Music to my ears

Music has always been an important part in people’s lives. Some can even dare to say their own experiences carry within their own soundtrack with specific songs, which make them remember amazing or lousy moments. However, there is no doubt that most of the time listening or dancing to your favourite song will definitely put you in a good mood, making you forget about bad moments and experiences. This is one of the many reasons why we have decided to dedicate an hour every six months to sing and dance a song our students enjoy performing.

The songfest at GCRB was born around four years ago as a way of exercising pupils’ listening and pronunciation abilities through several English songs. This event has varied throughout the years since before it was held every month but on the contrary, nowadays it is performed every six months. Even though the songfest is not as recurrent as before, this strategy is still a success considering that it helps students with their English language skills such as vocabulary learning and pronunciation, and most importantly, it makes them escape from their daily routine.

This year was not the exception, as every grade from kinder to eleventh grade made a great effort to prepare a performance beyond expectations. Examples of these songs range from a wide variety such as Lemon tree, No lie, Shape of you, They don’t really care about us, Count on me etc.


Language Booster is a project born from the need to use our three foreign languages in different contexts through the four basic skills: Listening, Speaking, Reading and Writing.

For this reason, the implementation of various activities both inside and outside the classroom is pursued to ensure greater use of English by all members of the educational community, including students, bilingual and non-bilingual teachers and members of our staff.
This project is to be perceived as the most entertaining way to show the development of the communicative abilities of our students in different contexts both inside and outside the classroom.

Speaking – The use of English, Mandarin and Portuguese through different contexts outside the classroom by both students and the educational community in general (bilingual and non-bilingual teachers and managers)

Students and teachers, bilingual and non-bilingual administrators will participate in this activity through daily communication through the second language. To achieve this, basic expressions such as greetings, farewell phrases etc. will be used.

Listening- The use of music in the three languages in the 4 sections of the educational institution, and the use of these songs in the classroom as students work on different topics, vocabulary and pronunciation patterns

Teachers or students will have the option to choose one of the songs heard during the day to be used in one of the classes of the week.

Reading- The use of bulletin boards distributed in the four sections for the publication of phrases or short texts with reference to the different public celebrations during the school year.

Each month the students of the different grades will put up a bulletin board in each one of the sections based on the most important public celebrations of the year. The students will dedicate a part of the mural to publish texts or messages referring to the celebration that corresponds to them per month. They will investigate and use vocabulary and idioms in English, Mandarin and Portuguese.


Writing – The use of the mail system to send letters between members of the educational community using a foreign language as the main mean of communication



Each week Foreign Language teachers of all sections will take 15 minutes of a weekly class to propose a topic to the students and draw or write a letter referring such topic. Each Friday will collect the letters in the mailboxes prepared for each section, and on Monday, letters will be delivered.


The completion of the cards will be done in each section as follows:



The children of these grades will carry out the activity through drawings.


First Grade: Students of these grades will perform the activity through words that refer to the corresponding topic for each week.


Second Grade:

Students in these grades will perform the activity using short sentences referring to the corresponding topic for each week.


Third to Eleventh Grade: Students in these grades will complete the activity using complete letters alluding to the topic.



Language Booster es un proyecto que nace a partir de la necesidad del uso de un idioma extranjero en diferentes contextos a través de las cuatro habilidades básicas las cuales son Listening, Speaking, Reading and Writing.

Como consecuencia de esto, se busca la implementación de diversas actividades tanto dentro como fuera del aula de clase para garantizar un mayor uso del inglés por parte de todos los miembros de la comunidad educativa, incluyendo estudiantes, docentes bilingües y no bilingües y directivos. De esta manera se visualiza el uso de esta herramienta como la forma más entretenida de mostrar el desarrollo de las habilidades comunicativas de nuestros estudiantes.


El Language Booster tiene como objetivo general la implementación de las cuatro habilidades de la segunda lengua (Listening, Speaking, Reading and Writing) para garantizar el uso del inglés, mandarín y portugués en diferentes contextos tanto dentro como fuera del aula de clase.


Speaking – Uso del inglés a través de diferentes contextos fuera del aula de clase por parte tanto de estudiantes como de la comunidad educativa en general (directivos y docentes bilingües y no bilingües)

Tanto estudiantes como docentes, directivos y administrativos bilingües y no bilingües participarán de esta actividad a través de la comunicación diaria por medio de la segunda lengua. Para lograr esto se utilizarán expresiones básicas como saludos, frases de despedida etc. que permitirán el uso diario de los idiomas como vehículo de comunicación.



Listening – Uso de piezas musicales propias del idioma en las 4 secciones de la institución educativa y la posterior utilización de estas dentro de las aulas de clases para trabajar temas acerca de vocabulario y patrones de pronunciación.


Un día a la semana se reproducirá una lista de canciones propias de la segunda lengua. Los docentes o estudiantes tendrán la opción de escoger una de las canciones escuchadas durante el día para así ser utilizada en una de las clases de la semana.



Reading – Uso de los murales distribuidos en las cuatro secciones para la publicación de frases o textos cortos con alusión a las diferentes celebraciones públicas durante el año escolar.


Cada mes los estudiantes de los diferentes grados tendrán a cargo el diseño del mural de cada sección con base en las celebraciones públicas más importantes del año. Los alumnos dedicarán una parte del mural para publicar textos o mensajes alusivos a la celebración que les corresponde por mes. Estos investigarán y harán uso de vocabulario y expresiones propias del idioma.


Writing – Uso del sistema de correo para el envío de cartas entre los miembros de la comunidad educativa utilizando la segunda lengua como principal medio de comunicación


Cada semana los docentes de inglés de todas las secciones tomarán 15 minutos de una clase semanal para proponer un tema a los estudiantes y dibujar o escribir una carta alusiva a este. Cada viernes se hará la recolección de estas mediante los buzones dispuestos para cada sección y los días lunes se hará la entrega de las cartas correspondientes.


La realización de las cartas se hará por secciones de la siguiente manera:


Grados Jardín a Transición:

Los niños y niñas de estos grados realizarán la actividad mediante dibujos.

Grados Primeros: Los estudiantes de estos grados realizarán la actividad mediante palabras alusivas al tema correspondiente para cada semana.


Grados Segundos:

Los estudiantes de estos grados realizarán la actividad mediante frases cortas alusivas al tema correspondiente para cada semana.

Grados Tercero a Once: Los estudiantes de estos grados realizarán la actividad mediante cartas completas alusivas al tema.





In the UK, General Elections take place every 5 years in May, unless Parliament votes to hold an election sooner. Candidates compete for a seat in the House of Commons.

General Elections in the UK are comprised of 650 individual elections that take place on one single day. Each election is in essence, a constituency and each constituency has a similar number of votes. When a candidate wins his constituency, s/he wins a seat in the House of Commons.



If one political party is able to win more than half of the seats in the House of Commons, its leader will become the Prime Minister and be able to form the government. All of the other political parties are classified as the ‘opposition.’ The party with the second greatest number of seats is referred to as the main opposition party and its leader becomes the ‘leader of the opposition.’



The three major political parties in the UK are the: Conservative Party (formerly known as the Tories), the Labour Party and the Liberal Democrats (formerly known as the Whigs). The political party will assist the candidates across the whole of the country.

If a candidate is not affiliated with one of these major parties, they are usually classified as ‘independent.’


When none of the parties win more than half of the seats in the House of Commons, it is called a hung parliament.

In the case of a hung parliament, one of two things can take place. Either two or more parties can agree to work together to govern the country or the party with the most seats can also try to govern with a minority of seats in the House of Commons. They run the risk of defeat if they cannot get enough support on an important vote which may force a general election.

A coalition government is formed when two or more parties work together to govern the country.



In order to vote in the General Election, residents must be 18 years of age or older, a native of the United Kingdom, registered with the Electoral Register, and commonwealth citizens also have additional qualifications dependent upon where they reside.




On Polling Day, every eligible resident may cast one vote in their local constituency. Polling may be done: in person at a polling station, by post or by proxy.

The candidate with the most votes becomes the local Member of Parliament (MP) for that area. This system is known as ‘first-past-the-post.’

The goal of each political party is to win 326 or more seats in the House of Commons in order to take power in the government.


Says Fernanda Forero, a 9th grader in an English Class. That day, approximately 2 weeks ago, students were discussing about which song they wanted to perform for the Song Festival, event that is going to be held in June at School.
“My parents listen to old-fashioned music. Some are nice, but I do not feel comfortable when listening to it by myself. My brother was the one who showed me other music genres, and I felt connected to the rhythm and the lyrics. Since then, I have been searching for more music like this.


Here are some examples:

Please, no reggaeton any more, rock music is the best of all!

By Sergio Vargas




Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers Peter Piper picked.

If Peter Piper picked a peck of pickled peppers,

Where’s the peck of pickled peppers Peter Piper picked?


I wish to wish the wish you wish to wish,

but if you wish the wish the witch wishes,

I won’t wish the wish you wish to wish.


If Pickford’s packers packed a packet of crisps would the packet of crisps that Pickford’s packers packed survive for two and a half years?




An essential part of the human experience relies on the ability to express our feelings and emotions. We all need that moment or space to open our minds and our hearts to tell clearly and out loud those things most of times hidden deep inside ourselves.

A real learning process requires from all of us an effort to make every single activity significant, therefore our eighth grade students are given the tools to explore their deepest thoughts and to put them in colors.


The result of such process is a series of very interesting paintings in which students drew their own thoughts regarding human nature and his/her undeniable development within social spheres and perspectives. A work that undoubtedly shows the ability of our kids to analyze themselves and their surrounding context. 




Being part of GCRB School has been a wonderful experience; its kind and warm welcoming made me feel like at home. When I first began classes, one of to my biggest fears was making new friends. Everyone was so king with me that I felt very well received and adapted almost instantaneously.


My classmates have been very nice and lovely, my teachers have given me their support, and everyone has helped me to get used to this new family. From the time I arrive, until I leave, they always give their special smiles and that makes me happy.

The quality and well-organised preparation of the school is very precise. Absolutely everything, from lunch to academic trips, are prepared in detail. I also like how this institution appreciates values and takes into account your effort, emphasizing respect among one another. As students, we have to work very hard in order to learn, be very responsible, autonomous and disciplined.

I am in love with my new school. I like everything about it. It’s incredible how many things you can learn, how many people you can share with, and how much happiness you can feel after every single day. I am very grateful with all the people who supported me and made my experience something amazing!


By: Valeria Prieto Arcila 8th Grade



Saint Patrick’s Day



St Patrick’s Day is a global celebration of Irish cultures around March the 17th. It particularly remembers St Patrick, one of Ireland’s patron saints, who ministered Christianity in Ireland during the fifth century. The most common St Patrick’s Day symbol is the shamrock.



The shamrock is the leaf of the clover plant and a symbol of the Holy Trinity. Many people wearing the color green and the flag of the Republic of Ireland is often seen in St Patrick’s Day parades around the world.

The GCRB, as a “promoter of cross-culturality”, wanted to take part of this celebration by doing a variety of activities with all students on March 24th at the school facilities.

In the first module, teachers prepared an amazing activity one week before the main event, in which students asked for a wish and threw some chocolate coins inside a big pot located in the center of the section; these yearnings could be academic, behavioral or just personal ones. At the same time, they sang the song “I am a little leprechaun” with the help of the homeroom teachers.

In the same way, students from the second module dressed each classroom with some beautiful posters made by them.



Second graders let their imagination run free and decorated big elves’ hats they have brought beforehand, meanwhile third graders created theirs in English classes. Teachers helped students to immerse into the celebration by giving general information and projecting some videos related to the topic.

The third and fourth modules took part in the event as well. Students were prepared by the English teachers in order to be part of a contest called “Who wants to be a millionaire?”




Also they designed the decoration of each module by using some green, yellow and black foamy to create elf-shaped crafts which were inside pots full of golden coins and big-colored shamrocks.

The big day had finally arrived and everyone was expecting to have a nice Saint Patrick’s celebration at school. Some students were wearing elves’ costumes and hats, some others green t-shirts or sweaters just to feel part of the event. They went to the CAC (Centro Artístico y Cultural) to be part of the ceremony and as a surprise, a band called “Espiritu Celta” was waiting for them with Irish music.


This was a fascinating performance and an astonishing time for all members of the school.

Finally, all students went back to their modules. The first one finished the activities prepared by the teachers by doing a parade and singing the song mentioned before.




he second one danced the song “Irish Meadow Dance” which was projected for everyone. The third and fourth participated in the contest and, of course, there were some winners who received special bags full of chocolate coins. Yummy!

Thanks to all GCRB’s staff for being part of this commemoration, in special the Leader of the English Department, the Head of the Multilingualism Department, and English crew.



Sergio David Vargas Salgado

English Teacher

Rotary-Youth-Exchange 2016/2017 Colombia

Niels Walle, nuestro estudiante Alemán, nos comparte la maravillosa experiencia de su llegada a Colombia y al Gimnasio Campestre Reino Británico. Él, a través de esta historia, relata sus vivencias como estudiante de intercambio en un país que aunque alejado del suyo, le abre sus puertas como su segundo hogar: 

My name is Niels Walle and I’m currently a German rotary youth exchange student in Colombia. I traveled to Colombia seven months ago, the 12th of August, but my exchange actually began in November 2015 as I was confirmed of my participation as a scholarship holder in the youth exchange program from Rotary, one of the biggest private exchange and caring organization in the world.

I arrived the 12th of August 2016 in the El Dorado Airportwhere I was welcomed by the exchange organization representative and the host families of the other 15 German students who traveled with me.

They greeted for us with presents, such as typical Colombian candy or welcome signs. The first weekend I traveled to Chiquinquirá where my host mother’s family is from.  Then, we traveled to Villa de Leyva where a kite festival took place. One week after my arrival in Colombia I had school day.I attended the 9th grade class at school in Tenjo in order to learn more about the Colombian culture.

The 12th of November the first of four trips began with my exchange organization where almost every of the 90 students participated. We visited for five days the departments of Boyacá and Santander. The trip included visiting cities and national parks such as Chiquinquira, Villa de Leyva orEl Parque de Chicamocha. After the trip with Rotary, I went to visit a German friend who is currently in Cali. We went to a lot of parties and visited the city. It was really nice to see how different is Bogotá from Cali.

On December 1st, I celebrated the Novena with my host family every day and at Christmas we went to Chiquinquira to celebrate the 24th and 25th of December with my mother’s family. It was a terrific opportunity to see the different way Christmas is celebrated in Germany and in Colombia.

The 31stof December two exchange students from Switzerland and France came over my house to celebrate all together the 31st and New Year’s Eve. We made Fondue, a typical food which has its roots in the French part of Switzerland.

At the beginning of February,I had my first school day atGimmasioCampestreReinoBritanico which I actually completely enjoy. The pupils and teachers are very nice and the educational achievement is very high. Furthermore, the school seems very international due to the high level of English, Mandarin and Portuguese class, and the international exchange programs to China and possibilities to study abroad.

This report shows some of my experiences this exchange year 2016/2017 in Colombia.I really like Colombia and its people. Moreover, I’m very happy and thankful to have the possibility to be an exchange student in this country.


Niels Walle

Chunks, Chunks, Chunks……….


Are you one of those who use the expression is that instead of the thing is? Would you like to improve your vocabulary skills and become more fluent in English? Would you like to speak native-like English? Well, here is a little tip that you can put into practice by using expression called chunks which are two-word expressions used in informal English. Have a look at this short video and let’s start using these examples:


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