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Scenario one: Ordering Food at a Restaurant

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Scenario one: Ordering Food at a Restaurant

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Description:
This scenario takes place in a restaurant where the student orders food in English. It represents a real-life communication situation in which politeness, clear pronunciation, and basic food-related vocabulary are important.

Dialogue Example:
Waiter: Good evening! Are you ready to order?
Student: Yes, please. I’d like a chicken sandwich and a glass of orange juice.
Waiter: Sure. Would you like fries with your sandwich?
Student: Yes, please. Could you also make it without onions?
Waiter: Of course. Anything else?
Student: No, that’s all for now. Thank you very much.

Language Analysis

Formality/Register: The interaction is polite and neutral, which fits the restaurant setting.

Vocabulary: Food-related terms (“chicken sandwich,” “fries,” “orange juice”) are correctly used.

Grammar: Sentences are properly structured using polite forms such as I’d like and Could you.

Pragmatics: The student shows politeness (“please,” “thank you”), which aligns with cultural norms in English-speaking restaurants.

Reflection (Scenario 1)

The language used in this scenario is clear, polite, and contextually appropriate. The expressions “I’d like” and “Could you” show the correct use of modal verbs for polite requests, which is essential when interacting with service staff. The tone is respectful, and the grammar is accurate. One strength is the consistency of polite markers like please and thank you, which demonstrate cultural awareness and positive communication.

However, the dialogue could be improved by including more details or small talk to make the interaction sound more natural. For instance, the customer could say, “The menu looks great!” or ask, “What do you recommend?” to create a friendlier tone. Additionally, vocabulary could be expanded with adjectives to describe preferences, such as “grilled chicken sandwich” or “fresh orange juice.” These expressions make communication richer and more authentic.

Specific Suggestions:

1. Grammar: Keep using polite modals (could, would like).

2. Vocabulary: Add descriptive adjectives (e.g., “spicy,” “crispy,” “fresh”).

3. Pragmatics: Include small talk to make the conversation more natural.

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Scenario two: Helping a Student in the Classroom

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Scenario two: Helping a Student in the Classroom

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Description:
In this scenario, the student plays the role of a future English teacher helping a learner who has difficulty understanding the difference between simple past and present perfect tenses.

Dialogue Example:
Student: Teacher, I don’t understand the difference between did and have done.
Teacher: That’s a good question! We use did for actions that happened at a specific time in the past, and have done for experiences or actions that continue to the present.
Student: Can you give me an example?
Teacher: Sure. I visited Bogotá last year (simple past – a finished action). I have visited Bogotá many times (present perfect – it can happen again).
Student: Oh, I see! Thank you, teacher.
Teacher: You’re welcome! Keep practicing with your own examples.

Language Analysis

Formality/Register: The tone is semi-formal and appropriate for a classroom.

Vocabulary: Grammar-related terms (“past,” “present perfect,” “example”) are used correctly.

Grammar: The teacher’s explanations and examples are grammatically correct.

Pragmatics: The teacher encourages the student and provides clear examples, maintaining a supportive and respectful tone.

Reflection (Scenario 2)

The communication in this scenario is effective and contextually appropriate for an educational environment. The teacher uses clear and simple language to explain a grammar point, which helps the learner understand easily. The tone is encouraging and patient, showing good use of classroom discourse strategies such as praise (“That’s a good question!”) and encouragement (“Keep practicing”). The examples given are relevant and demonstrate correct grammar use.

Nevertheless, the explanation could be improved by including visual or contextual examples. For example, the teacher might add, “Look at the timeline on the board,” or “Think about something you have done today.” This would make the explanation more interactive and engaging. Furthermore, the teacher could use concept-checking questions like “Is it finished or still happening?” to confirm understanding.

Specific Suggestions:

1. Vocabulary: Add real-life examples to clarify meaning.

2. Grammar: Keep using accurate and simple structures in explanations.

3. Pragmatics: Use concept-checking questions and visual aids to ensure comprehension.

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Description:

Job interview where Yefferson presents himself and is attended by David King, who is the job interviewer whose objective is to hire a person competent in both English and Spanish with a good attitude and qualifications. Then they talk about the experience Yefferson had in other companies and the goals he wants to achieve within the company he wants to work for. After that, the interviewer asks, 'Why should I hire you?' and receives a good answer, concluding with the review of his resume and waiting for a call.

Dialogue:

D: Good afternoon

Y: Good afternoon, nice to meet you

D: Please sit down

Y: Thank you

D: Let me introduce myself, my name is David King, and you must be Yefferson

Y: Yes, I'm Yefferson

D: Nice to meet you. The purpose of this interview is to select qualified English and Spanish speakers with a good attitude. Tell me, how did you find out about this interview?

Y: I saw your ad on Facebook

D: Okay, Yefferson, tell me about yourself

Y: Well, I'm a hard-working, dynamic, and, above all, punctual person

D: Tell me, what education do you have?

Y: I have a degree in foreign languages, I can speak English and Spanish, and I have a little knowledge of Italian, French, and Portuguese.

D: Well, have you ever done this type of work?

Y: Yes, I worked for a few years at a government company with the police, where I gained a lot of experience.

D: And tell me, why did you leave your previous job?

Y: Well, I left because I'm looking for new opportunities and a company where I can achieve all my goals.

D: And why do you want to work with us?

Y: Because this is a prestigious company with a great track record.

D: Tell me why exactly you want this job.

Y: I know it's a great opportunity for me.

D: The hours will be long and stressful. You'll be working under pressure. Does that bother you?

Y: Not at all. I like what I do. I don't have children, so I can dedicate myself to the job.

D: Why should we hire you?

Y: Because I'm a competitive person and have many skills.

D: Okay, we'll review your CV and let you know about our decision.

Y: Okay, I'll look forward to your call. Thank you for your time.

Language Analysis:

1. Formality/register: The level of formality is appropriate for a job interview.

2. Vocabulary: The vocabulary is professional and relevant, although precision and variety could be improved, Avoid the use of colloquial expressions.

3. Grammar: There are spelling and punctuation errors, but the syntactical structure is clear and understandable.

4. Pragmatics: Excellent pragmatic adequacy and appropriate use of courtesy formulas since it uses professional courtesy, responds appropriately in a cooperative manner, without interrupting, shows interest, gratitude, positive attitude and the tone is appropriate for the context.

Reflection (Scenario 1)

In the job interview scenario, the conversation was courteous, respectful, and very kind or respectful. Both people used formal expressions, as this was a professional situation. The interviewer asked clear questions, and Yefferson responded confidently. Greetings such as "Good afternoon" and "Nice to meet you..." contributed to a pleasant atmosphere.

Yefferson's answers were interesting because he talked about his education, languages, and past experience. He also showed motivation by saying, "I want to find new opportunities and grow within a company..." This attitude is very influential and important in real interviews, as it underlies what the contractor needs: someone positive and productive within the company. However, there were some minor grammatical errors, such as the lack of accents or the large number of short sentences. In any case, the meaning was clear and easy to understand.

The vocabulary was correct and formal, using words such as "company," "experience," and "opportunity." Furthermore, the interviewer asked a question like, "Why should we hire you?", which made the situation realistic, as a contractor asks about everything. Therefore, the conversation was both professional and natural.

In fact, we can say that this scenario demonstrates how confidence and courtesy can contribute to successful communication and present a positive image for employment. In any case, Yefferson's demeanor and vocabulary were very good. With minor grammatical corrections, this interview could be a good example of formal communication.

Yefferson B.

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Description:

You have been feeling unwell for several days and decide to visit your doctor. You want to clearly explain your symptoms and understand what might be happening.

Dialogue:

Doctor: Good afternoon. Please, come in and have a seat. What seems to be the problem today?

Patient: Good afternoon, doctor. I’ve been feeling really tired and dizzy since last Thursday. I also have a sore throat and a light fever that comes and goes.

Doctor: I see. Have you noticed any other symptoms? For example, coughing or muscle pain?

Patient: Yes, I’ve had a mild cough, especially at night, and my body feels a bit sore in the mornings. I also haven’t had much appetite these past few days.

Doctor: Have you taken any medication so far?

Patient: Only some painkillers, but they haven’t really helped. I didn’t want to take antibiotics without a proper diagnosis.

Doctor: That’s a wise decision. Have you been in contact with anyone who’s been sick recently?

Patient: Actually, yes. A colleague from work had the flu last week, and we worked closely on a project. Maybe that’s where it came from.

Doctor: That could be possible. I’ll check your temperature and throat, and we’ll also do a quick test to rule out any infection.

Patient: Okay, doctor. Thank you. I really hope it’s nothing serious because I have an important event coming up next week.

Doctor: Don’t worry. It looks like a mild viral infection, but we’ll confirm it with the tests. I’ll prescribe some medication and rest for at least three days.

Language Analysis:

Formality / Register: Neutral to formal tone; shows respect and clear communication with the doctor.

Vocabulary: Medical-related: tired, dizzy, sore throat, mild cough, infection, diagnosis, prescription.

Grammar Accuracy: Consistent use of present perfect and past simple; clear sentence structure.

Pragmatic Use: Shows politeness (“Thank you, doctor”), gives specific and relevant details.

Reflection 2: Doctor’s Appointment

In the doctor’s appointment scenario, the communication was polite and effective. The patient used appropriate vocabulary for describing symptoms, such as sore throat, fever, and dizzy. The tone was respectful and cooperative, which helped create a positive interaction with the doctor. The patient also provided specific time references like “since last Thursday,” which made the description more accurate. The grammar was clear, using the present perfect correctly (“I’ve been feeling really tired”) to describe ongoing symptoms.

Still, there are areas that could be improved. The patient could use more precise medical terms instead of general ones. For example, instead of saying “I feel tired,” they could say “I’ve been experiencing fatigue.” Also, the patient could ask follow-up questions to show engagement, such as “Is it possible that this is caused by stress?” or “Should I take a test for the flu?” This would make the conversation more interactive and show active participation in their own care. Overall, the dialogue was natural and polite, showing good control of vocabulary and grammar, but a bit more precision and interaction would make it even better.

Att: Johan Guerrero

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Conversation with the agent (scenario 2)

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Conversation with the agent (scenario 2)

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Description:

A traveler wants to go to Montreal and goes to the agency where the agent asks for his passport, asks him about his destination, and inquires if he has luggage. After checking, the agent tells him where he has to board the plane and what time it departs, to which the traveler thanks him twice.

Dialogue:

A: May I see your passport?

T: Yes, here it is.

A: Where are you traveling today?

T: I'm going to Montreal.

A: Do you have luggage?

T: Just one suitcase.

A: Okay, gate 8 is on the right.

T: Thank you!

A: Your flight leaves in 45 minutes.

T: I'll be right there. Thanks again!

Language Analysis:

1. Formality/register: Formal usage appropriate to the context of customer service (airport), brief and routine, respectful and direct without beating around the bush.

2. Vocabulary: Clear, precise, and functional vocabulary, clear, technical, and appropriate for the situation, avoiding informal language.

3. Grammar: Impeccable grammar, clear and well-structured sentences respecting question marks and punctuation.

4. Pragmatics: Excellent pragmatic use; courteous, direct, and efficient, appropriate for customer service contexts.

Reflection (Scenario 2)

In the airport scenario, the conversation was simple but very effective. The language was courteous and clear, as both the agent and the traveler used the appropriate expressions for the situation. The agent asked, "May I see your passport?" and "Do you have luggage?" in a professional and direct manner. The traveler responded politely, saying, "Yes, here it is..." and "Thank you."

Additionally, the vocabulary was appropriate for travel situations, with words like "passport," "flight," "gate," and "luggage." This helped keep the conversation simple and clear. The sentences were accurate and easy to follow. In any case, the traveler could have used longer answers, but the language was simple, so short sentences were used, suitable for this type of quick interaction.

Thus, we can see that communication doesn't always need to be long to be effective. The important thing is to be polite and clear, without too many detours. Therefore, the scenario feels real and positive. Furthermore, both people respected each other's roles, which made the dialogue natural and enjoyable.

In fact, this conversation demonstrates that "kindness and clarity can improve any situation..." It's a great example of how simple English can be the best option when used with respect and clarity.

Yefferson B.

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Description:

The scenario takes place at the United States Embassy in Bogotá, Colombia. Andrea has an appointment with an officer to apply for a student visa. The objective of the interview is to verify Andrea’s academic plans, financial support, and travel intentions. The setting is formal, and Andrea must use polite and clear language to answer all questions correctly and confidently. The officer reviews her documents and decides about the application.

Dialogue:

Officer: Good morning. Please come in.

Andrea: Good morning, sir. Nice to meet you.

Officer: Nice to meet you too. Please have a seat. May I have your passport and appointment letter?

Andrea: Of course. Here they are.

Officer: Thank you. So, what is the purpose of your trip to the United States?

Andrea:  I’m going to study English at a language institute in Boston.

Officer: How long will you stay there?

Andrea: I plan to stay for six months, starting in January next year.

Officer: Do you have proof of financial support for your studies?

Andrea: Yes, I have a scholarship and a bank statement to cover all my expenses.

Officer: Excellent. Have you ever traveled abroad before?

Andrea: Yes, I visited Canada two years ago for a short course.

Officer: Thank you, Andrea. Your documentation looks complete. We will process your application, and you will receive an email with the decision.

Andrea: Thank you very much for your time.

Officer: You’re welcome. Have a nice day.

Language Analysis

Formality

The conversation uses a formal register, appropriate for an embassy interview. Both the officer and Andrea use polite greetings and respectful language.

Vocabulary

The vocabulary is specific to immigration and education contexts, including terms like “purpose of your trip,” “financial support,” “scholarship,” “application,” and “process.” There is no colloquial language.

Grammar

The grammar is mostly accurate, with correct use of tenses present simple for general facts, present progressive for future arrangements and polite modal forms.

Pragmatics

Cultural norms are followed: Andrea greets politely, provides clear answers, and thanks the officer. The interaction shows respect and formality typical of visa interviews.

Reflection

The visa appointment scenario shows clear and appropriate use of formal English for an embassy context. One of the main strengths is the polite and respectful tone maintained throughout the conversation. Expressions such as “Good morning, sir,” “May I have your passport,” and “Thank you very much for your time” demonstrate cultural and linguistic awareness. The vocabulary is suitable for this situation, using specific terms related to visas and academic plans: “application,” “financial support,” “language institute,” “process your application”.

Grammar is also a strength. Andrea uses correct tenses to describe her plans, such as “I’m going to study…” and past experiences, such as “I visited Canada two years ago”. Modal verbs such as “May I have” show formality and politeness. The pragmatic use is well managed, with clear turn-taking and appropriate responses to the officer’s questions.

However, there is room for improvement. Andrea could give slightly more detailed answers to sound more confident and fluent. For example, instead of “I’m going to study English at a language institute in Boston,” she could say “I’m going to study intensive English at Boston Language Center, which will help me improve my academic skills before starting university.” This adds precision and shows preparation.

She could also use more linking words to make her answers more structured. Overall, the scenario effectively demonstrates formal communication in a real-life embassy setting, with only minor improvements needed for greater fluency.

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Scenario 2(Informal) Planning a Trip with Friends

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Scenario 2(Informal) Planning a Trip with Friends

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Description

The scenario takes place on a Friday afternoon at Diana’s house. Andres, Diana, and Marcela are sitting in the living room, talking casually about their plans for the upcoming weekend. They decide to plan a short trip to Villa de Leyva, a popular tourist town in Colombia. The atmosphere is relaxed and friendly. They share ideas about transportation, accommodation, and activities they want to do, using informal and spontaneous language typical among close friends.

Dialogue

Andres: Hey guys! I was thinking… why don’t we go on a trip this weekend?

Diana: That sounds amazing! Where do you want to go?

Marcela: I’d love to visit Villa de Leyva. I haven’t been there in years.

Andres: Perfect! We could leave early on Saturday and come back Sunday night.

Diana: I can drive if you want. My car has enough space for all of us.

Marcela: Great! I can bring some snacks and drinks for the road.

Andres: Awesome. I’ll check some hostels online and see if we can book something cheap but nice.

Diana: Should we make a list of the things we need to bring?

Marcela: Yes, let’s do it now so we don’t forget anything.

Andres: By the way, what activities would you like to do there?

Diana: I’d love to walk around the main square and visit the artisan market.

Marcela: And maybe we could rent some bikes and explore the town together.

Andres: Cool! I’m excited already. This is going to be so much fun.

Language Analysis

Formality

The conversation is informal, which is appropriate for a conversation among close friends. The tone is relaxed, spontaneous, and friendly.

Vocabulary

The vocabulary is simple and includes everyday expressions such as “trip,” “weekend,” “snacks,” “hostels,” “main square,” “artisan market,” “rent bikes,” and “cool.” Informal language and contractions are used naturally.

Grammar

The grammar is mostly correct, using present simple, future with “will”, and informal structures with contractions. Sentences are short and conversational, as is typical in informal speech.

Pragmatics

The interaction reflects natural turn-taking, enthusiasm, and collaborative planning. The friends make suggestions, express excitement, and involve each other in decision-making, following cultural norms for friendly group conversations.

Reflection

The trip-planning scenario demonstrates effective use of informal English in a natural, friendly context. One of the main strengths is the relaxed and enthusiastic tone, which matches the situation perfectly. Expressions like “Hey guys!” “That sounds amazing!” and “Cool!” help create a lively and collaborative atmosphere. The vocabulary is simple and appropriate, focusing on travel-related words such as “trip,” “weekend,” “hostels,” “snacks” and casual expressions used commonly among friends. Adding activities like “visit the artisan market” and “rent some bikes” makes the conversation richer and more realistic.

Grammatically, the conversation is clear and mostly accurate. The use of contractions reflects authentic informal spoken English. The pragmatic use of language is also strong, the friends interact naturally, make collective decisions, and express excitement about the plan.

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Description:

You are attending a job interview for an English teaching position at a language institute called Global English Center. The interviewer wants to know more about your professional background, your teaching style, and how you handle challenges in the classroom.

Dialogue:

Interviewer: Good morning, Johan. Thank you for joining us today. How are you?

Candidate: Good morning, thank you very much for having me. I’m doing great, and I really appreciate the opportunity to interview for this position.

Interviewer: Wonderful. Could you start by telling me a bit about your teaching experience?

Candidate: Sure. I’ve been teaching English for about three years, mainly to high school and adult students. I try to create dynamic lessons that mix grammar, vocabulary, and speaking activities. My main goal is to help students feel confident when using English in real situations.

Interviewer: That’s great to hear. How do you usually motivate students who are not very interested in learning English?

Candidate: I believe motivation starts when students feel the language is meaningful. I like connecting lessons with real-life topics — for example, music, travel, or technology. When students see how English helps them in daily life, they become more engaged.

Interviewer: Interesting. How would you describe your teaching style

Candidate: I’d say it’s communicative and student-centered. I focus on participation and interaction rather than just theory. I also encourage group work and discussions, so everyone has the chance to express themselves.

Interviewer: That sounds like a very effective approach. Finally, why do you want to work with us?

Candidate: Because your institute promotes modern and innovative teaching methods. I admire that you emphasize communication and cultural learning, which aligns perfectly with my own teaching philosophy.

Language Analysis:

Formality / Register: Formal and professional. Uses polite and respectful expressions throughout.

Vocabulary: Education-related: teaching experience, student-centered, communicative approach, motivation, interaction.

Grammar Accuracy: Correct use of tenses (present perfect, simple present). Well-structured sentences.

Pragmatic Use: Uses polite tone (“thank you for having me”), confident and clear answers.

Reflection 1: Job Interview

In the job interview scenario, the language was formal, polite, and clear, which is appropriate for a professional situation. The candidate used expressions like “thank you very much for having me” and “I really appreciate the opportunity,” which reflect respect and gratitude. The vocabulary was suitable for the educational context, with terms like student-centered, interactive lessons, and real-life topics. The tone also showed confidence without being too informal. Another strength is the logical organization of answers, which helps the interviewer easily follow the ideas.

However, the candidate could make the dialogue even stronger by including more concrete examples of teaching methods or achievements. For example, mentioning specific activities used in the classroom or explaining how a student’s performance improved through a strategy would add credibility. It would also be useful to use transition phrases such as “In addition,” or “For instance,” to sound more fluent and cohesive. Overall, the scenario demonstrates strong communication skills and professional tone, but providing more detailed examples could make the responses even more impressive and convincing.

Att: Johan Guerrero