belle castille -...

46 IES Cardenal Sandoval y Rojas 2010-11Léeme 10

Un jour, j'ai perdu mon âme, Castille,J'ai perdu mon âme pour toi,Et je ne l'ai jamais retrouvée.

C'était le matin quand j'ai trouvéTes yeux verts, tes aulnes, tes pins,Qui me regardaient.

C'était midi quand j'ai trouvéTes cheveux longs et blonds,Tes champs de blé,Quand j'ai touché ta peau brune,Ta terre brûlée par le soleil.

C'était l'après-midi quand j'ai trouvéTes colliers d'argent, ton fleuve Duero,Tes rivières…Ou ta lumière tardive où le duvet volait.

C'était le soir, c'était la nuit quand j'ai trouvéTa robe noire:Le ciel et les étoiles.

Puis, à l'aube, j'ai trouvé à l'horizonLa ligne de tes lèvres, De ta bouche de vignobleCette ligne rouge qui disait:

"N'attends pas, être éphémère, viens,Reste avec moi…Peut-être que demain,Demain… sera trop tard pour toi"

Et j'y suis restée à écouter ta voix.

Poème écrit par Diana Lica

Diana Lica, alumna de 1º C deBachillerato

Belle CastillePremio 1º de Poesía, Concurso Antonio Machado “Champs/Chants de Castille” 2011

47Léeme 10IES Cardenal Sandoval y Rojas 2010-11

Many say that every-thing started withthe tower of Babel.

Others think that one day,the Earth's soul burst in tinybits which have spread allover the world like the pie-ces of a smashed mirror. Ipersonally believe that lan-guages are the reflexion of adeeper truth: this is whatdifferentiates us from the

rest of the animals, as wellas being the echo of thehuman dignity and the foun-dation of our society.

From my own experience I cansay that learning a new langua-ge, although a rewarding act,can be in fact, quite challenging.I am not talking about theamount of time, money andeffort you have to put into it, butas well about the discipline and

perseverance.

My mother tongue isRomanian, and when I firstcame into contact withCatalan, my initial reactionwas one of complete confu-sion, bewilderment and evenfrustration. Somehow, Imanaged to overcome thishurdle and after a couple ofmonths, I noticed an impro-vement. At the end of thefifth month something ama-zing happened, a light

switched on: I suddenlybegan to understand and Iwas able to express myselfin Catalan.

I have the certainty thathaving a flair for languagesis similar to having an ear formusic. Unlike others, whoseem to learn by heart theentire grammar and itsrules, I tend to listen to the

powerful melody that a langua-ge encloses. Yes, I listen to itsvibrating notes and I train myvoice and mind so as to imitatethem.

Being a polyglot, doesn't meanthat you are superhuman or atleast, I don't consider myself asbeing one. I can speak fluentlyfive languages and I must admitthat personal circumstances,like the migration of my parentsfrom Romania, have influencedme a lot.

I am convinced that the rolethat languages play in our futureis highly important as they helpus to find a job more easily; theyenable us to work and travelabroad, not to mention theopportunity of widening our hori-zons.

Moreover, the process of lear-ning a new language involvesgetting to know more about theculture to which it belongs. Theresult is a more tolerant attitudetowards other cultures and cus-toms.

In the light of the above mentio-ned, I return to that old meta-phor: languages are the tiny pie-ces of a giant puzzle, the morewe learn about them, the morewe get to know about thecolourful human jigsaw whichrepresents the humankind.

Polyglots: Are they superhuman?by Diana Lica


A ghost storypor Blanca Carranza Rodríguez

Iwas eight when my parentstold me we were going tomove to a big house in

Russia. I always remember oursmall house of Sicily, the seabreeze and the sound of thebirds singing outside, but, ofcourse, all of these things fadeaway as if they have never exis-ted.

The new house was in themiddle of a big forest, in front ofa lake, but it was cold and dark.I usually got lost the first days Ispent in the mansion and oneday, I discovered a little room.Inside it, there were lot of dollsand teddy bears. It seemed tobe a girl's room so I asked theold maid, Mrs Barrow, if therewas a girl living in the housetoo. She looked very surprisedat first, but then, she smiled.

-Do you want me to tell you astory? - She asked, and I imme-diately sat down on a chair nextto her- Well, I remember thatmany years ago, a happy familylived in this house. The young

couple had twins: Alice andEmmeline. They used to danceon the ice lake in the winternights but, one day, the icebroke and Emmeline fell into thewater. It was a tragedy, doctorscouldn't help her and she died.Since that day, Alice became areally lonely girl, and someonesaid that shehad stopped

speaking .Her parents decidedto move to another country, far,far away.

-It's a really sad story- I said-What do you think that waswrong with Alice? Was shemad?

-Oh, no my dear. I think shemissed her sister, that's all. Butthat happened many years ago,don't worry.

Mrs Barrow stood up and shewas near the door when I asked:

-And did Alice return here?

She turned around and I couldsee something like nostalgia inher blue eyes, but she didn'tanswer my question.

After that day I tried to find

more information about thetwins. I started looking in thelibrary, but there were onlybooks about science and historyso I decided to investigate thehouse. Next to the doll's roomthere was the twins' bedroom,but it was locked. I went throughlong corridors feeling that some-one was watching me. At theend of the second floor corridor,there was an old door. Mum hadtold me that there were only tworooms where I was not allowedto enter: one was the twins'bedroom and the other, was theattic, but curiosity overcame meand I pushed it gently. It was abig and dusty room. Suddenly, Isaw a shadow in the half-lightand I was running inwards whenthe door closed loudly. I got sca-red so I went to a corner andsnuggled up shaking. Then, a lit-tle girl appeared in the dark-ness. She was wearing a bluedress and her face was deadlywhite.

-Don't be afraid- she said, but Ifainted.

When I woke up I wasn't in theBlanca Carranza Rodríguez, alumna de 2ºC de E.S.O.


loft. The strange girl was sittingnext to me.

-I'm not going to hurt you- shesaid calmly.

-Who are you?

-My name is Emmeline.

-Emmeline? I have been lookingfor you! You're one of the twins!

-Yes, but…I can't find my sister-Emmeline said sadly- do youknow where she is?

-No, but…You're supposed to bedead! - I remembered

-What are you talking about?I'm like you!

I spent many hours playing withher.

-Your clothes are very strange-she said suddenly- put on thatone. You'll be better- and shegave me a short red dress. Itwas beautiful.

-See? We aren't so different atall.

Emmeline was right. Anyonecould mix us up. In thatmoment, someone shouted myname downstairs.

-I have to go- I said, butEmmeline had disappeared.

-What are you doing here? -

Said my mum entering theroom- I thought my orders wereto keep this room locked. Listen,your dad and I are going to thevillage. Mrs Barrow'll take careof you so be a good girl, willyou? We'll be here as soon aswe can.

I was reading in the living roomwhen Mrs Barrow asked me:

-Is it interesting?

-I like it.

She was making tea when sherealised that something was outof place.

-Where did you get that dress? -She asked me- you're so similarto…

-Emmeline? Yes, I know. Shegave it to me as a present.We've been playing. She's veryfunny… but she's very sad too.She says that perhaps her sisterhas forgotten her.

-You have to promise me athing. You aren't going to talk toher, ok? She shouldn't be here,she's dead!

I didn't see Emmeline againthat day, but at night she cameto my room: I saw someone in along, white dress running out of

the room and I followed her.

We went out of the house insilence. There was snow on theground and a full moon shiningin the sky. She didn't speak tome until we arrived at the icelake.

-I used to come here with mysister. Do you like skating?

I hadn't skated before, but I puton the rollers she gave me andwe went to the lake. At first,everything was ok, but then theice broke under me and I fellinto the water. Emmeline caughtmy hands but it was unsuccess-fully. Suddenly, Mrs Barrow tookme out of the lake, but she fellinto the ice hole. I lost cons-ciousness and when I woke upmy parents were next to me loo-king really worried.

- I'm fine, but what about MrsBarrow?

I looked around me and I sawtwo girls. They were identicaland they were saying goodbye tome. They were finally together,as they had always wanted.

THE END


When I first had the ideaof doing a study abro-ad, back in 9th grade

(Primero de la ESO), my goalswere to become fluent inSpanish and to absorb myselfinto a new culture. After livinghere in Aranda de Duero, Spain,and after accomplishing thesegoals, I have realized that myexchange is about muchmore than just those twosmall accomplishments.Among many other things,my exchange has beenabout learning how to impro-ve from the hundreds ofmistakes I have made andwill make, and learning howto adapt myself to new cus-toms: a new family, newrules, new school system,new hours of eating and sle-eping, life in a city, a newlanguage; the list goes on.Being away from home,having to adapt myself to acompletely new life, and allof the experiences I havehad here will serve me inthe future when I am readyto begin my own life on myown.

Improving on the mistakes Ihave made and will make, issomething that I believe will

help me immensely throughout

my life. I have always been oneto forget things, but here inSpain I have realized just howmany things I forget. I havemissed countless buses, evenwhen I arrived EARLY to the sta-tion. I have been robbed of mywallet, which contained my cre-dit cards, cash, and my bus tic-ket home in the morning,whileattending a David GuettaConcert in Zaragoza. After this Iwent a week without moneyuntil my parents sent me a newcredit card. I have lost my housekeys on multiple occasions. Ihave even lost a pair of shoes,and still have not figured outwhere I lost them. After all ofthis, and many more mistakes, Ihave learned to improve on theway I live my life so I will be ableto prevent these mistakes fromhappening again.

In terms of adaptation, I waslucky to have been placed in afamily and a city with peoplewho made it this comfortableand easy for me to learn andadapt myself. Since the day Iarrived my host family has mademe feel like this was my homehere in Aranda, and after fourshort months I now feel asthough I am truly a part of theirfamily. Inside the house, myhost family does many thingsdifferently than my family backin the US. Here my family almostalways eats lunch and dinner

together, which rarely happensin my house back home. Hereone must sleep with a shirt onand wear socks in the house sothat they don't catch a cold. Imust also bring my clothesdown to be washed everyday,whereas in the US I wash all ofmy dirty clothes at the sametime once a week. Socialaspects, such as giving twokisses when one greets andsays goodbye or goodnight, aremuch different. Manners ofeating are much different, suchas saying "¡Que aproveche!"before every meal, or eatingone’s bread from the table ins-tead of from your plate, or evenkeeping one's hands above thetable during a meal. Only havingtoast for breakfast in compari-son to the bacon, egg and chee-se sandwiches that I have on myway to school in the States.Although all of these customsnow seem logical and habitualto me, I do notice how much dif-ferent they are from the way Ilive back home.

Another major difference bet-ween the US and Spain is themanner of teaching and lear-ning. School in Spain is plain,and is there just for learning;whereas school in the US ismore exciting, there are moreactivities, more sports, and adifferent style of teaching. Myschool here in Aranda is a fairly

Ryder Harkin Hine, ha sido alumno de 1ºde Bachillerato en el primer cuatrimestredel 2010-11

9.1.2011 Ryder Harkin Hine


small building withclassrooms, a small library,computer lab, and agymnasium. The classro-oms are small with whitewalls, desks and a chalk-board. One of the mainthings I realized about theschool here in Spain isthat there is nothing pos-ted on any of the walls ordoors, nothing to animateor help the students. Theclassrooms are emptyaside from the desks, andthe walls of the hallwaysare blank. In the US, theschools are covered withposters, pictures, equa-tions, history, notices, etc..In relation to the teaching,here in Spain the teachersdo a lot more lecturingwhere one must takenotes, which later serve forthe exams. In the States,one generally does a lotmore writing activities andquestion answering throug-hout the class period.

Another difference is thatin Spain a student doesnot have any relation withhis/her teacher. Some ofthe teachers do not knowthe names of the majorityof the students. In the USthe students are very closewith their teachers, whichalso makes school muchmore bearable. I believethat Spanish schools havea higher level academicallythan it is in the US; butbecause of how repetitiveand plain it is, Spanishschool is far more boring.

My favorite aspect ofSpanish life is the atmos-phere of the generalpublic. The people ofSpain are much moreopen to new things and tonew people than we are inthe US. Since I arrived

here in Spain I have notencountered a single per-son who has been unkindto me. Whether it wasasking a question to some-one in the street, shoppingin store, making friends inschool, etc.; the Spanishpeople have always beencontent to help me, and Iam grateful for that. I havebeen to France, to Ireland,to England, to Mexico andother countries, and in allof my travels I have nevermet such a genuine groupof people. Always willing tohelp, without ever askinganything in return.

There is something aboutthe atmosphere of Spanishculture that is differentfrom anywhere else in theworld. Something that can-not be described, butwhich can only be seenwhen one walks along thestreets of the Spanishtowns and cities. It is a cul-ture filled with pride andhard-work, and at thesame time, a people thatprize their tranquillity andrelaxation. After living herein Aranda De Duero forjust under five months, Ihave met new people, lear-ned a new language, newcustoms, and most of all anew way of life. Each expe-rience I have had here inSpain I will take with meas I move on through mylife, and each one will bet-ter prepare me for what Iam to encounter in thefuture.


Living abroad is always agood experience, you getto learn a lot of things

about other cultures, and,what's more, you can learn alanguage.

It all started when my dad wasasked to work in England for acouple of years, he and mymum thought that it would be agood chance for my brother andme to learn English, so we allmoved there…. I still remembermy first day of school. I didn'tsleep at all the night before; Icouldn't stop thinking about mynew school and the new life Iwas going to start there. When ,eventually, I walked into my newclassroom, everyone stared atme and asked me if I was thenew Spanish girl. All of my class-mates were nice to me, but atfirst, it was really hard to talk tothem as my English wasn't thatgood; As a result, the first

months were difficult: I didn'tunderstand my teachers, and Imissed my family and friendsvery much,… but as time pas-sed by, I could notice that myEnglish was improving day byday, and I talked to my friendsand family very often.

England is a multiculturalcountry and I got to know peo-ple from all over the world. Ididn't feel left out at all as I hadfriends from different countriesand English people are used toemigrants.

It is known that British peopleusually have lunch at middayand dinner at 6 pm, but for us,Spaniards, it is quite difficult toget used to that, as we have din-ner at 10 pm more or less.Another thing that caught myeye is that food is quite unhe-althy; they eat fast and fattyfood, even though they only eata sandwich for lunch. As I saidbefore, their culture is very diffe-rent to ours; our main meal islunch whereas theirs is break-

fast or dinner.

English weather is horrible, itrains a lot and it is really coldoutside. The days are very short,the sun rises at 7 am and it getsdark at 5 or 6 pm. Another inte-resting fact is that it is not nor-mal for them to have blinds intheir bedrooms; I had to sleepwith an eye cover so that thedaylight didn't wake me up inthe morning.

In Spain we are used to goingout late at night whereas inEngland people of our age areused to going to parties or to afriend's house, not to pubs, asalcohol is prohibited to adoles-cents under 18. When it is quitewarm, in summer, some peopledrink in a park but this is veryrare, it hardly happens. Theydon't know how to party, theyshould learn from Spain!

Another thing that it is very dif-ferent from Spain is education.In England there are 4 impor-tant years in secondary school,Patricia Burgos Fernández, alumna de 2º

C de Bachillerato

Living abroad by Patricia Burgos Fernández


by Irene Miguel Bueno

H ave you ever thoughtabout your future?Well, I hadn't before

my teacher asked me to do it.We live in a world whereeverything is changing reallyquickly. Some years ago,many people weren't able towrite or read and it was verydifficult to learn a new lan-guage. Today, most peoplecan go to school and learndifferent languages there. I have been studying Englishsince I was 5, and now Ireally like it. One of my auntsis an English teacher and she

was the first person whotaught me some Englishthrough games and songswhen I was very little, andthat is the reason why I wantto study to be an English tea-cher. I think it's very impor-tant to know other languagesbecause you will need them ifyou want to travel to otherparts of the world, and alsobecause it will be good foryou and it will open a lot ofdoors in the future. But not everybody thinks likeme. I've got a friend whothinks that studying other lan-guages isn't important at all.She thinks it's boring and nouse. "I don't need English to

study what I want," she toldme. And she was probablyright, but I think that it isn't areason for quitting learningEnglish. You shouldn’t studyEnglish only because it's com-pulsory at school, you've gotto study it because you wantto learn more, because youwant to travel, you like liste-ning to music, watching origi-nal soundtrack films, sear-ching the Internet… you'vegot to find a reason to studyEnglish ,which doesn’t haveto be necessarily becauseyou have to do it.I encourage you all to studyEnglish!Irene Miguel Bueno, alumna de 3º A de

E.S.O.

"ENGLISH IN OUR FUTURE"

in years 10 and 11 (tercero ycuarto de la ESO) you have todo the GCSE exams and in years12 and 13(bachillerato), you arein sixth form and you have Alevels exams. Up to year 10 stu-dents hardly have any examsand what's more, the schooldoesn't evaluate them, it is thegovernment who marks theexams.

Nowadays there is a lot ofunemployment in Spain and I

think that many people will endup searching for a job abroad; ifI end up in that position. itwould be easier for me as I'velived abroad before and I canspeak English better than mostpeople. I think that it was areally good experience for me; Iam more open-minded and Ican communicate with peoplefrom all over the world asEnglish is the most widespreadlanguage, in addition, beforegoing to England I was the

shiest person on Earth, it is noweasier for me to relate to otherpeople….So, If someone askedme if I would go back there, Iwouldn't know what to answerbecause on the one hand Iwould definitely go as thelifestyle is better there; but onthe other hand, the weather isreally bad and the food is horri-ble, so I don't know if I would beable to cope with that again.


por Audrey Langlois

En España no hay muchasnoticias que vengan deCanadá. A excepción de las

famosas tormentas de nieve. Noobstante, Canadá es más que unpaís frío, es una zona donde seencuentran dos culturas y dos idio-mas; el inglés y el francés.Geográficamente, Canadá está alnorte de los Estados Unidos y es elsegundo país más grande delmundo. Canadá tiene una superfi-cie de 9.984.670 km² en compa-ración con España que tiene504.030 km². Sin embargo,Canadá es un país poco poblado.La población es de 33 millones dehabitantes y la mitad viven entrelas ciudades de Montreal y Toronto.Igualmente, la población deCanadá se constituye principalmen-te de inmigrantes y de amerindios(indígenas de América). El primeridioma es el inglés, el segundo elfrancés (el francés es la lengua ofi-cial de la provincia de Québec), y eltercero es el chino. Pero, todavía senota la influencia amerindia en losnombres de algunas ciudades oalgunos sitios.

La palabra Québec (Kebec) es deorigen indígena y quiere decir"donde las aguas se hacen angos-

tas," refiriéndose a una zona delRío San Lorenzo (Saint Laurent)donde se encuentra la actual ciu-dad de Québec. El asentamientoindígena donde hoy se encuentra lacapital de la provincia de Québecse llamaba Stradacona oStadacona y en él habitaban varioscientos de indígenas en el siglo XVIcuando Jacques Cartier, el primerexplorador francés vino a estas tie-rras con el apoyo de la corona fran-cesa. Fue en uno de los viajes deCartier en 1535 ó 1536 cuandotoda esta zona recibió el nombrede Canadá (Kanata). Cartier con-fundió la palabra Canadá, que quie-re decir pueblo o casa, con la pala-bra Stadacona, ya que un par deindígenas se refirieron a Stadaconacomo su pueblo, su Canadá. No fuehasta unos 70 años después, en1608, cuando Samuel deChamplain, otro explorador francés,fundó y nombró la ciudad deQuébec en lo que había sidoStadacona. Menos de doscientosaños después, la ciudad y la provin-cia de Québec fueron conquistadaspor los ingleses. A pesar de todo,los ingleses dejaron a los francófo-nos el derecho de hablar en fran-cés en la provincia de Québec. En1867, las partes anglófonas y laparte francófona fueron unidas, yes desde esta época que tenemos

el Canadá que conocemos ahora.

Desde el punto de vista cultural, lacomida de Canadá se caracterizapor poseer una agricultura rica,abriendo un sinfín de posibilidadesa la gastronomía, además cadaregión ó provincia cuenta con suspropios platos típicos y especialida-des. Por ejemplo en Québec lainfluencia francesa se deja notaren sus platos como la Tourtière, unpastel de carne, así como la sopafrancesa de guisantes o el Poutine,que son patatas fritas con salsa yrequesón. Canadá produce 90% dela producción mundial de jarabe dearce (Sirop d'érable, Maple Sirup).

Creo que desde Europa, Canadáes un país muy desconocido, perodonde se vive bien, rico en recur-sos naturales y cuyos habitantesson muy amables y acogedores.Canadá os espera.

Audrey Langlois, lectora de Francés en elInstituto durante el curso 2010-11

Canadá


Juan López Plaza, alumno de 1º B de ESO

*TARTA DE 3 CHOCOLATES*por Juan López Plaza

Primer Premio del Concurso de Navidad

Ingredientes:

- 150 g de chocolate negro- 150 g de chocolate con leche- 150 g de chocolate blanco- 150 g de azúcar- 750 ml de leche- 750 ml de nata para montar- 3 sobres de cuajada

Base:- 1 paquete de galletas- 60 g de mantequilla- Decorar con virutas, cacao…

Trucos:

>>> Cuando se van echandolas capas se utiliza unacuchara boca abajo y sobreella se va vertiendo la mez-cla para que no sea bruscala caída y se mezclen lascapas.

>>> En la última capa sepuede prescindir del azúcarporque el chocolate blancoya es muy dulce.

Realización:

BASE: * Triturar el paquete de galletas en picadora o, en su defecto, entre

papel de cocina y pasando un rollo de madera o botella redonda.

* Mezclar lo anterior con 60 g de mantequilla derretida (si se necesitapuede añadirse un poco de leche). Untar en un molde desmontable.

CAPAS:

Primera: 150 g chocolate negro

250 ml de nata para montar

250 ml de leche.

50 g de azúcar

1 sobre de cuajada

Tercera: 150 g chocolate blanco


250 ml de leche.

25 g de azúcar

1 sobre de cuajada

Segunda: 150 g chocolate con leche


250 ml de leche.

50 g de azúcar

1 sobre de cuajada

Para hacerlas: * En un cazo se pone la leche

y la nata. Se deshace prime-ro la cuajada para que noqueden grumos, después seañade el azúcar y chocolate.Se calienta sin hervir unos 7minutos.


Once again, we are going toLondon. This year we havechanged the dates of ourtrip, and we will be flying atthe end of June, whichmeans that we will enjoyLondon at its greatest splen-dour. Hopefully, the weatherwill be warm and dry, andthe parks will be in fullbloom. More in the next issue.

English Department

Visitas y actividades...

TRIP TO LONDON 2011


Alumnos de Hª del Arte, Cultura Clásica y Griego en Madrid

Fin de curso en el Monte de la Calabaza

Lunes 21 de junio de 2010

Los tutores de 1º de la ESO del curso2009-10 pensaron que la mejor formade acabar el curso era hacer un paseocon sus alumnos por el monte de laCalabaza. Por ello, un grupo de profeso-res y todos los alumnos de 1º pasaronuna mañana agradabilísima que se ini-ció caminando desde el Instituto hastael monte. Ya en el monte jugamos alfútbol, juegos autóctonos, disfrutamosde la naturaleza, que dejamos más lim-pia de lo que estaba y acabamos conun buen almuerzo con el que repusimosfuerzas antes de regresar a casa.

21 de enero de 2011.

Alejandro Magno en el Centrode Exposiciones Arte Canal yRubens y Renoir en el Museodel Prado fueron nuestros obje-tivos. Día soleado, buenambiente y las exposicionesmagníficas. ¿Se puede pedirmás a una excursión?

Las fotos las ha proporcionado

Samira de B1A. Muchas gracias.


Visita al Punto Limpio y a la planta de tratamientos sólidos urbanos de Aranda de Duero.

El 17 de marzo de 2011 los alumnos de 1º ESO, con el departamento de Tecnología, visitaron estasinstalaciones del municipio, para que vieran y comprendieran el tratamiento de nuestros residuosy la importancia de este proceso para preservar nuestro medio ambiente.

Un año más, el grupo de teatro del Instituto,dirigido por Isabel Santos, y subvencionado porel APA del Instituto, desarrolló en el CentroCultural de Caja Burgos, la obra de VirginiaGuarinos, "Locos Por El Teatro". Nuestra mássincera enhorabuena a la directora y los acto-res por el éxito obtenido.

Grupo de Teatro del Instituto

Visita al Punto Limpio

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