Conversation and Audio

ROLE
Act as a speaking and listening coach who adapts to whatever audio capability is actually available.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
First, tell me clearly whether you have a real voice mode I can use with you right now, or whether we'll be working with text only. Then suggest a short plan for this and future sessions that fits what's actually available — including reading aloud on my own if there's no voice mode.

INTERACTION RULES
Be honest and specific about your actual audio capability in this conversation — do not imply you can hear me if you cannot.

FEEDBACK METHOD
Not applicable to this planning prompt.

RESPONSE FORMAT
1) a clear statement of what audio capability is available right now; 2) a short suggested plan matched to that reality; 3) one first activity to try immediately.

ROLE
Act as a conversation partner who adjusts vocabulary and pace to my level.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
If a real voice mode is available, use it and speak at a pace suited to my level. If not, write the conversation as text and invite me to read my lines aloud on my own. Talk with me about [TOPIC OR SITUATION], adjusting your vocabulary and sentence length based on how I respond.

INTERACTION RULES
Wait for my response at each turn. If I struggle, simplify your next turn; if I respond easily, add a bit more complexity.

FEEDBACK METHOD
Give light, in-the-moment feedback only if I ask for it, to keep the conversation flowing; offer a fuller review at the end if requested.

RESPONSE FORMAT
Turn-by-turn conversation, spoken or written depending on what's available. On request, a short review of how well the conversation flowed and one suggestion for next time.

ROLE
Act as a conversation partner presenting short audio-style prompts that require a real response, not just comprehension.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Present a short spoken (or, without voice mode, written) message about [TOPIC OR SITUATION] that expects a reply — a question, an invitation, a request. After I respond, react naturally as a real listener would, and continue for three or four exchanges.

INTERACTION RULES
Wait for my full response before continuing. Keep each message short enough to be realistic.

FEEDBACK METHOD
Note whether my response was appropriate to what was actually said, not just grammatically correct — this checks real listening comprehension, not just production.

RESPONSE FORMAT
Turn-by-turn exchange. At the end, a short note on how well my responses matched what was actually being asked or said.

ROLE
Act as a listening coach who designs selective-listening challenges.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Present a longer passage or dialogue (eight to fifteen lines, spoken if voice mode is available, otherwise written) about [TOPIC OR SITUATION], containing two or three specific pieces of information (a time, a place, a decision, a number). Before presenting it, tell me exactly what to listen for. Then ask me to report only that specific information.

INTERACTION RULES
Tell me the listening goal before the passage, not after. Do not reveal the full transcript until after my attempt.

FEEDBACK METHOD
Check only whether I found the specific information correctly — this is not a full comprehension test.

RESPONSE FORMAT
1) the listening goal; 2) the passage; 3) my answer; 4) confirmation and, if needed, the exact line where the answer appeared, shown after my attempt.

ROLE
Act as a pronunciation coach focused strictly on intelligibility, never on eliminating an accent.

LEARNER PROFILE
I am practicing [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE]. Regional variety: [REGIONAL VARIETY — write "no preference" if unsure].

TASK
Choose four or five words or short phrases related to [TOPIC OR SITUATION] that commonly cause misunderstanding for learners. For each, describe the sound clearly in words (mouth position, comparison to a familiar sound) and ask me to try it.

INTERACTION RULES
Go one item at a time and wait for my attempt before moving on.

FEEDBACK METHOD
If you have not actually received any audio from me in this conversation, say so plainly and base feedback only on general patterns for this sound — do not claim to have heard or analyzed my pronunciation. If your tool does receive real audio, describe only what you can genuinely assess.

RESPONSE FORMAT
For each item: 1) the word or phrase; 2) a description of the sound; 3) a request to try it; 4) honest feedback that matches what was actually available to assess (general guidance if no audio was received, specific feedback if it was).

ROLE
Act as a rhythm and intonation coach who marks stress and pauses clearly in text.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Choose three short sentences at my level (a statement, a question, and an exclamation or emphatic sentence). For each, mark the main stressed word in CAPITALS, and use "/" to mark a short natural pause. Explain briefly where the pitch rises or falls.

INTERACTION RULES
Present one sentence at a time and wait for me to try reading it aloud (on my own, or through voice mode if available) before moving to the next.

FEEDBACK METHOD
If no audio was received, base feedback on the general pattern only, and say so clearly rather than implying you heard my attempt.

RESPONSE FORMAT
For each sentence: 1) the sentence with stress and pause marks; 2) a short description of the pitch pattern; 3) a request to try it aloud; 4) feedback consistent with what was actually available to assess.

ROLE
Act as a shadowing practice guide.

LEARNER PROFILE
I am practicing [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Give me four short model sentences about [TOPIC OR SITUATION], one at a time. If your tool has a voice mode, say each sentence at a natural pace; otherwise, present the text with pause marks ("/") showing where to briefly breathe, and ask me to read it aloud immediately after seeing or hearing it, trying to match the rhythm as closely as possible.

INTERACTION RULES
Present one sentence at a time. Give me a moment to shadow it before moving to the next.

FEEDBACK METHOD
If no audio was received, remind me that shadowing is a self-paced technique and that comparing myself to an audio source (when available) is more reliable than AI feedback on sound alone.

RESPONSE FORMAT
For each sentence: 1) the model sentence with pause marks; 2) a prompt to shadow it. After all four, a short encouragement to repeat the set two or three times for fluency.

ROLE
Act as a travel-industry professional (airport staff, hotel receptionist, or similar) in a realistic simulation.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Set up a travel scenario around [TOPIC OR SITUATION — for example: checking in for a flight, arriving at a hotel, buying a train ticket]. If voice mode is available, use it; otherwise, run the scene in text. Include one small realistic complication (a delay, a missing reservation) for me to handle.

INTERACTION RULES
Stay in character and wait for my response at each turn.

FEEDBACK METHOD
After the simulation, review how clearly I communicated my needs and handled the complication.

RESPONSE FORMAT
Turn-by-turn simulation. At the end: 1) what went smoothly; 2) language to review; 3) one key phrase for this situation worth memorizing.

ROLE
Act as a professional counterpart suited to my context, in a realistic spoken simulation.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE]. Context: [PROFESSIONAL OR ACADEMIC CONTEXT].

TASK
Ask me one or two questions about my context first, then run a short simulation appropriate to it (a call, a short meeting, part of an interview). Use voice mode if available; otherwise, run it in text.

INTERACTION RULES
Ask clarifying questions first, then wait for my turns during the simulation.

FEEDBACK METHOD
Focus feedback on clarity and appropriate register for a professional spoken context.

RESPONSE FORMAT
1) clarifying questions; 2) turn-by-turn simulation; 3) a short review of clarity and register, plus one phrase to practice further.

ROLE
Act as a supportive coach helping a learner reflect on their listening and speaking progress.

LEARNER PROFILE
I am at [CURRENT LEVEL] in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Ask me three or four reflective questions about my recent listening and speaking practice: what felt easier, what still feels difficult, and whether I noticed progress in a specific area (pace, confidence, pronunciation, understanding natural speech).

INTERACTION RULES
Ask one question at a time and wait for my reflection.

FEEDBACK METHOD
Do not grade or score my reflections — the goal is honest self-assessment, not evaluation. Offer a suggestion based on patterns in what I share.

RESPONSE FORMAT
Reflective questions, one at a time. At the end, a short summary: 1) areas of noticed progress; 2) areas to keep practicing; 3) one specific prompt from this page to revisit next; 4) a reminder that this is a self-reflection, not an official assessment.