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Ethan: Tourist (needs help).Lucy: Local (friendly, willing to help).(Ethan is in central London, a little lost, and approaches a local person.)

Ethan: "Excuse me, I'm completely lost. Do you happen to know how to get to the British Museum from here?"

Lucy: "Oh, sure, it's not far. The easiest way is to head down this street. You'll pass a large bookshop on your left."

Ethan: "Okay, head down and a bookshop. Got it."

Lucy: "Right. Then, you'll come to a roundabout. Take the second exit—that's Museum Street. You can't miss it."

Ethan: "Perfect, that was really helpful! I appreciate it."

Lucy:"No problem! Have a good one!"

Analysis

This context focuses on asking for and giving instructions using semi-formal language. The conversation begins with a polite phrase, "excuse me," and also with an indirect and polite question, "do you happen to know," which establishes a tone of respect, to which Demlucy's response is immediate, more casual and friendly, "Oh, sure, it's no problem."

The structure is very good and it is very well designed pragmatically, with good use of grammar where imperative verbs or direct phrases are used to give instructions very clearly

Some expressions and vocabulary that are used and well-suited for the context of directions and travel: 'I'm completely lost' expresses the traveler's need, 'head down' means to go to or head towards.

Reflection

The travel scenario shows how different contexts are adapted, in this case for giving and asking for directions in a more informal way. However, there are some areas for improvement and proposed changes, such as instead of saying “go it” twice, one could vary the styles of affirmation, like:Ethan: “okay, head down and bookshop. Right” or “perfect, Museum Street it is. Thank you very much.” This would avoid repetition and maintain the intention.

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Lawyer (L) and Ms. Rodriguez (Ms. R) who wants to divorce her husband.

L: Good afternoon Ms. Rodriguez. How can I help you.

Ms. R: Good afternoon. I need your help because I want to divorce my husband. He cheated on me.

L: How many years do you have together?

Ms. R: Eight years. I saw him two weeks ago with his secretary.

L: I see. Do you have any children together?

Ms. R: No. We don´t.

L: That makes the process a bit easier. We can file for divorce based on cheating.

Ms. R: That sounds great.

L: I´ll start preparing the documents.

Ms. R: Thank you.

Language Analysis: The level of formality in this dialogue is formal, fits the professional context of a lawyer and client. It is polite and appropriate for a sensitive subject like divorce.

The vocabulary is suitable, words like divorce, documents, cheated, are important for the scenario.

Politeness is expressed through greetings such as good afternoon and thank you. The conversation is simple and professional.

Reflection: In this lawyer – client scenario the language is appropriate for a formal and professional interaction, the tone is perfect and suits with the context of a client seeking for legal advice about a divorce. The lawyer response is polite, calm, and practical helping Ms. Rodriguez through the process. The dialogue is clear and has structure, the exchange follows a logical sequence: the client explains the reason of her visit and the lawyer responds with relevant questions and providing information about next steps maintaining professionalism and mutual respect.

However, there are minor issues, some phrases that need improvement to sound more natural and others would make the tone sound slightly more formal and aligned with legal vocabulary. This improvement in vocabulary and grammar could make the dialogue sound more natural and authentic in a real life legal situation.

Perhaps include a brief empathetic response, for example “I am sorry to hear that” would improve the dialogue and show understanding and emotional sensitivity and not sound so mechanical, which would make the exchange more human and supportive while maintaining the conversation. Adjusting the conversation would sound more professional and effective in a real legal context.

Overall, the dialogue communicates the purpose of the meeting, demonstrates formality, respect and professional norms.

Examples and Suggestions:

Change “How many years do you have together?” for “How long have you been married?”

Replace “divorce based on cheating” for “divorce based on infidelity”

Add “I´m sorry to hear that” when Ms. R talks about the affair.

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Step 1: Create a real-life contextual scenario where people typically communicate in English.

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Step 1: Create a real-life contextual scenario where people typically communicate in English.

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Scenario 1: Conversation between friends

Informal language

Julieth: Hey, what´s up, Michael?

Michael: Not much! I’m just relaxing after than long day at work.

Julieth: Yeah, me too. I’m thinking of going out this weekend. Want to join?

Michael: Sure! That sounds awesome. Where do you wanna go?

Julieth: Maybe to the new café downtown. I heard their desserts are great.

Michael: Cool! Let’s go on Saturday afternoon

Julieth: Perfect! We could also take a walk around the park after that.

Michael: Yeah, that would be nice. I really need some fresh air.

Julieth: Same here. Oh, and I´ll bring my camera; the park looks beautiful this time of year.

Michael: ¡Great idea! We can take some cool pictures. Should we invite anyone else?

Julieth: Maybe Anna. She mentioned she wanted to try that café too.

Michael: Awesome! Then it´s a plan – Saturday afternoon ate the café, and then the park.

Julieth: ¡Deal! I´ll text you the time later.

Michael: Cool, see you then!

Julieth: See you, Michael!

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Context of the appointment:
A patient visits the doctor because of a headache and dizziness. The situation uses polite and clear language.

This is a dialogue:
Patient: Good morning, doctor. Could you please help me? I’ve been feeling dizzy since Monday.
Doctor: Good morning. Of course, tell me more about your symptoms, please.
Patient: I have a strong headache and sometimes I feel weak.
Doctor: I see. Have you eaten well and rested enough?
Patient: Not really, I’ve been very busy with work.
Doctor: I recommend that you rest, drink enough water, and take this medicine twice a day.
Patient: Thank you very much, doctor. I will follow your advice.
Doctor: You’re welcome. Take care and come back if you don’t feel better.

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Scenario 2: English Class with Grade 11 Students

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Scenario 2: English Class with Grade 11 Students

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In this context an English teacher gives instructions for a short speaking activity in a formal and respectful way.

Dialogue:

Teacher: Good morning, everyone. How are you today?

Students: Good morning, teacher! We’re fine, thank you.

Teacher: I’m glad to hear that. Today we will practice short conversations about daily routines. Please, form pairs and ask each other simple questions like “What time do you get up?” or “Do you help at home?”

Student 1: Teacher, can I use my notebook?

Teacher: Yes, of course. You can write your answers first if you prefer.

Student 2: What if we make a mistake?

Teacher: Don’t worry. Mistakes are part of learning. Speak slowly and clearly.

Student 3: Thank you, teacher!

Teacher: You’re welcome. Let’s start now.

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First, the conversation shows respect between patient and doctor.

Your vocabulary was Related to health (it use the different words like dizzy, headache, symptoms, medicine) that it is appropriate for the context.

The grammar is correct use of present perfect, I’ve been feeling dizzy since Monday and simple structures.

The patient uses polite forms like Could you please help me?, Thank you very much. The tone and the words are very respectful.

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The language used in this scenario is clear and suitable for a doctor’s appointment. The tone is formal and polite showing respect between patient and doctor, the patient uses expressions such as “Could you please help me?” and “I’ve been feeling dizzy” which are appropriate for describing health problems.

The vocabulary is simple but accurate, using health-related words like “symptoms,” “medicine,” and “rest.” These words help the doctor understand the situation easily.

One strength is the correct use of the present perfect tense to describe a condition that started in the past and continues now, the grammar and sentence structure are easy to follow.

However, some improvements could be made, the patient could add more details about symptoms, such as “I have a constant headache behind my eyes,” to give clearer information. Also, the doctor could ask more specific questions like “Do you have any allergies?” or “Have you taken any medicine before?” These additions would make the conversation more complete and natural.

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Scenario 1: Conversation between friends

Register

It is evident that there is an informal register since the speakers maintain closeness. They use calmer and more confident expressions, which helps to understand that there is a friendly and natural relationship. I can analyze that they do not use formal or complex expressions; on the contrary, an emotional language is observed where they express their feelings and show mutual interest in what the other says, making the conversation more comfortable and spontaneous.

Vocabulary

The vocabulary used is simple and familiar, being very appropriate for an informal conversation. Words like “Cool” and “Awesome” give a touch of naturalness to the dialogue. There are very casual greetings such as “Hey” or “What’s up?”. Contractions like (I’m, you’re, let’s) are used, which play a very important role in this type of informal vocabulary, making the conversation sound much more real and fluent.

Grammar

Regarding grammar, there is clear evidence of the use of short and precise words; many of these sentences are incomplete, which is completely normal in an informal dialogue. Even though there are many contractions, clarity is maintained and they are easy to understand, which helps to keep the conversation natural and with a good rhythm.

Tone

A relaxed, friendly, and trusting tone is observed. Expressions such as “Sounds good” and “See you later” are a sign of closeness and a good relationship. There is no tension or any kind of distance between them; instead, there is a positive and warm interaction.

Pragmatic

The subjects show respect and empathy in a simple and natural way, where they do not need to use formal words. It is evident that both people want to keep a calm conversation in which both have active participation and mutual interest in listening to each other. They use humor with some everyday expressions, which fits well in a conversation between friends.

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Step 1 – Scenario description

A customer arrives at a restaurant, requests a table for two, reviews the menu, asks questions about the dishes, and places their order. During the meal, they request an additional drink and finally ask for the check. The server should use courteous language, offer suggestions, and resolve any issues.

Register: Formal – courteous, typical of customer service

Step 2 – Análysis of the language used

• Register/Formality: Semi-formal and polite. Expressions such as “Good evening, may I take your order?” or “Could you please bring me the menu?” are used.

• Pragmatic functions: requesting, offering, thanking, apologizing, and confirming.

• Specific vocabulary: starters, main course, dessert, bill, menu, waiter, sparkling water, order, dish, reservation.

• Common errors: literal or informal use (“Give me the menu”) instead of polite forms (“Could I have the menu, please?”).

• Grammar: predominance of modals (can, could, may, would like) and indirect questions.

• Politeness: essential in both directions (customer ↔ waiter).

Step 3 – Reflection

Restaurant interactions are everyday situations where tone and politeness determine the quality of communication. In this context, both the customer and the server should use friendly, direct, and respectful language. I observed that many speakers tend to use overly imperative expressions, such as “Bring me water,” which can sound impolite. In contrast, using modals such as “Could I have some water, please?” reflects politeness and creates a more pleasant atmosphere. It is also important to master specific vocabulary to avoid confusion; for example, differentiating between starter, main course, and dessert, or between still water and sparkling water.

From a grammatical perspective, modals help express requests in a subdued way, and indirect questions are useful for maintaining a proper record: “I was wondering if I could change my order.” It is also recommended to use expressions of gratitude and apology, such as “Thank you for your help” or “I’m sorry for the delay.”

To improve communication in these types of scenarios, I propose practicing short role-plays where students play both the customer and the server, paying attention to tone, natural pauses, and body language. This practice promotes fluency, reinforces politeness, and develops cultural awareness of how politeness is expressed in English in service situations.

Step 4 – Examples and suggestions

• Example 1 (Grammar):

- Incorrect: “Bring me the menu.”

- Correct: “Could I have the menu, please?”

(Use of modals and politeness.)

• Example 2 (Vocabulary):

- Incorrect: “I want meat with potatoes.”

- Correct: “I’d like the grilled steak with mashed potatoes.”

(Use of appropriate structure when ordering food.)

• Example 3 (Detail and Clarity):

- Incorrect: “The soup is bad.”

- Correct: “The soup is too salty for me; could you please change it?”

(Clarify the problem politely and in detail.)

• Final suggestion: Practice short restaurant conversations, record them, and evaluate:

- Use of modals

- Vocabulary accuracy

- Tone of voice and politeness.

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Step 1 – Scenario description

Candidate attends interview for administrative position. Must describe experience, skills, motivation, and availability. Appearance: Formal but approachable; tone professional and confident.

Step 2 — Análysis of the language used

• Register/Formality: Semi-formal/formal. Use of introductory phrases (“Good morning, thank you for meeting me”) and professional closing (“I look forward to hearing from you”).

• Pragmatic Functions: Present skills, justify experiences with concrete examples (STAR: Situation, Task, Action, Result).

• Lexical Precision: Work-related vocabulary (teamwork, responsibility, deadline, to coordinate, to manage). Common weakness: Vague verbs (“I did tasks”) instead of specific ones (“I coordinated,” “I implemented”).

• Grammar: Correct use of past tenses for previous experiences and the present perfect for relevant achievements up to the present (“I have managed a team of 5”).

• Courtesy/Attitude: Assertive language without arrogance; avoid filler words (“um,” “like”) and overly long and rambling answers.

Step 3 — Reflection

In a job interview, effective communication depends as much on content as on form. I've observed that a candidate with a good vocabulary but unstructured answers can lose impact. Therefore, I recommend using the STAR method to present experiences: describe the situation, task, specific action, and measurable result. This helps the recruiter quickly understand the candidate's real contribution. Another crucial point is lexical precision: prefer active verbs—"I coordinated," "I improved," "I reduced"—over general verbs like "I did" or "I helped." The correct use of verb tenses also adds credibility: the simple past for past responsibilities ("I handled customer inquiries") and the present perfect for achievements with present relevance ("I have increased efficiency by 20%"). Furthermore, the tone should remain professional but natural; formal greetings and farewells, direct answers, and avoiding ramblings. To improve, I suggest practicing answers to common questions (strengths/weaknesses, where you see yourself in five years) and recording yourself to check your clarity, fluency, and use of technical vocabulary. Also, rehearsing short, professionally courteous phrases ("Thank you for this opportunity," "I appreciate your time") can make a difference in the interviewer's final impression.

Step 4 — Examples and suggestions

• • Correction of expressions:

• Vague: “I did many tasks related to customer service.”

• Better: “I managed customer inquiries via phone and email, resolving 90% within 24 hours.”

• Useful vocabulary: coordinate, manage, handle, meet deadlines, customer inquiries, reporting, spreadsheet, deadline.

• Model sentences: “In my previous role, I coordinated a team of three and reduced processing time by 15%.” / “I am available to start on short notice and willing to work flexible hours.”

• Teaching suggestion: practice 10 typical questions in timed simulation (60–90s responses),

record and adjust.

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Note: In this new version, the suggestions from our colleague Andrea Chiran were taken into account.

Scenario 1: Conversation between friends

Register

It is evident that there is an informal register since the speakers maintain closeness. They use calmer and more confident expressions, which helps to understand that there is a friendly and natural relationship. I can analyze that they do not use formal or complex expressions; on the contrary, an emotional language is observed where they express their feelings and show mutual interest in what the other says, making the conversation more comfortable and spontaneous.

For example, in the conversation, one of the friends in the dialogue says “Hey, what’s up?”, where the informality and emotional connection are easily evident. But if we were talking about a formal context, more polite greetings such as “Good morning” or “How are you?” would be used, indicating distance and courtesy.

Vocabulary

The vocabulary used is simple and familiar, being very appropriate for an informal conversation. Words like “Cool” and “Awesome” give a touch of naturalness to the dialogue. There are very casual greetings such as “Hey” or “What’s up?”. Contractions like (I’m, you’re, let’s) are used, which play a very important role in this type of informal vocabulary, making the conversation sound much more real and fluent. For example, the use of “Cool!” after hearing good news enhances the relaxed and friendly tone in the conversation.

Grammar

Regarding grammar, there is clear evidence of the use of short and precise words; many of these sentences are incomplete, which is completely normal in an informal dialogue. Even though there are many contractions, clarity is maintained and they are easy to understand, which helps to keep the conversation natural and with a good rhythm. For example, expressions like “Gotta go” or “See ya” show us how grammar is simplified when speaking casually compared to a more formal version like “I have to leave.”

Tone

A relaxed, friendly, and trusting tone is observed. Expressions such as “Sounds good” and “See you later” are a sign of closeness and a good relationship. There is no tension or any kind of distance between them; instead, there is a positive and warm interaction. In short, the formal tone needs more structured and polite sentences such as “That sounds fine to me” or “I’ll see you soon”; this will change the level of formality in the context.

Pragmatic

The subjects show respect and empathy in a simple and natural way, where they do not need to use formal words. It is evident that both people want to keep a calm conversation in which both have active participation and mutual interest in listening to each other. They use humor with some everyday expressions, which fits well in a conversation between friends. For example, when the word “You’re crazy!” is used, it is in a joking tone, which shows emotional closeness and humor, making it not a formal interaction.

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This Level of formality register: Semi formal and respectful. The teacher uses a polite and encouraging tone.

Vocabulary: Related to classroom interaction and routines (e.g., practice, notebook, mistake, daily routines).

Grammar accuracy: Correct and simple, suitable for A1–B1 level.

Pragmatics: The teacher motivates students with polite language (“Don’t worry,” “You’re welcome”), creating a positive learning environment.

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In this scenario, the teacher uses polite and encouraging language to create a respectful classroom atmosphere. The tone is semi-formal, which is appropriate for high school students. The vocabulary is simple and clear, helping students at A1–B1 level understand easily. Expressions like “Please, form pairs” and “Don’t worry, mistakes are part of learning” show respect and support, motivating students to participate without fear.

The language is grammatically correct and uses short, direct sentences that make instructions easy to follow. The teacher also uses inclusive phrases like “Let’s start now,” which promote collaboration.

One strength is the teacher’s positive attitude through words, which builds confidence among students. Another strength is the use of classroom vocabulary such as “practice,” “answers,” and “pairs.”

The teacher could improve the scenario by giving one clear example of a conversation before students start. For example, the teacher could say: “A: What time do you get up? B: I get up at six o’clock.” This would help students understand the task better.

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Scenario 1: Conversation between friends

Reflection 1

This is an informal conversation, and the language used is appropriate in the context of friendship. The tone is very relaxed and natural, which helps the speakers understand each other more effectively. Some expressions used in the dialogue, such as “Hey,” “What’s up?” and “Cool,” make the dialogue feel friendly and comfortable between the friends. The vocabulary is quite simple but very understandable, which helps maintain good comprehension and fluency. In terms of grammar, it has many contractions but remains correct. I also noticed that it has many short words that are very well-known in English. They also maintain emotional vocabulary where they express their feelings to each other, whether of happiness, sadness, tiredness, etc., which allows them to understand and support one another.

I think the vocabulary used in a conversation between friends should be expanded because after researching several conversations, most of them share and repeat the same words too much. It might be good to use some synonyms for words like “Cool” and replace it with a word like “Incredible.” The questions and answers keep the conversation going between them, as well as the interest they have in each other’s plans. This informal conversation topic helped me a lot to expand my vocabulary, common expressions between friends, and the grammar of short sentences with contractions that they use for a more fluent English. I liked them a lot, although I need to review them more to also start building my more natural English.

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Step 4: Include Specific Examples and Suggestions for Improvement or Enhancement.

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Step 4: Include Specific Examples and Suggestions for Improvement or Enhancement.

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Scenario 1 Conversation between friends.

Example 1 (Grammar): I evidenced the present continuous in some words like “I´m just relaxing” or “I´m thinking of going out this weekend.” It is coherent and correct because they are describing actions that happen at the moment or also future plans. But I see that it could be improved a little by using phrases that reinforce precision. For example, “I´m thinking of going out this weekend” could be replaced by “I´m planning to go out this weekend,” so that it has a more natural tone and maintains a clearer intention.

Example 2 (Vocabulary): The vocabulary is correct, but I see that several words like “Cool” or “Yeah” are repeated. They could be varied with synonyms of those words that are still informal, such as “Nice,” “Great,” or “That sounds amazing!” to keep the friendly tone but make it more expressive. This helps achieve a greater command of English without losing its naturalness.

Example 3 (Detail): In the conversation, I saw words like “Let´s go on Saturday afternoon,” which are normally fine and use their correct form of the simple present with the imperative to make suggestions. But I think it should have a little more context, for example, “Let´s go on Saturday afternoon, after lunch,” in order to give a bit more detail and make the conversation a more complete interaction.

Suggestion: I would like to practice more informal conversations where I focus on correctly using the simple present and present continuous tenses, since they are the most common ones for informal conversations. I will also practice with several informal dialogues to clearly understand the word order and not get confused with contractions. This will help me strengthen my English and make it more natural, fluent, and grammatically correct.

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Step 1: Create a real-life contextual scenario where people typically communicate in English.

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Step 1: Create a real-life contextual scenario where people typically communicate in English.

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Scenario 2: Conversation between a teacher and a student.

Formal language

Tutor:  Good morning, Julieth. How are you today?

Julieth: Good morning, Miss. I´m fine, thank you. And you?

Tutor: I´m doing well, thank you for asking. I wanted to talk you about your last essay. You did a very good job with the structure, and organization of your ideas, but there are some grammar mistakes that you should work on.

Julieth: I see. Could you please tell me which parts I need to improve?

Tutor: Of course. You should review subject-verb agreement.

Julieth: Thank you for the feedback, Miss. I´ll make sure to review those points carefully.

Tutor: That´s great. I also recommend reading your essay aloud before submitting in next time – it helps you notice small errors or missing words.

Julieth: That´s a good idea. I´ll definitely do that. I really want to improve my writing skills.

Tutor: I can see your effort, Julieth, and that´s very positive. If you like, we can schedule a short tutoring session next week to go over your corrections together.

Julieth: That would be perfect, Miss. I appreciate your help and guidance.

Tutor:  You´re very welcome. Keep up the good work. I´m sure you´ll do even better on your next assignment.

Julieth: Thank you so much. I´ll do my best. Have a nice day, Miss.

Tutor: You too, Julieth, Take care.

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restroalimentacion de una profesora a una estudiante

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Scenario 2: Conversation between a teacher and a student

Register

It is a formal register because the conversation is totally academic and takes place within an educational context. Their interaction in the conversation is very respectful and professional, which I find very appropriate for this type of setting.

Vocabulary

The vocabulary used is academic, respectful, and kind. This helps to strengthen the cordiality with which they address each other in words like “Thank you for the feedback” or “I wanted to talk to you about your last essay,” which show great mutual respect and professionalism. The tutor maintains positive and motivational vocabulary. On the other hand, the student uses vocabulary of gratitude and shows a willingness to improve in her next activities.

Grammar

Grammar in this type of formal conversation is evidenced by more complete and well-structured sentences. Although some contractions are used such as “I’m” and “I’ll,” they still sound natural, and the formality of the interaction is not affected; in fact, it adds fluency and a more realistic tone. The sentences are clear and grammatically correct, which helps maintain active coherence and the proper use of verb tenses.

Tone

The tone is professional and academic. In the talk, there is a good balance between formality, respect, and closeness. This is very helpful to create comfortable environments for feedback and to strengthen learning.

Pragmatic

Mutual respect and courtesy are evident. The tutor uses positive, motivating vocabulary to provide feedback on the errors found in the essay, and the student maintains a tone of gratitude.

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Scenario 2: Conversation between a teacher and a student

Reflection 2

In this formal conversation, the language is very respectful, polite, and appropriate in a real-life academic context. Expressions such as “Good morning,” “Thank you for the feedback,” and “Could you please tell me” are used, which help maintain a professional tone on both sides. The vocabulary is clear and always related to the academic field, and there are also words like “essay,” “grammar mistakes,” and “assignment.” The grammar used is precise, and there are many long expressions that maintain clarity in the conversation. The teacher keeps a positive and motivating tone in the conversation, which helps focus on the feedback given to the student. The student shares a respectful and grateful tone for the opportunity to improve their essay, which helps strengthen the communication bonds and reflects good pragmatic practice.

In the conversations between teacher and student, I see that they only give small feedback, but they do not point out a specific grammatical error for the feedback to be more effective. For example, the teacher emphasizes a certain mistake, saying “Remember to use the past tense when describing previous research”, so that the correction is much more effective and the student gains a better understanding. The student should also ask more questions about the topic to show interest in the subject discussed. The real-life scenario context is very good, but there should be improvements with the examples of the conversations since they are not very extensive and are limited to answering and asking questions. I believe these suggestions would make the interaction more constructive and help the student better understand their mistakes and learn from them.

On the other hand, I really liked this type of context because I could appreciate many formal words that I did not know and that help me improve my formal communication skills, where vocabulary, grammar, and tone are very appropriate and coherent with the educational conversation situation.

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Step 4: Include Specific Examples and Suggestions for Improvement or Enhancement.  

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Step 4: Include Specific Examples and Suggestions for Improvement or Enhancement.  

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Scenario 2: Conversation between a teacher and a student

Example 1 (Grammar): I noticed a good use of the simple past with words like “You did a good job with the structure,” which is correct because the teacher was talking about an action that had already finished — in this case, the essay already submitted. However, the sentence could be made a little more precise, for example: “You have done a good job with the structure,” where the present perfect could be used to express a past action with importance in the present.

Example 2 (Vocabulary): Although the vocabulary used is appropriate for a formal context, it could be improved by replacing common expressions like “good job” with “excellent work” or “well-written essay,” which have a more academic and professional tone. This will help maintain a respectful tone and greater formality in the feedback.

Example 3 (Detail): In one part of the conversation, the tutor says, “You should review subject-verb agreement.” The sentence is clear, but it could be more specific if it were “You should review subject-verb agreement, especially in the third person singular,” making the observation much more complete and useful for the student.

Suggestion: I need to practice more formal conversations in academic contexts, focusing on the use of verb tenses such as the simple past, the present perfect, and modal verbs of politeness, in order to expand my vocabulary and knowledge. I would also like to study formal expressions of feedback and gratitude to achieve a better level of accuracy and fluency in my academic English.

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Two strangers who cross path in a park. Peter (P) and Susan (S).

P: Hi there! Beautiful day, right?

S: Yeah, it is. Perfect for run. The weather is nice today.

P: I agree. Do you come here often?

S: Yes. And you?

P: I live nearby, so I come here frequently.

S: Oh, that sounds nice. Maybe we´ll see each other the next time.

P: Yeah, great. See you!

Language Analysis: This dialogue is informal which matches perfectly the context of two strangers meeting in a park. The tone is friendly and relaxed. The vocabulary is simple appropriate for small talks. The interaction respects social boundaries, maintaining politeness.

Reflection: In this scenario, the communication between Peter and Susan is appropriate for two strangers who starts a casual interaction. The conversation takes place in a public and informal environment. Both speakers use short, simple sentences that are easy to follow.

The tone in their dialogue is friendly and positive allowing a comfortable atmosphere. They start talking about the weather which is a very typical subject to start a conversation with a stranger. For the other hand, phrase like “Maybe we´ll see each other next time” show interest and open for a new opportunity to talk. The vocabulary is clear, simple and related to the scenario (weather, park, running) which makes it easy to understand and realistic.

Grammarly the dialogue is correct, but there are small errors that could be improve, for example “perfect for run” should include an article.

This conversation is a perfect example how English speakers through small talks create social connections. Both (Peter and Susan) follow norms of politeness in small talk, for example: avoid personal or intrusive questions, use positive comments to maintain a friendly tone, therefore, the conversation feels realistic and polite.

Examples and Suggestions:

Change “perfect for run” for “perfect for a run”

Instead of saying “The weather is nice today” say “It´s such a beautiful day perfect for a jog!”.

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scenario 1: Monday Morning at the Office

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scenario 1: Monday Morning at the Office

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Professional Request and Commitment (Formal/Semi-Formal) Characters: Linda: Human Resources Manager. James: New Employee

Dialogue

Linda : "Good morning, James. Do you have a minute? I was wondering if you could take care of finalizing the new hire paperwork by the end of the day."

James : "Good morning, Linda. Absolutely, I can get right on that. Is there any specific deadline I should be aware of, other than end of day?"

Linda: "Not really. Just make sure all the necessary attachments are included. I trust you can handle it. Thanks for your help, James, I appreciate it."

James: "My pleasure, Linda. Consider it done."

The language used is mostly formal, and it fits very well with the office work context; the grammatical structure is also precise and clear, and the pragmatics demonstrate professional courtesy.

The interaction between Linda and James unfolds in a tone appropriate for communication, where the language is ideally suited to a manager-new employee relationship, requiring clarity, respect, and a businesslike tone.

The vocabulary used is precise and specific in a business environment, such as: good morning (formal and respectful greeting), take care of (phrasal verb meaning to handle or manage)

Reflection

In this contextual scenario, there are several strengths, such as the use of everyday vocabulary and the pragmatic adjustment in the interaction; however, there are also areas for improvement that could elevate the level of precision in communication, particularly in vocabulary variation.

What was done well was the pragmatic use and the level of formality for each interaction, where a very appropriate tone was used for task management, such as the use of phrases like 'I was wondering if you could…' which softens the request, and the technical vocabulary, also 'finalize,' 'deadline,' gives credibility to the context of Linda.

The everyday and functional vocabulary that was used was essential: 'catch up,' 'tackle,' 'keep me in the loop.' These words enriched the language and move away from a literal translation.

Areas that need improvement would be

Linda: “I trust you can handle it.”Where it could be improved: “I trust you can take the lead on it,” which would sound a bit more empowering for a new employee in a professional interaction. Also, a deep dive into the use of politeness where Linda could start with: “Good morning, James. I’m just quickly finalizing the onboarding process for the new hire.” Instead of “take care of finalizing,” this gives James immediate context for the request.