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Bairon Stiwar Rengifo Ruiz - Scenario 2: the dangers of the road

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Bairon Stiwar Rengifo Ruiz - Scenario 2: the dangers of the road

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Step 1: Create two real-life scenarios

The dangers of the road:

Emma and Steven were walking to the park, Emma notice that Steven was looking all around him like something were following them, a little worried she ask him why he do that he laughs a bit and tell her to don't worry he do this all the time he is out of his house, Emma ask why he  answer her that in this roads the people and other things are a bit dangerous so he look to prevent any problems, Emma tell him that is ridiculous to worry in a friendly Neighborhood like this Steven grabs her to the corner because of a fast bike that almost hit her, he say this is why I look around all the time he know this Neighborhood is friendly but that don't make it safer the people who drives vehicles sometimes don't care if there is a big street to go they will always pass next to you and almost hit you if it necessary, and the street dogs don't help too because they chase the people and sometimes that make a road accident so he learn to look around is the better to prevent those cases, Emma laughs and say thanks to him for telling her that.

Step 2: Analyses the language of each scenario

The dangers of the road:

Realistic dialogue: the interaction between Emma and Steven feels natural and includes expressions of concern, explanation, and gratitude.

Contextual vocabulary: words like bike, corner, street, accident, are relevant to the theme of road safety.

Moral reflection: this scenario ends with a lesson about vigilance and awareness, which adds depth to the narrative.

Step 3: write a short reflection of each scenario

The dangers of the road:

This scenario has a good structure and a logical context; however, this has a bunch of areas to improve like there's many run-on sentences that need to be broken down for clarity an example for this is this “steven grabs her to the corner because of a fast bike that almost hit here” this could be “Steven quickly pulls her to the corner to avoid a fast moving bike that nearly hits her”, another thing is the pragmatic use the explanation of dangers is informative but could benefit for clearer transitions and cause-effect connectors like therefore, as a results, because of this.

Step 4: Specific Examples and suggestion

The dangers of the road:

Grammar and verb tense:

“Emma notice” → should be “Emma noticed.”

“he do this all the time” → should be “he does this all the time.”

“he answer her” → should be “he answers her.”

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Bairon Stiwar Rengifo Ruiz - Scenario 1: Free time at school

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Bairon Stiwar Rengifo Ruiz - Scenario 1: Free time at school

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Step 1: Create two real-life scenarios

Free time at school:

At the start of a school day the Spanish teacher didn't come, so the students are thinking about what to do in this free time, some students propose to do some of the extra work they had to do in this class and some other propose to play something, Samuel the student in charge of the class propose to combine the two ideas in one so no one get bored, All the students accept the idea, the game consist of select a word in Spanish and make five sentences in English there will be two teams, team A and team B that will help the writers in order to win, after five rounds the team A is the winner the other team conclude that they need to study more for the next time, Samuel was recording everything and he send it to the teacher, the teacher said that it was fun and next time he will join for more difficulty.

Step 2: Analyses the language of each scenario

Free time at school:

Collaborative tone: the narrative emphasizes teamwork and problem solving, which is reflected in some phrases like “combine the two ideas” and “all the students accept the idea.

Functional vocabulary: Words like Extra work, game, teams, sentences, and recording are appropriate in a school context.

Sequential structure: the story follows a clear chronological order, from the teacher's absence to the student's activity and the final reflection of the teacher.

Step 3: write a short reflection of each scenario

Free time at school:

This scenario has a good structure and a logical context; however, this has a bunch of areas to improve like the repetition of basic verbs like do, play, send these verbs could be replaced with more precise alternatives like complete, engage and submit, need to clarify some phrases like “help the writer in order to win” this sound vague and made questions like who are the writers? Are they team members or designated students? And i said the structure is good but it could be less long compared to the actual one. The entire paragraph feels like a long sentence that could be broken into a shorter one, making the sentences shorter improves readability.

Step 4: Specific Examples and Suggestions

Free time at school:

Grammar and syntax:

Verb tense inconsistencies: e.g., “the game consist” → should be “the game consists.”

Subject–verb agreement: “Samuel… propose” → should be “Samuel… proposes.”

Article usage: “select a word in Spanish” is fine, but “make five sentences in English” could be clearer as “create five sentences in English.”

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Maria Luisa Diaz Vélez - Scenario 2: Job interview

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Maria Luisa Diaz Vélez - Scenario 2: Job interview

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The interview in general was structured and very formal, adapted to be professional in the environment. I used polite expressions such as “Thank you for this opportunity” and “I would like to highlight my experience in...”, which I wanted to show as a professional and respectful. In general terms, I included vocabulary related to teaching, education, curriculum design, language skills, methodology, and classroom management. At one point, I used phrases in the present perfect and past simple tenses to describe my work experience (“I have taught English for three years,” “I developed interactive activities for my students”), which I wanted to convey clearly.

However, I could improve my use of more diverse connectors (in addition, moreover, as a result) to make my answers more fluid. In addition, I should pay attention to intonation, avoiding long pauses or incomplete sentences that can undermine confidence.

Reflection on the job interview

I used language appropriate for a professional setting: formal and organized, in this job interview. One of my strengths was maintaining a confident and respectful tone through polite expressions such as “Thank you for this opportunity” and “I would like to highlight my experience in...”.  In addition, I included vocabulary related to education, such as curriculum design, language skills, classroom management, and methodology; this reinforced the importance of my teaching experience. With these phrases, I was able to express professionalism and gratitude. Education, including curriculum design, language skills, classroom management, and methodology, reinforced the value of my experience as a teacher. I used appropriate grammatical constructions, such as the present perfect and past simple, to accurately convey my experience. A couple of examples are “I have taught English for three years” and “I developed interactive activities for my students.”

However, I realized that I needed to refine my use of linking words to make my answers more coherent and fluid. Using phrases such as “On the other hand,” “As a result,” or “In addition” could help my speech sound more professional and natural. Furthermore, to avoid diminishing confidence, I should focus on intonation and pronunciation in order to prevent long pauses or unfinished sentences.

Overall, the situation demonstrated effective communication; however, if I optimize my fluency, coherence, and lexical repertoire, my performance in future interviews will be strengthened.

Examples and suggestions:

In the interview, speaking in a formal and organized manner reflects professionalism. Improving the accuracy and diversity of language will improve communicative effectiveness in both contexts.

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Maria Luisa Diaz Vélez - Scenario 1: Teaching a class at a school

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Maria Luisa Diaz Vélez - Scenario 1: Teaching a class at a school

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In this scenario, the language I used as a teacher was mainly clear, direct, and neutral in tone, with moments of formality when giving instructions. I made sure to use academic vocabulary appropriate for the students' level, including terms such as assignment, instructions, teamwork, and participation. In addition, I used polite phrases such as please and thank you to maintain a respectful atmosphere. One strength was the use of open-ended questions (What do you think about this?) and motivational expressions (Great job!), which helped encourage participation.

However, I could improve by using simpler and shorter instructions, as long sentences can sometimes confuse students. I also noticed that I used the words “good” and ‘ok’ too often. Therefore, it would be advisable to use more varied vocabulary, such as “excellent,” “well done,” or “keep going.” Intonation and pronunciation when emphasizing basic instructions is another area for improvement to ensure that all students understand.

Reflection on the classroom situation

In this classroom situation, the language I used as a teacher was clear, polite, and appropriate for an academic setting. One of my strengths was maintaining a respectful and engaging tone throughout the class. I used polite expressions such as “please” and “thank you,” which helped create a positive atmosphere and encouraged participation. Academic vocabulary, including terms such as “assignment,” “teamwork,” “participation,” and “instructions,” contributed to a professional tone. In addition, open-ended questions such as “What do you think about this?” and motivational phrases such as “Good job!” encouraged communication and confidence among students.

However, I identified some areas for improvement. At times, my instructions were too long, which could confuse students. Simplifying instructions with shorter, clearer sentences would make communication more effective. I also noticed that I tended to repeat “good” and ‘correct’ a lot. To improve my feedback, I could use expressions such as “That's a good idea,” “Well done,” or “Excellent work.” It would also be helpful to improve my pronunciation and intonation to ensure that students fully understood the instructions.

Finally, it is essential that vocabulary, grammar, and tone are appropriate for the classroom environment. Using motivating and clear language encourages participation and understanding, which helps me become a more effective and dynamic teacher.

Examples and suggestions:

Instead of saying “Now you are going to do this activity in pairs, and I want you to read carefully the text before answering,” simplify to “Work in pairs. First, read the text carefully, then answer the questions.”

Replace “Good, ok” with “Excellent work” or “That's a very interesting idea.”

Practice classroom English with standard phrases for clarity, such as “Listen carefully,” “Take notes,” “Raise your hand if you have a question.”

Modify “I am a good teacher” to “I am effective at engaging students through interactive methods such as the use of digital tools and role-playing.”

Include connectors: “In addition, I have experience with online platforms, which makes it easy for me to adapt to diverse teaching environments.”

Conclusion

This case demonstrates the importance of adapting vocabulary, grammar, and tone to the context. In the classroom, language that is motivating and clear promotes participation.

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Natalia Quitián Arias - Scenario 2: Shopping at a Clothing Store

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Natalia Quitián Arias - Scenario 2: Shopping at a Clothing Store

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Step 1 – Real-life Contextual Scenario

A customer goes into a clothing store looking for a new shirt for a family event. The customer greets the shop assistant and politely asks about the available sizes and prices. The assistant shows different options and suggests trying some of them on in the fitting room. After trying on two shirts, the customer chooses one, asks about the price, and decides to buy it. Finally, the customer pays at the counter, thanks the assistant, and leaves the store.

Step 2 – Language Analysis

·         Formality/Register: The interaction is neutral but polite. The customer uses respectful forms when asking, and the shop assistant responds kindly.

·         Vocabulary: Shopping-related terms appear, such as shirt, size, price, fitting room, fabric, color, cash, card. These words are appropriate and useful.

·         Grammar Accuracy: The dialogue uses present simple (I like this shirt) and polite modal verbs (Can I try this on? Could you show me a medium size?). Sometimes subject–verb agreement errors may occur.

·         Pragmatic Use: The customer makes polite requests (“Could I try this on, please?”) and the assistant offers help. Cultural norms of politeness in customer service are respected.

Step 3 – Reflection

In the shopping scenario, the language was polite and functional, which fits the customer–assistant interaction. The customer used modal verbs appropriately, for example, “Could I try this on?” and “Do you have this in a medium size?” These expressions show good use of politeness. The assistant also responded effectively with phrases like “The fitting rooms are over there” and “This shirt is available in blue and black.” The vocabulary was accurate, referring to clothes, colors, and sizes, which made the communication successful.

Still, some aspects could be improved. At certain points, the customer used direct and less polite forms such as “I want this one,” which would be better expressed as “I would like this one, please.” Another limitation was the lack of descriptive vocabulary. Instead of only saying “I like it,” the customer could have said “I like the soft fabric and the bright red color.” There were also minor grammar errors, such as “These shirt is nice” instead of “These shirts are nice.” By including more descriptive vocabulary, maintaining politeness, and checking grammar accuracy, the conversation could become more natural and effective.

Step 4 – Examples and Suggestions

1.      Grammar correction: “These shirt is nice” → “These shirts are nice.”

2.      Vocabulary enrichment: Replace “I like it” with “I like the soft fabric and the bright red color.”

3.      Politeness improvement: Change “I want this one” to “I would like to buy this shirt, please.”

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Natalia Quitian Arias - Scenario 1: Doctor’s Appointment

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Natalia Quitian Arias - Scenario 1: Doctor’s Appointment

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Step 1 – Real-life Contextual Scenario

A patient visits a doctor because they have had a strong headache and sore throat for three days. At the beginning, the patient politely greets the doctor and explains their symptoms. The doctor listens carefully and asks questions about when the pain started and how intense it is. Then, the doctor gives advice about resting, drinking fluids, and prescribes some medicine. At the end, the patient thanks the doctor for the help and leaves the office.

Step 2 – Language Analysis

·         Formality/Register: The interaction is formal and polite. The patient uses respectful expressions when talking to the doctor, and the doctor maintains a professional tone.

·         Vocabulary: Health-related vocabulary is used, such as headache, sore throat, symptoms, medicine, fluids, prescription. This vocabulary is appropriate for the situation.

·         Grammar Accuracy: The conversation uses present perfect (I have had a headache for three days) and present simple (I feel dizzy). Some sentences may need correction to avoid tense confusion.

·         Pragmatic Use: The patient uses polite forms when making requests (Could you please explain…?). The doctor explains with clarity and respect. The cultural norm of showing politeness and gratitude in a professional context is respected.

Step 3 – Reflection

In the doctor’s appointment scenario, the language used was clear and appropriate for the situation. The patient described their symptoms with useful structures like “I have had a sore throat for three days” and “I feel dizzy in the mornings.” These sentences correctly apply present perfect and present simple tenses to express health problems. The vocabulary was also relevant, with words such as “symptoms,” “fluids,” and “prescription,” which made the communication accurate. In addition, the patient used polite requests such as “Could you please explain the treatment?” which shows pragmatic awareness of how to address a doctor respectfully.

However, there are some areas to improve. In some moments, the patient switched tenses incorrectly, for example saying “I feel sick since yesterday” instead of “I have felt sick since yesterday.” Another weakness was the use of vague vocabulary, such as “that thing in my throat,” which could confuse the doctor. More precise words like “burning sensation” or “irritation” would give clarity. The patient could also improve by providing more detail about the frequency and intensity of the symptoms, for example, “I have a sharp headache every morning” or “I experience mild dizziness during the day.” By correcting tense errors, using specific vocabulary, and giving more details, the patient’s communication would be more effective and accurate.

Step 4 – Examples and Suggestions

1.      Grammar correction: “I feel sick since yesterday” → “I have felt sick since yesterday.”

2.      Vocabulary improvement: Instead of “that thing in my throat”, use “a burning sensation in my throat.”

3.      Detail enhancement: Replace “I don’t feel well” with “I have a constant headache and occasional dizziness.”