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Context:
Ely goes to the doctor because she has been feeling sick for a few days.

Dialogue:
Doctor: Good morning. How can I help you today?
Ely: Good morning, doctor. I’ve been feeling sick since Monday. I have a sore throat and a headache.
Doctor: I see. Have you had any fever or cough?
Ely: Yes, a mild fever, especially at night.
Doctor: You probably have a viral infection. I’ll prescribe some medicine and you should rest.
Ely: Thank you, doctor. How long should I take the medicine?
Doctor: For five days. If you don’t feel better, please come back for another check-up.
Ely: Okay, thank you very much for your help.

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Task 4 Real Life Language Scenarios georgeth sierra

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Language Analysis:
The language used in this scenario is formal and polite, which is suitable for a professional context like a medical visit. Both speakers use respectful and clear expressions such as How can I help you? and Thank you very much for your help. The vocabulary fits the situation, including health-related words like sore throat, headache, fever, and medicine. The grammar is accurate, and the use of present perfect tense (I’ve been feeling sick) is correct for describing a situation that started in the past and continues in the present. Pragmatically, the speakers maintain a professional and caring tone that helps communication flow naturally.

Reflection:
This scenario shows natural and positive communication in an informal context. The tone is warm and spontaneous, expressing happiness and excitement about the weekend plans. A strength of this dialogue is the natural use of expressions that sound real in daily conversation. The language is clear, and both speakers interact smoothly.

Still, the dialogue could be improved by using more expressive words and connectors. For example, Ely could say I’m so excited because I haven’t gone to the beach in a long time to add emotion and detail. This makes the dialogue sound more personal and authentic.

Suggestions:

Vocabulary: Add words like amazing, fun, beautiful day.

Connector: Use because or so to connect ideas.

Detail: Add something like Let’s invite our friends too; it will be even more fun!

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Context:
Sarah and her friend Luisa are talking about their plans after class.

Dialogue:
Sarah: Hey, Luisa! How was your day?
Luisa: Hi, Sarah! It was good but a bit tiring. We had a long math class.
Sarah: Oh, I know! That class always feels endless. Do you want to grab a coffee after school?
Luisa: That sounds great! I really need a break.
Sarah: Perfect, there’s a new café near the park. We can try it.
Luisa: Awesome! Let’s go there and talk for a while.
Sarah: Sure! I’ll text you when I’m ready

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Language Analysis:
The tone of this conversation is informal and friendly, typical of a chat between close friends. The expressions used, such as That sounds great! and I really need a break, sound natural and show emotion. The vocabulary is casual and appropriate for everyday conversation, including words like class, coffee, break, and park. Grammar is correct and sentences are short, making the dialogue flow easily. Pragmatically, the speakers use relaxed language and express familiarity, showing a friendly relationship.

Reflection:
This friendly conversation shows natural and spontaneous communication between two friends. The tone is warm and casual, which fits the relationship perfectly. Expressions like That sounds great! and Let’s go there and talk for a while make the dialogue sound real and fluent. The grammar is accurate, and the vocabulary is appropriate for informal conversation.

To make it even more engaging, Sarah and Luisa could add more expressive words or reasons to make their dialogue more personal. For example, Sarah could say I really need a coffee because I didn’t sleep well last night, which adds more context. They could also use small talk or humor to make the exchange sound even more authentic.

Suggestions:

·         Vocabulary: Add phrases like I’m exhausted, so hungry, or sounds fun.

·         Connector: Use because or so for smoother ideas.

·         Detail: Add Let’s invite Laura too; she loves coffee! to make it sound more real.

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Peter: Good afternoon, Mrs. Lopez. I’m Peter Smit, Sofia’s teacher. Thank you for coming in today.

María: Good afternoon, Mr. Smit. It’s a pleasure to meet you. Thank you for seeing me.

Peter: I appreciate your time. I’d like to share how Sofia has been progressing and what we have been working on this month.

Peter: Sofia has made steady progress in early literacy. She has been choosing books more confidently.

María: That’s wonderful to hear. What can we practice at home?

Peter: Daily, short reading has been helping a lot. Even though, she doesn't like it.

María: We have noticed that. How can we support her at home?

Peter: Modeling simple phrases like May I have a turn? has been effective here.

María: Perfect. Do you have any concerns about handwriting?

Peter: She has been developing her fine-motor control.

María: Could you email a short list of activities?

Peter: Absolutely. I have prepared a one-page guide we have been sharing with families. I’ll send it this afternoon.

María: Wonderful. I appreciate your support and communication.

Peter: My pleasure. Thank you for partnering with us. If any questions have come up at home, please reply to my email.

María: I will. Have a great afternoon.

Peter: You too, Mrs. Lopez. See you next month.

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Formal language, both speakers were clear with a tone appropriate for a school setting, using relevant vocabulary such as: early literacy, fine-motor control. and correct use of the present perfect continuous for recent progress. They used expressions like “Thank you for coming in today” and “I appreciate your time" which reinforce politeness and collaboration.

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In the student progress meeting scenario, the language was formal and polite, which is appropriate for a school context. Both the teacher and the parent used clear greetings and respectful address (e.g., “Good afternoon, Mrs. Lopez”), avoiding any slang. The vocabulary was related to education and child development, using terms like “early literacy,” and “fine-motor control,” which fit the context and were easy to understand. The grammar was correct; for example, the teacher used present perfect and present perfect continuous to talk about the student’s progress (“Sofia has made steady progress” and “She has been choosing books more confidently”). This use of tense clearly showed ongoing improvement. The tone of the conversation was respectful and cooperative. Both the teacher and the mother asked questions and offered support, showing a polite and collaborative attitude.

However, there are a few areas for improvement in this dialogue. At the start, “Thank you for coming in today” was repeated by both speakers. It would sound smoother to say it once in a combined way. Also, some transitions could be For example, instead of the parent replying “Perfect. Do you have any concerns about handwriting?”, she could say “That sounds great. I was also wondering about her handwriting.” This small change connects ideas more smoothly. Additionally, the teacher could add brief expressions of empathy or understanding, such as “I understand how you feel” or “That’s a common challenge at this age,” to make the conversation warmer and more supportive. Overall, the scenario shows a strong use of polite and clear language, with just a few adjustments needed to make it flow more naturally.

Suggestion:

Grammar: Change “Thank you for coming in today” repeated twice at the beginning to a single, smoother version like: “Thank you for taking the time to meet with me today.”
This avoids repetition and makes the opening sound more

professional.

Vocabulary: Instead of saying “She has been enjoying our reading circle,” He could say: “She has been actively participating in our reading circle and showing greater confidence.”
This adds precision and a more academic tone.

Detail: When the teacher says, She has been developicould improve clarity: She has been developing her fine-motor control, especially when tracing curved lines and using scissors.

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Task 4 Real-Life Language Scenarios_Juan Mercado

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Teacher: Good afternoon, Mr. Davis. Thank you for coming in today.

Parent: Good afternoon. Thank you for meeting with me. I’m looking forward to hearing how Ethan is doing.

Teacher: Of course. Ethan is a bright student, but I’ve noticed he’s been having some difficulties lately, especially in math and science. He sometimes doesn’t finish his homework, and he seems distracted in class.

Parent: Oh, I see. We’ve talked to him at home, and he says everything is fine. But we didn’t know he was falling behind.

Teacher: I appreciate your involvement. He’s doing well in reading and writing, but in subjects like math, he could benefit from more practice at home.

Parent: Okay. We’ll make sure to help him with that. Do you think tutoring might help?

Teacher: That could be a good option. Also, encouraging him to ask questions in class would make a difference. He tends to stay quiet even when he’s unsure.

Parent: I understand. We’ll talk to him again. We’ve already discussed it, but maybe we need to take a different approach.

Teacher: That’s great to hear. I’m sure with your support and a little extra help, Ethan will get back on track.

Parent: Thank you, Ms. Lopez. I appreciate your feedback.

Teacher: You’re very welcome. Please feel free to reach out anytime if you have questions.

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Receptionist: Good evening, welcome to Seaside Hotel. How can I help you today?

Guest: Good evening. I have a reservation under the name Anna Martinez.

Receptionist: Let me check... Yes, I found your reservation. A standard room for three nights, is that correct?

Guest: Yes, that’s right. If possible, I’d like a room with a sea view.

Receptionist: Let me see what we have available... Yes, we have a sea view room on the fifth floor. Would you like to upgrade for an additional $20 per night?

Guest: Sure, that’s fine.

Receptionist: Great. May I please see your ID and a credit card for the check-in process?

Guest: Of course. Here you go.

Receptionist: Thank you. Everything looks good. Check-out will be at 11 a.m. on your departure day. Do you need any help with your luggage?

Guest: No, thank you. I just have a small suitcase.

Receptionist: Perfect. Here’s your room key—Room 508. The elevators are to your right. If you need anything, feel free to dial 0 from your room.

Guest: Thank you very much!

Receptionist: You're welcome. Enjoy your stay!

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The language used in this scenario is mostly formal and respectful, appropriate for a professional conversation between a teacher and a parent. Vocabulary like “performance,” “assignments,” and “support” fits the educational context. Both speakers maintain a polite tone, showing concern and collaboration. Grammar is generally accurate, though attention to tense (e.g., using “We have talked” instead of “We talk”) would improve clarity. The use of polite requests and responses reflects good pragmatic awareness, supporting clear and effective communication.

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The hotel check-in dialogue uses a neutral to formal register, which is suitable for customer service interactions. The receptionist uses professional phrases such as “May I see your ID?” and “Would you like to upgrade?”, while the guest responds with polite and clear language. Vocabulary is appropriate, including words like “reservation,” “sea view,” and “check-out.” Grammar is mostly correct, though minor errors (e.g., omitting “a” in “a sea view”) could be improved. The use of polite modals and customer service etiquette shows good pragmatic use of language.

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Reflection (Parent-Teacher Meeting & Hotel Check-In)

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Reflection (Parent-Teacher Meeting & Hotel Check-In)

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Both scenarios demonstrate effective communication using appropriate tone, vocabulary, and structure. In the parent-teacher meeting, the formal yet friendly tone helps maintain a respectful and supportive atmosphere. The teacher clearly expresses concerns about the student’s performance, and the parent responds constructively. The vocabulary fits the context, and most grammar is accurate. However, some verb tense errors, like saying “We talk to him already” instead of “We have already talked to him,” could affect clarity. In the hotel check-in, the interaction follows typical customer service language patterns. The receptionist maintains professionalism and politeness, using phrases like “May I see your ID?” and “Would you like to upgrade?” The guest responds appropriately, making polite requests. Vocabulary such as “reservation” and “check-out” is suitable and correctly used. A minor improvement would be ensuring article usage is accurate, like saying “a sea view” instead of just “sea view.” Overall, both scenarios reflect strong use of English in real-life contexts. Strengths include polite expressions, relevant vocabulary, and clear sentence structure. To improve, both conversations could benefit from closer attention to grammar details and more precise word choice. Making these small adjustments would enhance the overall professionalism and effectiveness of communication.

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Supermarket Conversation.

Emma: Hi there! Excuse me, do you work here?

Jack: Hey! Yes, I do. How can I help you today?

Emma: I’ve been looking for the organic oatmeal, but I can’t seem to find it anywhere.

Jack: Oh, we’ve just moved it to the new health section—right next to the almond milk. I can show you if you’d like.

Emma: That would be great, thanks! By the way, do you know if the strawberries are fresh today?

Jack: Yes, they arrived this morning. The supplier has been bringing us really good fruit lately.

Emma: Nice! I’ve been trying to eat healthier, so I’ve been buying more fruits and vegetables.

Jack: That’s awesome! I’ve been doing the same I stopped eating junk food last month.

Emma: Good for you! Oh, and do you have any reusable shopping bags left?

Jack: Yes, they’re by the checkout counter. We’ve been restocking them every week because people keep asking for them.

Emma: Perfect. Thanks for your help, Jack.

Jack: No problem at all! Have a great day.

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The language is informal in this scenery. friendly, and natural for a store. The speakers use everyday words about shopping and healthy food (organic oatmeal, almond milk, strawberries, reusable bags), which keeps the dialogue real and clear. The grammar uses short sentences in present perfect and continuous to talk about ongoing actions (“I’ve been looking,” “We’ve been restocking”), which sounds fluent and authentic. The tone is helpful and positive, with quick questions and answers that move the conversation.

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I changed jobs because I had a mistake at the previous one.

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Task 4 Real-Life Language Scenarios_Juan Mercado 2

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In this supermarket scenario, the conversation was informal, natural, and appropriate for a casual setting. The interaction between the customer and the store clerk reflected friendliness and politeness. The use of expressions like ‘Hey’, That’s awesome, and ‘No problem at all’ showed an informal tone while maintaining respect and clarity. The grammar was correct, and the present perfect and present perfect continuous were used accurately to describe ongoing actions, such as: I’ve been looking for. and ‘We’ve been restocking them every week.’ These expressions made the dialogue sound more realistic and fluent. Another strength was the use of everyday vocabulary related to shopping, such as “organic oatmeal,” “almond milk,” and “reusable shopping bags.” These words helped create a natural rhythm.

Suggestion:

Grammar: Change “I’ve been looking for the organic oatmeal, but I can’t seem to find it anywhere.”   to be more formal.

This keeps the present perfect continuous and improves parallel structure.

Vocabulary:

Instead of saying “I’ve been trying to eat healthier,” use more specific, natural wording such as: “I’ve been trying to eat more whole foods, so I’ve been buying extra fruit and vegetables.”

Detail: Add precise information to make the help more useful. Instead of saying “Yes, they arrived this morning.” He could say “Yes, the strawberries arrived at 8 a.m., and they’ve been kept refrigerated since delivery.”