barcelona, and out of the two I loved Sevilla the most. It is a city full of culture and character (and I was able to go clubbing with my best friend who lives there!). All in all, my experience in Spain has been amazing, I’ve met lots of really cool people, learnt a lot about Spain, my Spanish has improved a lot and I’ve escaped the cold climate of Northern Ireland In S eville with Marie, my best friend for 9 months!

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IN TERVIEWS WITH SOM E FOREIGN TEACH ERS OF O U R A N N U A L E XC H A N GE S

PIP BRIM BLECOM BE, from UN ITED KIN GDOM

by Ca rm en M ª Sol er a n d Cl a u d i a Va si l e, 3rd CSE 1 . How is life in Adra different to life in Peterborough?

Probably the weather and the timetable of the school because you start earlier here and finish earlier too. Spanish people also go to bed very late.

2. Do you think that the exchange is a good experience for the students? Why? Yes it´s a very good experience. because they get the opportunity to live in a family and also going to a Spanish school and learn about the culture firsthand.

3. What do you think about our class level of English?

I think some students can speak well but find it difficult to write because spelling is hard.

4. In Spain people talk very close. Did you experience this in your stay in Adra?

Yes, the difference is that when you meet a Spanish person they hug and kiss you and this does not happen in England. Everybody says: ”Hello, how are you?”, ”What did you do yesterday?”, etc.

5. What do you think about our food and our traditions?

I love Spanish food, for example ham, chorizo, paella, tortilla de patatas and lentils. Personally I don´t like fish, but I will eat it as long as the head is not on.

6. What was your first impression of the students when you saw our school for the first time?

Mrs Brimblecombe (left) with the two interviewers

Staffroom at Abdera

The students are very noisy and sometimes don´t show as much respect to the teachers as in England. The classrooms don´t have carpets or curtains so there is a lot of echo and it´s difficult to hear the students.

7. If you could do an exchange in another city would you still come to Adra?

Yes, because Raquel is a personal friend and I would still like to visit her and the other friends I have made.

8. If you had to stay in another city for a while would you choose Adra?

Probably not because there is not much to do in Adra. I would probably go to Granada because I like the atmosphere of the city.

9. Would you like to visit more places in Spain?

Yes, I know Andalusia very well, apart form Cádiz and Huelva and the “Parque de Doñana”.

I haven´t been to Galicia or Zaragoza.

1 0. What is your favourite thing about doing the exchange?

I like to see how the students gain in confidence and start to speak in Spanish. When we go back to classes in England, they are more motivated and interested in the lessons.

They realise that without words they cannot express themselves.

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Students from Abdera and Thomas Deacon's Academy (Peterborough) in the Alcazaba, Almería, April 2011

AM AN DA M cCABE, from UN ITED STATES

1 . How often do you come to Spain?

My husband is from Adra so we spent two months in Spain every summer. Sometimes we are able to visit at Christmas as well.

2. When did you visit Adra for the first time?

The first time I visited Adra was in August of 1 996. The town has changed a lot since then!

3. What’s your opinion about the exchange of students of our school with yours?

I think that the exchange is an excellent opportunity for both groups of students to improve their language skills and to learn Amanda McCabe (right) and Raquel Lozar, one of the Spanish teachers (left) in Chicago about another culture first hand.

4. What main differences can you see between Spain and United States?

One difference between Spain and the United States is the value we place on learning a second language. In Spain, everyone knows the importance of speaking many languages. In the United States Spanish is spoken by millions of people, but there is not enough value placed on learning Spanish in schools.

5. What do you like best in Spain? And worst?

I like so many things about Spain that it is hard for me to name just one. I feel like the people of Adra have adopted me and truly made me feel like it is my second home. I love the beach and my mother-in-law’s cooking!

A classroom at DHS with Javier Martín, one of the Spanish teachers

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LECTURES and FILM DISCUSSION

Every year, our foreign language assistants help us teach the contents in every bilingual subject. A very useful tool we put into practice is this section.

HAVE A LOOK AT SOME OF THE LECTURES THIS YEAR!!!

T H E U N I T E D S T AT E S S C H O O L S Y S T E M Level /Grade Typi cal age ( at end of the school year) Preschool Vari ous opti onal programs, such as Head Start Under 6 Pre- Ki ndergarten 4–5 El ementary school Ki ndergarten 5–6 1st Grade 6–7 2nd Grade 7–8 3rd Grade 8–9 4th Grade 9–10 5th Grade 10–11 Mi ddl e school 6th Grade 11–12 7th Grade 12–13 8th Grade 13–14 Hi gh school 9th Grade ( Freshman) 14–15 10th Grade ( Sophomore) 15–16 11th Grade ( Juni or) 16–17 12th Grade ( Seni or) 17–18 Post- secondary educati on Terti ary educati on ( Col l ege or Uni versi ty) Ages vary, but often 18–23 ( fi ve years to compl ete four years of school i ng, referred to as Freshman, Sophomore, Juni or and Seni or years) Vocati onal educati on Ages vary Graduate educati on Adul t educati on

N

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MATHS WORKSHOP Howgoodare you at maths? Have a go at our MATHEMATICAL BINGO!!! on TUESDAY, 24th MAY andMONDAY, 30th MAY2011 byMsDebbie CampbellandMsAlexisRoberts askthe Mathsdepartment forplace details Sessions: At 12:45am (period5), 24th May - 2ndCSE Bilingual At 09:15pm (period2), 30th May - 4th CSE Bilingual

Teachersare welcome providingtheyare not teachingoron duty!!!

Do you like the MATERIAL our language assistants prepare for our students? This is Debbie's

Th ese are som e of th e fi l m s we h ave watch ed for

FILM DISCUSSION ACTIVITIES

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Conmemorating the MATHS SCHOOL DAY, we have celebrated a MATHEMATICAL WORKSHOP. Our assistants, together with the Maths teachers in the bilingual department, have played a BINGO with the students of 2nd and 4th Compulsory Secondary Education.

MATHS SCHOOL DAY In 2000, the Spanish Federation of Societies of Mathematics Teachers (FESPM) decided to propose the day 12th May as the Maths School Day. Since then, in schools we celebrate activities related to Maths to commemorate it.

The aim is to share this day with all the education community and society in general.

Why on May 12th?

This date was chosen because it was the day when Pedro Puig Adam was born. He was a Spanish mathematician, internationally well known in the field of mathematics education.

Pedro Puig Adam

(Barcelona, May 12th 1900 - Madrid, January 12th 1960) Spanish mathematician.

He published about thirty educational works, trying to contribute to the renovation of the teaching of the mathematics in Spain. He was in contact with the majority of the groups in Europe with advanced ideas about teaching maths in the fifties. His work has been more recognized abroad than in his own country.

STATISTICS Maths project.

Pablo Remacho Aguilera, student of 3rd CSE

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MATHS IN ENGLISH: STEP BY STEP Paqui Cabrera Lupión José Antonio Tarifa Garzón IES Abdera (Adra, Almería)

In the academic year 2009/10 our first bilingual group completed their studies in Compulsory Secondary Education (CSE). In our opinion, it has been a very positive and interesting experience, not only for them but also for the teachers who have been working with them, despite the fact that trying to teach maths, or whatever other subject, through the medium of English, is not easy task.

The IES Abdera was one of the first secondary schools that decided to develop this project. Initially, there were four subjects that were prepared to start. One of them was mathematics. We opted to support it. It was also a personal challenge and we knew that it was not going to be easy. It had been a long time since we last studied English and besides, there were not many resources available for our work.

Our “year zero”, as we call it, was going to begin. As we needed update our knowledge of the English language, we enrolled at a Language School. However, the English that we were learning there was not enough for our classes.

Undeniably it was very useful, but we had to prepare new activities and, of course, specific mathematical vocabulary which we could not get in the Language School. There were no books in English which covered the maths topics we usually deal with in Spain.

In our department there were three of us working on this project. Together with Ricardo Arquero, we had to organise all the necessary resources by ourselves. Since the second year we have been trying to make the most of our options. We have looked for information on the Internet (especially in relation to

Mathematical bingo with the participation of the foreign language assistants

definitions and vocabulary), and in English maths books that we bought when we visited Oxford. We have also asked for help from the English students that participate in the annual exchange with our school or our USA exchange students. Of course, every year we have had the invaluable help of our foreign language assistants and of our bilingual program coordinator.

A summary of most of our vocabulary is available on the Internet and it is at the disposal of anyone who wishes to surf our school web. Nowadays some publishing companies have brought out maths books in English for the first and second years of CSE. This will certainly make the work easier for all those teachers who want to join us on this exciting project; however, as far as we know, there are not yet any books specifically for the highest levels, so our research work will have to go on.

It is incredible that we have already completed the four levels.

It is also amazing the progress that the students have made over these four years. We started working with the basic vocabulary of every unit using simple sentences; afterwards we introduced problems and some definitions for on going summaries in English of the key points of the units and for researching projects in English (for instance, statistics research with real data).

As teachers, we must say that this has been an enriching experience. There is no doubt that it requires a great effort from us, but it is really worth it. We are happy working on this project; of course it can be improved, and we will try our best to do so.

And finally, as parents, we must say that this is a wonderful opportunity for our children. All of us are aware of the extreme importance of knowing languages nowadays, and this project gives them a chance to achieve this. I would strongly recommend it to all those who have the chance to apply for it.

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S C I E NC E

The students in 1st and 3rd of Compulsory Secondary Education study Science in English. They study vertebrate and invertebrate animals, the parts of the flower, the flora in Adra, what to do to recycle and save energy...

Here you can see some examples of the activities and projects they do.

VERTEBRATE AND INVERTEBRATE ANIMALS EARTH

AIR

WATER

Lion

Parrot

Whale

Dog

Eagle

Shark

Worm

Fly

Octopus

Beetle

Bee

Jellyfish

By ANA FERNÁNDEZ MILÁN - 1 º ESO

By AITANA CORTELL and MARIOLA GALDEANO 1 º ESO

Page 1 9

José Francisco López Pomares and Pablo Hernández Madrid - 1st ESO

Page 20

4th CSE

HISTO RY

HISTO RY

Page 21

THE PYRAMIDS OF EGYPT The pyramids of Egypt built makes over 4 000 years, are the most ancient wonder and the only one preserved. They were used as a tomb to the Egyptian pharaohs, whose mummified bodies surrounded treasures and personal items. Upright on the sand of the desert, the pyramids of Egypt, slender majestic, are more than just a temple and a tomb.

To them, and especially to the great pyramid, the impression of being in the presence of a monument that holds in its bowels transcendental secrets very closely related to its structure.

Most of the pyramids can be found on the western side of the Nile River, just into the dry desert.

The reason they built the pyramids next to the Nile River was so it would be easier to get the blocks to the pyramid.

The Great Pyramid is the largest and most famous of the pyramids. It was built for the Pharaoh Khuf. It is over 140 metres high and took 20 years to build.

The first pyramid built was the Step Pyramid at Saqqara. It was built for the Pharaoh Djoser more than 4600 years ago. It was made of limestone blocks quarried across the river at Tura. Djoser's Step Pyramid is 204 feet high and was the largest known manmade structure of its time.

The Bent Pyramid of Snefru at Dashur gets its name from the change in the angle halfway up its sides. The Bent Pyramid was Snefru's second pyramid.

TYPES OF PYRAMIDS: There were two different types of pyramids, the step pyramid and the sloping pyramid.

- Step pyramids were supposed to represent a gigantic stairway for the king to climb to join the sun god in the sky.

- The form of the sloping pyramid was intended to recreate the mound that had emerged out of the watery ground at the beginning of time.

Source: WIKIPEDIA (Internet) PABLO HERNÁNDEZ and PABLO GARCÍA, 1º ESO

KING'S CHAMBER QUEEN'S CHAMBER

PIT

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HISTO RY THE FLOOD IN ADRA

In 1973, before I was born, there was a flood in Adra. I am going to tell you how my mother lived it.

My mother was in her house. It began to rain very much.

The river of Adra overflowed and it washed away the cottages and the harvest until it arrived at the "conservation factory" of Adra.

The river passed by Natalio Rivas Street.

All the people were frightened and terrified by the strength of the river.

SERGIO Sร NCHEZ LINARES 2ยบ C

S om e oth er fl ood s i n Ad ra

A T RI P T O C Ó RD O B A

HISTO RY

Page 23

A group of fifty students went to Cordoba. The trip was called “THE CORDOBA OF THE THREE CULTURES”, because three cultures lived there: Muslims, Christians andJews.

On 26th March at eight o’clock we went to the high school and we caught the bus. On the bus we watched a film called “Madagascar 2” and after that we sang with the teachers songs The group in the Medina like:”Bad Romance”, “Danza Kuduro”, “Pasado Pisado” andothers.

We stopped in “Los Abades” and we ate and drank. At half past one we arrived in Cordoba, we were very happy and we went to the Albergue where we had lunch. Later, they gave us our bedrooms. At half past two we went to MEDINA AZAHARA. It was very interesting, also we went to a museum and we watched a film of “Medina Azahara”. It was incredible! I likedit verymuch!!!

Then we went to the Albergue and we went to our bedrooms, MªJosé, María, Elena and me. We had a shower and at nine o’clock we had dinner. We went for a walk and to the fair. It was amazing!!

At twelve o’clock we went to the Albergue again, we went to bed at halfpast four.

Next morning we were very tired.

We got dressed very quicklyand at half past eight we had breakfast.

Then we took our suitcases and went to the “MOSQUE OF CORDOBA”. It was very beautiful.

I likedit verymuch.

At halfpast one we hadfree time to go shopping andto have lunch.

At four o’clock we went to the bus and caught it to return to Adra. On the bus we watcheda film “Transporter 4”. I likedit!! Also we sang and playedwiththe teachers. At halfpast nine we arrivedinAdra.

This travel was incredible, fantastic!!!

I’llnever forget it.

Cristina López Valverde. 2º B

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Julia InmaculadaSalinasNavas,4ºA

Page 25

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Page 26

M US I C

This subject is very interesting because you can discover a lot of new instruments which I have never known before. My favourite one is the trumpet because I have played it since I was a child.

We have learnt the name of all the instruments in the orchestra and have classified them into wind, percussion and string.

JosĂŠ Miguel Coines, 1Âş ESO

WIND

PE RC U S S I O N

S TRI N G

VICTO RIAN LITERATURE Page 27

4th Compulsory Secondary Education

Ch a rl es D i cken s Charles Dickens was born in Portsmouth (England) on 7th February 1812. He was the most popular novelist ofthe Victorian period. He spent most ofhis childhood in London and Kent, places which appeared in his novels.

When he was nine, he began going to school, but his studies were interrupted when his father, who was a middle-class worker, was arrested in 1824 because he didn´t pay his dues. Afterwards, Charles had to work in a factory to survive. In 1826, he returned to school, where he read some books from the most important novelists ofthat moment such as Henry Fielding or Tobias Smollet, and it helped him to write some ofhis famous novels like David Copperfield in 1849.

In 1827 he got a work as a secretary and then, he became a journalist in the Parliament. He published many newspapers like The Mirror ofParliament or The Morning Chronicle.

He got married with Catherine Hogarth in 1836 and he published his best-known novels throughout his life like The Pickwick Papers, A Christmas Carol, the famous Oliver Twist and other newspapers like All the Year Round or Household News.

Charles Dickens died in 1870 and he was buried in Westminster Abbey.

Claudio Peña Rodríguez - 4º ESO

Page 28

O UR PRO JECTS

Thisyear, thestudentsin1styear ofCompulsory Secondary Educationhave donealotofdifferentprojectsfor thedifferentsubjects: . biographiesoffamouspeople . vertebrateandinvertebrateanimals . flowersandplantsofAdra . family trees . personalinformationdisplay . ancientcivilizations . videorecording Family tree

Project display, groups 1 st A/B and C/D

OneoftheprojectsI likedbestistheVIDEO RECORDING becausewesentours toaschoolinEngland, Bradley StokeCommunity School, andthey sentus theirs. Hereyoucanseesomeexamplesofthosevideoswesenttoeachother.

María Martín Sevilla, 1 º ESO

Page 29

Page 30

INTEG RATED PRO JECT

Do you remember the computer games we did, THE CROWN JEWELS and ROUTE 66? Our students in 4th year of Compulsory Secondary Education also benefit from them in the new subject called "INTEGRATED PROJECT".

Here you are some of the works they have done.

Page 31

PABLO RAMOS RODRÍGUEZ

By Pablo Ramos, Francisco Rodríguez, Claudio Peña, Antonio Cabrera, Antonio Suárez and Santiago Salinas

Find much more!!!

Visit our digital version at www.iesabdera.com/

Esta revista ha sido subvencionada por la Dirección General de Participación e Innovación Educativa de la Consejería de Educación de la Junta de Andalucía, dentro del Programa de ELABORACIÓN DE MATERIALES CURRICULARES, en el ámbito FOMENTO DEL PLURILINGÜISMO