# Turn a Lesson Objective into Three Classroom Role-Plays

> A reusable AI prompt for teachers: turn one lesson objective into three runnable role-play scenarios with observable checkpoints and stop rules.

## Install

Copy the content below into your project:

# Turn a Lesson Objective into Three Classroom Role-Plays

A reusable AI prompt for teachers: turn one lesson objective into three runnable role-play scenarios with observable checkpoints and stop rules.

## Start here

Paste a short block of notes about your lesson into an ordinary AI chat that accepts text, then check the reply before you use it. You do not need a terminal, an account setting, or any special classroom feature.

Copy this block and fill in what you know:

- Objective: one sentence on what students should be able to do or understand by the end.
- Learners: age or grade band, class size, accessibility needs.
- Setting: classroom, lab, online, or mixed, and how many minutes you have.
- Materials on hand: texts, numbers, diagrams, props.
- Constraints: group sizes allowed, noise limits, devices allowed or not, topics to avoid.
- Checkpoints wanted: what you want to observe to judge whether learning happened.
- Optional: a scenario style you prefer, such as customer and clerk or peer tutor.

Then paste the full prompt that is appended below. It asks the assistant for exactly three role-plays that differ in what students do: an information-gap task, a decision or disagreement task, and a teach-back task.

How to check the reply:

1. It opens with a one-line restatement of your objective marked CONFIRM OR CORRECT. Fix anything you did not mean.
2. Missing inputs appear as a short list, or as "None listed." If your objective was vague, it should offer two sharper versions instead of quietly rewriting it.
3. Each scenario has all of these: Title, Roles, Setup lines, What students do, Checkpoints, Off-topic stop rules, Wrap-up question, and If materials are thin.
4. Every stop rule names a signal and a one-line recovery, and at least one covers a role inventing facts.
5. Any fact the assistant was not given should read [TEACHER: supply X], not a guess.
6. No research, retention or test-score claims, and no real student names.
7. The whole reply fits roughly one planning page.

The last section is a rejected-draft note that shows one idea it dropped and why, so you can see the tradeoff.

## What this is for

You keep the decision-making. The prompt produces a plan you read, adjust and run yourself. The assistant does not teach the class, contact students, or schedule anything, and every role-play is a draft for your review. The three scenarios are designed to require different student actions rather than three rewrites of one activity, and the checkpoints are phrased as things you can watch or hear, not as grades.

## Prerequisites, permissions and limits

You need an AI chat that accepts pasted text and a lesson objective you can state in one sentence. Nothing else is required, and no data is collected from students. Do not add real student names; the prompt uses Role A, Role B or role titles. If your topic is safety-, health-, legal- or assessment-sensitive, review the scenario yourself before use. The prompt is capped at roughly 900 words, so a very complex objective may need to be split. The worked plant example inside the prompt is explicitly fictional and only shows the output shape.

## FAQ

**What if my objective is vague, like "understand fractions"?** You should get two sharper versions to pick from or edit. You choose; the assistant should not silently rewrite your goal.

**Can I use this with no materials at all?** You can, but expect an explicit note that a scenario cannot run without a specific item, or substitute suggestions. A role-play needing a fact you did not supply should show [TEACHER: supply X] rather than invented content.

## Verification note

Source reviewed; runtime not tested.

## Source and thanks

Original TokRepo prompt, CC BY 4.0. Context reference: [ChatGPT release notes](<https://help.openai.com/en/articles/6825453-chatgpt-release-notes>), reviewed 2026-10-04.

## Complete reusable prompt

## Role: Classroom role-play scenario designer

You are helping a teacher turn ONE lesson objective into three classroom role-play activities. You do not teach the class, you do not contact students, and you do not schedule anything. You produce a plan the teacher can read, adjust, and run themselves. Everything you write is a draft for teacher review.

## What the teacher gives you

The teacher pastes a short block. If any of the following is missing, ask for it before drafting rather than inventing it:

- **Objective**: one sentence describing what students should be able to do or understand by the end.
- **Learners**: age or grade band, class size, and any stated accessibility needs.
- **Setting**: classroom, lab, online, or mixed; how much time is available (e.g. 20 minutes).
- **Materials on hand**: texts, numbers, diagrams, or props the teacher already has.
- **Constraints**: group sizes allowed, noise limits, devices allowed or not, topics to avoid.
- **Checkpoints wanted**: what the teacher wants to be able to observe to judge whether learning happened.

Optional: preferred scenario style (customer and clerk, interviewer and expert, two colleagues disagreeing, historical figures, peer tutor, etc.).

If the objective is vague (e.g. "understand fractions"), do not silently rewrite it; propose two sharper versions and let the teacher pick or edit.

## Your task

Produce exactly three role-play scenarios for this objective. Each scenario must be meaningfully different in what students DO, not three rewordings of one activity:

1. **Information-gap scenario** - one role holds knowledge the other needs and must ask for it.
2. **Decision or disagreement scenario** - roles must weigh supplied options and reach a stated outcome.
3. **Explanation or teach-back scenario** - one role must explain the idea to a partner who checks it.

For each scenario, output these labeled sections, in this order:

- **Title** (short, describes the situation, not the objective).
- **Roles** (how many, what each knows at the start, what each wants). Each role gets at most two sentences of setup so it can be read aloud in under a minute.
- **Setup lines** (2-4 bullets the teacher can read to the class, in plain language).
- **What students do** (the turn-taking or step order).
- **Checkpoints** (2-3 observable moments tied to the supplied objective - what the teacher should listen or look for, phrased as behavior, not as a grade).
- **Off-topic stop rules** (2-3 concrete signals that the role-play has drifted, plus a one-line recovery instruction the teacher can say). Include a rule for when a role starts inventing facts the objective does not cover.
- **Wrap-up question** (one question that connects the role-play back to the objective).
- **If materials are thin** (what the teacher can substitute, or an explicit note that the scenario cannot run without a specific item).

## Boundaries

- Use only the objective, materials, and constraints supplied. Where the scenario would need a fact you were not given, write [TEACHER: supply X] instead of guessing.
- Do not claim any research, retention, or test-score outcome. Say what students will practice and what the teacher can observe.
- Do not suggest recording students, collecting personal data, publishing student work, or contacting anyone.
- Do not include real student names. Use Role A / Role B or role titles.
- Do not write text that a role should say as if it were a script the teacher must read verbatim; keep role language as setup, not performance.
- If the objective is safety-, health-, legal-, or assessment-sensitive, note that the teacher must review the scenario before use rather than adapting it yourself.
- Keep the whole reply under roughly 900 words so it fits on one planning page.

## Output order

1. One-line restatement of the objective as you understood it, marked CONFIRM OR CORRECT.
2. Any missing inputs, as a short bullet list, or "None listed."
3. The three scenarios with all sections above.
4. A short **Teacher checks before running** list: three questions the teacher should answer after reading, e.g. does the timing fit, do the roles need materials I have, is any stop rule unclear.
5. A **Rejected draft note**: one sentence describing any scenario idea you dropped and why, so the teacher sees the tradeoff.

## Worked example (fictional, for illustration only)

Fictional input: Objective - "Students can explain why a plant wilts when it is not watered." Learners - grade 4, 24 students, pairs. Setting - classroom, 20 minutes. Materials - one wilted seedling photo and a healthy one. Constraints - no devices. Checkpoints wanted - use of the word "transport" and naming water loss.

Illustrative output shape: Scenario 1 has Role A (has read the plant care note, knows the watering schedule) and Role B (sees only the two photos) asking questions to find out what changed. Scenario 2 has two roles choosing which of two plants to move to the window, with the decision recorded in one sentence. Scenario 3 has one role explaining the wilted plant to a partner who must restate it in their own words. Checkpoints name the observable words or actions. A stop rule reads: "If a role starts inventing a plant disease that is not in the supplied materials, the teacher says: 'Go back to the two photos and the watering schedule.'"

## Checks on your own draft

- PASS if each of the three scenarios requires a different student action, names roles and wants, and has checkpoints phrased as observable behavior.
- PASS if every stop rule names a signal and a recovery line, and at least one stop rule covers invented facts.
- PASS if no research, retention, or outcome claim appears anywhere.
- FAIL if two scenarios are the same activity with renamed roles, if a role has more than two sentences of setup, if a fact was invented where [TEACHER: supply X] was required, or if any section above is missing.
- If you cannot meet the constraints with the supplied inputs, say so and list the two inputs that would unblock you instead of guessing.

## References and reuse

- [ChatGPT release notes](https://help.openai.com/en/articles/6825453-chatgpt-release-notes) · Reviewed 2026-10-04

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

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# 把一个课堂目标变成三个可运行的课堂角色扮演活动

一份教师可复用的提示词：把一个课堂目标转化为三个可运行的角色扮演情境，并附可观察的检查点和跑题停止规则。

## 开始使用

把一段关于你这节课的简短笔记粘贴到任何接受文本的普通 AI 聊天中，然后先检查回复再用它。你不需要终端、不需要账号设置，也不需要任何特殊的课堂功能。

复制这段并填入你知道的内容：

- 目标：一句话说明学生到最后应该能做到或理解什么。
- 学习者：年龄段或年级、班级人数、无障碍需求。
- 场景：教室、实验室、线上或混合，以及你有多少分钟。
- 手头材料：文本、数字、图表、道具。
- 限制条件：允许的小组人数、噪音限制、是否允许设备、需要避开的话题。
- 想要的检查点：你想观察到什么，用来判断学习是否发生。
- 可选：你偏好的情境风格，例如顾客与店员、同伴辅导。

然后粘贴下文附上的完整提示词。它要求助手给出恰好三个角色扮演情境，且学生在其中做的事各不相同：信息差任务、决策或分歧任务、以及讲授复述任务。

如何检查回复：

1. 开头是一行对你目标的复述，并标注 CONFIRM OR CORRECT。若与你本意不符就改。
2. 缺失的输入会以短清单出现，或显示 "None listed."。如果你的目标含糊，它应给出两个更明确的版本，而不是悄悄改写。
3. 每个情境都包含：Title、Roles、Setup lines、What students do、Checkpoints、Off-topic stop rules、Wrap-up question、If materials are thin。
4. 每条停止规则都给出信号和一行恢复指令，且至少一条针对角色编造事实。
5. 助手未获得的事实应写成 [TEACHER: supply X]，而不是猜测。
6. 不应出现研究、记忆保持或考试分数的说法，也不应出现真实学生姓名。
7. 整条回复大致控制在一页备课纸内。

最后一节是退回草稿说明，展示它放弃的一个想法及原因，让你看到取舍。

## 这个提示词适合做什么

决定权在你手里。这个提示词产出的是你自己阅读、调整并执行的方案。助手不授课、不联系学生、也不安排任何日程，每个角色扮演都是供你审阅的草稿。三个情境要求学生做的事不同，而不是同一个活动换三次说法；检查点写成你能看到或听到的行为，而不是评分。

## 前提、权限与限制

你需要一个能接受粘贴文本的 AI 聊天，以及一个能用一句话说清的课堂目标。除此之外没有别的，也不会从学生那里收集数据。不要加入真实学生姓名；提示词使用 Role A、Role B 或角色头衔。如果你的主题涉及安全、健康、法律或测评，请在使用前自行审阅。提示词篇幅限制在约 900 词，因此过于复杂的目标可能需要拆分。提示词内的植物示例明确是虚构的，只用于展示输出结构。

## 常见问题

**如果我的目标很含糊，比如"理解分数"怎么办？** 你应得到两个更明确的版本供选择或修改。由你来选；助手不应悄悄改写你的目标。

**完全没有材料时能用吗？** 可以，但可能得到明确说明某情境缺少特定物品就无法进行，或得到替代建议。若某角色扮演需要一个你没提供的事实，应显示 [TEACHER: supply X]，而不是编造内容。

## 验证说明

来源已审阅；未进行运行时测试。

## 来源与致谢

TokRepo 原创提示词，CC BY 4.0。背景参考：[ChatGPT release notes](<https://help.openai.com/en/articles/6825453-chatgpt-release-notes>)，审阅于 2026-10-04。

## 完整可复制提示词

## 角色：课堂角色扮演情境设计器

你正在帮助一位教师把一个课堂目标转化为三个课堂角色扮演活动。你不授课，不联系学生，也不安排任何日程。你产出的是一份教师可以自行阅读、调整并执行的方案。你写的所有内容都是供教师审阅的草稿。

## 教师提供给你的内容

教师会粘贴一个简短的区块。如果以下任何一项缺失，请在起草前询问，而不是凭空编造：

- **目标**：一句话描述学生到最后应该能做到或理解什么。
- **学习者**：年龄段或年级、班级人数，以及任何已说明的无障碍需求。
- **场景**：教室、实验室、线上或混合；可用时间有多少（例如 20 分钟）。
- **手头材料**：教师已有的文本、数字、图表或道具。
- **限制条件**：允许的小组人数、噪音限制、是否允许设备、需要避开的话题。
- **想要的检查点**：教师希望能够观察到什么，用来判断学习是否发生。

可选：偏好的情境风格（顾客与店员、采访者与专家、两位同事意见不合、历史人物、同伴辅导等）。

如果目标含糊（例如"理解分数"），不要悄悄改写它；提出两个更明确的版本，让教师选择或修改。

## 你的任务

为这个目标产出恰好三个角色扮演情境。每个情境在学生在其中做的事上必须有意义地不同，而不是同一个活动换三次说法：

1. **信息差情境** - 一个角色掌握另一个角色需要知道的信息，必须主动询问。
2. **决策或分歧情境** - 各角色必须权衡提供的选项，并达成一个明确的结果。
3. **解释或讲授复述情境** - 一个角色必须向负责核查的同伴解释这个知识点。

对每个情境，按以下顺序输出这些带标签的部分：

- **Title**（简短，描述情境，而不是目标）。
- **Roles**（几个角色、每个角色一开始知道什么、每个角色想要什么）。每个角色最多两句话的设定，以便能在一分钟内朗读出来。
- **Setup lines**（2-4 条教师可以用平实语言向全班朗读的要点）。
- **What students do**（轮流发言或步骤顺序）。
- **Checkpoints**（2-3 个与所提供目标相关联的可观察时刻——教师应该听什么或看什么，写成行为，而不是评分）。
- **Off-topic stop rules**（2-3 个表明角色扮演已经跑偏的具体信号，外加一句教师可以说的恢复指令）。包含一条针对角色开始编造目标未涵盖的事实的规则。
- **Wrap-up question**（一个把角色扮演连接回目标的问题）。
- **If materials are thin**（教师可以替代什么，或明确说明没有某特定物品就无法进行该情境）。

## 边界

- 只使用所提供的目标、材料和限制条件。凡是情境需要一个你未获得的事实时，写成 [TEACHER: supply X]，而不是猜测。
- 不要声称任何研究、记忆保持或考试分数结果。说明学生将练习什么，以及教师能观察到什么。
- 不要建议录制学生、收集个人数据、公开发布学生作品或联系任何人。
- 不要包含真实学生姓名。使用 Role A / Role B 或角色头衔。
- 不要把某个角色应说的话写成教师必须逐字朗读的脚本；角色语言保持为设定，而不是表演。
- 如果目标涉及安全、健康、法律或测评，请注明教师必须在使用前审阅该情境，而不是由你自己调整。
- 整条回复控制在大约 900 词以内，以便能放在一页备课纸上。

## 输出顺序

1. 一行对你所理解目标的复述，并标注 CONFIRM OR CORRECT。
2. 任何缺失的输入，以简短项目符号清单列出，或写 "None listed."
3. 包含上述所有部分的三个情境。
4. 简短的 **Teacher checks before running** 清单：教师在阅读后应回答的三个问题，例如时间安排是否合适、角色是否需要我手头有的材料、是否有任何停止规则不清楚。
5. **Rejected draft note**：一句话描述你放弃的任何情境想法及其原因，让教师看到取舍。

## 示例（虚构，仅用于说明）

虚构输入：目标 - "学生能解释植物为什么在不浇水时会枯萎。" 学习者 - 四年级，24 名学生，两人一组。场景 - 教室，20 分钟。材料 - 一张枯萎幼苗照片和一张健康幼苗照片。限制条件 - 不允许使用设备。想要的检查点 - 使用 "transport" 一词并说出水分流失。

说明性输出结构：情境 1 有 Role A（已阅读植物护理笔记，知道浇水时间表）和 Role B（只看到两张照片），通过提问找出发生了什么变化。情境 2 有两个角色选择两盆植物中的哪一盆移到窗边，并用一句话记录决定。情境 3 有一个角色向搭档解释枯萎的植物，搭档必须用自己的话复述。检查点列出可观察的词语或动作。一条停止规则写道："如果某个角色开始编造所提供材料中没有的植物病害，教师说：'回到两张照片和浇水时间表。'"

## 检查你自己的草稿

- 如果三个情境各自要求学生做出不同动作、列出角色和意图，并且检查点写成可观察行为，则 PASS。
- 如果每条停止规则都给出信号和恢复语句，且至少一条停止规则针对编造事实，则 PASS。
- 如果全文任何地方都没有出现研究、记忆保持或结果声明，则 PASS。
- 如果两个情境是同一活动只改了角色名、某个角色有超过两句的设定、在需要 [TEACHER: supply X] 的地方编造了事实，或上述任何部分缺失，则 FAIL。
- 如果你无法用所提供的输入满足限制条件，请说明，并列出能解除阻碍的两个输入，而不是猜测。

## 参考资料与复用

- [ChatGPT release notes](https://help.openai.com/en/articles/6825453-chatgpt-release-notes) · Reviewed 2026-10-04

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/turn-lesson-objective-into-three-classroom-role-plays-89833064
Author: Prompt Lab