Lasallian Values

Do you know what the Lasallian values are?

Hangman of Lasallian Values:

https://wordwall.net/es/resource/117155408/lasallian-values?wwmethod=link

Listening Exercise Worksheet of Lasallian Values:

https://www.topworksheets.com/t/b_qG954CiQk

Video 

B2 Teamwork Speaking Activity

Applying a Lasallian Value in Academic Life

Level: B2 (Upper-Intermediate)
Skill: Speaking – Teamwork
Estimated Time: 20–25 minutes
Group Size: 4–5 students

Instructions

Work in groups of four or five.

Your teacher will assign one Lasallian value to your group:

• Faith
• Justice
• Commitment
• Fraternity
• Service

As a team, discuss how your assigned value can be applied in your academic life at university.

Prepare a 3-minute presentation that includes the following points:

• Explain the meaning of your assigned Lasallian value.
• Describe at least three concrete ways students can apply this value in their academic life.
• Give one real or realistic example of a university situation where this value is important.
• Explain how applying this value benefits both students and the university community.

Every team member must contribute to the discussion and speak during the presentation.

Useful Phrases

• Our assigned value is...
• We believe this value means...
• Students can apply this value by...
• A good example is...
• This value helps students...
• It also contributes to...
• In conclusion, we think that...

Success Criteria

By the end of the activity, your team should:

• explain the assigned Lasallian value clearly;
• support ideas with relevant examples;
• use appropriate B2-level vocabulary and grammar;
• speak fluently and interact effectively as a team.

Course Presentation of FCE 1, August 2026

 

B2 Speaking Activity: Introducing Yourself

Course: B2 English
Skill: Speaking
Estimated Time: 15–20 minutes
Interaction: Individual presentations

Objective

By the end of this activity, students will be able to introduce themselves confidently using clear, well-organised, and extended speech while providing relevant personal, academic, and professional information.

---

Instructions

Prepare and deliver a 2–3-minute self-introduction to the class.

Speak naturally without reading a written text. You may use brief notes with keywords if necessary.

Your presentation should include the following information:

• Your name and where you are from.
• Your academic programme, profession, or current occupation.
• Your hobbies, interests, or favourite free-time activities.
• A personal achievement you are proud of.
• An experience that has influenced your life or learning.
• Your reasons for taking this English course.
• Your goals for this semester.
• An interesting or surprising fact about yourself.
• A closing sentence inviting your classmates to get to know you better.

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Useful Linking Expressions

• First of all,...
• To begin with,...
• Besides that,...
• Another important aspect is...
• One experience that really influenced me was...
• As for my goals,...
• Finally,...
• Thank you for listening.

---

Useful Vocabulary

Talking about yourself

• I was born in...
• I currently study...
• I work as...
• I'm interested in...
• I'm passionate about...
• I really enjoy...

Talking about achievements

• One of my greatest achievements has been...
• I'm particularly proud of...
• I managed to...

Talking about goals

• My main objective is...
• By the end of this course, I'd like to...
• I hope to improve...
• I'd like to become more confident when...

---

Success Criteria

Your presentation should:

• Speak for 2–3 minutes.
• Include all the required information.
• Be well organised with clear transitions.
• Use varied vocabulary and appropriate grammar.
• Demonstrate confidence, fluency, and natural pronunciation.
• Maintain eye contact with the audience.

---

Example

Good morning, everyone. My name is Daniel, and I'm from Mérida, Yucatán. I'm currently studying Architecture at university. In my free time, I enjoy playing football, listening to music, and travelling whenever I have the opportunity.

One of my greatest achievements was winning a regional design competition last year. It helped me become more confident in my abilities and motivated me to continue learning.

One experience that has had a significant impact on my life was studying abroad for a month. During that time, I realised how important English is for communicating with people from different cultures.

I'm taking this course because I want to improve my speaking skills and become more fluent. By the end of the semester, I hope to communicate more naturally and feel confident during presentations and job interviews.

Before I finish, here's an interesting fact about me: I've visited six different countries, and I'd love to travel around Asia in the future.

Thank you very much for listening. I look forward to getting to know all of you during this course.

 

Teamwork Activity: Shaping Our Ideal B2 English Course

Level: B2 (Upper-intermediate)
Time: 25–30 minutes
Grouping: Teams of 4–5 students

Part 1 – Group Discussion and Chart Completion (15–20 minutes)

Instructions

1. Work in groups of 4–5 students.
2. Discuss each category only in English.
3. Share your opinions, negotiate ideas, and reach a consensus.
4. Write between three and five points for each category. Your ideas should be specific, realistic, and relevant to the course.
5. Be prepared to explain and justify your group's suggestions during the presentation.

Group Discussion Chart

Category	Write 3–5 Points
Course Expectations What do you expect to learn or achieve by the end of this course?
Suggested Topics Which topics would you like to study throughout the semester?
Recommended Activities Which classroom activities help you learn best?
Additional Dynamics What could make the lessons more engaging or interactive?
Assessment Suggestions How would you like your learning to be assessed?
Use of Technology Which digital tools or AI applications would you like to use during the course?
Other Comments Any additional suggestions for improving the course?

Part 2 – Group Presentation (10–15 minutes)

Instructions

1. Choose one spokesperson or divide the presentation among all group members.
2. Present your group's ideas to the class in 2–3 minutes.
3. Summarize the three to five points you included in each category and explain why your group considers them important.
4. Speak clearly and support your opinions with brief explanations or examples whenever possible.
5. Listen actively to the other groups and take notes on ideas you find interesting or different.

Useful Presentation Language

• Our group identified five main expectations.
• One of our priorities is...
• We agreed that...
• Another important suggestion is...
• We believe this would improve our learning because...
• To conclude, our group recommends...

Whole-Class Reflection

After all the presentations, the class will work together to identify:

• The three most common course expectations
• The three most popular suggested topics
• The three most recommended classroom activities
• The most innovative idea proposed by any group

Finally, the lecturer will summarize the results and explain which suggestions can be incorporated into the course throughout the semester. 

Adverbs of Degree

 Listening Exercise 1 on page 28

3.2.2. Past Modals

 

📰 B2-Level Article: A Journey Through Scotland

 

Last summer, I visited Scotland, a country I had always dreamed of exploring. My trip began in Edinburgh, where I stayed near the historic Royal Mile. I could see the famous castle from my hotel window, and I thought, “I should spend more time here.” The city was full of history and culture, and I realized I might have missed many interesting places if I hadn’t walked through its narrow streets.

 

After a few days, I took a bus north to visit Loch Ness. I didn’t spot the monster, but I could have taken a boat trip to search for it. Unfortunately, the weather was terrible, and I shouldn’t have forgotten my raincoat. Still, the landscape was impressive, and I understood why people say Scotland is so mysterious.

 

Finally, I travelled through the Highlands, where the mountains were breathtaking. The guide told us we had to follow safety instructions carefully, especially while hiking. At one point, I slipped on a wet rock, and I thought, “I could have hurt myself badly.” Luckily, nothing happened, but I learned that in the Highlands you must always be careful.

 

When I returned home, I realized I should have stayed longer in Scotland. There were so many things to see and do, and I promised myself that one day I would definitely come back.

Reading Comprehension Exercise:

https://www.topworksheets.com/t/sYn3IFgEv1V

Past Modals

Collaborative Online Exercise of Perfect Modals

https://wordwall.net/es/resource/78824421

Individual Online Exercise of Perfect Modals

https://www.englishexercises.org/makeagame/viewgame.asp?id=13008

Individual Online Exercise of Perfect Modals

https://www.perfect-english-grammar.com/could-have-should-have-would-have-exercise-1.html

Classifying the modal verb structures that appear in the listening exercise on page 24

https://wordwall.net/es/resource/79218257

What is your dream travel destination and why?

Lila's failed travel

Lila had been dreaming of the sun-kissed beaches of Bali ever since her last visit two years ago. This year, she meticulously planned her trip, from the quaint guesthouses to the surf lessons she had always wanted to try. The night before her departure, she packed her bags with colorful swimsuits and a stack of books, her heart racing with anticipation. But as the clock struck midnight, a sudden storm swept through her town, bringing fierce winds and heavy rain. By morning, the news was grim: her flight had been canceled due to severe weather.

 

Determined not to let disappointment ruin her spirit, Lila scrambled to rebook her flight, but every option seemed to slip away like grains of sand through her fingers. Frustration mounted as she watched others around her secure their tickets, each successful traveler deepening her sense of loss. She spent hours on the phone with airlines, hoping for a miracle, only to face the same answer: no available seats for days. As the storm raged outside, Lila felt trapped in her own home, the walls closing in like a cage, while the paradise she longed for remained tantalizingly out of reach.

 

In a moment of surrender, Lila decided to embrace her situation. Instead of sulking, she transformed her living room into a mini-Bali retreat, complete with tropical fruits, her favorite playlists, and a colorful sarong draped over the couch. Friends joined her for a weekend of homemade "Bali" dishes, laughter, and stories of their own travel dreams. As they sipped coconut water from mismatched glasses and shared tales of adventure, Lila realized that even if she couldn’t physically be in Bali, she could create her own slice of paradise, right where she was.

 

But as the weeks went by, Lila couldn’t shake her yearning to return to Bali. Each sunset, each gentle breeze reminded her of the island’s beauty, fueling her determination to make it back. She spent her evenings researching the best times to visit, saving diligently, and imagining herself on the shores again. With a new sense of purpose, Lila vowed that this year, come what may, she would board that plane and find her way back to the destination that held her heart. The dream was far from over; it was merely paused, waiting for her return.

Book Exercises on Page 25

Teamwork about designing a chart of statements with modal verbs for Lila

https://lasallecancun-my.sharepoint.com/:w:/g/personal/dc0519_lasallecancun_edu_mx/EeX4P-pavAtPngAWnj22bSYBEcXubyUtZ93WC-SweKvHyw?e=5yGCOP

Collaborative Book Exercises 1, 3, and, 4 on Page 25

Mixed Modals Exercise

https://english.lingolia.com/en/grammar/verbs/modal-verbs/exercises

1.3. -ed and -ing adjectives

How do you think he will feel when the weekend arrives? 

Collaborative Reading of the text on page 11

 

Individual Reading Exam task on Page 11

Introductory Exercise for -ed and -ing adjectives

https://wordwall.net/es/resource/76504165

https://learnenglish.britishcouncil.org/grammar/a1-a2-grammar/adjectives-ending-ed-ing

Collaborative Exercise 6 on page 11

Adjectives in -ed and -ing

Adjectives that end in -ed (e.g. bored, interested) and adjectives that end in -ing (e.g. boring, interesting) are often confused.

 

-ed adjectives

Adjectives that end in -ed generally describe emotions – they tell us how people feel.

I was so bored in that lesson, I almost fell asleep.

He was surprised to see Helen after all those years.

She was really tired and went to bed early.

 

-ing adjectives

Adjectives that end in -ing generally describe the thing that causes the emotion – a boring lesson makes you feel bored.

Have you seen that film? It's really frightening.

I could listen to her for hours. She's so interesting.

I can't sleep! That noise is really annoying!

 

Collaborative Online Exercise about -ed/-ing adjectives

https://test-english.com/grammar-points/b1/ed-ing-adjectives-adjectives-verbs/

Collaborative Exercises 6 and 7 on Page 11

Individual online exercise about -ed/-ing adjectives

https://test-english.com/grammar-points/b1/ed-ing-adjectives-adjectives-verbs/3/

Academic Integrity

Video quiz of Academic Integrity (b2 level):

https://app.kwizie.ai/en/qp/415516

📘 Reading Text (B2 Level): Living Lasallian Values at Universidad La Salle Cancún

 📘 Reading Text (B2 Level): Living Lasallian Values at University La Salle Cancun

 

At University La Salle Cancun, education is not just about academic achievement. It also focuses on forming responsible, ethical, and compassionate individuals. This mission is inspired by the life and teachings of Saint John Baptist de La Salle, who founded the Lasallian educational movement over 300 years ago.

 

Lasallian values are more than words on paper — they guide student behavior and campus culture. The five core values are faith, service, fraternity, justice, and commitment.

 

Faith means trusting in oneself, others, and in the process of learning. It encourages students to stay positive, believe in their potential, and find meaning in what they do. It also invites students to develop a spiritual perspective, regardless of their religious beliefs.

 

Service is about using one’s talents to help others. Students participate in community outreach programs, environmental projects, and activities that promote social justice. Through service, students understand the importance of empathy and solidarity.

 

Fraternity encourages teamwork and the creation of strong bonds among classmates and teachers. A sense of belonging and cooperation helps students learn in a supportive and inclusive environment.

 

Justice means treating everyone in a fair and equal way. It involves respecting the rights of others, making sure everyone has the same opportunities, and making decisions that help the whole community. At La Salle Cancun, justice is key to building trust and keeping peace on campus.

 

Commitment is reflected in everyday actions: attending classes, completing assignments, and participating in university life. Committed students don’t give up easily — they take responsibility and strive to grow academically and personally.

 

These values are not optional. They are essential for students who aim to become leaders who care, professionals who act with ethics, and citizens who make a positive impact on the world.

 

📚 References:

Comité de Misión Educativa Lasallista. (2015). Valores Lasallistas. Instituto de los Hermanos de las Escuelas Cristianas. https://www.lasalle.org.mx

Universidad La Salle Cancún. (2023). Modelo educativo lasallista: Formación integral con valores. https://lasallecancun.edu.mx/modelo-educativo/

González, L. (2019). Ethical formation through Lasallian values in university contexts. Journal of Educational Leadership, 7(2), 34–45.

Del Valle, M. (2022). Construyendo comunidad desde los valores Lasallistas. Revista de Educación y Cultura, 14(1), 19–27.

Individual Online Exercise:

https://www.topworksheets.com/t/wYdkem0ztG-