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1. Roleplay Interview

2. Language Analysis

3. Reflection

4. Examples and Suggestions

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1. Roleplay Interview

2. Language Analysis

3. Reflection

4. Examples and Suggestions

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Context: This is a job interview conducted by Mr. Jones with Ms. Ivonne, a teacher whose first language is Spanish and whose second language is English. She has an excellent level of English; however, she makes a few small mistakes. In this interview, she is applying for a position as a Spanish teacher.

Mr. Jones (Interviewer): Good morning Ivonne! Please, take a seat. Could you introduce yourself and tell me a little about your teaching experience?

Ivonne (Candidate): Good morning! Yes, of course. My name is Ivonne Díaz, I’m 24 years old and I’m from Colombia. I have been teaching Spanish for almost two years now. I started teaching online to foreign people, and after that I continued because I really enjoy help others to learn my language, specially to children because they are in their best moment for learn.

Mr. Jones: That’s great! What do you enjoy the most about teaching Spanish to children?

Ivonne: Well, I love the way children learn through games and songs. I think it’s very fun and effective. I like to prepare activities that make them feel confident with the language. Also, I think children are very honest, they always say what they think, so it’s never boring haha.

Mr. Jones: True! How do you usually manage classroom behavior when kids get distracted or noisy?

Ivonne: Well, I usually try to call their attention with something visual or dynamic. For example, I use flashcards or we sing a short song in Spanish. I don’t like to shout or be rude, because I think respect is the most important in a classroom. If they feel respected, they respect you back.

Mr. Jones: That’s a nice approach. Now, how would you explain the difference between “ser” and “estar” to a child who only speaks English?

Ivonne: Hmm, I would say that “ser” is for things that don’t change like “I am a teacher” or “I am tall.” And “estar” is for things that change like “I am tired” or “I am happy.” I like to use drawings to help them remember. For example, I draw a happy face and a sad face and we talk about emotions.

Mr. Jones: Interesting! And, how would you help a student to grasp the subtle contrast between literal and figurative layers of meaning in idiomatic expressions such as “Me cae bien”?

Ivonne: Sorry?

Mr. Jones: Oh, I mean… how would you explain expressions like “Me cae bien” to an English speaking child?

Ivonne: Ah, okay! I would tell them that “Me cae bien” means something like “I like that person” or “I get along with that person.” It’s not literal, so I would use examples and situations with friends to help them understand, sorry.

Mr. Jones: It´s ok, very creative! Finally, why do you think you would be a good fit for this position?

Ivonne: Because I’m very patient and passionate. I love teaching and I love seeing when my students learn new things. I’m also very organized and I always prepare my classes before. I think I can make Spanish something they love, not just another school subject.

Mr. Jones: Thank you, Ivonne. It was great to talk to you. We’ll be in touch soon.

Ivonne: Thank you very much! It was a pleasure to meet you. Have a good day!

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The language used in this scenario is mostly formal and polite, which suits the context of a job interview. The interviewer maintains professionalism with phrases like “Please, take a seat,” while the candidate responds respectfully using expressions such as “Good morning” and “It was a pleasure to meet you.” The vocabulary is appropriate and related to teaching, though there are some minor grammatical errors typical of non-native speakers, such as “for learn” instead of “to learn.” Despite these small mistakes, the communication remains clear, natural, and culturally appropriate for a professional interview setting.

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1. Roleplay Doctor's Appointment

2. Reflection

3. Language Analysis

4. Examples and Suggestions

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In the simulated interview scenario, the candidate demonstrates an upper-intermediate level of communicative competence, shown through her ability to keep the conversation flowing, respond appropriately, and use a generally formal register suitable for a job interview. However, her level of formality slightly varies at times; she occasionally uses colloquial or imprecise expressions that may sound too informal in a professional setting. Still, her overall tone is polite and respectful, especially through expressions like “thank you for having me” or “that’s a good question,” which reinforce a professional and cooperative attitude.

Regarding vocabulary appropriateness, the candidate uses understandable words, although sometimes she selects less precise terms or constructs sentences influenced by Spanish structures, which affects naturalness. For example, she says “I am agree” or “I have many experience teaching,” both of which are common errors among Spanish speakers. Her grammatical accuracy is good, but there are some instances of Spanish interference, such as incorrect verb tenses or omission of articles.

From a pragmatic perspective, the interaction is effective: the candidate shows politeness, tries to maintain the conversation, and adapts when she does not fully understand a question. However, she could improve her communicative strategies by asking for clarification more naturally (e.g., “Could you rephrase that, please?”). Overall, her performance reflects a solid command of the language with room for improvement in precision and naturalness.

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Specific examples and suggestions for improvement : Interview

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Specific examples and suggestions for improvement : Interview

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Example 1: I really enjoy help others to learn my language. → I really enjoy helping others learn my language.

Explanation: After certain verbs like enjoy, avoid, finish, or consider, the following verb must be in the -ing form (gerund), not in the infinitive. That’s why we say enjoy helping, not enjoy help.

Example 2: …specially to children… → …especially children…

Explanation: Especially is used to mean “in particular” or “above all,” which fits this context. Specially means “in a special way” and is not appropriate here.

Example 3: …they are in their best moment for learn. → …they are in their best moment to learn.

Explanation: When expressing purpose or intention, we use the infinitive form (to + verb), not for + verb.

Example 4: I think respect is the most important in a classroom. → I think respect is the most important thing in a classroom.

Explanation: In English, when we say “the most important,” we usually add thing to make the phrase sound natural and complete.

Example 5: If they feel respected, they respect you back. → If they feel respected, they’ll respect you back.

Explanation: Using will expresses a logical consequence in the future — if something happens, something else will follow.

Example 6: I love seeing when my students learn new things. → I love seeing my students learn new things.

Explanation: After verbs like see or watch, we don’t need when before another verb. The direct structure sounds more natural.

Example 7: I always prepare my classes before. → I always prepare my classes in advance.

Explanation: The correct expression for “beforehand” or “ahead of time” is in advance. Before alone sounds incomplete in this context.

Example 8: When she didn’t understand the question and said “Sorry?” Better options:“I’m sorry, could you please repeat that?”, “Could you please rephrase the question?”, “I’m not sure I understood that, could you clarify?”

Explanation: Using just “Sorry?” sounds too informal for an interview. The alternatives above are polite and professional, showing respect and confidence rather than confusion.

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Context: This scenario is about a young woman living in the United States who needs to exchange a piece of clothing that has a hole in it, it came defective. She wants to change it, but she feels a bit nervous because she doesn’t speak English very well.

Sarah (Cashier): Good afternoon! How can I help you today?

Ivonne (Costumer): Hello, listen, English is not my first language, so im going to do my best trying to explain mi situation… I bought this shirt yesterday and now it’s broken inside, look it, it has a hole and look here is dirty, maybe someone used it before than me.

Sarah: Oh, I see. I’m sorry about that. Do you have the receipt and the tags with you?

Ivonne: Yes! I keep the bags and receipt. Here you go

Sarah: Thank you so much, I mean the tags, not bags. The little papers on the clothes.

Ivonne: Oh yes, Im sorry, yes I have them, here.

Sarah:  Perfect, thank you. Let me check… Okay, yes, I see the problem. The stitching is undone. I’m sorry for the inconvenience.

Ivonne: Yes, I didn’t see it when I buy. Now can I maybe change it ? Or get my money back?

Sarah: Sure! You have three options: we can exchange it for another shirt of the same kind, you can choose something else for the same value or we can give you a refund. Which one would you prefer?

Ivonne: Mmmm I like this shirt but maybe another one in the same color, please.

Sarah: Great! Let me check the stock… No, I’m sorry, we don’t have it in the same size. In this store we only have size small, but in our main store they have one in extra small, you could go there and exchange it.

Ivonne: Ah! so bad, I dont like anything else on here, and I dont have time to go there, so I would like to get my money back, please.

Sarah: Okay… no problem. Then we can do a refund. Did you bring the same card you paid with?

Ivonne: I paid in cash

Sarah: Oh, okay! If you paid in cash, I can give you the money back in cash. I just need to scan the receipt first… All done! Here’s your refund in cash.

Ivonne: Oh yes, thank so much, you are so kind, thank you. Bye

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In this scenario, the language used by the candidate is formal to semi-formal, which fits the professional context of a job interview. The candidate makes an effort to maintain politeness and professionalism through expressions such as “Thank you very much” and “It was a pleasure to meet you.” However, there are slight variations in formality, as she sometimes uses more casual phrases like “haha” or “look it,” which make her speech sound less formal.

Regarding vocabulary, it is mostly appropriate, though some words show interference from Spanish, such as “I enjoy help others” instead of “I enjoy helping others.” Her grammar is generally accurate, but small errors in verb forms and article use occasionally affect naturalness.

From a pragmatic perspective, she communicates effectively: she keeps the conversation flowing, reacts politely, and uses clarification strategies when she does not understand something. Her tone remains respectful and cooperative throughout, reflecting a good command of English with room for improvement in precision and consistency of register.

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In the simulated complaint scenario at a store, the customer demonstrates an upper-intermediate level of communicative competence, shown through her ability to keep the conversation flowing, express her situation clearly, and respond appropriately to the cashier’s answers. Although she presents some grammatical and pronunciation errors influenced by her first language, she manages to communicate her message in a clear and effective way. Her tone remains respectful throughout the interaction, reflecting empathy and emotional control, even when expressing dissatisfaction.

The cashier, on the other hand, shows a very good handling of the situation. Her language is clear, polite, and functional; she offers concrete solutions and maintains a professional attitude at all times. She listens to the customer, responds calmly, and uses appropriate expressions to provide alternatives, which contributes to the success of the communication.

Regarding vocabulary use, the customer employs words that fit the context, although she sometimes mixes incorrect structures or verb tenses. However, she succeeds in achieving her communicative purpose. From a pragmatic perspective, the conversation is effective: both participants manage to maintain a coherent interaction with a friendly and satisfactory closing.

Overall, the performance of both participants reflects successful communication, where the cashier demonstrates courtesy and functional language control, and the customer shows sufficient communicative competence with room for improvement in linguistic accuracy.

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Specific examples and suggestions for improvement: Costumer Service

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Specific examples and suggestions for improvement: Costumer Service

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Example 1: Look it, it has a hole and look here is dirty… → Look, it has a hole, and here it’s dirty…

Explanation: Look it is incorrect. The correct form is simply look. Also, here is dirty should be here it’s dirty to include the subject.

Example 2: Maybe someone used it before than me. → Maybe someone used it before me.

Explanation: Before than is incorrect. The correct preposition is before alone.

Example 3: Yes, I didn’t see it when I buy. → Yes, I didn’t see it when I bought it.

Explanation: Use the past tense bought instead of buy to match the time frame.

Example 4: Now can I maybe change it? → Can I maybe exchange it?

Explanation: The verb exchange is more accurate in shopping contexts when referring to replacing an item.

Example 5: Ah! so bad, I dont like anything else on here… → Ah, that’s too bad. I don’t like anything else here…

Explanation: So bad sounds unnatural in this context. That’s too bad is the proper expression to show disappointment. Also, on here should be here.

Example 6: Oh yes, thank so much, you are so kind, thank you. → Oh yes, thank you so much, you’re so kind. Thank you!

Explanation: Add you after thank, and use the contraction you’re to sound more fluent and natural.

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1. Roleplay The Delivery of Academic Reports

2. Language Analysis

3. Reflection

4. Examples and Suggestions

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Context: This scenario is established during an initial consultation with the general practitioner, where the

patient, Ms. Zaira Celis, comes to address symptoms of stress and migraines, the intensity and

frequency of which have experienced a progressive and noticeable increase over the past four

months.

Ms. Zaira's fundamental objective is to transcend symptomatic management. Her main strategic

interest is to ensure a preventive, long-term management plan that stabilizes her health condition.

She thus seeks to prevent the chronicity of her discomfort and actively mitigate any future risks or

compromises that these symptoms could pose to her overall well-being.

Dr. Diaz: Good morning, Ms. Zaira. Please sit down. My name is Omar Diaz, and I'm the general

practitioner. How may I assist you today?

Ms. Zaira: Good morning, Dr. Diaz. I requested this appointment because I've been experiencing

an increase in the frequency and intensity of my migraines over the past four months, which is of

significant concern to me.

Dr. Diaz: I understand. It's important to address this. To put things in context, could you please

detail the nature of these migraine episodes? For example, how long do they last, how intense are

they on a scale of 1 to 10, and whether they are accompanied by other symptoms, such as nausea

or sensitivity to light?

Ms. Zaira: Of course. The usual duration is two to four hours. The intensity ranges from a 5 to a

7, and it's quite debilitating. They frequently present with mild nausea, and occasionally I'm

bothered by light. I've noticed that these episodes coincide with periods of high stress related to

my studies and university assignments.

Dr. Diaz: I appreciate your clarification. It's crucial that we examine the relationship between the

headache and the emotional factor. Regarding stress, could you describe how you perceive it is

affecting your quality of life and daily functioning?

Ms. Zaira: Doctor, stress is a complex issue that I feel I haven't managed adequately. It manifests

itself in muscle tension, difficulty sleeping, and I believe it's the main trigger for my migraine

attacks. My interest in the future is to find a comprehensive management plan that not only treatsthe symptoms but also provides me with tools to reduce and control my anxiety and stress levels

in a sustained manner.

Dr. Diaz: Your perspective is very accurate, Ms. Zaira. A multidisciplinary approach is the most

effective. We will begin with clinical tests to rule out any underlying organic causes of the

migraine. At the same time, we can explore non-pharmacological management strategies and a

possible referral to a specialist, such as a neurologist or psychologist, to work on stress management.

Ms. Zaira: Okay, Doctor. I really appreciate your proposed future strategies. I'd like to know, specifically, what initial steps I should take in this comprehensive action plan?

Dr. Diaz: Initially, I will prescribe rescue treatment for acute migraine and order the appropriate blood tests. I will also provide you with sleep hygiene guidelines and suggest starting a migraine

diary to identify patterns. At our next appointment, with the results, we will determine the need

for a consultation with specialists.

Ms. Zaira: Sounds good to me, Doctor. Thank you very much for your attention and guidance.

Dr. Diaz: It's a pleasure, Ms. Zaira. Have a good day.

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Grammatical consistency and tone are appropriate and clearly demonstrated through the use of

formal expressions such as:

• The professional title ("Doctor Díaz").

• Respectful address ("Ms. Zaira").

• The pronoun "usted" instead of "tú".

• Polite introductory and closing phrases ("Good morning", "Please sit down", "Thank you very

much for your attention").

Vocabulary is technical and precise, appropriate for the situation and the people involved in the

clinical setting:

• The Physician (Dr. Díaz): Uses specialized terms such as headache, organic cause,

multidisciplinary approach, non-pharmacological management, rescue treatment, and sleep

hygiene. These terms ensure the diagnostic and therapeutic accuracy of the action plan.• The Patient (Ms. Zaira): Although she does not use medical jargon, she uses articulate and

descriptive language that includes phrases such as increased frequency and intensity, significantly

worried, disabling, catalyst for my attacks, and comprehensive management plan. This

demonstrates the patient's ability to communicate her condition in detail and clearly express her

future interests.

The use of the word "complexity" to describe stress is a significant term that reflects the patient's

deep perception of the problem.

The dialogue is proactive and goes beyond the mere description of symptoms:

• The doctor's questions are methodical and seek accuracy in clinical information.

• The patient's responses are thoughtful and proactive, focused on solutions.

In this context, language is established as a tool for treatment planning, not just for describing

discomfort, which is highly significant for the preventive objective of the appointment.

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The doctor's appointment reflects excellent situational appropriateness, with its greatest strength

being its formal and respectful tone. The consistent use of pragmatic language such as "Doctor

Diaz" and "Ms. Zaira," along with the pronoun "you" and courteous phrases, establishes a

framework of essential professionalism. This level of grammatical consistency and respect is

crucial, as it facilitates trust and seriousness in the diagnostic process. Furthermore, the proactive

nature of the dialogue, where the patient's responses are solution-oriented and the doctor seeks

precision, demonstrates a highly effective communication structure that goes beyond the

description of symptoms.

However, the main area for improvement lies in the management of technical vocabulary.

Although the physician's precision is undeniable (using "multidisciplinary approach" or "non-

pharmacological management"), this jargon risks creating a clarity gap with the patient. To

enhance effective communication, the physician could adopt the practice of immediately

"translating" technical terms into simpler language, thus ensuring full understanding and

adherence to treatment. Alternatively, the patient could omit some expressions, such as the use of

"complexity to describe stress," opting for more direct terms about its emotional impact, which

could offer richer information for the diagnosis. Implementing these adjustments would transform

communication, maintaining the same formal and respectful structure while ensuring that technical

precision is linked to the accessibility of the message. This balance is what transforms professional

communication into a truly therapeutic and collaborative exchange, making the preventive plan

clear and shared.

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Specific examples and suggestions for improvement : Doctor's Appointment

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Specific examples and suggestions for improvement : Doctor's Appointment

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Example 1: (Grammar): Change “stress is a complexity that I feel I have not adequately

managed” to “stress is a complexity that I feel I am finding difficult to adequately manage” to

correctly use the Present Perfect (“I have not managed”), which describes a past action with

relevance to the present. Although this is correct, it could be less ambiguous if the ongoing

difficulty in the present, which is the reason for the consultation, were emphasized.

Example 2: (Vocabulary): Instead of saying "I have noticed that these episodes coincide with

periods of high stress," say "I have noticed that these episodes have coincided with periods of high

stress." The verb "coinciden" (Simple Present) describes a general fact. It combines the past action

("I have noticed") with a present truth. The vocabulary could be more precise by pointing out that

this coincidence has been a constant over time.

Example 3: (Details): When the doctor says, “A multidisciplinary approach is most effective,” he

could improve clarity by adding, “A multidisciplinary approach, according to evidence, has been

shown to be most effective.” The verb “is” (Simple Present) establishes a timeless fact. In a

medical context, the effectiveness of a treatment is based on past experience (clinical studies),

which validates the current recommendation.

Suggestion: Before a medical checkup or actual appointment, the patient could prepare a concise

and structured list of their symptoms. To optimize communication, it's beneficial to research and

incorporate medically focused terminology (for example, using "headache" instead of "ache" or

specifying whether the pain is "stabbing" or "pressing").

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Roleplay: The Delivery of Academic Reports

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Roleplay: The Delivery of Academic Reports

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Context: This is an informative meeting between the guardian and the group director to review the academic

progress report, emphasizing improvement in all areas. The participants in this meeting are:

• Teacher Oscar Duarte (Group Director)

• Mr. Omar (Mariajose Celis´s guardian)

Dialogue:Teacher Oscar: Good morning, Mr. Omar. I'm Oscar Duarte, group leader. Thank you for

attending the scheduled meeting.

Mr. Omar: Good morning, teacher Oscar. Thank you for your time. I'm here to review Mariajose

Celis performance this term.

Teacher Oscar: We will proceed with the review. The performance report shows that Mariajose

has increased her overall average compared to the previous term. This increase is recorded in all

subjects.

Mr. Omar: Could you provide me with specific data on this improvement?

Teacher Oscar: Certainly. In the areas of Natural Sciences and Mathematics, your average grades have increased by 1.2 percentage points. In the area of Communication and Language, the level of

achievement assessed in your essays and presentations has gone from "Satisfactory" to"Advanced."

Mr. Omar: I understand. To what does the department attribute this overall improvement?

Teacher Oscar: According to teacher observations, the student has demonstrated greater

consistency in completing assignments and more focused participation during classes. This is a

direct correlation between sustained effort and improved results.

Mr. Omar: I accept this correlation. At the family level, we strive to maintain a structure that

supports this level of performance. Are there any specific indicators that require special monitoring for the next period?

Teacher Oscar: To maintain the positive trend, we suggest continuing to supervise the in-depth analysis of complex texts in Social Studies. Although its performance is good, it is an area of constant development. I will provide you with the curriculum for the next period so you are aware of the topics to be covered.

Mr. Omar: Thank you for the clarification. I will receive the document. So, the conclusion is that progress is positive and the current structure must be maintained.

Teacher Oscar: Correct. The current situation is one of improving performance. If you have no further questions, we can conclude the review.

Mr. Omar: No, I have no further questions. It has been a clear and concise review. Have a good

day, teacher Oscar.

Teacher Oscar: Likewise, Mr. Omar.

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Language Analysis: The Delivery of Academic Reports

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Language Analysis: The Delivery of Academic Reports

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The dialogue between teacher and guardian is distinguished by its institutional rigor and

unwavering professionalism. The formality, marked by the use of the pronoun "you" and

professional titles ("Teacher Oscar," "Mr. Omar"), is not merely a means of embellishing

communication, but rather the basis for a serious, results-focused conversation. The tone is

purposefully neutral and dispassionate, which is a key strength: by avoiding any hint of excessive

emotion (neither alarm nor euphoria), attention is directed exclusively to the rigor of the data.

The choice of vocabulary is exceptionally precise and strategic. The teacher uses academic and

quantifiable jargon (grade point average, percentage points, direct correlation), which lends an

undeniable seriousness to the report. This technical language is the tool that allows the student's

improvement to be objectified, transforming a subjective perception (he's doing better) into an

irrefutable fact (he's increased 1.2 percentage points, going from Satisfactory to Advanced). The

guardian, for his part, complements this approach by requesting objective clarification (providing

me with specific data) and confirming monitoring strategies, demonstrating an active and

responsible managerial stance.

The deeper meaning of this linguistic exchange lies in its purpose: language is not used to

congratulate or console, but to validate improvement with concrete actions and, crucially, for

proactive planning. Each term chosen avoids personal judgment and is limited to pedagogical

observation, establishing a positive trajectory that both interlocutors commit to maintaining.

Communication thus becomes a strategic contract whose sole objective is to sustain rising

performance.

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Reflection: The Delivery of Academic Reports

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Reflection: The Delivery of Academic Reports

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Communication between teacher and guardian displays remarkable professional solidity. The main

strength lies in the neutral and dispassionate tone, which prioritizes institutional rigor and

objectivity over emotion. The embedded formality, marked by the use of "usted" (formal forms of

address) and titles, lays the groundwork for a strategic exchange, transforming the conversation

into a proactive planning contract to sustain student performance.

In terms of vocabulary and clarity, the teacher successfully uses academic and quantifiable

terminology (percentage points, direct correlation). This transforms subjective perceptions (he's

doing better) into irrefutable facts (he gained 1.2 points), and an effective structure lends

undeniable seriousness to the report. The tutor complements this by requesting specific data,

demonstrating active and responsible management. The grammar and structure are impeccable,

perfectly aligning with the professional context.

The area for improvement, although minor, focuses on the accessibility of the vocabulary. While

the technical jargon is accurate, it could be enhanced with a brief simplification or immediatecontextualization to ensure that a guardian with less academic familiarity maintains the same depth

of understanding. An adjustment to the level of inclusivity would make communication not only

rigorous but also fully accessible. This small change would enhance collaboration by removing

any potential barriers to understanding, making the strategic contract more robust for both parties.

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Specific examples and suggestions for improvement: The Delivery of Academic Reports

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Specific examples and suggestions for improvement: The Delivery of Academic Reports

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Example 1: (Grammar): Change “the performance report shows that Mariajose has increased her

average... This increase is recorded in all subjects” to “Mariajose has increased her average... This

increase has been recorded in all subjects,” to use the Present Perfect tense to indicate that the

result of the increase is still valid in the current report.

Example 2: (Vocabulary): Instead of saying “There is a direct correlation between the application

of sustained effort and the optimization of results”, say “teaching observation has established a

direct correlation between sustained effort and the optimization of results”, you can use the Present

Perfect to validate that past observation concluded this finding, giving greater weight to the data.

Example 3: (Details): When the guardian says, “Thank you for the clarification. I will receive the

document. So, the conclusion is that progress is positive and the current structure needs to be

maintained,” the clarity could be improved by adding, “The conclusion has been that progress has

been positive and the current structure needs to be maintained,” using the Perfect Past to

summarize the results of the already concluded action (the review), making the closing of the

meeting more precise.

Suggestion: Before a meeting about the student's academic progress, the guardian could bring a

structured summary of the student's performance by subject from previous periods. This practice

facilitates immediate follow-up, allows direct verification of current progress, and streamlines

informed decision-making. To optimize communication with faculty, it is highly beneficial for the

guardian to research and incorporate terminology specific to the areas of pedagogy and assessment.

This transforms the conversation into a joint analysis of the student's progress, focusing on data

and future strategies with maximum clarity.