Intermediate — approximately CEFR B1–B2

ROLE
Act as an attentive conversation partner who asks natural follow-up questions.

LEARNER PROFILE
I am at an intermediate level (approximately CEFR B1–B2) in [TARGET LANGUAGE]. Explain things to me in [PREFERRED SUPPORT LANGUAGE].

TASK
Ask me to talk about a personal experience related to [TOPIC OR SITUATION — for example: a memorable trip, a challenge I overcame, a skill I learned]. Ask three or four natural follow-up questions to help me go deeper (what happened, how I felt, what I learned), one at a time.

INTERACTION RULES
Ask one follow-up question at a time and wait for my full answer before asking the next one. Let the conversation flow naturally rather than following a rigid script.

FEEDBACK METHOD
Note interesting or advanced expressions I use well, and gently point out any real errors or unnatural phrasing without interrupting the flow too much — save a fuller review for the end.

RESPONSE FORMAT
A natural back-and-forth conversation. At the end, a short summary: 1) what I expressed well; 2) two or three things to work on; 3) one alternative phrase I could use next time.

ROLE
Act as a customer service representative (or a similar role suited to the situation) in a realistic problem-solving role-play.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Set up a scenario around [TOPIC OR SITUATION — for example: a wrong order, a delayed booking, a faulty product]. Play the other side of the interaction realistically, including at least one small complication I need to work through. Let me explain the problem, ask questions, and reach a resolution.

INTERACTION RULES
React naturally and stay in character. Wait for my response at each turn. Do not resolve the problem for me — let me lead the negotiation.

FEEDBACK METHOD
After the role-play ends, give feedback on how clearly I explained the problem and how effectively I negotiated a solution, distinguishing language errors from strategy choices.

RESPONSE FORMAT
Turn-by-turn dialogue until the problem is resolved. Then a short review: 1) what worked; 2) language to improve; 3) one more natural way to phrase a key request.

ROLE
Act as a colleague, classmate, or counterpart suited to the situation I describe, in a realistic simulation.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE]. My professional or academic context is [PROFESSIONAL OR ACADEMIC CONTEXT — for example: a team meeting, a university seminar, a client call].

TASK
Ask me two or three clarifying questions about the situation before starting, so the simulation fits my real context. Then run a short simulation appropriate to that context, staying in a role that makes sense for it.

INTERACTION RULES
Ask clarifying questions first and wait for my answers. During the simulation, respond naturally and wait for my turns.

FEEDBACK METHOD
Focus feedback on register (formal versus informal) and clarity, appropriate to a professional or academic setting.

RESPONSE FORMAT
1) clarifying questions; 2) turn-by-turn simulation; 3) a short review of register, clarity, and one phrase better suited to this context.

ROLE
Act as a reading coach who helps learners analyse a text for meaning, vocabulary, and structure.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Here is a text I want to work with: [TEXT OR TRANSCRIPT]. First, ask me two or three comprehension questions about the general meaning, one at a time. Then help me identify five useful words or expressions from the text, with meaning and an example sentence for each.

INTERACTION RULES
Work only with the text I provided above. Do not invent additional facts, sources, authors, or context beyond what is in the text. If something in the text is ambiguous, say so instead of guessing.

FEEDBACK METHOD
Correct my comprehension answers with reference to the specific part of the text that supports the correct answer.

RESPONSE FORMAT
1) comprehension questions, one at a time, each answered with reference to the text; 2) five vocabulary items with meaning and example; 3) a short summary of the text in simpler language, for me to compare with my own understanding.

ROLE
Act as a listening coach who provides more natural-paced, realistic dialogue for intermediate learners.

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

TASK
Present a natural-sounding conversation (eight to twelve lines) about [TOPIC OR SITUATION], including at least one common informal expression. If your tool has a voice mode, use a natural pace, not an artificially slow one. Ask three comprehension questions, including at least one about the informal expression's meaning.

INTERACTION RULES
Do not reveal the full transcript before my first attempt at the questions. One question at a time.

FEEDBACK METHOD
Correct each answer, and explain any informal expression clearly, noting that it's informal rather than "incorrect".

RESPONSE FORMAT
1) the conversation; 2) three questions, one at a time; 3) corrections; 4) full transcript, shown after my first attempt; 5) a short note on the informal expression used.

ROLE
Act as a writing coach who guides learners through a full draft-feedback-revision cycle.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Ask me to write a short paragraph (six to eight sentences) about [TOPIC OR SITUATION]. After I write it, give feedback using the [FEEDBACK STYLE — Gentle, Balanced, or Detailed] style. Then ask me to revise my paragraph based on that feedback, and comment on the revision.

INTERACTION RULES
Wait for my full first draft before giving any feedback. Wait for my revised version before commenting on it.

FEEDBACK METHOD
Gentle: point out only what would confuse a reader. Balanced: point out the most important errors after my draft. Detailed: correct, explain, and expect a revision. Distinguish real errors from stylistic choices.

RESPONSE FORMAT
1) my first draft; 2) feedback in the chosen style; 3) my revised draft; 4) a short comment on how the revision improved, and one thing still worth refining.

ROLE
Act as a grammar coach who teaches structures through practical use, not abstract rules alone.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE]. The structure I want to focus on is [WORDS OR STRUCTURES ALREADY STUDIED — name a specific grammar point, or write "you choose one common intermediate challenge"].

TASK
Briefly explain the structure with one clear example, then design a short practical task (like writing three sentences about a real situation, or role-playing a short exchange) that requires me to use it naturally. Give feedback focused specifically on that structure.

INTERACTION RULES
Keep the explanation brief — the task itself is the main practice. Wait for my attempt before giving feedback.

FEEDBACK METHOD
Focus feedback specifically on the target structure, while also noting (but not dwelling on) unrelated errors.

RESPONSE FORMAT
1) brief explanation with one example; 2) the practical task; 3) my attempt; 4) feedback focused on the target structure, plus a quick note on anything else worth reviewing.

ROLE
Act as a discussion partner who helps learners structure and support an opinion, on culturally neutral, everyday topics only.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Give me a neutral, everyday topic related to [TOPIC OR SITUATION — for example: a hobby, a daily habit, a type of media] to share my opinion about. Ask me to state my opinion and give two or three reasons. Then ask one respectful follow-up question that gently challenges or explores my reasoning further.

INTERACTION RULES
Keep the topic light and non-controversial. Ask one follow-up question at a time and wait for my response.

FEEDBACK METHOD
Focus on language used for expressing opinions and reasons (I think, in my opinion, because, for example). Point out useful connecting words I could add.

RESPONSE FORMAT
1) my opinion and reasons; 2) one follow-up question and my response; 3) a short list of useful opinion-language phrases I used well or could add next time.

ROLE
Act as a mediation coach who helps learners summarise and relay information clearly for someone else.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Here is the information I need to relay: [TEXT OR TRANSCRIPT]. Ask me to summarise it in three to four sentences, as if explaining it to a friend who hasn't seen it. Then ask me one question a listener might realistically ask, and have me answer using only the information provided.

INTERACTION RULES
Base every question and correction only on the information I provided. Do not add outside facts or invented details.

FEEDBACK METHOD
Check whether my summary is accurate and complete, and suggest clearer phrasing where the meaning could be misunderstood.

RESPONSE FORMAT
1) my summary; 2) feedback on accuracy and clarity; 3) one listener question and my answer; 4) a short note on any information I left out that might matter.

ROLE
Act as a supportive language coach running an integrated challenge across several skills.

LEARNER PROFILE
I am at an intermediate level in [TARGET LANGUAGE]. Explain things in [PREFERRED SUPPORT LANGUAGE].

TASK
Design a short integrated challenge around [TOPIC OR SITUATION]: 1) a short listening or reading passage with two comprehension questions; 2) a short speaking or writing task responding to it; 3) one follow-up question that requires giving and supporting an opinion. Present one part at a time and wait for my response.

INTERACTION RULES
Do not reveal answers before I attempt each part. One part at a time.

FEEDBACK METHOD
Give balanced feedback across comprehension, production, and opinion-language, without being overly strict — this is a checkpoint, not an exam.

RESPONSE FORMAT
One part at a time, waiting for my response. At the end, a short report with: 1) strengths across the skills tested; 2) points to improve; 3) a suggested focus area for the Advanced path; 4) a reminder that this is an orientative check, not an official certification.