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Seller: Hello, Mr. Welcome!

How can I help you?

Customer: Thank you! I'm looking for some clothes.

Seller: Of course! follow me here to show some clothes that you migth like.

Customer: Ok, here I go

Seller: Look, we have clothes of all colors. What size are you?

Customer: Well, I wear small. I'd like to choose black pants and a white shirt.

Seller: Ok, anything else?

Customer: No, that's all. Thank you.

The customer goes to the cashier to pay...

Cashier: Are you going to pay by card or cash?

Customer: Card!

Cashier: May I have your card, please?

Customer: Of course, here you are!

The cashier makes the transaction...

Cashier: Thank you for shopping here!

Customer: Thank you, have a nice day!

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Interviewer: Good morning, Mr Javier. Thank you for your presence today. Take a seat, please.

Candidate: Good morning, Ms Denise. It's a pleasure to be here.

Interviewer: We appreciate you making the time to join us. I have reviewed your profile. But, could you tell me about yourself, please?

Candidate: Yes! I am 25 years old and I am a marketing professional. During the 2 years, my focus has been performance marketing, specializing in advertising. I have worked in different companies, helping them grow.

Interviewer: How do you think you can contribute to this company?

Candidate: Providing a quality service, to attract more customers through adversiting, and impact society and generate economic growth.

Interviewer: Tha's important! You are very welcome. We will be in contact early next week with information regarding the subsequent steps.

Candidate: Thank you for your transparency, Ms Denise. I'm highly motivated to contribute to those efforts.

Interviewer: Ok, thank you for your time, have a great day! and don't forget to stay tuned.

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Professor: As we discussed in the chapter, what do you think about the impact of social media on academic performance? Clara, would you like to start?

Clara (Student): In my opinion, technology has a very negative effect on our concentration. We're always distracted by our phones. I think we should ban social media completely from the classroom.

Professor: That's a strong position. Can you explain the potential positive side? Isaac, what's your opinion on Clara's statement?

Isaac (Student): I agree with Clara that there are distractions, but I think technology is an essential tool for research. If students use it well, it improves learning, especially for collaborative projects and quick access to information.

Clara: That's true. I hadn't considered the research aspect. Perhaps the solution is to implement strict guidelines, rather than an outright ban. But what about the lack of deep concentration?

Professor: That's a valid argument, Clara. Now let's discuss the concept of 'digital detox.

by: Etilvia Tobias

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Agent: Thank you for calling Connectmovii. My name is Sharon. How can I help you?

Customer: Yes, hi Sharon. I'm calling about my last bill. There's a serious problem. I was charged for an extra movie, but I didn't order one.

Customer: This is 2019-328-11. I want this resolved immediately! Can you tell me what's happening now?

Agent: Thank you. It seems to be a system error. Next time, please make sure the billing department doesn't make any mistakes.

Agent: Sorry for the inconvenience. We appreciate your business. Have a nice day, sir.

by: etilvia tobias

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Reflection ( Customer Service Scenario)

The customer service dialogue was effective in that the customer's issue was resolved quickly. One of the most notable strengths is the Agent's ability to maintain a calm, courteous, and respectful tone in a tense situation, using key customer service phrases to show empathy ("I understand your frustration, sir"). The vocabulary used by the Agent ("process a full credit," "inconvenience") is accurate and professional for the billing context.

However, there are clear areas for improvement in the Customer's use of language, especially in register and grammar. The Customer uses very informal and unprofessional vocabulary ("big problem," "don't mess up") and a demanding tone. The use of the phrase "big problem" is very general, and "don't mess up" is inappropriate for a conversation with a professional representative. Additionally, the Customer makes a grammatical error that should be corrected for more accurate communication, although the phrase is understood in the informal context.

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Reflection (Classroom Discussion Scenario)

In this academic discussion scenario, the language was largely clear and functional. A key strength is the structure of the conversation, where students refer to each other's ideas to move the debate forward, an essential pragmatic aspect. General vocabulary, such as "academic performance" and "strict guidelines," is appropriate for the university context.

However, there are notable areas for improvement, mainly related to grammatical accuracy and tone. First, Clara's statement "we must ban social media" uses too strong a modal (absolute obligation), which could be softened to maintain a more dialectical tone. Second, Isaac makes a common grammatical error: "If students use it good." The use of an adjective instead of an adverb is a lack of grammatical precision. Finally, Clara's phrase "But what about the lack of deep focus?" is too direct; a more academic and polite rephrasing would improve the overall tone of the discussion. These corrections would make communication more effective and consistent with the expected academic record.

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The dialogue has a neutral language, in addition the communication between the customer salesperson and the cashier is clear, direct and meets its communicative objective from beginning to end.

In terms of vocabulary and grammar, the text is simple, correct and appropriate for the context in which it occurs. The vocabulary is functional (e.g., "card," "cash," "small size," "black pants") and the grammar is fluent. The structure follows a logical progression: greeting and beginning the interaction, orientation and product selection, and closing with the payment transaction. The expressions used are polite and appropriate to the situation, such as the initial greeting ("Hello, Mr. Welcome!"), expressions of gratitude ("Thank you," "Of course, here you are!"), and polite farewells ("Thank you for shopping here!," "have a nice day!"). It is an efficient and professional interaction.

However, despite its clarity, the dialogue seems somewhat mechanical and the salesperson is not as enthusiastic, for example: The salesperson could add more enthusiasm and details. That is, instead of just asking "Ok, anything else?", you could use a suggestive selling technique: "Would you like to see any accessories that might go well with your black pants and white shirt? Maybe a belt or a scarf?"

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Language Analysis of the Classroom Discussion Case

1. Level of Formality/Register: The register is semi-formal/academic, appropriate for a university discussion setting. The professor uses formal language. The students achieve an academic tone, but occasionally resort to overly emphatic or simplistic structures.

2. Vocabulary Appropriateness: The vocabulary is mostly appropriate ("academic performance," "collaborative projects," "absolute prohibition"). However, Daniel uses an imprecise construction.

3. Grammatical Accuracy: The grammar is good, but there are errors in adverbial agreement and the use of modals.

4. Pragmatic Use of Language: The interaction is appropriate: Clara initiates the discussion, Isaac offers a contrasting point of view, and Clara uses a concession phrase ("That's true. I hadn't considered...") before proposing a new solution.

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Language Analysis Customer Service

1. Level of Formality/Register: The Agent's register is Neutral-Professional, with a courteous tone ("I understand your frustration," "I apologize again"). The Customer, however, uses a more informal and direct register ("big problem," "The bill is wrong").

2. Vocabulary Appropriateness: The technical vocabulary is appropriate for the context ("latest bill," "charged," "account number," "process a full credit," "corrected total," "statement").

3. Grammatical Accuracy: The Agent's grammar is correct. The Customer's grammar has an error in verb agreement that could be improved.

4. Pragmatic Use of Language: The Agent demonstrates effective pragmatic skills by validating the customer's sentiment ("I understand your frustration") and using polite questions to request information ("Could you please provide...").

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Scenario 1: Parent–Teacher Meeting

Description
A mother meets her son’s teacher to discuss his academic performance and behavior in class. The goal is to find strategies to help the child improve at school and at home.

Language Analysis

Register/Formality: Semi-formal. The teacher uses polite, professional language; the mother speaks respectfully but in a natural way.

Vocabulary: Education-related words (grades, attention, homework, participation, progress).

Grammar Accuracy: Mostly correct use of present simple/continuous tenses (He is doing better this term).

Pragmatic Use: Both use polite expressions (Thank you for your time, I appreciate your support), maintaining cultural respect.

Reflection (≈250 words)
The language used in this scenario was suitable for a semi-formal context. The tone was polite and positive, allowing open communication. The teacher used encouraging phrases such as He is improving step by step and He needs a bit more focus during lessons, which showed empathy and support. The mother also expressed gratitude and concern, which strengthened cooperation. Vocabulary was accurate and specific to the school setting, which helped both sides understand each other clearly. Grammar was consistent, and sentences were well connected with linking words like because and however.

Improvements could be made by using more precise vocabulary. Instead of He doesn’t do well at home, the mother could say He finds it difficult to concentrate on homework. The teacher could simplify complex structures to make ideas clearer for non-native speakers. By improving clarity and precision, communication would become more effective and productive.

Examples and Suggestions

Vocabulary: He doesn’t do well at home → He has trouble focusing on homework.

Grammar: He do his tasks → He does his tasks.

Politeness: Add I really appreciate your advice to strengthen respect.

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Scenario 2: Planning a Trip with Friends

Description
Three friends discuss their vacation plans, choosing dates, destination, and budget. They negotiate ideas to reach a decision together.

Language Analysis

Register/Formality: Informal; relaxed and friendly conversation.

Vocabulary: Travel terms (tickets, hotel, budget, flight, luggage).

Grammar Accuracy: Informal contractions (gonna, wanna) appear; future forms are mostly correct (We’re going to visit).

Pragmatic Use: Cooperative expressions such as How about going in July? and That sounds great! show polite negotiation.

Reflection (≈250 words)
This scenario presents natural, informal communication among friends. The tone is energetic and friendly, reflecting excitement about the trip. Phrases like That’s awesome! and I can’t wait! express enthusiasm and make the conversation engaging. The vocabulary is practical and focused on travel, accommodation, and cost, which keeps the dialogue realistic. Grammar is acceptable for spoken English, and the friends use questions and suggestions that keep the interaction dynamic.

Nevertheless, certain expressions can be refined for clarity. We gonna travel next month should become We’re going to travel next month for grammatical correctness. Reducing excessive slang such as cool stuff or awesome things could make speech sound more natural and balanced. Adding time expressions like We’ll leave on July 10th and return on the 15th gives precision. Overall, this scenario shows effective teamwork and good understanding of how tone and vocabulary adjust in informal contexts.

Examples and Suggestions

Grammar: We gonna travel → We’re going to travel.

Vocabulary: cool stuff → interesting activities.

Structure: Add details: We’ll leave on July 10th and return on July 15th.

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✅ Summary:

Both scenarios show how tone, vocabulary, and grammar must adapt to context. The first uses semi-formal, respectful English; the second, informal, friendly English. Understanding these differences improves real-life communication skills.

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Receptionist:

Good morning! How can I help you today?

Ana (Patient):

Good morning. My name is Ana López. I have an appointment with Dr. Smith for a general check-up.

Receptionist:

Of course, Ana. Please take a seat; the doctor will see you shortly. (A few minutes later, Ana is called into the doctor’s office.)

Doctor:

Good morning, Ana. I’m Dr. Smith. How are you doing today?

Ana:

Hello, Doctor. I’m okay, but lately I’ve been feeling very tired and low on energy. I thought it might be a good idea to have a general check-up.

Doctor:

That’s a good idea. How long have you been feeling this way?

Ana:

For about three weeks. At first, I thought it was just stress from work, but it hasn’t really improved.

Doctor:

I see. Have you noticed any other symptoms — like headaches, dizziness, or changes in your appetite?

Ana:

Yes, I’ve had some mild headaches and I’ve also lost a bit of appetite. I’ve been sleeping more than usual, but I still feel weak and unmotivated.

Doctor:

Good. What about your lifestyle? Do you exercise regularly? How's your diet?

Ana:

Well, I try to eat healthy, but I sometimes skip meals when I’m busy. As for exercise, I used to go jogging twice a week, but lately I haven’t had the energy.

Doctor:

Understood. It sounds like fatigue could be linked to stress or perhaps a vitamin deficiency. We’ll run some blood tests to check your iron levels, thyroid function, and general health. Does that sound alright? Also, make sure you drink enough water, eat balanced meals, and get at least seven hours of sleep.

Ana:

I’ll do that. Thank you, Doctor.

Doctor:

You’re welcome. Once we get the test results, we’ll discuss them and see if we need to adjust anything in your lifestyle or diet.

Ana:

Sounds perfect. Thanks again for your time.

Doctor:

My pleasure, Ana. Take care, and we’ll be in touch soon.

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Mr. Johnson:

Good morning, Ana. It's nice to meet you. Please, have a seat.

Ana:

Good morning, Mr. Johnson. Thank you very much. It's a pleasure to be here.

Mr. Johnson:

So, Ana, tell me a little about yourself.

Ana:

Of course. I'm a graduate in Foreign Language Teaching, and I've been teaching English to primary students for the past three years.

Mr. Johnson:

That's wonderful. What made you choose teaching as a career?

Ana:

I've always enjoyed working with children, and I believe education can truly change lives.

Mr. Johnson:

That's a beautiful perspective. Could you describe your teaching style?

Ana:

I would describe it as student-centered and interactive. I use songs, games, and real-life situations to make learning meaningful.

Mr. Johnson:

Excellent. How do you handle challenges in the classroom, such as students who lose motivation?

Ana:

When that happens, I try to understand the reason behind their behavior. I usually adapt activities to their interests so they feel motivated again.

Mr. Johnson:

Good strategy. Now, could you tell me about a professional achievement that makes you proud?

Ana:

Last year, I created a reading project called "Stories Around the World." My students read short tales from different countries, and their reading comprehension improved significantly.

Mr. Johnson:

I'm happy to hear that. Finally, why do you think you would be a good fit for Bright Minds School?

Ana:

Because the school's philosophy focuses on innovation and values, which perfectly align with my teaching principles. I'm enthusiastic, responsible, and always open to learning from others.

Mr. Johnson:

Excellent, Ana. Thank you for sharing your experience. We'll contact you soon with our decision.

Ana:

Thank you very much, Mr. Johnson. I truly appreciate the opportunity. Have a great day.

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The conversation between Ana and Dr. Smith is clear and easy to follow. Both speakers use complete sentences, logical sequencing, and appropriate connectors such as “however,” “also,” “as for,” and “once we get the test results.” This makes the dialogue coherent and natural, resembling an authentic doctor–patient interaction.
The tone is polite, respectful, and professional. The doctor uses empathetic and reassuring language, such as “That’s a good idea,” “That’s important to note,” and “Take care.” This reflects the interpersonal and human dimension of communication in medical contexts.
The dialogue demonstrates accurate use of the present perfect (e.g., “I’ve been feeling tired,” “I haven’t had much appetite”), which is essential to describe ongoing or recent conditions. The simple present and present continuous tenses are also correctly used for routines and current situations (“I try to eat healthy,” “I’m sleeping more than usual”).
The vocabulary is appropriate for a medical setting: words like “symptoms,” “fatigue,” “deficiency,” “blood tests,” and “iron levels” enrich the lexical range while remaining understandable for a general audience.
The exchange reflects cultural aspects of English-speaking medical interactions, where patients are encouraged to express how they feel, not only what hurts. The doctor listens actively and offers explanations, which models effective doctor–patient communication.
Ana could include more specific descriptions of her symptoms to give the doctor a clearer understanding. For instance:

Instead of “I’ve had some mild headaches,” she could say, “I’ve had mild headaches almost every morning, especially after waking up.”
This adds precision and helps practice adverbs of frequency and time expressions.
The dialogue could introduce a few more technical but common expressions, such as “check-up results,” “blood pressure,” “dietary habits,” or “sleep pattern.”
This would strengthen students’ familiarity with professional terminology.
The doctor could add a short explanation about the purpose of each test to enhance informative language and simulate a more realistic clinical interaction:

“We’ll check your thyroid because low thyroid levels can cause fatigue.”

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The dialogue flows naturally, with clear transitions and complete answers. Ana uses structured and organized responses, showing confidence and coherence essential qualities in a professional interview.
The tone is polite and respectful throughout. Both the interviewer and the candidate use formal greetings (“It’s a pleasure to be here,” “Thank you for the opportunity”), which convey professionalism.
The correct combination of verb tenses allows Ana to express her experience (past), achievements (present perfect), and professional goals (future). For example:

“I’ve been teaching for three years” experience continuing up to now.

“I created a reading project” completed action in the past.
Rich and context-appropriate vocabulary highlights Ana’s professionalism. She uses field-specific terms like “student-centered,” “lesson planning,” “curriculum alignment,” and “reading comprehension.”

The dialogue models a typical English speaking interview culture, emphasizing self-confidence, modesty, and positivity. Ana highlights her strengths without sounding arrogant, which demonstrates pragmatic competence.
Ana could provide quantitative or specific evidence to strengthen her answers:

Instead of “My students improved significantly,” she could say, “My students’ reading scores increased by 20% after the project.”
Including more connectors such as “Moreover,” “In addition,” “As a result,” would make her speech sound even more fluent and professional.

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The language used by both participants is formal, which is entirely appropriate for a job interview context. This is evident in the use of respectful forms of address ("Mr. Javier," "Ms. Denise") and the use of politeness.

The dialogue was direct and concise, with a professional and courteous tone. The interviewer was clear in her questions and showed appreciation. The candidate was brief in his answers but demonstrated motivation and a clear focus on his performance marketing specialties. However, there are areas that need to be strengthened to improve in this professional context.

The use of opening and closing expressions such as "It's a pleasure to be here" and "Thank you for your transparency" was entirely correct and formal, appropriate for a professional interaction. Professionalism is evident in the fluid interaction.

There are actually few errors; one I can point to is when the candidate made a minor mistake by saying "During the last two years" instead of the more natural "During these two years" or "In the last two years." On the other hand, there was a lack of depth. Although the language was formal, the answers to "Could you tell me about yourself?" could have been more detailed, highlighting key achievements instead of just mentioning age and length of experience. In other words, questions more closely related to their professional life and how they've assumed their role in their profession.