jueves, 3 de septiembre de 2026

Creación de un blog didáctico en Blogger

Actividad en equipos: Generación de un blog en Blogger con el material didáctico para la sesión de demostración

viernes, 7 de agosto de 2026

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.

martes, 4 de agosto de 2026

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.

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

Work in groups of 4–5 students.
Discuss each category only in English.
Share your opinions, negotiate ideas, and reach a consensus.
Write between three and five points for each category. Your ideas should be specific, realistic, and relevant to the course.
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

Choose one spokesperson or divide the presentation among all group members.
Present your group's ideas to the class in 2–3 minutes.
Summarize the three to five points you included in each category and explain why your group considers them important.
Speak clearly and support your opinions with brief explanations or examples whenever possible.
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.

viernes, 3 de octubre de 2025

Adverbs of Degree

Listening Exercise 1 on page 28

miércoles, 1 de octubre de 2025

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