# Classroom Role-Play Kit Prompt

> A reusable prompt turning one short non-fiction passage into a timed classroom role-play kit with traceable facts, role cards and a teacher checklist.

## Install

Copy the content below into your project:

# Classroom Role-Play Kit Prompt

A reusable prompt turning one short non-fiction passage into a timed classroom role-play kit with traceable facts, role cards and a teacher checklist.

## Start here

Prepare six inputs before you paste anything into the chat: (1) the passage or a fact list you wrote yourself, (2) subject and grade or age band, (3) class length in minutes and group size, (4) two to five objectives phrased as "students will be able to...", (5) required vocabulary, (6) constraints such as no printing or no movement. Items 1, 2, 3 and 4 are mandatory. Paste the prompt together with those inputs into any ordinary AI chat that accepts text. Read the answer against these checks: does it start by restating your inputs, does it stay inside the eight named sections, does every fact carry a passage phrase or line number, and does it end with "What I could not verify"?

## What this is for

This is a reusable prompt for lesson planning. It converts one short non-fiction passage into a structured role-play activity: premise, traceable fact list, roles, a timed running order sized to your class, a one-page printable role sheet, debrief questions and a pre-flight checklist. It is useful when a reading passage needs to become an activity without you inventing roles and checks from scratch.

The reference article is context that a teacher used an AI assistant for classroom simulations and nutrition lessons; it is not a product capability claim and does not verify this prompt.

The prompt does not write student lines. It returns structure only, and it never edits your passage.

## Limits and permissions

* If a required input is missing, the prompt should list it under "Missing inputs" and stop. That stop is the correct answer; do not accept an invented passage or objectives.
* The prompt works on paper and refers to no software or subscription. You decide whether printing, movement or group work is permitted in your school.
* You must answer the pre-flight checklist yourself. Nobody else can confirm whether a fact matches your current textbook or whether a role name matches a real living person.
* Passages longer than roughly 500 words: point to the paragraphs you want used before continuing.
* Keep student names and any personal details out of the chat if your school treats lesson material as confidential.
* source reviewed; runtime not tested

## Verification notes

The evidence supplied only states that this is an original reusable prompt. No command was run and no classroom use was observed here.

The worked example inside the prompt (a town reservoir and a water-rationing meeting) is labelled fictional and is there for shape only; it is not a reported classroom result.

## FAQ

**Can I use a passage about food, health or safety?** Keep the activity to the facts and reasoning in the passage, and confirm any health-related statement against your own curriculum source, as the prompt itself instructs.

**What if the class is shorter than 20 minutes?** The prompt says to state that and shrink to two roles plus a whole-class debrief, instead of forcing the full activity into the time.

## Source and thanks

Original TokRepo prompt, released under CC BY 4.0. Reference for context: [Gemini helps me bring hands-on learning into the classroom](<https://blog.google/products-and-platforms/products/education/english-teacher-gemini/>), which retains its own rights. Thanks to the teacher whose account prompted this kit.

## Complete reusable prompt

# Build a Classroom Role-Play Simulation Kit from a Textbook Passage

You are helping a teacher convert one short non-fiction passage into a hands-on classroom role-play activity. Work only from the material the teacher supplies in this message. Do not add facts, names, dates, numbers, or claims that are not in that material. Do not claim you looked anything up.

## What the teacher supplies

Ask for, and expect, all of the following before you produce anything:

1. The exact passage or fact list (paste it, or a summary the teacher wrote themselves).
2. The subject and grade or age band.
3. Class length in minutes and group size (whole class, pairs, groups of 4, etc.).
4. Two to five learning objectives, phrased as "students will be able to...".
5. Any vocabulary the students must hear or use.
6. Constraints: no printing, no movement, no materials beyond paper, etc.

If any of items 1, 2, 3, or 4 is missing, do not guess. List the missing item in a section called "Missing inputs" and stop. Do not invent a passage or objectives.

## What to produce

Return these sections in this order. Use Markdown headings and plain prose plus simple lists. Never use a code fence anywhere in your answer.

### 1. Simulation premise (2-4 sentences)

A real-world scenario in which the passage's facts actually matter. Name the setting, the shared goal, and the tension or decision that drives the activity. It must be solvable using only the supplied passage plus the students' own reasoning.

### 2. Facts students may use

A numbered list. Every item must be traceable to a sentence or line in the supplied passage. Write the source phrase or line number next to each item in parentheses. If you cannot trace it, delete it. Aim for 5-12 items.

Label this list exactly: "Traceable facts." Then add one short line: "Anything not on this list is out of bounds for the role-play."

### 3. Roles (3-6 roles)

For each role, give:

- Role name (a role, not a real person's name)
- What this role wants
- What this role knows, drawn only from the traceable facts
- One question this role must ask another role
- One likely mistake this role makes if they have not understood the passage

At least two roles must disagree about how to use one of the facts.

### 4. Running order for the stated class length

A timed sequence with a start and an end, sized to the class length the teacher gave. Include: setup, role assignment, the role-play itself, a debrief, and a one-minute exit check. If the class length is under 20 minutes, say so and shrink to two roles plus a whole-class debrief.

### 5. Printable role sheet

A single-page handout a teacher could copy. Include: scenario in three sentences, the role cards, the goal, and three ground rules. Keep it under 300 words. Assume no internet access in the room.

### 6. Debrief questions (5-8 questions)

Questions that force students to cite the passage. At least two questions must ask students which of their own role-play statements were not supported by the passage.

### 7. Teacher pre-flight checklist

5-8 yes/no items the teacher must personally answer before class. These are facts you cannot check, so phrase them as questions, for example whether a listed fact matches the current edition of their book, whether a role name matches a real living person, or whether the scenario conflicts with school policy. State plainly that you cannot verify any of these.

### 8. Adaptation notes

Three short variants: shorter class, larger group, and a written non-speaking version for students who will not perform aloud. Each variant changes only the delivery, not the traceable facts.

## Hard boundaries

- Do not write a script of student lines. Students should speak in their own words; you supply structure only.
- Do not present the simulation as evidence of learning. The teacher decides what counts as learning.
- Do not include medical, nutritional, legal, or safety advice as part of the scenario. If the passage is about food, health, or safety, keep the activity to the facts and reasoning in the passage and add one line telling the teacher to confirm any health-related statement against their own curriculum source.
- Do not claim the activity is proven, engaging, or effective. That is for the teacher to judge.
- Do not reference any specific software, product, or subscription. This kit must work on paper.

## Worked example (fictional, for shape only)

Input given: a four-sentence passage about how a town's reservoir level dropped over one dry summer; grade 6; 35 minutes; groups of four; objective: students will be able to explain how one cause can have two different effects.

Expected output shape:

- Premise: a town meeting must decide between rationing water and building a new pipeline.
- Traceable facts: four items, each with the passage sentence quoted in parentheses.
- Roles: farmer, shop owner, water engineer, parent. The farmer and the shop owner disagree about whether rationing protects or hurts the town.
- Running order: 5 min setup, 5 min roles, 15 min role-play, 8 min debrief, 2 min exit check.
- Role sheet: one page, one scenario paragraph, four short cards, three ground rules.
- Debrief: includes "Which statement you made today came from the passage, and which came from your own assumption?"
- Pre-flight: does the reservoir detail match the current textbook? Are any role names real local people? Does the pipeline idea contradict a policy the school must follow?

## Before you answer

1. Restate the teacher's inputs in one short list so they can spot a mismatch.
2. Then produce the eight sections.
3. End with a line titled "What I could not verify" naming the items only the teacher can confirm.

If the supplied passage is longer than about 500 words, ask the teacher to point to the specific paragraphs they want used before continuing.

## References and reuse

- [Gemini helps me bring hands-on learning into the classroom.](https://blog.google/products-and-platforms/products/education/english-teacher-gemini/) · Mon, 05 Oct 2026 16:00:00 +0000

Original TokRepo prompt · [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Reference documents retain their own rights.

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# 课堂角色扮演套件提示词

一条可复用的提示词，把一篇简短的非虚构课文变成带计时流程、可溯源事实、角色卡和教师检查清单的课堂角色扮演套件。

## 开始使用

在往对话里粘贴任何内容之前，先准备好六项输入：（1）课文原文，或你自己写的要点清单；（2）学科与年级或年龄段；（3）课堂时长（分钟）与分组规模；（4）两到五条以“学生将能够……”表述的学习目标；（5）学生必须听到或使用的词汇；（6）限制条件，例如不能打印、不能走动。其中第 1、2、3、4 项是必需的。把提示词和这些输入一起粘贴到任何能接受文字的普通 AI 对话中。对照以下要点检查回答：是否先复述了你的输入；是否严格限定在八个指定小节内；每条事实是否都附有课文原句或行号；是否以“我无法核实的内容”结尾。

## 这个提示词做什么

这是一条用于备课的可复用提示词。它把一篇简短的非虚构课文变成结构化的角色扮演活动：情景设定、可溯源事实清单、角色、按你课堂时长裁剪的计时流程、一页可打印的角色单、复盘问题以及课前检查清单。当一篇阅读材料需要变成活动，而你不想从零开始编角色和检查项时，它就有用。

参考文章只是背景：一位教师曾用 AI 助手设计课堂模拟和营养课；它不是产品能力声明，也不能用来验证这条提示词。

提示词不写学生台词，只给结构，也不会改写你的课文。

## 限制与权限

* 如果缺少必需输入，提示词应把该项列入“缺失的输入”并停止。这个停止就是正确答案；不要接受被编造出来的课文或目标。
* 提示词旨在纸面上使用，不涉及任何软件或订阅。是否允许打印、走动或分组，由你所在学校的规定决定。
* 课前检查清单必须由你自己回答。某条事实是否与当前教材版本一致、某个角色名是否与真实在世者同名，别人无法替你确认。
* 课文超过约 500 词时：先指出你希望使用的具体段落，再继续。
* 如果学校把备课材料视为保密内容，不要把学生姓名或个人细节放进对话。
* 已审阅来源；未做运行测试

## 核实说明

现有证据仅说明这是一条原创可复用提示词。这里没有运行任何命令，也没有观察过实际课堂使用。

提示词中的示例（小镇水库与限水会议）标明为虚构，仅用于展示结构，不是真实的课堂效果报告。

## 常见问题

**可以用关于食物、健康或安全的课文吗？** 把活动限定在课文中的事实与推理之内，并按提示词本身的要求，把任何与健康相关的表述与你自己的课程来源核对。

**课堂不足 20 分钟怎么办？** 提示词要求明确说明这一点，并缩减为两个角色加全班复盘，而不是把完整活动硬塞进有限时间。

## 来源与致谢

原创 TokRepo 提示词，以 CC BY 4.0 发布。背景参考：[Gemini helps me bring hands-on learning into the classroom](<https://blog.google/products-and-platforms/products/education/english-teacher-gemini/>)，其权利归原作者所有。感谢分享这一课堂做法的教师。

## 完整可复制提示词

# 用教材课文构建课堂角色扮演模拟套件

你正在帮助一位教师把一篇简短的非虚构课文转化为一项动手参与的课堂角色扮演活动。只能依据教师在本条消息中提供的材料来工作。不要添加该材料中没有的事实、姓名、日期、数字或论断。不要声称你查证过任何内容。

## 教师需要提供的内容

在你产出任何内容之前，先要求并确认以下各项齐全：

1. 确切的课文原文或要点清单（粘贴原文，或教师自己写的摘要）。
2. 学科与年级或年龄段。
3. 课堂时长（分钟）与分组规模（全班、两人一组、四人一组等）。
4. 两到五条以“学生将能够……”表述的学习目标。
5. 学生必须听到或使用的任何词汇。
6. 限制条件：不能打印、不能走动、除纸以外没有其他材料等。

如果第 1、2、3 或 4 项中有任何一项缺失，不要猜测。把缺失项列入名为“缺失的输入”的一节，然后停止。不要编造课文或学习目标。

## 需要产出的内容

按以下顺序返回这些小节。使用 Markdown 标题以及平实的散文和简单列表。答案中任何地方都不得使用代码围栏。

### 1. 模拟情景设定（2-4 句）

一个课文中事实确实重要的真实世界场景。写明场景地点、共同目标，以及驱动整个活动的张力或决策。它必须仅凭所提供的课文加上学生自己的推理即可解决。

### 2. 学生可以使用的事实

一个编号列表。每一条都必须能追溯到所提供课文中的某句话或某一行。在每一条后面的括号中写出出处短语或行号。如果你无法溯源，就删掉它。以 5-12 条为宜。

把这一个列表精确标注为：“可溯源事实。”然后加上一句简短的话：“凡不在此列表上的内容，均超出角色扮演允许的范围。”

### 3. 角色（3-6 个角色）

对每个角色，给出：

- 角色名（是一个角色，而不是真实人物的姓名）
- 这个角色想要什么
- 这个角色知道什么，且只能取自可溯源事实
- 这个角色必须向另一个角色提出的一个问题
- 如果这个角色没有理解课文，最可能犯的一个错误

至少有两个角色必须就如何使用其中一条事实产生分歧。

### 4. 针对所述课堂时长的流程安排

一个有开始和结束的计时序列，按教师给出的课堂时长来裁剪。包括：布置、角色分配、角色扮演本身、复盘，以及一分钟的离场检查。如果课堂时长不足 20 分钟，就明确说明，并缩减为两个角色加全班复盘。

### 5. 可打印角色单

一份教师可以复印的单页讲义。包括：三句话的情景、角色卡、目标，以及三条基本规则。控制在 300 词以内。假设教室内没有互联网访问。

### 6. 复盘问题（5-8 个问题）

这些问题应迫使学生引用课文。至少有两个问题必须问学生：他们自己在角色扮演中说过的哪些话没有课文支持。

### 7. 教师课前检查清单

5-8 条是/否项目，教师必须在上课前亲自回答。这些是你无法核实的事实，因此把它们表述为问题，例如：所列的某条事实是否与他们教材的当前版本一致，某个角色名是否与真实在世者同名，或者情景是否与学校政策冲突。明确说明你无法核实其中任何一项。

### 8. 改编说明

三个简短变体：更短的课堂、更大的分组，以及一个为不愿当众表演的学生准备的书面非口语版本。每个变体只改变呈现方式，不改变可溯源事实。

## 硬性边界

- 不要写学生台词脚本。学生应该用自己的话说；你只提供结构。
- 不要把模拟当作学习效果的证据。什么算学习，由教师决定。
- 不要把医疗、营养、法律或安全建议作为情景的一部分。如果课文涉及食物、健康或安全，把活动限定在课文中的事实与推理之内，并加一行提示，让教师把任何与健康相关的表述与他们自己的课程来源核对。
- 不要声称该活动已被证明、有吸引力或有效。这由教师来判断。
- 不要提及任何具体软件、产品或订阅。这套工具必须能在纸面上使用。

## 示例（虚构，仅用于展示结构）

给定输入：一段四句话的课文，讲一个小镇的水库水位在一个干旱夏季如何下降；六年级；35 分钟；四人一组；目标：学生将能够解释一个原因如何产生两种不同结果。

预期输出形态：

- 情景设定：一场小镇会议必须在限水与新建管道之间做决定。
- 可溯源事实：四条，每条都在括号中引用课文原句。
- 角色：农民、店主、水利工程师、家长。农民和店主在限水是保护小镇还是伤害小镇的问题上意见相左。
- 计时流程：5 分钟布置，5 分钟角色分配，15 分钟角色扮演，8 分钟复盘，2 分钟离场检查。
- 角色单：一页，一段情景说明，四张短卡片，三条基本规则。
- 复盘：包括“你今天说的哪句话来自课文，哪句话来自你自己的假设？”
- 课前检查：水库细节是否与当前教材一致？是否有角色名与真实当地人物同名？新建管道的设想是否与学校必须遵守的某项政策相抵触？

## 回答之前

1. 用一份简短清单复述教师的输入，方便他们发现不匹配之处。
2. 然后生成八个部分。
3. 以一行标题为“我无法核实的内容”结尾，列出只有教师才能确认的事项。

如果提供的课文超过约 500 词，请先让教师指出他们希望使用的具体段落，再继续。

## 参考资料与复用

- [Gemini helps me bring hands-on learning into the classroom.](https://blog.google/products-and-platforms/products/education/english-teacher-gemini/) · Mon, 05 Oct 2026 16:00:00 +0000

TokRepo 原创提示词 · [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/)。参考资料保留各自原有权利。

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Source: https://tokrepo.com/en/workflows/classroom-role-play-kit-prompt-7b933f69
Author: Prompt Lab