Information Sheet 2.2-1

Information Sheet 2.2-1: Making inquiries on simple transactions with the adoption of cultural and language

Handling simple transaction

Eating at the restaurant

Common Restaurant Phrases & Collocations in English

Making Reservations

The first step to mastering restaurant talk is knowing how to ask for a table. Of course, these days we usually make reservations online; however, there are still some restaurants that require or prefer reservations by phone.

When we want to “reserve” a table, we can make a request by simply stating our wish.

I’d like to book a table for three people.
I would like to make a reservation for three people.

On the other hand, we could make a request by asking:

May I book a table for three people?
Could I make a reservation for three people?

Arriving & Greeting

Once you arrive at a restaurant, you may wonder about what to say or how to ask someone about your reservation.

The answer is simple: start with a greeting and mention your reservation.

Hello, I have a reservation under Annemarie Fowler.
Hi, I have a booking under the name of Nisha Patel.

If you haven’t made a reservation ahead of time, you may ask:

Do you have any free tables at the moment?
Are there any tables available for a party of three?

Inquiring about the Menu

Before you order, you may have questions about the food or the menu.

If you would like to know about recommendations or popular foods, you may ask:

What are today’s specials?
What do you recommend?
Do you have any house specials?

If you would like to know what comes with an item on the menu, you could ask:

Does this burger come with a side of fries?
Does this come with a salad on the side?

Similarly, if you would like to inquire about what’s in a dish, you may ask:

Could you tell me what’s in the pasta salad?
What’s the lemon mousse made with?

Ordering

When you’re ready to order, express your wants and preferences without hesitation!

Native speakers often start their order by saying:

May I have a…
I’d like a…
I’ll have a…
Could I get a…

If ordering at a more casual restaurant, like a fast food place, you might say:

Can I get a…ss
I’ll have…

If you prefer to have an additional item with your main dish or would like something to be brought separately, you could say:

May I have the dressing on the side?
Could I get a side of fries?

When you would like to have something instead of another, you could ask:

May I substitute the fries with a side of roast vegetables?
Could I get a glass of water instead of soda?

Expressing Frustration/Complaining

Sometimes restaurants are busy and your food may not meet your expectations. In this situation, you may want to express your frustration and tell the waiter:

Excuse me, this dish isn’t what I expected it to be. Would it be possible to order something else?
Excuse me, I asked for no cilantro and there’s a lot in my food. May I have this remade?

However, you may be in a situation where you haven’t received your food yet. When this happens, you can politely inquire:

Excuse me, we ordered some time ago. Will our food be long?

If you’re pressed for time and would like to leave, you could ask:

I’m running late. Could I get this to-go instead?

Responding to Waitstaff

Oftentimes, your waiter or waitress will stop by to ask: How is everything?

Or, Are you enjoying your meal? Is everything ok with your meal?

You may wonder why they seemed concerned, but they’re simply asking to ensure that everything is as it should be — it’s part of our code of politeness.

When asked, you may choose to order an additional item, express dissatisfaction, or request something else.

If you are satisfied, you may respond to their question with:

Everything is delicious; thank you.
Yes, we’re enjoying our meal. Thank you for asking.
Casually: Everything’s great. Thanks.

Making A Payment/Finishing A Meal

When you’ve completed your meal and can’t eat anymore, you can request to take your unfinished food home by asking:

Could I get the rest to go?
Could you box up the leftovers?

When you wish to make a payment and leave, you could make the following requests to the waiter:

Could we have the bill/cheque, please?
May I get the check, please?

If you’d like to inquire about the payment method, you can ask:

Do you take cash/credit/debit?
May I pay by cash?

When you are with a group of people and want to have separate bills, you can say:

We’d like to have separate bills, please.
We’d like to split the check, please.

At the end of the meal, you may wish to tip your waiter. When you pay by credit or debit, you will automatically see an option to tip.

However, when you pay by cash, you can simply say:

Keep the change, thank you.

This will let the waiter know that you appreciated their service.

Daily transportations

Navigating the world of transit can be challenging, especially if you’re learning English. This article aims to simplify this journey by introducing you to essential transportation vocabulary. Whether you’re planning to travel, commute, or just expand your language skills, these terms will be your handy guide through the diverse world of transit.

Types of Transit

Understanding the different types of transit is crucial for navigating through various transportation systems around the world. As a language learner, familiarizing yourself with this transport vocabulary will help you identify and use the most suitable mode of transportation for your needs. This category covers common forms of public and private transit, providing a fundamental understanding of each.

Bus. A large vehicle that carries passengers along a set route with designated stops.

Subway. An underground electric train system in a city.

Tram. A rail vehicle that runs on tracks along city streets or other urban areas.

Ferry. A boat or ship that carries passengers and vehicles across a body of water.

Taxi. A car for hire with a driver, used by a single passenger or small group.

Train. A series of connected vehicles traveling on railways.

Bicycle. A manually-operated two-wheeled vehicle, often used for short distances.

Monorail. A railway system where the track consists of a single rail, typically elevated.

Carpool. Sharing a car journey with others, typically for commuting.

Scooter. A small, two-wheeled vehicle that’s either manually operated or motorized.

By learning this transportation vehicles list, you can confidently choose the right type of transit for your journey, whether it’s a short city trip or a long-distance travel. Knowing the specific names and functions of these transport modes will enhance your communication and travel experience.

Transit Infrastructure Vocabulary

Transit infrastructure forms the backbone of any transportation system. For language learners, understanding this transportation list is vital for navigating through various transit environments effectively. This category provides insights into the physical and organizational structures that facilitate transportation.

Station. A designated area where passengers can board or leave buses, trains, or other forms of transport.

Terminal. A major transportation hub, often the starting or ending point for long-distance travel.

Tracks. The rails on which trains and trams run.

Route. The path or direction followed by a vehicle in transit.

Ticket Booth. A place where you can purchase tickets for various modes of transport.

Platform. An area alongside a rail track where passengers wait for their train or subway.

Schedule. A timetable displaying the times when a vehicle arrives and departs.

Turnstile. A gate at an entrance or exit that allows one person to pass at a time, often used in subways.

Signage. Signs that provide information, directions, or regulations in transit areas.

Crosswalk. A designated part of a road where pedestrians have the right to cross.

Familiarity with transit infrastructure vocabulary empowers you to move around more independently and with greater confidence. It helps you understand where and how to access different transport services, making your travels smoother. These terms of transportation are not just words; they are crucial tools for efficient and hassle-free navigation in any transit system.

Fare and Ticketing Vocabulary

The fare and ticketing system can often be complex, especially for those new to a language or transit system. Understanding these transportation words is essential for managing your travel expenses and choosing the right ticket options. This category delves into the various aspects of paying for transit, from different types of tickets to fare structures.

Ticket. A piece of paper or electronic voucher that entitles you to travel.

Fare. The money paid for a journey on public transportation.

Pass. A ticket that allows unlimited travel for a certain period of time.

Single Ride. A ticket valid for one journey only.

Return Ticket. A ticket that allows you to go to a destination and come back.

Concession Fare. A reduced fare for certain groups like students, seniors, or disabled passengers.

Validator. A machine where you can validate or timestamp your ticket.

Transfer. A ticket that allows you to continue your journey on another bus or train.

Peak Hours. Times during the day when transit services are most busy, often with higher fares.

Off-Peak. Times outside of busy periods, often with lower fares.

Grasping fare and ticketing vocabulary will enable you to handle the financial aspects of your travel with ease. It ensures that you can select the most cost-effective options and understand the rules related to transit fares. With this knowledge, you’ll be able to travel more economically and avoid any confusion related to ticketing.

Safety and Regulations

Safety and adherence to regulations are paramount in any transit system. As a language learner, being aware of these terms not only ensures your safety but also helps in understanding the rules you need to follow. This category focuses on transportation vocabulary related to safety measures and transit regulations.

Seatbelt. A safety belt used to secure passengers in vehicles.

Emergency Exit. A special exit used during an emergency for quick evacuation.

Fine. A penalty fee for breaking transit rules, like not having a valid ticket.

Conductor. A person in charge of a train, responsible for its operation and passengers.

Surveillance Camera. Cameras used in transit areas for security and monitoring.

Announcements. Public address messages in stations or vehicles about safety, stops, and other information.

Handrail. A rail for holding on to, for balance and safety in buses and trains.

Inspection. A formal examination of a vehicle’s condition by an authorized person.

Regulation. A rule or directive made and maintained by an authority, governing transit operations.

Safety Zone. A designated area for passengers to stay safe, usually marked in stations or stops.

Knowing safety and regulation terms enhances your ability to respond appropriately in different transit scenarios. It helps you stay compliant with local transit laws and ensures a secure travel experience.

Transit Personnel

When using various modes of transportation, you will encounter different transit personnel. These individuals play key roles in ensuring smooth operation and safety. Understanding who they are and what they do will help you interact effectively during your travels.

Driver. The person who operates a vehicle such as a bus, taxi, or train.

Conductor. A train employee responsible for ticket checking and passenger assistance.

Flight Attendant. An airline employee who ensures passenger safety and comfort during flights.

Pilot. A trained professional who flies an airplane or helicopter.

Dispatcher. A person who coordinates and manages the operation of vehicles in transit systems.

Ticket Inspector. An official who checks passengers’ tickets on buses, trains, or trams.

Ground Staff. Airport employees who handle check-in, baggage, and customer queries.

Sailor. A crew member working on a ferry or ship, involved in its operation and maintenance.

Traffic Controller. A person who manages the flow of vehicles on roads or the movement of aircraft.

Porter. An individual who assists passengers with their luggage, often found in stations or airports.

Transit personnel are essential for a safe and efficient journey. They not only manage the operations but also provide assistance and information. Knowing these roles can help you understand who to approach for help during your travels.

Transit Technology

In modern transit systems, technology plays a pivotal role. It enhances efficiency, safety, and user experience. As a language learner, being familiar with these technological terms can help you navigate transit systems more effectively.

GPS (Global Positioning System). A system that uses satellites to provide location and time information.

Oyster Card. A reusable smart card used for electronic ticketing in public transport, especially in London.

Mobile Ticketing. The process of purchasing and displaying tickets using mobile devices.

Contactless Payment. A method of paying for services with a debit, credit card, or mobile device without physical contact.

E-Ticket. An electronic version of a paper ticket, often used in air travel.

LED Display. A digital screen that shows transit information like schedules and announcements.

Public Address System. An electronic system used for making announcements in public areas.

Surveillance System. Cameras and equipment used for monitoring activities in transit areas.

Automatic Door. Doors, especially in trains or buses, that open and close automatically.

Escalator. A moving staircase used to transport people between floors of a building, commonly found in stations.

Technology in transit not only simplifies the travel process but also adds layers of safety and convenience. As these technologies become more integrated into transit systems, understanding them will enhance your travel experience and confidence.

Transit Challenges

While traveling, you might face various challenges. Knowing the terms related to these challenges can help you better understand and address them. Being prepared with this vocabulary is essential for a smoother travel experience.

Delay. A situation where a bus, train, or flight does not depart or arrive at the scheduled time.

Cancellation. When a service, like a train or flight, is annulled and does not operate.

Rush Hour. A period during the day when traffic is at its heaviest, usually mornings and evenings.

Overcrowding. When there are too many passengers in a vehicle or at a station, exceeding its capacity.

Lost Property. Items that have been misplaced or forgotten by passengers in transit areas.

Language Barrier. The difficulty faced when people do not speak the same language in transit situations.

Accessibility Issue. Challenges faced by passengers with disabilities in accessing transit facilities.

Fare Evasion. The act of traveling without paying the required fare.

Route Diversion. A change in the usual path or direction of a transit service.

Baggage Limit. Restrictions on the size or weight of luggage allowed in public transport. Transit challenges are a part of travel, but knowing how to describe them helps in seeking solutions. Awareness of these terms not only prepares you for potential issues but also helps in communicating effectively with transit personnel and fellow passengers.

Purchasing

Essential English phrases for purchasers

Expressing gratitude for submitting an offer

Thank you for your offer.
Thanks for responding so quickly.
Thanks for being willing to rework your original offer.

Dealing with long term partners

As you know, we have worked together successfully for many years now.
I can offer you these conditions because of our long standing working relationship.
We would certainly like to work with you on the project in the future, but the price conditions are currently too high / not low enough / don´t meet our requirements.

Next steps

The next step will be discussed at our weekly internal meeting.
I need to go to this meeting to get the approval for this project.
We will make our final decision during the meeting.
We will decide who our preferred supplier is at that time.
After we have evaluated all offers and decided which supplier(s) we will work with, we will start the legal contract negotiations.

Asking for deadline commitments

Could you give us an answer by next week?
How long do you think you need to create a new offer with better conditions?
Would it be possible for you to send me the new offer by (date) at the latest?
I would be grateful if you sent me the new offer next week.

The final steps

Thank you for the insightful conversation.
I´m still waiting for your new offer. / I’ll wait for your new offer.

Comparing competitors’ products

Both suppliers´ product features are comparable.
Both of you meet the product document specifications with your product.
The product document specifications can be attained / completed / fulfilled by both suppliers´ products.
So we have comparable offers to consider.

Explaining cost-related issues

Supply and demand determines the market price.
The market price is based on supply and demand.
We have contacted other suppliers on the market to see if your price is competitive.
Unfortunately, I’ve discovered that your prices are too high compared to the competition.

Identifying cost expectations

Now I have one question, which conditions can you offer us?
Which price range are we looking at?
Our target price is xx euros, which means a reduction in your original price offer of about x per cent.
In order to meet our target price, you would need to reduce your price by …Euros or … per cent.

Explaining reasons for an altered offer

I know that the amount of the reduction sounds very high, but do you see any way to reduce the price?
I´m afraid that you will have to reduce the price in order to be considered.
This is the last round of negotiations. We won´t do another one.
I would be grateful if you gave me your best price.

Requesting suppliers to rework their offer

I would be grateful if you checked your offer again. Could you possibly send me a new offer?
Perhaps you can´t answer this question at the moment. You can think it over, check with others in your company and get back to us with your answer.
Could you also check the license model? Could the price be reduced if we changed the license model?
Which options can you think of? Which possibilities can you think of?

Dealing with contract conditions

Could you possibly check the contract conditions which I sent with the inquiry?
Due to time constraints, it would be best if you accepted the standard or suggested contract with as few changes as possible.
I recommend accepting the standard suggested contract with as few changes as possible.
I would be grateful if you could give me a statement about the contract.

Making payments

Words for Paying for Things

Cash
“Cash” is the physical object. So, in most countries, there is a paper type of cash, a paper bill or there’s a coin, so some kind of small metal piece. So, we say “cash” to describe this physical method of payment, cash.

In a sentence:
“We only accept cash payments.”
Credit card
So, a “credit card” is a piece of plastic that is attached to a credit account somewhere. So, when you pay using a credit card for something, you don’t pay using your money now. Actually, the money comes later. So, “credit” means you’re going to pay the amount later, essentially. So, there are many different credit card plans. Maybe, you have something in your country that’s different from the US, but I think, a general idea for a credit card plan is to pay for something now with a credit card, and then the following month, you pay off the credit card, meaning you pay the balance or you pay the total amount the following month from your credit card, so a credit card, common.

In a sentence:
“I’d like to pay with a credit card.”
Debit card
Please be careful. This is not a “debt” card, D-E-B-T, but a “debit” card, D-E-B-I-T, debit card. They look similar, debit card. So, a “debit card” is different from a credit card in that a debit card is used to take money directly from your bank account. So, if you have a debit card and you pay for something with your debit card, the cash comes directly from your account, in that moment, to pay for your transaction, to pay for that item. With a credit card, the payment is delayed, so you’re not actually pulling money directly from your checking account, for example. So, a debit card is a direct payment, credit card is like a delayed payment, okay.

In a sentence:
“Do you accept debit cards?”
Check
A “check” as a type of payment. So, this may or may not be available in your country, but it is a method of payment in the US. A “check” is a piece of paper. Usually, we get them, in the US, we get them in like a book. We have a book of checks. They’re a piece of paper and we can write someone’s name and an amount of money on the check and give it to someone as a form of payment. On the check is our bank information, so like our bank account number and our name and so on. So, when we give a check to someone, the thing they have to do, we give them the responsibility of what’s called “cashing the check.” We say, “to cash a check,” meaning, the person who receives your check has to take the check to the bank and at the bank, it becomes cash, which is taken out of your account.

So, a “check” is used like if you want to give someone money, but you don’t have the cash on you right now, you’re not carrying the cash right now, or you can’t make a debit card or a credit card transaction. So like, maybe, you’re paying someone individually like for a service they provided, but it’s like an independent service or something. So, a check can be used to pay for something, but it’s like a, you can write the amount of money that you would like to give that person and you can also write them like a memo about it, the reason you’re paying that person money, so a “check.” This may or may not be available in your country, I don’t know, but a check.

In a sentence:
“I want to write a check for this.”
Contactless
This is something that has become more and more common in recent years, and perhaps, every country has some kind of card or some other kind of like piece of equipment or some other object, which allows you to pay for something without using a card, without using money, but like some people can use like their smartphone, for example, or some people have a special, like IC chip in a card that allows them to just touch their device or to touch their card to a reader of some kind and the amount is deducted, the amount is taken from your account, in that case. So we call that “contactless.” So, in some cases, you don’t even have to touch. You just put your card, in many cases, near a card reader and you complete your transaction that way. So, no touch in other words, “contactless,” no contact there. So this is, I think, this is a method of payment that’s getting more and more common.

In a sentence:
“Our store accepts contactless payments.”
Return
So, if you purchased something, but you decide you don’t need it, for example, or if it’s the wrong size or there’s a problem with the product, you can take it back to the store where you bought it and return it. So, we say, “I want to return this item,” meaning, I want to give this back and probably get my money back for it. So, to return something, to give something back to the store in exchange for your money, again.

In a sentence:
“I’d like to return this.”
Refund
As a noun, we say “refund,” like “I want a refund, please.”
When we use this as a verb, we say “to refund,” to refund, “So please refund my money,” for example.
So to refund money, to refund, right? I would like a refund, yeah. So, be careful of the difference in pronunciation between noun and verb form. But when you return an item like we talked about in the last vocabulary word, you will often get your money back, so that money back is called a “refund.” So, I returned my item and I got a refund. Or maybe, there’s some problem with an item and you don’t take it back, like, for example, you ordered a pizza, but the pizza is not the pizza you ordered, you might get a refund in that case. So, “refund” just means your money back, the money you paid is returned to you. So, “Please refund my money.” Okay.

In a sentence:
“Can I get a full refund?”
Exchange
The next word is “exchange,” exchange.
So, if you purchased something, but you realized the size is not right or maybe the color is a little different from what you imagine, but you’d like to keep the item, you want to keep the item, but you just want a slightly different model, for example, something, just one feature, you want something slightly different, you can ask for an exchange. So, for example, if I buy a blue sweater and I decide, hmm, I should have bought the red sweater, it’s better, I can go to the store and say, “I’d like to exchange this for a red sweater,” for example. So meaning, I want the same product, but a slightly different model or a slightly different type. So, “exchange,’ to exchange something.

In a sentence:
“I’d like to exchange this for a different size.”
Register
So, “register” is used as a noun here.
The “register” is the piece of equipment that you see in shops, in coffee stores, all over the place. It’s that piece of equipment, sometimes now just iPads that we use to complete transactions. So, all of the sales information, the cash information, money information, accounting, all of that takes place at the register. We also say the cash register, that’s fine too.

In a sentence:
“Complete your payment at the register.”
Receipt
The spelling on this is really strange. There’s a P in this word. It’s not “recepit” or “recei/p/t” or something, but it’s “receipt,” receipt. So, ignore the P sound, “receipt,” receipt. A “receipt” is the piece of paper you get if you buy something at a shop or maybe the digital information sheet you get in your email inbox if you buy something online. So, a “receipt” is a record of the items you purchased. So, if you want to know what you bought, you can check your receipt, your receipt.

In a sentence:
“You cannot make a return without a receipt.”

Making call

Telephone Phrases

Here are some common phrases and sentences you can use when speaking on the telephone. The informal phrases are mostly for family and friends. The formal phrases are for business and official calls and for calls to important people. Caller unknown means the person answering the phone doesn’t know who’s calling. This mostly occurs when answering a call to a landline phone without caller ID or to a mobile phone or smartphone from a number that isn’t listed in the phone’s contacts.

Answering the phone (informal)

Hello. Matt here. (caller unknown)
Hi, Jody. How are you?
Hey, Justin. What’s up?

Answering the phone (formal)

Hello? Serena speaking. (caller unknown)
John Sayles speaking. Who’s calling, please? (caller unknown)
Doctor Martin’s office. May I know who’s calling, please? (caller unknown)
Thank you for calling Jeans Plus. Jody speaking.
Hello Maria. Nice to hear from you.
Hello Dr Jones. How can I help you?
City Library. Kim speaking. What can I do for you, Robert?

Introducing yourself

Hey George. It’s Lisa calling. (informal)
Hello, this is Julie Madison calling.
Hi. It’s Angelina from the dentist’s office here. (informal)
Hello Sayoko. This is Alan calling from Big Boyz Autobody.

Asking to speak with someone

Hi. Is Nina there? (informal)
Can you put Michael on? (informal)
Can I talk to Josef? Tell him Marilyn’s calling. (informal)
May I speak to Mr. Green in the accounting department, please?
Good morning. Is Dr. Martin available, please?

Connecting someone

Just a sec. I’ll get him. (informal)
Hang on a moment. I’ll see if she’s in. (informal)
One moment please. I’ll see if he’s available.
Hold the line please. I’ll put you through in a moment.
Please hold while I put you through to the manager’s office.
All of our staff are busy at this time. Please hold for the next available person.

Making a request

Could you please repeat that?
Would you mind spelling that for me?
Could you speak up a little, please?
Can you speak a little slower, please. My English isn’t very good, I’m afraid.
Could you let me know when she’ll be in the office, please?
Would you mind calling back in an hour? I’m in a meeting just now.
Can you call again? I think we have a bad connection.
Please hold for just a minute. I have another call.
Please don’t call this number again.

Taking a message

Can I take a message?
Would you like to leave a message?
Sammy’s not in. I can tell him you called if you like. (informal)
No, that’s okay. I’ll call him later. (informal)
I’m sorry, but Lisa’s not here at the moment. Can I take a message?
I’m afraid he’s stepped out. Would you like to leave a message?
She’s busy right now. Would you like her to return your call?
He’s in a meeting at the moment. Can he call you back when he’s free?
Fine. I’ll let him know you called.
I’ll make sure she gets your message.

Leaving a message

Can I leave a message?
Would you mind giving her a message?
Would it be possible to leave a message?
Could you tell her Jonathon called?
Could you ask him to call Paul when he gets in?
I don’t think he has my number. Do you have a pen handy?
Thanks. It’s James Brown and my number is 222 3456.

Confirming a message

Let me repeat that just to make sure. It’s James Brown at 222 3456?
Was that 555 Charles Street, Apartment 66?
I’ll make sure he gets the message.
It’s Johnny, right? And you won’t be at the club until midnight. (informal)
Okay, got it. I’ll let him know. (informal)

Answering machine and voicemail phrases

Hey, Brad here. What’s up? Let me know after the tone, OK? (informal)
Hi, this is Liz. I’m sorry I can’t take your call right now, but if you leave a message after the tone I’ll get back to you as soon as I can.
You’ve reached 222 6789. Please leave a message after the tone. Thank you.
Thank you for calling Dr. Mindin’s office. Our hours are 9am to 5pm, Monday to Friday. Please call back during these hours or leave a message after the tone. If this is an emergency, please call the hospital at 333 7896.
You have reached Steve James, your guide to Computer Technology. Unfortunately, I can’t take your call right now, but if you leave me a message and include your name and telephone number, I’ll get back to you as soon as I can. You can also contact me via email at co*******@*YZ.com. Thank you for calling.

Leaving an answering machine or voicemail message

Hey Mikako. It’s Yuka. Call me, OK? (informal)
Hello, this is Ricardo calling. Could you please return my call as soon as possible. My number is 334 5689. Thank you.
Hi Anderson. This is Marina from the doctor’s office calling. I just wanted to let you know that you’re due for a check-up this month. Please call us to make an appointment at your earliest convenience.

Ending a conversation

Well, I guess I’d better get going. Talk again soon, OK? (informal)
Thanks for calling. Bye for now.
I have to let you go now.
I have another call coming through. I’d better run.
I’m afraid that’s my other line.
I’ll talk to you again soon. Bye Jules.

Common Health Conditions or Illness

Health Problems English Vocabulary

The most common ways to ask about someone’s health are:

How do you feel (today)?
How are you feeling?
Is everything okay?

They will most likely respond:

I’m fine.
I feel sick.
Not so good.
Not very well.
I don’t feel well.
I’m sick.

When you see (or hear) that they are not well, then you can ask:

What’s the matter?
What’s wrong?

If the person wants to say what is wrong, they may give the reason they feel that way:

I have … (+ health condition)
I’ve got … (+ health condition)
I have a headache
I’ve got a sore throat.

ESL List of Health Problems

The following is a list of common health problems (ailments and illnesses) with the definition of each word or expression:

an allergy: a medical condition that causes you to react badly or feel sick when you eat or touch a particular substance.
asthma: a respiratory condition where spasms in the lungs cause difficulty in breathing. An asthmatic uses an inhaler to calm the spasms.
a backache: a prolonged pain in the back.
a broken leg: when a bone in the leg is broken. A broken leg is put in a cast to help immobilize the leg so that it heals quicker. Other parts of the body with bones can also be broken, for example a broken arm, a broken wrist etc.
cancer: a serious disease caused by an uncontrolled division of abnormal cells that kill normal body cells in a part of the body.
a cold: a common viral infection which causes mucus to run from the nose, gives a sore throat and often includes sneezing.
a cough: the act of expelling air from the lungs with a sudden sharp sound.
diarrhoea: (America English: diarrhea) an illness in which faeces are discharged from the bowels frequently and in a liquid form.
an earache: pain inside the ear.
a fever: an abnormally high body temperature, usually accompanied by shivering and a headache.
the flu: flu is the common name given for influenza. It is a contagious viral infection of the respiratory passages that causes fever and sever aching.
a headache: a continuous pain in the head.
heartburn: a form of indigestion felt as a burning sensation in the chest. It is caused by acid regurgitation into the esophagus.
(the) measles: an infectious viral disease-causing fever and a red rash on the skin. It typically occurs in childhood.
a rash: a lot of small red spots on the skin that are usually itchy.
a sore throat: a condition of pain in the throat, typically caused by inflammation of it.
a sprain: an injury to a joint in your body, especially your wrist or ankle, caused by suddenly twisting it.
a stomachache (US) – stomach ache (Brit): The pain in a person’s belly. Notice how the word can be spelled together or as two words, depending on the country.
sunburn: when the skin becomes red with inflammation as a result of overexposure to the ultraviolet rays of the sun.
a toothache: the pain in a tooth or teeth.

Cultural sensitivity

Cultural Sensitivity in Language Learning: Key Insights

The Importance of Cultural Sensitivity in Language Learning

Learning a language is a journey that goes beyond memorizing vocabulary and grammar. It is about immersing oneself in a new culture, understanding its nuances, and respecting its traditions. Cultural sensitivity in language learning is not just an add-on; it’s a crucial component that can greatly enhance the learning experience.

Why Cultural Sensitivity Matters

Enhanced Communication Skills: Language is deeply intertwined with culture. A student’s ability to understand and use a language improves significantly when they are sensitive to the cultural context in which it is used. This knowledge enables them to grasp non-verbal cues, idiomatic expressions, and the cultural undertones of words, leading to more effective communication and deeper connections with native speakers.
Preparation for Global Opportunities: In today’s interconnected world, workplaces are increasingly multicultural. Being culturally sensitive makes a person more adaptable and effective in diverse settings. It’s an invaluable skill for those looking to work in international contexts or in multicultural teams.
Personal and Social Growth: Exposure to different cultures promotes cognitive development and emotional resilience. It fosters empathy, enhances social skills, and encourages students to view the world from different perspectives. This broader outlook is essential in our globalized world.
Emotional Intelligence: Engaging with multiple cultures can sharpen a person’s emotional intelligence. Understanding varied emotional expressions and communication styles helps individuals connect more meaningfully with others.
Improved Language Proficiency: Immersing oneself in the culture associated with a language deepens understanding and makes the learning process more enjoyable and effective. Cultural context gives life to the language, making it more than just words and sentences.
Building Friendships and Networks: Cultural sensitivity helps in building a supportive learning environment. It encourages students to share their own cultural experiences and learn from others, fostering a sense of community and belonging.

Strategies for Developing Cultural Sensitivity

Educate Yourself: Understand the cultural norms, traditions, and values of the language you’re learning. This knowledge is vital for creating meaningful learning experiences.
Foster Open Dialogue: Encourage discussions in the classroom that allow students to share their experiences and perspectives. This promotes a culture of respect and cross-cultural appreciation.
Incorporate Cultural Diversity: Use teaching materials and activities that reflect a variety of cultures. This approach not only validates the identities of students but also provides multiple perspectives, enriching the learning experience.
Avoid Stereotypes: Be aware of and challenge cultural stereotypes. Treat each student as an individual, recognizing the diversity within cultures.
Practice Active Listening: Pay attention to both verbal and non-verbal cues. Active listening shows respect and values the contributions of each student.
Collaborate with Local Educators: Engage with educators who have a deep understanding of the culture associated with the language. Their insights can be invaluable.

Embracing the Journey

Cultural sensitivity is a continuous learning process. It starts from being a curious observer and evolves into a deeper understanding and appreciation of the culture. This journey enriches the language learning experience, making it more meaningful and effective.

By embracing cultural sensitivity in language learning, we open ourselves to a world of new experiences, understanding, and connections. It’s a path that leads to becoming not just proficient speakers but also global citizens who appreciate the rich tapestry of human culture.

Deepening Cultural Sensitivity in Language Learning

Cultural sensitivity is not just a beneficial skill for students; it’s a critical tool for educators in crafting an environment that respects and celebrates diversity. Here are further strategies and benefits to enhance cultural sensitivity in language learning.

Implementing Cultural Sensitivity in Education

Tailor Your Curriculum: Educators should strive to include cultural elements in their language curriculum. This can involve incorporating literature, media, and examples from various cultures associated with the language. This approach not only brings the language to life but also exposes students to different ways of thinking and living.
Cultural Exchange Activities: Engage students in activities that foster cultural exchange. This could include celebrating cultural festivals, sharing traditional stories, or hosting international food days. Such activities create a platform for students to express and celebrate their heritage, enhancing mutual understanding and respect.
Encourage Language Immersion: Language immersion programs, exchange visits, or virtual exchanges with native speakers can significantly deepen cultural understanding. These experiences allow students to practice the language in authentic contexts and understand the culture on a deeper level.
Reflect on Personal Biases: It’s vital for educators to be aware of and address their own cultural biases. This self-reflection ensures that they can provide a more inclusive and unbiased learning experience for their students.
Regular Training and Professional Development: Ongoing training in cultural sensitivity for educators is essential. This could involve workshops, seminars, or collaborative sessions with teachers from diverse backgrounds.

Further Benefits of Cultural Sensitivity

Global Competence: Cultural sensitivity helps students develop global competence, enabling them to navigate and contribute to a world that is increasingly interconnected and multicultural. This competence is highly valued in many professions today.
Enhanced Critical Thinking: Understanding and comparing cultural contexts can enhance critical thinking skills. Students learn to analyze, interpret, and question various aspects of both their own and other cultures.
Language Retention and Usage: Students are more likely to retain and use a language when they can connect it to real-life cultural experiences. This practical application of language learning keeps students engaged and motivated.
Breaking Cultural Barriers: Cultural sensitivity helps break down stereotypes and barriers, fostering a more inclusive and understanding world. This is especially important in today’s diverse societies, where people from different cultures interact on a daily basis.
Enhanced Adaptability: Students who are culturally sensitive are more adaptable in new environments. This adaptability is crucial for those who travel, work, or live abroad.

Moving Forward

Developing cultural sensitivity is a lifelong journey, both for students and educators. It requires continuous effort, curiosity, and an open mind. In language learning, embracing cultural sensitivity not only makes for a richer, more effective educational experience but also prepares students for a world where understanding and respecting cultural diversity is key to personal and professional success.

Gender sensitivity

What is “gender-sensitive language” and why should I use it?

English speakers and writers have traditionally been taught to use masculine nouns and pronouns in situations where the gender of their subject(s) is unclear or variable, or when a group to which they are referring contains members of both sexes. For example, the US Declaration of Independence states that ” . . . all men are created equal . . .” and most of us were taught in elementary school to understand the word “men” in that context includes both male and female Americans. In recent decades, however, as women have become increasingly involved in the public sphere of American life, writers have reconsidered the way they express gender identities and relationships. Because most English language readers no longer understand the word “man” to be synonymous with “people,” writers today must think more carefully about the ways they express gender in order to convey their ideas clearly and accurately to their readers.

Moreover, these issues are important for people concerned about issues of social inequality. There is a relationship between our language use and our social reality. If we “erase” women from language, that makes it easier to maintain gender inequality. As Professor Sherryl Kleinman (2000:6) has argued,

[M]ale-based generics are another indicator—and, more importantly, a reinforcer—of a system in which “man” in the abstract and men in the flesh are privileged over women.

Words matter, and our language choices have consequences. If we believe that women and men deserve social equality, then we should think seriously about how to reflect that belief in our language use.

If you’re reading this handout, you’re probably already aware that tackling gender sensitivity in your writing is no small task, especially since there isn’t yet (and there may never be) a set of concrete guidelines on which to base your decisions. Fortunately, there are a number of different strategies the gender-savvy writer can use to express gender relationships with precision. This handout will provide you with an overview of some of those strategies so that you can “mix and match” as necessary when you write.

Pronouns

A pronoun is a word that substitutes for a noun. The English language provides pronoun options for references to masculine nouns (for example, “he” can substitute for “Tom”), feminine nouns (“she” can replace “Lucy”), and neutral/non-human nouns (“it” stands in for “a tree”), but no choice for sex-neutral third-person singular nouns (“the writer,” “a student,” or “someone”). Although most of us learned in elementary school that masculine pronouns (he, his, him) should be used as the “default” in situations where the referent (that is, the person or thing to which you’re referring) could be either male or female, that usage is generally considered unacceptable now. So what should you do when you’re faced with one of those gender-neutral or gender-ambiguous situations? Well, you’ve got a few options . . .

1. Use “they”

This option is currently much debated by grammar experts, but most agree that it works well in at least several kinds of situations. In order to use “they” to express accurately gender relationships, you’ll need to understand that “they” is traditionally used only to refer to a plural noun. For example,

Sojourner Truth and Elizabeth Cady Stanton were famous “first-wave” American feminists. They were also both involved in the Abolitionist movement.

In speech, though, we early twenty-first century Americans commonly use “they” to refer to a singular referent. According to many grammar experts, that usage is incorrect, but here’s an example of how it sounds in our everyday speech:

If a student wants to learn more about gender inequality, they should take Intro to Women’s Studies.

Note that in this example, “a student” is singular, but it is replaced in the second sentence by “they,” a plural pronoun. In speech, we often don’t notice such substitutions of the plural for the singular, but in writing, some will find such substitutions awkward or incorrect. Some people argue that “they” should become the default gender-neutral pronoun for English writing, but since that usage can still sound awkward to many readers, its best to use “they” only in plural situations. Thus, one other option the gender-savvy writer may choose to employ is to make her/his sentence plural. Here’s one way that can work:

Many people accept the negative stereotype that a feminist’s beliefs are based on her hatred of men.

can become

Many people accept the negative stereotype that feminists base their beliefs on hatred of men.

2. Use she or he or she/he.

Another, simpler option the gender-savvy writer can use to deal with situations in which the gender of the referent is unknown or variable is to write out both pronoun options as “she or he” or “she/he”. For example,

Each student who majors in Women’s Studies major must take a course in Feminist Theory. She or he may also get course credit for completing an internship at a local organization that benefits women.

Each student who majors in Women’s Studies major must take a course in Feminist Theory. She/he may also get course credit for completing an internship at a local organization that benefits women.

3. Alternate genders and pronouns

You may also choose to alternate gendered pronouns. This option will work only in certain situations, though—usually hypothetical situations in which the referent is equally likely to be a male or a female. For example, both male and female students use the Writing Center’s services, so the author of our staff manual chose to alternate between masculine and feminine pronouns when writing the following tutoring guidelines:

Respond as a reader, explaining what and how you were/are thinking as you read her texts so that she can discover where a reader might struggle with her writing.
Ask him to outline the draft to reveal the organization of the paper.
Ask her to describe her purpose and audience and show how she has taken them into account in her writing.
Explain a recurring pattern and let him locate repeated instances of it.

Of course, this author could also have included both pronouns in each sentence by writing “her/his” or “her/him,” but in this case, alternating “he” and “she” conveys the same sense of gender variability and is likely a little easier on the reader, who won’t have to pause to process several different options every time a gendered pronoun is needed in the sentence. This example also provides a useful demonstration of how gender-savvy writers can take advantage of the many different options available by choosing the one that best suits the unique requirements of each piece of writing they produce.

4. Eliminate the pronoun altogether

Finally, you can also simply eliminate the pronoun. For example,

Allan Johnson is a contemporary feminist theorist. This writer and professor gave a speech at UNC in the fall of 2007.

Note how the sentence used “this writer and professor” rather than “he.”

Many people accept the negative stereotype that if a person is a feminist, she must hate men.

could become

Many people accept the negative stereotype that feminist beliefs are based on hatred of men.

Note how the second version of the sentence talks about the beliefs. By avoiding using the pronoun “she,” it leaves open the possibility that men may be feminists.

Gendered nouns

Like gendered pronouns, gendered nouns can also provide a stumbling block for the gender-savvy writer. The best way to avoid implications these words can carry is simply to be aware of how we tend to use them in speech and writing. Because gendered nouns are so commonly used and accepted by English writers and speakers, we often don’t notice them or the implications they bring with them. Once you’ve recognized that a gender distinction is being made by such a word, though, conversion of the gendered noun into a gender-savvy one is usually very simple.

“Man” and words ending in “-man” are the most commonly used gendered nouns, so avoiding the confusion they bring can be as simple as watching out for these words and replacing them with words that convey your meaning more effectively. For example, if the founders of America had been gender-savvy writers, they might have written ” . . . all people are created equal” instead of ” . . . all men are created equal . . ..”

Another common gendered expression, particularly in informal speech and writing, is “you guys.” This expression is used to refer to groups of men, groups of women, and groups that include both men and women. Although most people mean to be inclusive when they use “you guys,” this phrase wouldn’t make sense if it didn’t subsume women under the category “guys.” To see why “you guys” is gendered male, consider that “a guy” (singular) is definitely a man, not a woman, and that most men would not feel included in the expression “you gals” or “you girls.”

Another example of gendered language is the way the words “Mr.,” “Miss,” and “Mrs.” are used. “Mr.” can refer to any man, regardless of whether he is single or married—but women are defined by their relationship to men (by whether they are married or not). A way around this is to use “Ms.” (which doesn’t indicate marital status) to refer to women.

Sometimes we modify nouns that refer to jobs or positions to denote the sex of the person holding that position. This often done if the sex of the person holding the position goes against conventional expectations. To get a sense of these expectations, think about what sex you would instinctively assume the subject of each of these sentences to be:

The doctor walked into the room.
The nurse walked into the room.

Many people assume that doctors are men and that nurses are women. Because of such assumptions, someone might write sentences like “The female doctor walked into the room” or “The male nurse walked into the room.” Using “female” and “male” in this way reinforces the assumption that most or all doctors are male and most or all nurses are female. Unless the sex of the nurse or doctor is important to the meaning of the sentence, it can be omitted.

As you work on becoming a gender-savvy writer, you may find it helpful to watch out for the following gendered nouns and replace them with one of the alternatives listed below. Check a thesaurus for alternatives to gendered nouns not included in this list.

gendered noun	gender-neutral noun
man	person, individual
freshman	first-year student
mankind	people, human beings, humanity
man-made	machine-made, synthetic
the common man	the average (or ordinary) person
to man	to operate, to cover, to staff
chairman	chair, chairperson, coordinator
mailman	mail carrier, letter carrier, postal worker
policeman	police officer
steward, stewardess	flight attendant
congressman	congress person, legislator, representative
Dear Sir:	Dear Sir or Madam:, Dear Editor:, Dear Service Representative:, To Whom it May Concern:

Proper nouns

Proper nouns can also give gender-savvy writers pause, but as with common nouns, it is usually very easy to use gender-neutral language once you’ve noticed the gendered patterns in your own writing. And the best way to avoid any confusion in your use of proper nouns is to use the same rules to discuss of women subjects as you already use when you’re writing about men. In the examples below, notice how using different conventions for references to male and female subjects suggests a difference in the amount of respect being given to individuals on the basis of their gender.

1. Refer to women subjects by only their last names—just as you would do for men subjects.

For example, we would never refer to William Shakespeare as just “William;” we call him “Shakespeare” or “William Shakespeare.” Thus, you should never refer to Jane Austin simply as “Jane;” you should write “Jane Austen” or “Austen.”

2. In circumstances where you’re writing about several people who have the same last name, try using the full name of the person every time you refer to him/her.

For example, if you’re writing about George and Martha Washington, referring to him as “Washington” and her as “Martha” conveys a greater respect for him than for her. In order to express an equal amount of respect for these two historical figures, simply refer to each subject by her/his full name: “George Washington” and “Martha Washington.” This option may sound like it could get too wordy, but it actually works very well in most situations.

3. Refer to women subjects by their full titles, just as you would refer to men subjects.

For example, you wouldn’t call American President Reagan “Ronald,” so you wouldn’t want to refer to British Prime Minister Thatcher as “Margaret.” Simply call her “Prime Minister Thatcher,” just as you would write “President Reagan” to refer to him.

Sex versus gender

In many women’s studies classes, one of the fundamental concepts students are expected to master is the difference feminists see between an individual’s sex (which feminists understand as one’s biological makeup—male, female, or intersexed) and that person’s gender (a social construction based on sex—man/masculine or woman/feminine). Because this distinction is so fundamental to understanding much of the material in many Women’s Studies courses, expressing the difference between sex and gender is an important element in many writing assignments given by women’s studies instructors.

Essentially, all you need to express sex vs. gender distinctions accurately in your writing is a clear understanding of the difference between sex and gender. As you are writing, ask yourself whether what you’re talking about is someone’s biological makeup or something about the way that person has been socialized. If you’re referring to biology, use “male” or “female,” and if what you’re talking about has to do with a behavior or social role someone has been taught because of her/his biology, use “woman” or “man.”

Thinking about the different answers to these two questions might help clarify the distinction between sex and gender:

What does it mean to be male?
What does it mean to be a man?

“To be male,” as an expression of biological sex, is to have a chromosomal makeup of XY. “To be a man,” however, expresses the socially constructed aspects of masculinity. Ideas of masculinity change across time, culture, and place. Think about the differences between what it meant “to be a man” in 17th-century France versus what it means “to be a man” today in the United States.

Checklist for gender revisions

To ensure that you’ve used gender savvy language in your piece of writing, try asking yourself the following questions:

Have you used “man” or “men” or words containing one of them to refer to people who may be female? If so, consider substituting another word. For example, instead of “fireman,” try “firefighter.”
If you have mentioned someone’s gender, was it necessary to do so? If you identify someone as a female architect, for example, do you (or would you) refer to someone else as a “male architect”? And if you then note that the woman is an attractive blonde mother of two, do you mention that the man is a muscular, square-jawed father of three? Unless gender and related matters—looks, clothes, parenthood—are relevant to your point, leave them unmentioned.
Do you use any occupational stereotypes? Watch for the use of female pronouns for elementary school teachers and male ones for scientists, for example.
Do you use language that in any way shows a lack of respect for either sex?
Have you used “he,” “him,” “his,” or “himself” to refer to people who may be female?

SOGIE+SC

Inclusive Language

How do I use gender inclusive language?

This reference is meant to provide you with very basic pointers and replacement language to help avoid gender assumptions in your language. Although you might not mean harm, using language that assumes another person’s gender or pronouns (if that person has not shared the gender or pronouns to use) can cause harm, as can using language that erases some people’s genders by implying there are only two genders (or that only a certain gender is qualified to do a particular job).

Many people have already made the shift in their language to avoid “that’s so gay” as a derogatory phrase or to avoid assumptions about sexual orientation (e.g. asking a woman if she has a boyfriend). Many people have stopped using “he” as a universal language to refer to all people, or to exclusive “he” language or “she” language to refer to all fire fighters, all flight attendants, all doctors, all nurses, all administrative assistants, all college students, etc.

Similarly, we need to shift our language to avoid further assumptions that particularly harm transgender and gender nonconforming people. Small changes in language can make a big difference in peoples lives.

Instead of “yes, sir” or “thank you, ma’am” or other language that makes gender-based assumptions, you could simply communicate:

Good morning!
Thank you very much.
It’s a pleasure.
How can I be of assistance today?
Could I help the next guest?
Yes, please.
Yes, absolutely. Coming right up.

Instead of calling upon or remarking about a particular “man” or “woman” (who has not disclosed that identity), you could indicate:

The person in the red shirt
The person with their hand raised
The person who just spoke
The person over here (gesturing)

Instead of “ladies and gentlemen” or “boys and girls” or other language that assumes only two genders, you could use:

Friends
Colleagues
Friends and colleagues
Esteemed guests
Children / Youngsters
Students

Instead of “he or she” or “s/he” (when speaking of an unknown or universal person) you could communicate:

They
That person
The patron
The guest

It is fine to use singular pronoun “they” as a way to refer to a specific person who goes by the pronoun “they” or to colloquially refer to a single person of unspecified gender. However, it may not be the best choice of language for a policy or technical writing in which a reference to a single person must be absolutely clear. In this case, instead of writing “he or she” or “s/he” or even “he/she/they” or “they,” it may be best to instead simply repeat the noun: the complainant, the representative, the member, the person, etc. That way, there is total policy clarity. There are also ways to edit sentences to avoid unnecessary repetition.

Instead of “men and women,” you could communicate (depending on what you mean to construe):

Everyone
All people
People of all genders
Women, men, and nonbinary people

Sexual Orientation, Gender Identity and Expression

SOGIE terms are fluid and subject to change. These definitions are expected to be revisited as needed. Definitions listed below are based on current best practices.

SOGIE An acronym for sexual orientation, gender identity, and gender expression. Everyone has a sexual orientation, gender identity, and gender expression.

LGBTQ An acronym for lesbian, gay, bisexual, transgender, and queer and/or questioning. It denotes a community or coalition of people with diverse gender identities and sexual orientations not limited to those specified in the acronym itself.

Sex A combination of biological and physiological characteristics, including: chromosomes, hormones, internal and external organs, and secondary sex characteristics (e.g., facial hair) used by medical professionals to classify someone as male, female, or intersex.

Female A term describing people born with, usually: XX chromosomes, higher levels of estrogen and progesterone relative to other hormones, and organs including ovaries, uterus, clitoris, and vulva.

Male A term describing people born with, usually: XY chromosomes, higher levels of testosterone relative to other hormones, and organs including testicles, prostate, penis, and scrotum.

Intersex A term describing people born with variations of internal/external sex anatomy and hormones resulting in bodies that cannot be medically classified as the typical male/female.

Sexual Orientation

Refers to a person’s emotional, romantic, and sexual attraction to persons of the same and/or different sex.

Asexual Refers to a person who does not experience sexual attraction to other people.

Bisexual Refers to a person who is emotionally, romantically, and sexually attracted to both men/males and women/females.

Gay Refers to a person who is emotionally, romantically, and sexually attracted to people of the same sex.

Lesbian Refers to a woman who is emotionally, romantically, and sexually attracted to other women.

Pansexual Not limited in sexual choice with regard to biological sex, gender, or gender identity.

Questioning Refers to people who are in the process of exploring their sexual orientation or gender identity.

Queer A fluid label someone uses to self-identify as outside of the societal norms in regards to sexual orientation, gender identity, or gender expression, acknowledging difference(s) without specifying which SOGIE category or categories the difference(s) occur(s) within.

Straight/Heterosexual Refers to a person who is emotionally, romantically, and sexually attracted to people of the opposite sex.

Gender Identity

A term used to describe a person’s internal sense of themselves as a man/male, a woman/female, no gender, or another gender, regardless of anatomy.

Cisgender A term used to describe a person whose gender identity aligns with those typically associated with the sex assigned to them at birth.

Transgender An umbrella term for people whose gender identity and/or expression is different from cultural expectations based on the sex they were assigned at birth. Being transgender does not imply any specific sexual orientation.

Gender Non-Conforming (GNC) A broad term referring to people who do not conform to the traditional expectations of their gender identity, or whose gender expression does not fit neatly into a category. Sometimes called gender expansive.

Two-Spirit An umbrella term used by some indigenous North Americans to describe gender-variant individuals.

Pronouns How people refer to themselves and how they prefer to be referred to in terms of gender. Examples of pronouns include “she/her/her,” “he/him/his,” “they/them/their,” and “ze/zir/zes.”

Gender Expression External appearance of a person’s gender, usually expressed through behavior, clothing, haircut or voice, and which may or may not conform to socially defined behaviors and characteristics typically associated with being either masculine or feminine.

Gender Roles Societal expectations of how people should act, think, look, dress, sound, and/or feel based upon the gender corresponding with their sex assigned at birth. Gender roles often change over time.

Additional Terms

Outing The act of declaring someone’s perceived or actual sexual orientation or gender identity. A person “comes out” when they disclose their sexual orientation or gender identity to someone else.

Gender Dysphoria A medical diagnosis used to describe clinically significant distress when a person’s assigned sex at birth is not the same as the one with which they identify. Not all transgender people experience gender dysphoria.

Gender Neutral A term that describes something (usually a space, such as a bathroom, or clothing) that is not segregated by sex/gender.

References:
https://www.speakconfidentenglish.com/english-collocations-restaurants/
https://promova.com/english-vocabulary/transportation-vocabulary
https://www.targettraining.eu/essential-english-phrases-for-purchasers/
https://www.englishclass101.com/lesson/absolute-beginner-american-english-for-every-day-161-10-words-for-paying-for-things?lp=95
https://www.englishclub.com/speaking/telephone-phrases.php
https://www.vocabulary.cl/english/health-problems.htm
https://5minuteenglish.com/cultural-sensitivity-in-language-learning-key-insights/
https://nuwrite.northwestern.edu/communities/global-health/writing-a-global-health-proposal/gender-sensitive-language.html
https://pronouns.org/inclusivelanguage
https://ocfs.ny.gov/main/policies/external/OCFS_2016/INFs/16-OCFS-INF-10%20Attachment%20A%20SOGIE%20Terms%20Desk%20Aid%2009-09-2016.pdf