The “Upper-Intermediate English B2+” course from our Bachelor’s Degree in Foreign
Languages with an English Concentration.
Write a two-page analysis based on the guiding questions:
What kind of syllabus does this seem to be? (e.g., skills-based, task-based, project-based, hybrid)
How is the syllabus structured across the semester in terms of progression?
- The structure is in base of 16 weeks divided according to the semester, the grades are
divided by 35% +35%+15% and the progress learning will be by the book voices 6, with
the final exam for determined the level.
How are weekly goals and project phases organized?
It is divided into phases, for the progress of the book
Phases 1 topic selection
Phase 2 project planning
Phase 3 research and theoretical framework, etc.
Which teaching approaches are evident (e.g., PBL, flipped learning, communicative approach)?
Provide examples.
- In this case the protocol is communicative Approach it is hybrid because emphasis with
the inter cultural competences and global awareness.
- Why: because apart to show the PBL project base learning
- And show the concept of base by competences or real word with the skills of listening,
reading, writing, speaking.
How do these methodologies support language development and teacher training?
These methodologies promote language development by enabling deep engagement with
content, reflection, and autonomy. For future teachers, the course models effective
methodologies like praxeological learning and flipped instruction, which they can adapt in their
teaching practice. Reflective tools and COIL (Collaborative Online International Learning) also
foster intercultural competence essential for teacher training.
This progress Learning give the development by engagement with content
The course focuses on both linguistic and professional competencies:
Mastery of advanced grammar and vocabulary Ability to engage in nuanced social and academic
discussions Production of coherent written texts (essays, reports)
