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-

Halloween

What Halloween traditions do you know?

Preparation Exercise

https://learnenglishteens.britishcouncil.org/study-break/video-zone/brief-history-halloween-traditions

Halloween Listening Exercise

https://www.topworksheets.com/t/sdvFR3GO33g

Halloween Vocabulary Exercise 1

https://www.topworksheets.com/t/O8RARa6Gct9

October 31 is Halloween and is now celebrated in many countries around the world, but do you know anything about the origins of this scary special day? Read the article and find out.

 

Do the preparation task first. Then read the article and do the exercises.

Collaborative Preparation Exercise

https://learnenglish.britishcouncil.org/general-english/magazine-zone/halloween

The origins of Halloween

 

If you think of Halloween, you probably think of scary carved pumpkins, all kinds of fancy dress and children asking for sweets. And if you think of a country that celebrates Halloween, you probably think of the United States first. Americans and Canadians have adopted Halloween in a big way, but Halloween traditions actually come from 16th-century Ireland, Scotland and England.

 

The tradition of Halloween on 31 October comes from the ancient Celtic festival of Samhain. Samhain was the Celtic New Year and they celebrated it on 1 November because that was the end of summer and harvest time (life) and the beginning of winter (death). It was also the time for ghosts to return to earth for a day. People lit a big fire, wore special clothes made of animal skin and hoped to be safe from the ghosts and the winter. In AD 609, the Catholic Church put the Christian celebration of All Saints Day on 1 November. In AD 1000, the church added All Souls Day on 2 November, and All Hallows Eve – or Halloween – moved to the night of the 31st.

 

Pumpkins

 

The Celts carved faces into vegetables like turnips and potatoes to scare the ghosts and other spirits and make them go away. It was sometimes called a jack-o'-lantern because of an Irish story about a man, Jack. He played a trick on the devil and then had to walk the earth for all time as a punishment. Irish people who came to live in the United States in the 1800s found pumpkins much easier to carve, and the tradition became the one we see today.   

 

Fancy dress

 

The Celts were afraid of the ghosts that came on Samhain. If they went outside after dark, they covered their faces with masks. They hoped any ghosts they met would think they were ghosts too and would leave them alone. In early America, the Native Americans and the first Europeans celebrated the end of the harvest, but not Halloween. When Irish people arrived, the harvest festival started to look more like Halloween and it became popular across the country. In the late 19th century, people tried to make Halloween less about ghosts and religion and more about celebrating the season with a party for neighbours and family. That’s why Americans today wear all kinds of Halloween costumes and not just scary things like witches and ghosts like in other countries.

 

Trick or treat

 

This is another tradition that began in Europe, this time in England. When the church introduced All Souls Day, rich people gave poor people 'soul cakes', a small cake made with spices and raisins. It replaced the Celtic tradition of leaving food outside houses for the ghosts. 'Going a-souling' was popular in England for hundreds of years until about the 1930s. The Americans kept the tradition, but today children knock on people’s doors and ask for sweets. Going trick or treating is so popular that a quarter of the sweets for the year in the United States are sold for this one day.

 

The rest of the world

 

Halloween has become the United States' second-biggest commercial festival after Christmas. Halloween is also celebrated in other countries, but it's not as big as in the United States, even in the countries where the traditions began. Mexico celebrates the Day of the Dead from 31 October to 2 November and some of its traditions, like giving gifts of sugar skulls, are starting to mix with Halloween. In this way, the celebration of Halloween continues to change as new traditions join the oldest of the Celtic ones.

 

British Council (S/F) Halloween on https://learnenglish.britishcouncil.org/general-english/magazine-zone/halloween 

Halloween Reading Exercise 

https://www.topworksheets.com/t/wcSJfYc6OdA

Do you celebrate Halloween? If so, how?

🎃 Team Discussion Points

1. Origins and Meaning – What is the real origin of Halloween, and do people today still celebrate it for the same reasons?
2. Cultural Influence – Should Halloween be celebrated in countries where it is not a traditional holiday? Why or why not?
3. Costumes and Identity – What do people express through their Halloween costumes? Can costumes reflect personality or creativity?
4. Fear and Fun – Why do people enjoy being scared during Halloween? Is fear an essential part of the celebration?
5. Commercialization – Has Halloween become too commercial, or is it just part of modern culture?
6. Children vs. Adults – Should Halloween mainly be for children, or is it equally meaningful for adults?
7. Environmental Impact – How can people make Halloween more sustainable (less plastic, reusable decorations, etc.)?
8. Media and Stereotypes – How do movies and TV shows shape our ideas of Halloween, witches, and monsters?

5.8. How to write a letter of application

 

Would you be interested in the following job vacancy? Why or why not? 

Collaborative Reading of the Letter of Application Sample on page 46

Dear Ms Ross,

I would like to apply for the post of assistant at this year’s International Student Fair, as advertised in the newspaper on 2 January.

I am aged 19 and in my second year of a Mechanical Engineering course. Before deciding on City College I looked at the advantages and disadvantages of many academic institutions, and I therefore feel capable of offering advice to young people who are at that stage now.

The work sounds extremely interesting. Could you please tell me how much I would be paid, and whether training would be necessary?

I would be available to work evenings as all my lectures are in the afternoons and consequently I can study in the mornings.

I have always enjoyed assisting others and last year I worked as a volunteer at a book fair.

Details of this, plus personal details including qualifications, are shown in my curriculum vitae, which I enclose.

If you need any further information, please do not hesitate to contact me. I would be able to attend an interview any morning.

Yours sincerely,

Jonas Meyer

Source: Compact First for Schools Student’s Book with Answers (2nd ed.), p. 46.

Collaborative Exercise 2 on page 46

Individual Writing Practice of a Letter of Application according to the exam task criteria on page 46 and the standards from the University of Cambridge

5.7. Reading and Use of English Part 3

 

What do you think you will do when you graduate?

Collaborative Exercise 1 on Page 45

https://www.topworksheets.com/t/EMP3bbC755Z

Individual Exam Task on Page 45

https://www.topworksheets.com/t/N_1boQCoJ0P

What skills do you think are required to get a job in your career?

5.6.- Countable and uncountable nouns

 

Noun classifying exercise on Wordwall

https://wordwall.net/es/resource/67926411

Book exercises 1 and 2 on page 44

Exercise 3 on page 44

https://wordwall.net/es/resource/68448592

Exercise 4 on page 44

Exercise 5 on page 44

https://wordwall.net/es/resource/68448958

Video about fce speaking test part 1

Speaking exam task practice on page 44