Cardiology English — COMPLETE AI PRACTICE PROMPTS

Every block is a finished prompt. Copy one entire block between START PROMPT and END PROMPT into a new chat in your preferred AI. No prompt-writing is required. Use fictional or anonymized details when the exercise asks for your own response.

Lesson 01 · Giving an urgent cardiovascular handoff | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 01: Giving an urgent cardiovascular handoff
Original fictional case: Dr Vale hands over Chris, who reports chest pressure with breathlessness. The emergency response is already active. The cause, initial test results, and current measurements are not supplied in this exercise. Dr Chen is accepting the clinical handoff. The task is concise communication of reported symptoms, known actions, and unresolved information, not deciding whether chest discomfort is safe to wait.
Language workshop: Concern first, uncertainty intact
Communication goal: Communicate a time-critical concern without assigning an unconfirmed diagnosis or delaying emergency care.
Language guidance: Chest pressure and breathlessness are reported symptoms, not a confirmed infarction. Missing measurements must remain missing; the exercise cannot classify urgency or establish a diagnosis.
Useful expressions (preserve the supplied facts): I am handing over chest pressure with breathlessness. / The emergency response is already active. / I do not have a verified measurement to report. / The cause is not established in this handoff. / Please confirm that your team is receiving the patient and report. / I will distinguish reported onset from the time of our assessment. / That detail needs correction before it is repeated. / I have your acknowledgment and the receiving contact. / Please stop me if I have misunderstood. / In everyday language, that means the following. / That remains uncertain; it is not a confirmed finding. / Let me explain that another way. / We can pause before moving to the next point. / Let us confirm who will follow up. / I will distinguish what was reported from what was observed. / We have agreed on the next step, not on an outcome.
Vocabulary: acute coronary syndrome: Group of urgent conditions involving reduced coronary blood flow. / myocardial ischemia: Inadequate blood supply to heart muscle relative to its needs. / myocardial infarction: Heart-muscle injury and death caused by ischemia under diagnostic criteria. / retrosternal: Located behind the breastbone. / exertional symptom: Symptom associated with physical effort. / rest symptom: Symptom occurring without physical exertion. / diaphoresis: Marked sweating, described in clinical context. / dyspnea: Subjective sensation of difficult or uncomfortable breathing. / troponin: Cardiac-injury biomarker interpreted with timing and clinical context. / serial testing: Repeated testing over a defined clinical sequence. / hemodynamic status: State of circulation assessed through relevant clinical information. / initial assessment: First clinical evaluation in the relevant encounter. / prehospital report: Clinical information collected before arrival at the receiving hospital. / emergency activation: Initiation of the relevant emergency-response process. / symptom trajectory: Pattern of symptom change over time. / receiving team: Professionals accepting the next stage of care. / time-critical concern: Concern requiring prompt action within the relevant clinical process. / closed-loop escalation: Urgent communication that includes confirmation of receipt and responsibility. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected urgent handoff. Lead with the symptom report and emergency action. Swap roles. Repeat the acceptance and missing-information statements without inserting measurements or a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Vale: Referring physician / Dr Chen: Receiving cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: During an active emergency handoff, the patient clarifies that symptoms began at 09:10, not 09:40. The receiving clinician acknowledges the correction. No cause is established.
Model for comparison AFTER my attempt, not a response to give me first: Dr Vale: I will identify the unfinished information explicitly and confirm the contact for further clinical updates.
Dr Chen: That supports closed-loop escalation. I acknowledge the concern and am accepting this handoff through our clinical process.
Dr Vale: Understood. Reported symptoms, active response, unresolved cause, and no invented measurements or results.
Dr Chen: Correct. Continue communicating the symptom trajectory as verified information becomes available, alongside the real clinical response.
END REFERENCE
END PROMPT

Lesson 01 · Giving an urgent cardiovascular handoff | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 01: Giving an urgent cardiovascular handoff
Original fictional case: Dr Vale hands over Chris, who reports chest pressure with breathlessness. The emergency response is already active. The cause, initial test results, and current measurements are not supplied in this exercise. Dr Chen is accepting the clinical handoff. The task is concise communication of reported symptoms, known actions, and unresolved information, not deciding whether chest discomfort is safe to wait.
Language workshop: Concern first, uncertainty intact
Communication goal: Communicate a time-critical concern without assigning an unconfirmed diagnosis or delaying emergency care.
Language guidance: Chest pressure and breathlessness are reported symptoms, not a confirmed infarction. Missing measurements must remain missing; the exercise cannot classify urgency or establish a diagnosis.
Useful expressions (preserve the supplied facts): I am handing over chest pressure with breathlessness. / The emergency response is already active. / I do not have a verified measurement to report. / The cause is not established in this handoff. / Please confirm that your team is receiving the patient and report. / I will distinguish reported onset from the time of our assessment. / That detail needs correction before it is repeated. / I have your acknowledgment and the receiving contact. / Please stop me if I have misunderstood. / In everyday language, that means the following. / That remains uncertain; it is not a confirmed finding. / Let me explain that another way. / We can pause before moving to the next point. / Let us confirm who will follow up. / I will distinguish what was reported from what was observed. / We have agreed on the next step, not on an outcome.
Vocabulary: acute coronary syndrome: Group of urgent conditions involving reduced coronary blood flow. / myocardial ischemia: Inadequate blood supply to heart muscle relative to its needs. / myocardial infarction: Heart-muscle injury and death caused by ischemia under diagnostic criteria. / retrosternal: Located behind the breastbone. / exertional symptom: Symptom associated with physical effort. / rest symptom: Symptom occurring without physical exertion. / diaphoresis: Marked sweating, described in clinical context. / dyspnea: Subjective sensation of difficult or uncomfortable breathing. / troponin: Cardiac-injury biomarker interpreted with timing and clinical context. / serial testing: Repeated testing over a defined clinical sequence. / hemodynamic status: State of circulation assessed through relevant clinical information. / initial assessment: First clinical evaluation in the relevant encounter. / prehospital report: Clinical information collected before arrival at the receiving hospital. / emergency activation: Initiation of the relevant emergency-response process. / symptom trajectory: Pattern of symptom change over time. / receiving team: Professionals accepting the next stage of care. / time-critical concern: Concern requiring prompt action within the relevant clinical process. / closed-loop escalation: Urgent communication that includes confirmation of receipt and responsibility. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected urgent handoff. Lead with the symptom report and emergency action. Swap roles. Repeat the acceptance and missing-information statements without inserting measurements or a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Vale: Referring physician / Dr Chen: Receiving cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: During an active emergency handoff, the patient clarifies that symptoms began at 09:10, not 09:40. The receiving clinician acknowledges the correction. No cause is established.
Model for comparison AFTER my attempt, not a response to give me first: Dr Vale: I will identify the unfinished information explicitly and confirm the contact for further clinical updates.
Dr Chen: That supports closed-loop escalation. I acknowledge the concern and am accepting this handoff through our clinical process.
Dr Vale: Understood. Reported symptoms, active response, unresolved cause, and no invented measurements or results.
Dr Chen: Correct. Continue communicating the symptom trajectory as verified information becomes available, alongside the real clinical response.
END REFERENCE
END PROMPT

Lesson 01 · Giving an urgent cardiovascular handoff | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 01: Giving an urgent cardiovascular handoff
Original fictional case: Dr Vale hands over Chris, who reports chest pressure with breathlessness. The emergency response is already active. The cause, initial test results, and current measurements are not supplied in this exercise. Dr Chen is accepting the clinical handoff. The task is concise communication of reported symptoms, known actions, and unresolved information, not deciding whether chest discomfort is safe to wait.
Language workshop: Concern first, uncertainty intact
Communication goal: Communicate a time-critical concern without assigning an unconfirmed diagnosis or delaying emergency care.
Language guidance: Chest pressure and breathlessness are reported symptoms, not a confirmed infarction. Missing measurements must remain missing; the exercise cannot classify urgency or establish a diagnosis.
Useful expressions (preserve the supplied facts): I am handing over chest pressure with breathlessness. / The emergency response is already active. / I do not have a verified measurement to report. / The cause is not established in this handoff. / Please confirm that your team is receiving the patient and report. / I will distinguish reported onset from the time of our assessment. / That detail needs correction before it is repeated. / I have your acknowledgment and the receiving contact. / Please stop me if I have misunderstood. / In everyday language, that means the following. / That remains uncertain; it is not a confirmed finding. / Let me explain that another way. / We can pause before moving to the next point. / Let us confirm who will follow up. / I will distinguish what was reported from what was observed. / We have agreed on the next step, not on an outcome.
Vocabulary: acute coronary syndrome: Group of urgent conditions involving reduced coronary blood flow. / myocardial ischemia: Inadequate blood supply to heart muscle relative to its needs. / myocardial infarction: Heart-muscle injury and death caused by ischemia under diagnostic criteria. / retrosternal: Located behind the breastbone. / exertional symptom: Symptom associated with physical effort. / rest symptom: Symptom occurring without physical exertion. / diaphoresis: Marked sweating, described in clinical context. / dyspnea: Subjective sensation of difficult or uncomfortable breathing. / troponin: Cardiac-injury biomarker interpreted with timing and clinical context. / serial testing: Repeated testing over a defined clinical sequence. / hemodynamic status: State of circulation assessed through relevant clinical information. / initial assessment: First clinical evaluation in the relevant encounter. / prehospital report: Clinical information collected before arrival at the receiving hospital. / emergency activation: Initiation of the relevant emergency-response process. / symptom trajectory: Pattern of symptom change over time. / receiving team: Professionals accepting the next stage of care. / time-critical concern: Concern requiring prompt action within the relevant clinical process. / closed-loop escalation: Urgent communication that includes confirmation of receipt and responsibility. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected urgent handoff. Lead with the symptom report and emergency action. Swap roles. Repeat the acceptance and missing-information statements without inserting measurements or a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Vale: Referring physician / Dr Chen: Receiving cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: During an active emergency handoff, the patient clarifies that symptoms began at 09:10, not 09:40. The receiving clinician acknowledges the correction. No cause is established.
Model for comparison AFTER my attempt, not a response to give me first: Dr Vale: I will identify the unfinished information explicitly and confirm the contact for further clinical updates.
Dr Chen: That supports closed-loop escalation. I acknowledge the concern and am accepting this handoff through our clinical process.
Dr Vale: Understood. Reported symptoms, active response, unresolved cause, and no invented measurements or results.
Dr Chen: Correct. Continue communicating the symptom trajectory as verified information becomes available, alongside the real clinical response.
END REFERENCE
END PROMPT

Lesson 01 · Giving an urgent cardiovascular handoff | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 01: Giving an urgent cardiovascular handoff
Original fictional case: Dr Vale hands over Chris, who reports chest pressure with breathlessness. The emergency response is already active. The cause, initial test results, and current measurements are not supplied in this exercise. Dr Chen is accepting the clinical handoff. The task is concise communication of reported symptoms, known actions, and unresolved information, not deciding whether chest discomfort is safe to wait.
Language workshop: Concern first, uncertainty intact
Communication goal: Communicate a time-critical concern without assigning an unconfirmed diagnosis or delaying emergency care.
Language guidance: Chest pressure and breathlessness are reported symptoms, not a confirmed infarction. Missing measurements must remain missing; the exercise cannot classify urgency or establish a diagnosis.
Useful expressions (preserve the supplied facts): I am handing over chest pressure with breathlessness. / The emergency response is already active. / I do not have a verified measurement to report. / The cause is not established in this handoff. / Please confirm that your team is receiving the patient and report. / I will distinguish reported onset from the time of our assessment. / That detail needs correction before it is repeated. / I have your acknowledgment and the receiving contact. / Please stop me if I have misunderstood. / In everyday language, that means the following. / That remains uncertain; it is not a confirmed finding. / Let me explain that another way. / We can pause before moving to the next point. / Let us confirm who will follow up. / I will distinguish what was reported from what was observed. / We have agreed on the next step, not on an outcome.
Vocabulary: acute coronary syndrome: Group of urgent conditions involving reduced coronary blood flow. / myocardial ischemia: Inadequate blood supply to heart muscle relative to its needs. / myocardial infarction: Heart-muscle injury and death caused by ischemia under diagnostic criteria. / retrosternal: Located behind the breastbone. / exertional symptom: Symptom associated with physical effort. / rest symptom: Symptom occurring without physical exertion. / diaphoresis: Marked sweating, described in clinical context. / dyspnea: Subjective sensation of difficult or uncomfortable breathing. / troponin: Cardiac-injury biomarker interpreted with timing and clinical context. / serial testing: Repeated testing over a defined clinical sequence. / hemodynamic status: State of circulation assessed through relevant clinical information. / initial assessment: First clinical evaluation in the relevant encounter. / prehospital report: Clinical information collected before arrival at the receiving hospital. / emergency activation: Initiation of the relevant emergency-response process. / symptom trajectory: Pattern of symptom change over time. / receiving team: Professionals accepting the next stage of care. / time-critical concern: Concern requiring prompt action within the relevant clinical process. / closed-loop escalation: Urgent communication that includes confirmation of receipt and responsibility. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected urgent handoff. Lead with the symptom report and emergency action. Swap roles. Repeat the acceptance and missing-information statements without inserting measurements or a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Vale: Referring physician / Dr Chen: Receiving cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: During an active emergency handoff, the patient clarifies that symptoms began at 09:10, not 09:40. The receiving clinician acknowledges the correction. No cause is established.
Model for comparison AFTER my attempt, not a response to give me first: Dr Vale: I will identify the unfinished information explicitly and confirm the contact for further clinical updates.
Dr Chen: That supports closed-loop escalation. I acknowledge the concern and am accepting this handoff through our clinical process.
Dr Vale: Understood. Reported symptoms, active response, unresolved cause, and no invented measurements or results.
Dr Chen: Correct. Continue communicating the symptom trajectory as verified information becomes available, alongside the real clinical response.
END REFERENCE
END PROMPT

Lesson 02 · Explaining ambulatory rhythm monitoring | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 02: Explaining ambulatory rhythm monitoring
Original fictional case: Ellis describes intermittent palpitations. Dr Mora proposes an ambulatory recording to compare symptoms with heart rhythm. No arrhythmia has been established in this case. Ellis will receive device-specific instructions from the service. A symptom diary and event marker may help interpretation; they do not themselves diagnose the sensation or guarantee that every episode will be captured.
Language workshop: A symptom marker is not a diagnosis
Communication goal: Explain what a rhythm recording can show and obtain a usable symptom account without promising detection.
Language guidance: Palpitations are a symptom; arrhythmia is a rhythm finding. A marked event helps locate information but does not itself diagnose it.
Useful expressions (preserve the supplied facts): We want to compare what you feel with the rhythm at that time. / Palpitations do not name a specific rhythm by themselves. / The recording may not capture every episode. / Include the time, what you felt, and what you were doing. / The marker identifies a time for review, not a diagnosis. / The service will explain this device's controls and restrictions. / Follow the urgent-care instructions rather than waiting for the monitor report. / Let us confirm how the recording reaches the reviewing team. / My heart sometimes feels as though it skips and then thumps. / Is that enough to name the rhythm problem? / We need appropriate evidence before naming a particular rhythm. / They never seem to happen at the exact moment someone checks me. / An ambulatory monitor can record during ordinary activity, helping us look for a relationship with the episodes. / Does agreeing to the monitor mean you have already diagnosed an arrhythmia from my account? / An arrhythmia has not been established in this case. / The recording is part of investigating the question.
Vocabulary: palpitations: Awareness of the heartbeat as unusual, forceful, fast, or irregular. / electrocardiogram: Recording of the heart's electrical activity. / arrhythmia: Abnormality of heart rhythm. / sinus rhythm: Rhythm originating from the heart's usual sinus-node pacemaker. / ectopic beat: Beat arising outside the usual initiating site. / ambulatory monitor: Device recording heart rhythm during everyday activity. / event marker: Device feature marking a time for later review. / symptom diary: Record of symptoms, times, and relevant activity. / recording period: Time during which the device collects data. / symptom-rhythm correlation: Relationship between reported symptoms and rhythm at the relevant time. / paroxysmal: Occurring in episodes with onset and offset. / bradycardia: Heart rate slower than expected in the relevant context. / tachycardia: Heart rate faster than expected in the relevant context. / conduction: Transmission of electrical impulses through the heart. / electrode lead: Electrical recording connection used in acquiring a trace. / signal artifact: Distortion in a recording not representing the true underlying signal. / signal quality: Adequacy of the recorded signal for interpretation. / monitor return: Process of returning equipment or transmitting its recorded data. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected monitoring discussion. Contrast symptom, marker, and interpreted rhythm. Swap roles. Repeat the device-instruction and urgent-care distinctions without inventing equipment settings. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ellis: Patient / Dr Mora: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A diary says an episode occurred at 7, without morning or evening. The reviewing team asks Ellis to clarify before matching it to the trace. No rhythm conclusion is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Ellis: If I develop a concerning new symptom, I should not assume pressing the marker replaces asking for help.
Dr Mora: Exactly. Follow the actual urgent-care instructions; the recording period is not permission to delay needed clinical assessment.
Ellis: I also want to know how you receive the recording and when the team explains its findings.
Dr Mora: We will confirm the monitor return process and the service's review arrangements, without promising a result the data may not establish.
END REFERENCE
END PROMPT

Lesson 02 · Explaining ambulatory rhythm monitoring | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 02: Explaining ambulatory rhythm monitoring
Original fictional case: Ellis describes intermittent palpitations. Dr Mora proposes an ambulatory recording to compare symptoms with heart rhythm. No arrhythmia has been established in this case. Ellis will receive device-specific instructions from the service. A symptom diary and event marker may help interpretation; they do not themselves diagnose the sensation or guarantee that every episode will be captured.
Language workshop: A symptom marker is not a diagnosis
Communication goal: Explain what a rhythm recording can show and obtain a usable symptom account without promising detection.
Language guidance: Palpitations are a symptom; arrhythmia is a rhythm finding. A marked event helps locate information but does not itself diagnose it.
Useful expressions (preserve the supplied facts): We want to compare what you feel with the rhythm at that time. / Palpitations do not name a specific rhythm by themselves. / The recording may not capture every episode. / Include the time, what you felt, and what you were doing. / The marker identifies a time for review, not a diagnosis. / The service will explain this device's controls and restrictions. / Follow the urgent-care instructions rather than waiting for the monitor report. / Let us confirm how the recording reaches the reviewing team. / My heart sometimes feels as though it skips and then thumps. / Is that enough to name the rhythm problem? / We need appropriate evidence before naming a particular rhythm. / They never seem to happen at the exact moment someone checks me. / An ambulatory monitor can record during ordinary activity, helping us look for a relationship with the episodes. / Does agreeing to the monitor mean you have already diagnosed an arrhythmia from my account? / An arrhythmia has not been established in this case. / The recording is part of investigating the question.
Vocabulary: palpitations: Awareness of the heartbeat as unusual, forceful, fast, or irregular. / electrocardiogram: Recording of the heart's electrical activity. / arrhythmia: Abnormality of heart rhythm. / sinus rhythm: Rhythm originating from the heart's usual sinus-node pacemaker. / ectopic beat: Beat arising outside the usual initiating site. / ambulatory monitor: Device recording heart rhythm during everyday activity. / event marker: Device feature marking a time for later review. / symptom diary: Record of symptoms, times, and relevant activity. / recording period: Time during which the device collects data. / symptom-rhythm correlation: Relationship between reported symptoms and rhythm at the relevant time. / paroxysmal: Occurring in episodes with onset and offset. / bradycardia: Heart rate slower than expected in the relevant context. / tachycardia: Heart rate faster than expected in the relevant context. / conduction: Transmission of electrical impulses through the heart. / electrode lead: Electrical recording connection used in acquiring a trace. / signal artifact: Distortion in a recording not representing the true underlying signal. / signal quality: Adequacy of the recorded signal for interpretation. / monitor return: Process of returning equipment or transmitting its recorded data. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected monitoring discussion. Contrast symptom, marker, and interpreted rhythm. Swap roles. Repeat the device-instruction and urgent-care distinctions without inventing equipment settings. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ellis: Patient / Dr Mora: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A diary says an episode occurred at 7, without morning or evening. The reviewing team asks Ellis to clarify before matching it to the trace. No rhythm conclusion is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Ellis: If I develop a concerning new symptom, I should not assume pressing the marker replaces asking for help.
Dr Mora: Exactly. Follow the actual urgent-care instructions; the recording period is not permission to delay needed clinical assessment.
Ellis: I also want to know how you receive the recording and when the team explains its findings.
Dr Mora: We will confirm the monitor return process and the service's review arrangements, without promising a result the data may not establish.
END REFERENCE
END PROMPT

Lesson 02 · Explaining ambulatory rhythm monitoring | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 02: Explaining ambulatory rhythm monitoring
Original fictional case: Ellis describes intermittent palpitations. Dr Mora proposes an ambulatory recording to compare symptoms with heart rhythm. No arrhythmia has been established in this case. Ellis will receive device-specific instructions from the service. A symptom diary and event marker may help interpretation; they do not themselves diagnose the sensation or guarantee that every episode will be captured.
Language workshop: A symptom marker is not a diagnosis
Communication goal: Explain what a rhythm recording can show and obtain a usable symptom account without promising detection.
Language guidance: Palpitations are a symptom; arrhythmia is a rhythm finding. A marked event helps locate information but does not itself diagnose it.
Useful expressions (preserve the supplied facts): We want to compare what you feel with the rhythm at that time. / Palpitations do not name a specific rhythm by themselves. / The recording may not capture every episode. / Include the time, what you felt, and what you were doing. / The marker identifies a time for review, not a diagnosis. / The service will explain this device's controls and restrictions. / Follow the urgent-care instructions rather than waiting for the monitor report. / Let us confirm how the recording reaches the reviewing team. / My heart sometimes feels as though it skips and then thumps. / Is that enough to name the rhythm problem? / We need appropriate evidence before naming a particular rhythm. / They never seem to happen at the exact moment someone checks me. / An ambulatory monitor can record during ordinary activity, helping us look for a relationship with the episodes. / Does agreeing to the monitor mean you have already diagnosed an arrhythmia from my account? / An arrhythmia has not been established in this case. / The recording is part of investigating the question.
Vocabulary: palpitations: Awareness of the heartbeat as unusual, forceful, fast, or irregular. / electrocardiogram: Recording of the heart's electrical activity. / arrhythmia: Abnormality of heart rhythm. / sinus rhythm: Rhythm originating from the heart's usual sinus-node pacemaker. / ectopic beat: Beat arising outside the usual initiating site. / ambulatory monitor: Device recording heart rhythm during everyday activity. / event marker: Device feature marking a time for later review. / symptom diary: Record of symptoms, times, and relevant activity. / recording period: Time during which the device collects data. / symptom-rhythm correlation: Relationship between reported symptoms and rhythm at the relevant time. / paroxysmal: Occurring in episodes with onset and offset. / bradycardia: Heart rate slower than expected in the relevant context. / tachycardia: Heart rate faster than expected in the relevant context. / conduction: Transmission of electrical impulses through the heart. / electrode lead: Electrical recording connection used in acquiring a trace. / signal artifact: Distortion in a recording not representing the true underlying signal. / signal quality: Adequacy of the recorded signal for interpretation. / monitor return: Process of returning equipment or transmitting its recorded data. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected monitoring discussion. Contrast symptom, marker, and interpreted rhythm. Swap roles. Repeat the device-instruction and urgent-care distinctions without inventing equipment settings. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ellis: Patient / Dr Mora: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A diary says an episode occurred at 7, without morning or evening. The reviewing team asks Ellis to clarify before matching it to the trace. No rhythm conclusion is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Ellis: If I develop a concerning new symptom, I should not assume pressing the marker replaces asking for help.
Dr Mora: Exactly. Follow the actual urgent-care instructions; the recording period is not permission to delay needed clinical assessment.
Ellis: I also want to know how you receive the recording and when the team explains its findings.
Dr Mora: We will confirm the monitor return process and the service's review arrangements, without promising a result the data may not establish.
END REFERENCE
END PROMPT

Lesson 02 · Explaining ambulatory rhythm monitoring | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 02: Explaining ambulatory rhythm monitoring
Original fictional case: Ellis describes intermittent palpitations. Dr Mora proposes an ambulatory recording to compare symptoms with heart rhythm. No arrhythmia has been established in this case. Ellis will receive device-specific instructions from the service. A symptom diary and event marker may help interpretation; they do not themselves diagnose the sensation or guarantee that every episode will be captured.
Language workshop: A symptom marker is not a diagnosis
Communication goal: Explain what a rhythm recording can show and obtain a usable symptom account without promising detection.
Language guidance: Palpitations are a symptom; arrhythmia is a rhythm finding. A marked event helps locate information but does not itself diagnose it.
Useful expressions (preserve the supplied facts): We want to compare what you feel with the rhythm at that time. / Palpitations do not name a specific rhythm by themselves. / The recording may not capture every episode. / Include the time, what you felt, and what you were doing. / The marker identifies a time for review, not a diagnosis. / The service will explain this device's controls and restrictions. / Follow the urgent-care instructions rather than waiting for the monitor report. / Let us confirm how the recording reaches the reviewing team. / My heart sometimes feels as though it skips and then thumps. / Is that enough to name the rhythm problem? / We need appropriate evidence before naming a particular rhythm. / They never seem to happen at the exact moment someone checks me. / An ambulatory monitor can record during ordinary activity, helping us look for a relationship with the episodes. / Does agreeing to the monitor mean you have already diagnosed an arrhythmia from my account? / An arrhythmia has not been established in this case. / The recording is part of investigating the question.
Vocabulary: palpitations: Awareness of the heartbeat as unusual, forceful, fast, or irregular. / electrocardiogram: Recording of the heart's electrical activity. / arrhythmia: Abnormality of heart rhythm. / sinus rhythm: Rhythm originating from the heart's usual sinus-node pacemaker. / ectopic beat: Beat arising outside the usual initiating site. / ambulatory monitor: Device recording heart rhythm during everyday activity. / event marker: Device feature marking a time for later review. / symptom diary: Record of symptoms, times, and relevant activity. / recording period: Time during which the device collects data. / symptom-rhythm correlation: Relationship between reported symptoms and rhythm at the relevant time. / paroxysmal: Occurring in episodes with onset and offset. / bradycardia: Heart rate slower than expected in the relevant context. / tachycardia: Heart rate faster than expected in the relevant context. / conduction: Transmission of electrical impulses through the heart. / electrode lead: Electrical recording connection used in acquiring a trace. / signal artifact: Distortion in a recording not representing the true underlying signal. / signal quality: Adequacy of the recorded signal for interpretation. / monitor return: Process of returning equipment or transmitting its recorded data. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected monitoring discussion. Contrast symptom, marker, and interpreted rhythm. Swap roles. Repeat the device-instruction and urgent-care distinctions without inventing equipment settings. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ellis: Patient / Dr Mora: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A diary says an episode occurred at 7, without morning or evening. The reviewing team asks Ellis to clarify before matching it to the trace. No rhythm conclusion is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Ellis: If I develop a concerning new symptom, I should not assume pressing the marker replaces asking for help.
Dr Mora: Exactly. Follow the actual urgent-care instructions; the recording period is not permission to delay needed clinical assessment.
Ellis: I also want to know how you receive the recording and when the team explains its findings.
Dr Mora: We will confirm the monitor return process and the service's review arrangements, without promising a result the data may not establish.
END REFERENCE
END PROMPT

Lesson 03 · Explaining an echocardiogram | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 03: Explaining an echocardiogram
Original fictional case: Ren reads an echocardiogram report containing a left-ventricular ejection-fraction measurement. No numerical value or heart-failure diagnosis is supplied. Ren thinks the percentage describes how much heart muscle is still alive. Dr Kim explains what the measurement represents and why symptoms, structure, filling, valves, and other findings also matter.
Language workshop: A percentage is not the amount of heart left
Communication goal: Translate an imaging measurement into plain English without reducing the whole assessment to one number.
Language guidance: Ejection fraction is a pumping proportion, not a percentage of living heart tissue or life expectancy. It is not the whole assessment of cardiac function.
Useful expressions (preserve the supplied facts): What did that percentage suggest to you? / It describes the proportion of blood pushed out with a contraction. / It is not the percentage of your heart that is still alive. / This report refers to the left ventricle. / Filling, valves, symptoms, and other findings also matter. / The report should state any important image-quality limitation. / We cannot interpret the whole situation from one number alone. / A change needs a comparable earlier study and clinical context. / I thought it meant that only that much of my heart is still alive. / Ejection fraction does not measure how much heart tissue remains alive. / Let me explain what the number represents. / I have been thinking of it as a percentage score for the whole heart. / This measurement concerns the left ventricle, the chamber that pumps blood toward the body. / What is the percentage actually a percentage of, if it is not the amount of working muscle? / It relates the blood expelled to the ventricular volume before that contraction. / Then a report using an amount of blood per beat would be describing something related but different?
Vocabulary: echocardiogram: Ultrasound examination of heart structure and function. / ejection fraction: Proportion of ventricular blood volume expelled with a contraction. / systole: Phase of the cardiac cycle involving ventricular contraction and ejection. / diastole: Phase involving ventricular relaxation and filling. / left ventricle: Heart chamber pumping blood into the systemic circulation. / right ventricle: Heart chamber pumping blood toward the lungs. / stroke volume: Amount of blood ejected by a ventricle in one beat. / preserved ejection fraction: Ejection fraction within the relevant preserved category despite possible other dysfunction. / reduced ejection fraction: Ejection fraction below the relevant category threshold in context. / valvular regurgitation: Backward flow through a valve that does not close adequately. / valvular stenosis: Narrowing that restricts flow through a heart valve. / wall motion: Movement of heart-muscle segments during the cardiac cycle. / diastolic function: Ventricular relaxation and filling characteristics. / structural heart disease: Abnormality of heart anatomy or associated structures. / ventricular volume: Amount of blood within a ventricle at a specified phase. / pressure estimate: Indirect approximation of pressure from available measurements. / image quality: Adequacy of images for the intended interpretation. / comparison study: Earlier examination used to evaluate change. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected echo explanation. Contrast proportion, amount, and living tissue. Swap roles. Repeat the preserved-ejection-fraction explanation without assigning Ren a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ren: Patient / Dr Kim: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A report cites an earlier scan, but the cardiologist has not yet reviewed whether the studies are comparable. No meaningful change has been established.
Model for comparison AFTER my attempt, not a response to give me first: Ren: What if part of the scan was hard to see clearly? Should that limitation be explained too?
Dr Kim: Yes. Important image quality limitations should be stated rather than hidden behind a precise-looking number.
Ren: Then I should ask how this fits the rest of the assessment, not treat it as an isolated score.
Dr Kim: Exactly. Any comparison study also needs context. We will explain the actual findings without inventing a diagnosis from one measurement.
END REFERENCE
END PROMPT

Lesson 03 · Explaining an echocardiogram | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 03: Explaining an echocardiogram
Original fictional case: Ren reads an echocardiogram report containing a left-ventricular ejection-fraction measurement. No numerical value or heart-failure diagnosis is supplied. Ren thinks the percentage describes how much heart muscle is still alive. Dr Kim explains what the measurement represents and why symptoms, structure, filling, valves, and other findings also matter.
Language workshop: A percentage is not the amount of heart left
Communication goal: Translate an imaging measurement into plain English without reducing the whole assessment to one number.
Language guidance: Ejection fraction is a pumping proportion, not a percentage of living heart tissue or life expectancy. It is not the whole assessment of cardiac function.
Useful expressions (preserve the supplied facts): What did that percentage suggest to you? / It describes the proportion of blood pushed out with a contraction. / It is not the percentage of your heart that is still alive. / This report refers to the left ventricle. / Filling, valves, symptoms, and other findings also matter. / The report should state any important image-quality limitation. / We cannot interpret the whole situation from one number alone. / A change needs a comparable earlier study and clinical context. / I thought it meant that only that much of my heart is still alive. / Ejection fraction does not measure how much heart tissue remains alive. / Let me explain what the number represents. / I have been thinking of it as a percentage score for the whole heart. / This measurement concerns the left ventricle, the chamber that pumps blood toward the body. / What is the percentage actually a percentage of, if it is not the amount of working muscle? / It relates the blood expelled to the ventricular volume before that contraction. / Then a report using an amount of blood per beat would be describing something related but different?
Vocabulary: echocardiogram: Ultrasound examination of heart structure and function. / ejection fraction: Proportion of ventricular blood volume expelled with a contraction. / systole: Phase of the cardiac cycle involving ventricular contraction and ejection. / diastole: Phase involving ventricular relaxation and filling. / left ventricle: Heart chamber pumping blood into the systemic circulation. / right ventricle: Heart chamber pumping blood toward the lungs. / stroke volume: Amount of blood ejected by a ventricle in one beat. / preserved ejection fraction: Ejection fraction within the relevant preserved category despite possible other dysfunction. / reduced ejection fraction: Ejection fraction below the relevant category threshold in context. / valvular regurgitation: Backward flow through a valve that does not close adequately. / valvular stenosis: Narrowing that restricts flow through a heart valve. / wall motion: Movement of heart-muscle segments during the cardiac cycle. / diastolic function: Ventricular relaxation and filling characteristics. / structural heart disease: Abnormality of heart anatomy or associated structures. / ventricular volume: Amount of blood within a ventricle at a specified phase. / pressure estimate: Indirect approximation of pressure from available measurements. / image quality: Adequacy of images for the intended interpretation. / comparison study: Earlier examination used to evaluate change. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected echo explanation. Contrast proportion, amount, and living tissue. Swap roles. Repeat the preserved-ejection-fraction explanation without assigning Ren a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ren: Patient / Dr Kim: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A report cites an earlier scan, but the cardiologist has not yet reviewed whether the studies are comparable. No meaningful change has been established.
Model for comparison AFTER my attempt, not a response to give me first: Ren: What if part of the scan was hard to see clearly? Should that limitation be explained too?
Dr Kim: Yes. Important image quality limitations should be stated rather than hidden behind a precise-looking number.
Ren: Then I should ask how this fits the rest of the assessment, not treat it as an isolated score.
Dr Kim: Exactly. Any comparison study also needs context. We will explain the actual findings without inventing a diagnosis from one measurement.
END REFERENCE
END PROMPT

Lesson 03 · Explaining an echocardiogram | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 03: Explaining an echocardiogram
Original fictional case: Ren reads an echocardiogram report containing a left-ventricular ejection-fraction measurement. No numerical value or heart-failure diagnosis is supplied. Ren thinks the percentage describes how much heart muscle is still alive. Dr Kim explains what the measurement represents and why symptoms, structure, filling, valves, and other findings also matter.
Language workshop: A percentage is not the amount of heart left
Communication goal: Translate an imaging measurement into plain English without reducing the whole assessment to one number.
Language guidance: Ejection fraction is a pumping proportion, not a percentage of living heart tissue or life expectancy. It is not the whole assessment of cardiac function.
Useful expressions (preserve the supplied facts): What did that percentage suggest to you? / It describes the proportion of blood pushed out with a contraction. / It is not the percentage of your heart that is still alive. / This report refers to the left ventricle. / Filling, valves, symptoms, and other findings also matter. / The report should state any important image-quality limitation. / We cannot interpret the whole situation from one number alone. / A change needs a comparable earlier study and clinical context. / I thought it meant that only that much of my heart is still alive. / Ejection fraction does not measure how much heart tissue remains alive. / Let me explain what the number represents. / I have been thinking of it as a percentage score for the whole heart. / This measurement concerns the left ventricle, the chamber that pumps blood toward the body. / What is the percentage actually a percentage of, if it is not the amount of working muscle? / It relates the blood expelled to the ventricular volume before that contraction. / Then a report using an amount of blood per beat would be describing something related but different?
Vocabulary: echocardiogram: Ultrasound examination of heart structure and function. / ejection fraction: Proportion of ventricular blood volume expelled with a contraction. / systole: Phase of the cardiac cycle involving ventricular contraction and ejection. / diastole: Phase involving ventricular relaxation and filling. / left ventricle: Heart chamber pumping blood into the systemic circulation. / right ventricle: Heart chamber pumping blood toward the lungs. / stroke volume: Amount of blood ejected by a ventricle in one beat. / preserved ejection fraction: Ejection fraction within the relevant preserved category despite possible other dysfunction. / reduced ejection fraction: Ejection fraction below the relevant category threshold in context. / valvular regurgitation: Backward flow through a valve that does not close adequately. / valvular stenosis: Narrowing that restricts flow through a heart valve. / wall motion: Movement of heart-muscle segments during the cardiac cycle. / diastolic function: Ventricular relaxation and filling characteristics. / structural heart disease: Abnormality of heart anatomy or associated structures. / ventricular volume: Amount of blood within a ventricle at a specified phase. / pressure estimate: Indirect approximation of pressure from available measurements. / image quality: Adequacy of images for the intended interpretation. / comparison study: Earlier examination used to evaluate change. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected echo explanation. Contrast proportion, amount, and living tissue. Swap roles. Repeat the preserved-ejection-fraction explanation without assigning Ren a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ren: Patient / Dr Kim: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A report cites an earlier scan, but the cardiologist has not yet reviewed whether the studies are comparable. No meaningful change has been established.
Model for comparison AFTER my attempt, not a response to give me first: Ren: What if part of the scan was hard to see clearly? Should that limitation be explained too?
Dr Kim: Yes. Important image quality limitations should be stated rather than hidden behind a precise-looking number.
Ren: Then I should ask how this fits the rest of the assessment, not treat it as an isolated score.
Dr Kim: Exactly. Any comparison study also needs context. We will explain the actual findings without inventing a diagnosis from one measurement.
END REFERENCE
END PROMPT

Lesson 03 · Explaining an echocardiogram | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 03: Explaining an echocardiogram
Original fictional case: Ren reads an echocardiogram report containing a left-ventricular ejection-fraction measurement. No numerical value or heart-failure diagnosis is supplied. Ren thinks the percentage describes how much heart muscle is still alive. Dr Kim explains what the measurement represents and why symptoms, structure, filling, valves, and other findings also matter.
Language workshop: A percentage is not the amount of heart left
Communication goal: Translate an imaging measurement into plain English without reducing the whole assessment to one number.
Language guidance: Ejection fraction is a pumping proportion, not a percentage of living heart tissue or life expectancy. It is not the whole assessment of cardiac function.
Useful expressions (preserve the supplied facts): What did that percentage suggest to you? / It describes the proportion of blood pushed out with a contraction. / It is not the percentage of your heart that is still alive. / This report refers to the left ventricle. / Filling, valves, symptoms, and other findings also matter. / The report should state any important image-quality limitation. / We cannot interpret the whole situation from one number alone. / A change needs a comparable earlier study and clinical context. / I thought it meant that only that much of my heart is still alive. / Ejection fraction does not measure how much heart tissue remains alive. / Let me explain what the number represents. / I have been thinking of it as a percentage score for the whole heart. / This measurement concerns the left ventricle, the chamber that pumps blood toward the body. / What is the percentage actually a percentage of, if it is not the amount of working muscle? / It relates the blood expelled to the ventricular volume before that contraction. / Then a report using an amount of blood per beat would be describing something related but different?
Vocabulary: echocardiogram: Ultrasound examination of heart structure and function. / ejection fraction: Proportion of ventricular blood volume expelled with a contraction. / systole: Phase of the cardiac cycle involving ventricular contraction and ejection. / diastole: Phase involving ventricular relaxation and filling. / left ventricle: Heart chamber pumping blood into the systemic circulation. / right ventricle: Heart chamber pumping blood toward the lungs. / stroke volume: Amount of blood ejected by a ventricle in one beat. / preserved ejection fraction: Ejection fraction within the relevant preserved category despite possible other dysfunction. / reduced ejection fraction: Ejection fraction below the relevant category threshold in context. / valvular regurgitation: Backward flow through a valve that does not close adequately. / valvular stenosis: Narrowing that restricts flow through a heart valve. / wall motion: Movement of heart-muscle segments during the cardiac cycle. / diastolic function: Ventricular relaxation and filling characteristics. / structural heart disease: Abnormality of heart anatomy or associated structures. / ventricular volume: Amount of blood within a ventricle at a specified phase. / pressure estimate: Indirect approximation of pressure from available measurements. / image quality: Adequacy of images for the intended interpretation. / comparison study: Earlier examination used to evaluate change. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected echo explanation. Contrast proportion, amount, and living tissue. Swap roles. Repeat the preserved-ejection-fraction explanation without assigning Ren a diagnosis. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Ren: Patient / Dr Kim: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: A report cites an earlier scan, but the cardiologist has not yet reviewed whether the studies are comparable. No meaningful change has been established.
Model for comparison AFTER my attempt, not a response to give me first: Ren: What if part of the scan was hard to see clearly? Should that limitation be explained too?
Dr Kim: Yes. Important image quality limitations should be stated rather than hidden behind a precise-looking number.
Ren: Then I should ask how this fits the rest of the assessment, not treat it as an isolated score.
Dr Kim: Exactly. Any comparison study also needs context. We will explain the actual findings without inventing a diagnosis from one measurement.
END REFERENCE
END PROMPT

Lesson 04 · Discussing atrial-fibrillation treatment goals | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 04: Discussing atrial-fibrillation treatment goals
Original fictional case: Avery has an established atrial-fibrillation diagnosis and asks why stroke prevention is discussed when the heartbeat feels calmer. Dr Patel will explain that symptom or rhythm management and stroke prevention address related but different questions. No risk score, medicine selection, dose, or instruction to stop treatment is supplied. Avery is worried about bleeding and wants that concern included.
Language workshop: The rhythm question and the stroke question
Communication goal: Separate symptom control from stroke prevention while explaining a benefit-and-bleeding discussion.
Language guidance: Feeling fewer palpitations does not, by itself, settle the stroke-prevention decision. Do not derive an instruction to start or stop a medicine from this language exercise.
Useful expressions (preserve the supplied facts): Calming symptoms and preventing stroke are related but different goals. / It is useful to hear that the heartbeat feels calmer. / We need to assess your stroke and bleeding risks in context. / What worries you most about bleeding? / Blood thinner can refer to medicines with different actions. / This explanation is not a direction to stop your medicine. / Tell me about any previous bleeding and the circumstances. / Let us review the relevant information before settling the plan. / Why are we still discussing stroke prevention as though nothing has changed? / With atrial fibrillation, symptom improvement and stroke prevention are related but different parts of care. / I assumed that if I felt fewer episodes, the risk question would disappear with the symptoms. / Feeling better is valuable, but stroke risk cannot be judged from how noticeable the heartbeat feels alone. / Please explain the terms rate control and rhythm control. / They sound as though they mean exactly the same thing. / Rate control concerns the heart rate; rhythm control concerns the rhythm itself. / Neither phrase alone settles the prevention decision.
Vocabulary: atrial fibrillation: Irregular atrial electrical activity producing an irregular heart rhythm. / atrial flutter: Organized rapid atrial rhythm distinct from atrial fibrillation. / rate control: Strategy aimed at controlling heart rate. / rhythm control: Strategy aimed at restoring or maintaining an appropriate rhythm. / anticoagulation: Treatment reducing blood's ability to form clots through coagulation pathways. / antiplatelet therapy: Treatment reducing platelet activity in clot formation. / stroke risk: Likelihood of stroke in a defined clinical context and period. / bleeding risk: Likelihood of bleeding under relevant clinical circumstances. / thromboembolism: Obstruction caused by a clot traveling from another site. / cardioversion: Intervention intended to restore an appropriate heart rhythm. / catheter ablation: Procedure targeting tissue involved in an abnormal rhythm. / left atrial appendage: Pouch-like structure attached to the left atrium. / renal function: How effectively the kidneys perform their relevant functions. / drug interaction: Effect of one medicine or substance on another's action. / shared treatment decision: Care choice informed by evidence and the person's priorities. / bleeding history: Account of previous bleeding events and related circumstances. / individual risk estimate: Context-dependent estimate for a person's likelihood of an outcome. / anticoagulation review: Clinical reassessment of anticoagulant use and relevant risks. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected atrial-fibrillation discussion. Contrast symptom control with stroke prevention. Swap roles. Repeat the bleeding-history question and the explicit boundary against inferring a medicine change. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Avery: Patient / Dr Patel: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Nico says blood thinner but cannot recall the product. The clinician will verify its name and purpose before discussing a change. No stop instruction has been given.
Model for comparison AFTER my attempt, not a response to give me first: Avery: I also want to understand what matters most to me in choosing among appropriate options.
Dr Patel: That belongs in a shared treatment decision, with accurate information about benefits, harms, and practical demands.
Avery: I understand this explanation does not mean I should stop a medicine because I feel better.
Dr Patel: Exactly. Any change requires the appropriate anticoagulation review and an individualized plan from your treating team.
END REFERENCE
END PROMPT

Lesson 04 · Discussing atrial-fibrillation treatment goals | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 04: Discussing atrial-fibrillation treatment goals
Original fictional case: Avery has an established atrial-fibrillation diagnosis and asks why stroke prevention is discussed when the heartbeat feels calmer. Dr Patel will explain that symptom or rhythm management and stroke prevention address related but different questions. No risk score, medicine selection, dose, or instruction to stop treatment is supplied. Avery is worried about bleeding and wants that concern included.
Language workshop: The rhythm question and the stroke question
Communication goal: Separate symptom control from stroke prevention while explaining a benefit-and-bleeding discussion.
Language guidance: Feeling fewer palpitations does not, by itself, settle the stroke-prevention decision. Do not derive an instruction to start or stop a medicine from this language exercise.
Useful expressions (preserve the supplied facts): Calming symptoms and preventing stroke are related but different goals. / It is useful to hear that the heartbeat feels calmer. / We need to assess your stroke and bleeding risks in context. / What worries you most about bleeding? / Blood thinner can refer to medicines with different actions. / This explanation is not a direction to stop your medicine. / Tell me about any previous bleeding and the circumstances. / Let us review the relevant information before settling the plan. / Why are we still discussing stroke prevention as though nothing has changed? / With atrial fibrillation, symptom improvement and stroke prevention are related but different parts of care. / I assumed that if I felt fewer episodes, the risk question would disappear with the symptoms. / Feeling better is valuable, but stroke risk cannot be judged from how noticeable the heartbeat feels alone. / Please explain the terms rate control and rhythm control. / They sound as though they mean exactly the same thing. / Rate control concerns the heart rate; rhythm control concerns the rhythm itself. / Neither phrase alone settles the prevention decision.
Vocabulary: atrial fibrillation: Irregular atrial electrical activity producing an irregular heart rhythm. / atrial flutter: Organized rapid atrial rhythm distinct from atrial fibrillation. / rate control: Strategy aimed at controlling heart rate. / rhythm control: Strategy aimed at restoring or maintaining an appropriate rhythm. / anticoagulation: Treatment reducing blood's ability to form clots through coagulation pathways. / antiplatelet therapy: Treatment reducing platelet activity in clot formation. / stroke risk: Likelihood of stroke in a defined clinical context and period. / bleeding risk: Likelihood of bleeding under relevant clinical circumstances. / thromboembolism: Obstruction caused by a clot traveling from another site. / cardioversion: Intervention intended to restore an appropriate heart rhythm. / catheter ablation: Procedure targeting tissue involved in an abnormal rhythm. / left atrial appendage: Pouch-like structure attached to the left atrium. / renal function: How effectively the kidneys perform their relevant functions. / drug interaction: Effect of one medicine or substance on another's action. / shared treatment decision: Care choice informed by evidence and the person's priorities. / bleeding history: Account of previous bleeding events and related circumstances. / individual risk estimate: Context-dependent estimate for a person's likelihood of an outcome. / anticoagulation review: Clinical reassessment of anticoagulant use and relevant risks. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected atrial-fibrillation discussion. Contrast symptom control with stroke prevention. Swap roles. Repeat the bleeding-history question and the explicit boundary against inferring a medicine change. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Avery: Patient / Dr Patel: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Nico says blood thinner but cannot recall the product. The clinician will verify its name and purpose before discussing a change. No stop instruction has been given.
Model for comparison AFTER my attempt, not a response to give me first: Avery: I also want to understand what matters most to me in choosing among appropriate options.
Dr Patel: That belongs in a shared treatment decision, with accurate information about benefits, harms, and practical demands.
Avery: I understand this explanation does not mean I should stop a medicine because I feel better.
Dr Patel: Exactly. Any change requires the appropriate anticoagulation review and an individualized plan from your treating team.
END REFERENCE
END PROMPT

Lesson 04 · Discussing atrial-fibrillation treatment goals | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 04: Discussing atrial-fibrillation treatment goals
Original fictional case: Avery has an established atrial-fibrillation diagnosis and asks why stroke prevention is discussed when the heartbeat feels calmer. Dr Patel will explain that symptom or rhythm management and stroke prevention address related but different questions. No risk score, medicine selection, dose, or instruction to stop treatment is supplied. Avery is worried about bleeding and wants that concern included.
Language workshop: The rhythm question and the stroke question
Communication goal: Separate symptom control from stroke prevention while explaining a benefit-and-bleeding discussion.
Language guidance: Feeling fewer palpitations does not, by itself, settle the stroke-prevention decision. Do not derive an instruction to start or stop a medicine from this language exercise.
Useful expressions (preserve the supplied facts): Calming symptoms and preventing stroke are related but different goals. / It is useful to hear that the heartbeat feels calmer. / We need to assess your stroke and bleeding risks in context. / What worries you most about bleeding? / Blood thinner can refer to medicines with different actions. / This explanation is not a direction to stop your medicine. / Tell me about any previous bleeding and the circumstances. / Let us review the relevant information before settling the plan. / Why are we still discussing stroke prevention as though nothing has changed? / With atrial fibrillation, symptom improvement and stroke prevention are related but different parts of care. / I assumed that if I felt fewer episodes, the risk question would disappear with the symptoms. / Feeling better is valuable, but stroke risk cannot be judged from how noticeable the heartbeat feels alone. / Please explain the terms rate control and rhythm control. / They sound as though they mean exactly the same thing. / Rate control concerns the heart rate; rhythm control concerns the rhythm itself. / Neither phrase alone settles the prevention decision.
Vocabulary: atrial fibrillation: Irregular atrial electrical activity producing an irregular heart rhythm. / atrial flutter: Organized rapid atrial rhythm distinct from atrial fibrillation. / rate control: Strategy aimed at controlling heart rate. / rhythm control: Strategy aimed at restoring or maintaining an appropriate rhythm. / anticoagulation: Treatment reducing blood's ability to form clots through coagulation pathways. / antiplatelet therapy: Treatment reducing platelet activity in clot formation. / stroke risk: Likelihood of stroke in a defined clinical context and period. / bleeding risk: Likelihood of bleeding under relevant clinical circumstances. / thromboembolism: Obstruction caused by a clot traveling from another site. / cardioversion: Intervention intended to restore an appropriate heart rhythm. / catheter ablation: Procedure targeting tissue involved in an abnormal rhythm. / left atrial appendage: Pouch-like structure attached to the left atrium. / renal function: How effectively the kidneys perform their relevant functions. / drug interaction: Effect of one medicine or substance on another's action. / shared treatment decision: Care choice informed by evidence and the person's priorities. / bleeding history: Account of previous bleeding events and related circumstances. / individual risk estimate: Context-dependent estimate for a person's likelihood of an outcome. / anticoagulation review: Clinical reassessment of anticoagulant use and relevant risks. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected atrial-fibrillation discussion. Contrast symptom control with stroke prevention. Swap roles. Repeat the bleeding-history question and the explicit boundary against inferring a medicine change. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Avery: Patient / Dr Patel: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Nico says blood thinner but cannot recall the product. The clinician will verify its name and purpose before discussing a change. No stop instruction has been given.
Model for comparison AFTER my attempt, not a response to give me first: Avery: I also want to understand what matters most to me in choosing among appropriate options.
Dr Patel: That belongs in a shared treatment decision, with accurate information about benefits, harms, and practical demands.
Avery: I understand this explanation does not mean I should stop a medicine because I feel better.
Dr Patel: Exactly. Any change requires the appropriate anticoagulation review and an individualized plan from your treating team.
END REFERENCE
END PROMPT

Lesson 04 · Discussing atrial-fibrillation treatment goals | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 04: Discussing atrial-fibrillation treatment goals
Original fictional case: Avery has an established atrial-fibrillation diagnosis and asks why stroke prevention is discussed when the heartbeat feels calmer. Dr Patel will explain that symptom or rhythm management and stroke prevention address related but different questions. No risk score, medicine selection, dose, or instruction to stop treatment is supplied. Avery is worried about bleeding and wants that concern included.
Language workshop: The rhythm question and the stroke question
Communication goal: Separate symptom control from stroke prevention while explaining a benefit-and-bleeding discussion.
Language guidance: Feeling fewer palpitations does not, by itself, settle the stroke-prevention decision. Do not derive an instruction to start or stop a medicine from this language exercise.
Useful expressions (preserve the supplied facts): Calming symptoms and preventing stroke are related but different goals. / It is useful to hear that the heartbeat feels calmer. / We need to assess your stroke and bleeding risks in context. / What worries you most about bleeding? / Blood thinner can refer to medicines with different actions. / This explanation is not a direction to stop your medicine. / Tell me about any previous bleeding and the circumstances. / Let us review the relevant information before settling the plan. / Why are we still discussing stroke prevention as though nothing has changed? / With atrial fibrillation, symptom improvement and stroke prevention are related but different parts of care. / I assumed that if I felt fewer episodes, the risk question would disappear with the symptoms. / Feeling better is valuable, but stroke risk cannot be judged from how noticeable the heartbeat feels alone. / Please explain the terms rate control and rhythm control. / They sound as though they mean exactly the same thing. / Rate control concerns the heart rate; rhythm control concerns the rhythm itself. / Neither phrase alone settles the prevention decision.
Vocabulary: atrial fibrillation: Irregular atrial electrical activity producing an irregular heart rhythm. / atrial flutter: Organized rapid atrial rhythm distinct from atrial fibrillation. / rate control: Strategy aimed at controlling heart rate. / rhythm control: Strategy aimed at restoring or maintaining an appropriate rhythm. / anticoagulation: Treatment reducing blood's ability to form clots through coagulation pathways. / antiplatelet therapy: Treatment reducing platelet activity in clot formation. / stroke risk: Likelihood of stroke in a defined clinical context and period. / bleeding risk: Likelihood of bleeding under relevant clinical circumstances. / thromboembolism: Obstruction caused by a clot traveling from another site. / cardioversion: Intervention intended to restore an appropriate heart rhythm. / catheter ablation: Procedure targeting tissue involved in an abnormal rhythm. / left atrial appendage: Pouch-like structure attached to the left atrium. / renal function: How effectively the kidneys perform their relevant functions. / drug interaction: Effect of one medicine or substance on another's action. / shared treatment decision: Care choice informed by evidence and the person's priorities. / bleeding history: Account of previous bleeding events and related circumstances. / individual risk estimate: Context-dependent estimate for a person's likelihood of an outcome. / anticoagulation review: Clinical reassessment of anticoagulant use and relevant risks. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected atrial-fibrillation discussion. Contrast symptom control with stroke prevention. Swap roles. Repeat the bleeding-history question and the explicit boundary against inferring a medicine change. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Avery: Patient / Dr Patel: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Nico says blood thinner but cannot recall the product. The clinician will verify its name and purpose before discussing a change. No stop instruction has been given.
Model for comparison AFTER my attempt, not a response to give me first: Avery: I also want to understand what matters most to me in choosing among appropriate options.
Dr Patel: That belongs in a shared treatment decision, with accurate information about benefits, harms, and practical demands.
Avery: I understand this explanation does not mean I should stop a medicine because I feel better.
Dr Patel: Exactly. Any change requires the appropriate anticoagulation review and an individualized plan from your treating team.
END REFERENCE
END PROMPT

Lesson 05 · Discussing coronary angiography consent | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 05: Discussing coronary angiography consent
Original fictional case: Dr Lewis discusses proposed diagnostic coronary angiography with Blair. Blair assumes a stent will definitely be inserted during the same visit. The exercise supplies no coronary anatomy, intervention decision, risk percentage, or preparation instructions. Dr Lewis must explain the diagnostic purpose, address questions, and clarify the actual consent arrangements for any possible intervention rather than treat attendance as agreement.
Language workshop: A diagnostic test is not automatic treatment
Communication goal: Explain a proposed procedure and clarify what has and has not been agreed.
Language guidance: Diagnostic angiography and coronary intervention are different actions. Possible same-session treatment must be explained within the actual plan and consent process; it is not automatic.
Useful expressions (preserve the supplied facts): What have you understood will happen during the visit? / The proposed test is intended to show the coronary arteries. / A diagnostic test is not an automatic decision to insert a stent. / We need to discuss exactly what you are consenting to. / We will explain the risks relevant to the actual procedure and your situation. / Please ask about reasonable alternatives and what they would establish. / Use the instructions from the team doing your procedure. / No intervention decision is supplied by this conversation alone. / I told my family I am coming in to have a stent. / Is that the right description of the appointment? / We are discussing coronary angiography, a diagnostic investigation. / Let us clarify the difference before you make arrangements around an assumption. / I thought the test and the treatment were simply two names for what always happens together. / Treatment may be discussed in relation to findings, but it is not automatic. / Then the purpose is to understand the arteries, rather than promise that a particular device will be inserted? / We need to explain how any findings would affect the options before you agree to proceed.
Vocabulary: coronary angiography: Imaging of coronary arteries using an appropriate angiographic technique. / cardiac catheterization: Procedure using a catheter to investigate or treat cardiac conditions. / catheter laboratory: Specialist environment for catheter-based cardiac procedures. / vascular access: Route of entry into a blood vessel for a procedure. / radial access: Vessel access through the radial artery. / femoral access: Vessel access through the femoral artery. / contrast medium: Substance used to improve visibility of structures on imaging. / coronary anatomy: Arrangement and features of the coronary arteries. / coronary narrowing: Reduction in the internal opening of a coronary artery. / percutaneous coronary intervention: Catheter-based procedure used to treat appropriate coronary artery disease. / stent: Device placed to help maintain an opening in a vessel or structure. / diagnostic procedure: Procedure intended to obtain information about a condition. / procedural risk: Possible harm associated with a procedure. / sedation: Medicines used to reduce awareness, anxiety, or discomfort to an intended degree. / procedure consent: Agreement to a specified procedure after appropriate discussion. / access-site complication: Problem occurring at the vessel-entry location. / postprocedure observation: Monitoring after a procedure under the actual care plan. / preparation instruction: Direction needed before a procedure for the individual plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected procedure discussion. Contrast diagnostic information with an intervention decision. Swap roles. Repeat the consent-scope question and the instruction to use the actual team's preparation advice. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Blair: Patient / Dr Lewis: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Morgan receives two different preparation sheets. The procedural team will verify which applies. Morgan has not been told to alter medicines in this scenario.
Model for comparison AFTER my attempt, not a response to give me first: Blair: Should I follow preparation advice I found online while I wait for the written instructions?
Dr Lewis: Follow the team's preparation instructions. If another source gives different fasting or medicine advice, please contact us to clarify it before making a change.
Blair: I can explain the visit more accurately now: a diagnostic discussion, with any intervention requiring clarity.
Dr Lewis: Good. We will also explain postprocedure observation and practical arrangements, without promising an outcome or discharge time we have not established.
END REFERENCE
END PROMPT

Lesson 05 · Discussing coronary angiography consent | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 05: Discussing coronary angiography consent
Original fictional case: Dr Lewis discusses proposed diagnostic coronary angiography with Blair. Blair assumes a stent will definitely be inserted during the same visit. The exercise supplies no coronary anatomy, intervention decision, risk percentage, or preparation instructions. Dr Lewis must explain the diagnostic purpose, address questions, and clarify the actual consent arrangements for any possible intervention rather than treat attendance as agreement.
Language workshop: A diagnostic test is not automatic treatment
Communication goal: Explain a proposed procedure and clarify what has and has not been agreed.
Language guidance: Diagnostic angiography and coronary intervention are different actions. Possible same-session treatment must be explained within the actual plan and consent process; it is not automatic.
Useful expressions (preserve the supplied facts): What have you understood will happen during the visit? / The proposed test is intended to show the coronary arteries. / A diagnostic test is not an automatic decision to insert a stent. / We need to discuss exactly what you are consenting to. / We will explain the risks relevant to the actual procedure and your situation. / Please ask about reasonable alternatives and what they would establish. / Use the instructions from the team doing your procedure. / No intervention decision is supplied by this conversation alone. / I told my family I am coming in to have a stent. / Is that the right description of the appointment? / We are discussing coronary angiography, a diagnostic investigation. / Let us clarify the difference before you make arrangements around an assumption. / I thought the test and the treatment were simply two names for what always happens together. / Treatment may be discussed in relation to findings, but it is not automatic. / Then the purpose is to understand the arteries, rather than promise that a particular device will be inserted? / We need to explain how any findings would affect the options before you agree to proceed.
Vocabulary: coronary angiography: Imaging of coronary arteries using an appropriate angiographic technique. / cardiac catheterization: Procedure using a catheter to investigate or treat cardiac conditions. / catheter laboratory: Specialist environment for catheter-based cardiac procedures. / vascular access: Route of entry into a blood vessel for a procedure. / radial access: Vessel access through the radial artery. / femoral access: Vessel access through the femoral artery. / contrast medium: Substance used to improve visibility of structures on imaging. / coronary anatomy: Arrangement and features of the coronary arteries. / coronary narrowing: Reduction in the internal opening of a coronary artery. / percutaneous coronary intervention: Catheter-based procedure used to treat appropriate coronary artery disease. / stent: Device placed to help maintain an opening in a vessel or structure. / diagnostic procedure: Procedure intended to obtain information about a condition. / procedural risk: Possible harm associated with a procedure. / sedation: Medicines used to reduce awareness, anxiety, or discomfort to an intended degree. / procedure consent: Agreement to a specified procedure after appropriate discussion. / access-site complication: Problem occurring at the vessel-entry location. / postprocedure observation: Monitoring after a procedure under the actual care plan. / preparation instruction: Direction needed before a procedure for the individual plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected procedure discussion. Contrast diagnostic information with an intervention decision. Swap roles. Repeat the consent-scope question and the instruction to use the actual team's preparation advice. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Blair: Patient / Dr Lewis: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Morgan receives two different preparation sheets. The procedural team will verify which applies. Morgan has not been told to alter medicines in this scenario.
Model for comparison AFTER my attempt, not a response to give me first: Blair: Should I follow preparation advice I found online while I wait for the written instructions?
Dr Lewis: Follow the team's preparation instructions. If another source gives different fasting or medicine advice, please contact us to clarify it before making a change.
Blair: I can explain the visit more accurately now: a diagnostic discussion, with any intervention requiring clarity.
Dr Lewis: Good. We will also explain postprocedure observation and practical arrangements, without promising an outcome or discharge time we have not established.
END REFERENCE
END PROMPT

Lesson 05 · Discussing coronary angiography consent | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 05: Discussing coronary angiography consent
Original fictional case: Dr Lewis discusses proposed diagnostic coronary angiography with Blair. Blair assumes a stent will definitely be inserted during the same visit. The exercise supplies no coronary anatomy, intervention decision, risk percentage, or preparation instructions. Dr Lewis must explain the diagnostic purpose, address questions, and clarify the actual consent arrangements for any possible intervention rather than treat attendance as agreement.
Language workshop: A diagnostic test is not automatic treatment
Communication goal: Explain a proposed procedure and clarify what has and has not been agreed.
Language guidance: Diagnostic angiography and coronary intervention are different actions. Possible same-session treatment must be explained within the actual plan and consent process; it is not automatic.
Useful expressions (preserve the supplied facts): What have you understood will happen during the visit? / The proposed test is intended to show the coronary arteries. / A diagnostic test is not an automatic decision to insert a stent. / We need to discuss exactly what you are consenting to. / We will explain the risks relevant to the actual procedure and your situation. / Please ask about reasonable alternatives and what they would establish. / Use the instructions from the team doing your procedure. / No intervention decision is supplied by this conversation alone. / I told my family I am coming in to have a stent. / Is that the right description of the appointment? / We are discussing coronary angiography, a diagnostic investigation. / Let us clarify the difference before you make arrangements around an assumption. / I thought the test and the treatment were simply two names for what always happens together. / Treatment may be discussed in relation to findings, but it is not automatic. / Then the purpose is to understand the arteries, rather than promise that a particular device will be inserted? / We need to explain how any findings would affect the options before you agree to proceed.
Vocabulary: coronary angiography: Imaging of coronary arteries using an appropriate angiographic technique. / cardiac catheterization: Procedure using a catheter to investigate or treat cardiac conditions. / catheter laboratory: Specialist environment for catheter-based cardiac procedures. / vascular access: Route of entry into a blood vessel for a procedure. / radial access: Vessel access through the radial artery. / femoral access: Vessel access through the femoral artery. / contrast medium: Substance used to improve visibility of structures on imaging. / coronary anatomy: Arrangement and features of the coronary arteries. / coronary narrowing: Reduction in the internal opening of a coronary artery. / percutaneous coronary intervention: Catheter-based procedure used to treat appropriate coronary artery disease. / stent: Device placed to help maintain an opening in a vessel or structure. / diagnostic procedure: Procedure intended to obtain information about a condition. / procedural risk: Possible harm associated with a procedure. / sedation: Medicines used to reduce awareness, anxiety, or discomfort to an intended degree. / procedure consent: Agreement to a specified procedure after appropriate discussion. / access-site complication: Problem occurring at the vessel-entry location. / postprocedure observation: Monitoring after a procedure under the actual care plan. / preparation instruction: Direction needed before a procedure for the individual plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected procedure discussion. Contrast diagnostic information with an intervention decision. Swap roles. Repeat the consent-scope question and the instruction to use the actual team's preparation advice. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Blair: Patient / Dr Lewis: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Morgan receives two different preparation sheets. The procedural team will verify which applies. Morgan has not been told to alter medicines in this scenario.
Model for comparison AFTER my attempt, not a response to give me first: Blair: Should I follow preparation advice I found online while I wait for the written instructions?
Dr Lewis: Follow the team's preparation instructions. If another source gives different fasting or medicine advice, please contact us to clarify it before making a change.
Blair: I can explain the visit more accurately now: a diagnostic discussion, with any intervention requiring clarity.
Dr Lewis: Good. We will also explain postprocedure observation and practical arrangements, without promising an outcome or discharge time we have not established.
END REFERENCE
END PROMPT

Lesson 05 · Discussing coronary angiography consent | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 05: Discussing coronary angiography consent
Original fictional case: Dr Lewis discusses proposed diagnostic coronary angiography with Blair. Blair assumes a stent will definitely be inserted during the same visit. The exercise supplies no coronary anatomy, intervention decision, risk percentage, or preparation instructions. Dr Lewis must explain the diagnostic purpose, address questions, and clarify the actual consent arrangements for any possible intervention rather than treat attendance as agreement.
Language workshop: A diagnostic test is not automatic treatment
Communication goal: Explain a proposed procedure and clarify what has and has not been agreed.
Language guidance: Diagnostic angiography and coronary intervention are different actions. Possible same-session treatment must be explained within the actual plan and consent process; it is not automatic.
Useful expressions (preserve the supplied facts): What have you understood will happen during the visit? / The proposed test is intended to show the coronary arteries. / A diagnostic test is not an automatic decision to insert a stent. / We need to discuss exactly what you are consenting to. / We will explain the risks relevant to the actual procedure and your situation. / Please ask about reasonable alternatives and what they would establish. / Use the instructions from the team doing your procedure. / No intervention decision is supplied by this conversation alone. / I told my family I am coming in to have a stent. / Is that the right description of the appointment? / We are discussing coronary angiography, a diagnostic investigation. / Let us clarify the difference before you make arrangements around an assumption. / I thought the test and the treatment were simply two names for what always happens together. / Treatment may be discussed in relation to findings, but it is not automatic. / Then the purpose is to understand the arteries, rather than promise that a particular device will be inserted? / We need to explain how any findings would affect the options before you agree to proceed.
Vocabulary: coronary angiography: Imaging of coronary arteries using an appropriate angiographic technique. / cardiac catheterization: Procedure using a catheter to investigate or treat cardiac conditions. / catheter laboratory: Specialist environment for catheter-based cardiac procedures. / vascular access: Route of entry into a blood vessel for a procedure. / radial access: Vessel access through the radial artery. / femoral access: Vessel access through the femoral artery. / contrast medium: Substance used to improve visibility of structures on imaging. / coronary anatomy: Arrangement and features of the coronary arteries. / coronary narrowing: Reduction in the internal opening of a coronary artery. / percutaneous coronary intervention: Catheter-based procedure used to treat appropriate coronary artery disease. / stent: Device placed to help maintain an opening in a vessel or structure. / diagnostic procedure: Procedure intended to obtain information about a condition. / procedural risk: Possible harm associated with a procedure. / sedation: Medicines used to reduce awareness, anxiety, or discomfort to an intended degree. / procedure consent: Agreement to a specified procedure after appropriate discussion. / access-site complication: Problem occurring at the vessel-entry location. / postprocedure observation: Monitoring after a procedure under the actual care plan. / preparation instruction: Direction needed before a procedure for the individual plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected procedure discussion. Contrast diagnostic information with an intervention decision. Swap roles. Repeat the consent-scope question and the instruction to use the actual team's preparation advice. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Blair: Patient / Dr Lewis: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Morgan receives two different preparation sheets. The procedural team will verify which applies. Morgan has not been told to alter medicines in this scenario.
Model for comparison AFTER my attempt, not a response to give me first: Blair: Should I follow preparation advice I found online while I wait for the written instructions?
Dr Lewis: Follow the team's preparation instructions. If another source gives different fasting or medicine advice, please contact us to clarify it before making a change.
Blair: I can explain the visit more accurately now: a diagnostic discussion, with any intervention requiring clarity.
Dr Lewis: Good. We will also explain postprocedure observation and practical arrangements, without promising an outcome or discharge time we have not established.
END REFERENCE
END PROMPT

Lesson 06 · Checking a heart-failure home plan | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 06: Checking a heart-failure home plan
Original fictional case: Dr Evans reviews an individualized heart-failure plan with Lee. The actual plan includes symptom monitoring, a verified medicine list, contact routes, and follow-up. No weight threshold, fluid limit, or dose adjustment is supplied here. Lee has received the sheet but is unclear which number is for routine questions and which route is for urgent concerns. The clinician must clarify the distinction and use teach-back without blame.
Language workshop: Teach-back checks the explanation
Communication goal: Check understanding of an individualized plan without treating a printed sheet as proof of comprehension.
Language guidance: A written action plan does not prove understanding. Clarify the actual instructions; the lesson must not become a universal weight, fluid, or medicine-adjustment protocol.
Useful expressions (preserve the supplied facts): I want to check that I explained the two routes clearly. / Using your plan, tell me which route you would use for each listed situation. / That tells me I need to explain the distinction differently. / The thresholds and instructions must be the ones agreed for you. / A routine message is not the same as urgent clinical contact. / Let us confirm which medicine list is current. / These two versions need checking before you rely on them. / Please show me where the next review and contact details are recorded. / Before you leave, let us check how clearly I explained its different parts. / I have read the action plan, but the contact numbers still confuse me. / Tell me which part is unclear, and we can work through that distinction. / I cannot tell which contact pathway is for ordinary questions and which is for something requiring urgent help. / We need to make that explicit using your actual instructions. / A routine message is not the urgent-care route. / I also want to understand what I am observing, not just copy numbers into a daily weight record. / We will explain the monitoring purpose and the instructions agreed for you.
Vocabulary: heart failure: Clinical syndrome in which cardiac dysfunction causes symptoms and signs in context. / congestion: Fluid accumulation associated with relevant circulatory dysfunction. / edema: Swelling caused by fluid in tissues. / orthopnea: Breathlessness occurring when lying flat. / paroxysmal nocturnal dyspnea: Episodes of breathlessness waking a person from sleep. / exercise tolerance: Ability to perform physical activity without limiting symptoms. / daily weight record: Log of body-weight measurements under an agreed monitoring plan. / fluid balance: Relationship between fluid intake, output, and retention. / fluid restriction: Individual instruction limiting fluid intake when clinically indicated. / sodium intake: Amount of sodium consumed through food and drink. / diuretic: Medicine increasing urine production. / guideline-directed therapy: Treatment consistent with applicable evidence-based recommendations and individual circumstances. / decompensation: Worsening of a condition beyond its compensated state. / action plan: Individualized instructions about monitoring and responding to changes. / contact pathway: Defined route for reaching the appropriate care service. / self-monitoring: Person's observation or recording of agreed health information. / follow-up interval: Planned time between reviews in the individual's care. / care-plan discrepancy: Difference between versions or understandings of the intended care plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected plan review. Give a clear pause between routine questions and urgent concerns. Swap roles. Repeat the teach-back request and the non-blaming clarification without adding clinical thresholds. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Evans: Cardiologist / Lee: Patient
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Kai has an old medicine list and a newly printed plan. Their instructions differ. Nurse Jo will obtain clinician verification. No adjustment is authorized by this exercise.
Model for comparison AFTER my attempt, not a response to give me first: Dr Evans: We can use plain words. Orthopnea is the clinical term for that symptom, but your own description remains important.
Lee: I also need to know when the next review is and who answers questions before it.
Dr Evans: We will confirm the follow-up interval and the relevant contact details in the actual plan.
Lee: Then I can describe the monitoring, medicines, and contact routes separately instead of treating the page as one long instruction.
END REFERENCE
END PROMPT

Lesson 06 · Checking a heart-failure home plan | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 06: Checking a heart-failure home plan
Original fictional case: Dr Evans reviews an individualized heart-failure plan with Lee. The actual plan includes symptom monitoring, a verified medicine list, contact routes, and follow-up. No weight threshold, fluid limit, or dose adjustment is supplied here. Lee has received the sheet but is unclear which number is for routine questions and which route is for urgent concerns. The clinician must clarify the distinction and use teach-back without blame.
Language workshop: Teach-back checks the explanation
Communication goal: Check understanding of an individualized plan without treating a printed sheet as proof of comprehension.
Language guidance: A written action plan does not prove understanding. Clarify the actual instructions; the lesson must not become a universal weight, fluid, or medicine-adjustment protocol.
Useful expressions (preserve the supplied facts): I want to check that I explained the two routes clearly. / Using your plan, tell me which route you would use for each listed situation. / That tells me I need to explain the distinction differently. / The thresholds and instructions must be the ones agreed for you. / A routine message is not the same as urgent clinical contact. / Let us confirm which medicine list is current. / These two versions need checking before you rely on them. / Please show me where the next review and contact details are recorded. / Before you leave, let us check how clearly I explained its different parts. / I have read the action plan, but the contact numbers still confuse me. / Tell me which part is unclear, and we can work through that distinction. / I cannot tell which contact pathway is for ordinary questions and which is for something requiring urgent help. / We need to make that explicit using your actual instructions. / A routine message is not the urgent-care route. / I also want to understand what I am observing, not just copy numbers into a daily weight record. / We will explain the monitoring purpose and the instructions agreed for you.
Vocabulary: heart failure: Clinical syndrome in which cardiac dysfunction causes symptoms and signs in context. / congestion: Fluid accumulation associated with relevant circulatory dysfunction. / edema: Swelling caused by fluid in tissues. / orthopnea: Breathlessness occurring when lying flat. / paroxysmal nocturnal dyspnea: Episodes of breathlessness waking a person from sleep. / exercise tolerance: Ability to perform physical activity without limiting symptoms. / daily weight record: Log of body-weight measurements under an agreed monitoring plan. / fluid balance: Relationship between fluid intake, output, and retention. / fluid restriction: Individual instruction limiting fluid intake when clinically indicated. / sodium intake: Amount of sodium consumed through food and drink. / diuretic: Medicine increasing urine production. / guideline-directed therapy: Treatment consistent with applicable evidence-based recommendations and individual circumstances. / decompensation: Worsening of a condition beyond its compensated state. / action plan: Individualized instructions about monitoring and responding to changes. / contact pathway: Defined route for reaching the appropriate care service. / self-monitoring: Person's observation or recording of agreed health information. / follow-up interval: Planned time between reviews in the individual's care. / care-plan discrepancy: Difference between versions or understandings of the intended care plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected plan review. Give a clear pause between routine questions and urgent concerns. Swap roles. Repeat the teach-back request and the non-blaming clarification without adding clinical thresholds. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Evans: Cardiologist / Lee: Patient
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Kai has an old medicine list and a newly printed plan. Their instructions differ. Nurse Jo will obtain clinician verification. No adjustment is authorized by this exercise.
Model for comparison AFTER my attempt, not a response to give me first: Dr Evans: We can use plain words. Orthopnea is the clinical term for that symptom, but your own description remains important.
Lee: I also need to know when the next review is and who answers questions before it.
Dr Evans: We will confirm the follow-up interval and the relevant contact details in the actual plan.
Lee: Then I can describe the monitoring, medicines, and contact routes separately instead of treating the page as one long instruction.
END REFERENCE
END PROMPT

Lesson 06 · Checking a heart-failure home plan | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 06: Checking a heart-failure home plan
Original fictional case: Dr Evans reviews an individualized heart-failure plan with Lee. The actual plan includes symptom monitoring, a verified medicine list, contact routes, and follow-up. No weight threshold, fluid limit, or dose adjustment is supplied here. Lee has received the sheet but is unclear which number is for routine questions and which route is for urgent concerns. The clinician must clarify the distinction and use teach-back without blame.
Language workshop: Teach-back checks the explanation
Communication goal: Check understanding of an individualized plan without treating a printed sheet as proof of comprehension.
Language guidance: A written action plan does not prove understanding. Clarify the actual instructions; the lesson must not become a universal weight, fluid, or medicine-adjustment protocol.
Useful expressions (preserve the supplied facts): I want to check that I explained the two routes clearly. / Using your plan, tell me which route you would use for each listed situation. / That tells me I need to explain the distinction differently. / The thresholds and instructions must be the ones agreed for you. / A routine message is not the same as urgent clinical contact. / Let us confirm which medicine list is current. / These two versions need checking before you rely on them. / Please show me where the next review and contact details are recorded. / Before you leave, let us check how clearly I explained its different parts. / I have read the action plan, but the contact numbers still confuse me. / Tell me which part is unclear, and we can work through that distinction. / I cannot tell which contact pathway is for ordinary questions and which is for something requiring urgent help. / We need to make that explicit using your actual instructions. / A routine message is not the urgent-care route. / I also want to understand what I am observing, not just copy numbers into a daily weight record. / We will explain the monitoring purpose and the instructions agreed for you.
Vocabulary: heart failure: Clinical syndrome in which cardiac dysfunction causes symptoms and signs in context. / congestion: Fluid accumulation associated with relevant circulatory dysfunction. / edema: Swelling caused by fluid in tissues. / orthopnea: Breathlessness occurring when lying flat. / paroxysmal nocturnal dyspnea: Episodes of breathlessness waking a person from sleep. / exercise tolerance: Ability to perform physical activity without limiting symptoms. / daily weight record: Log of body-weight measurements under an agreed monitoring plan. / fluid balance: Relationship between fluid intake, output, and retention. / fluid restriction: Individual instruction limiting fluid intake when clinically indicated. / sodium intake: Amount of sodium consumed through food and drink. / diuretic: Medicine increasing urine production. / guideline-directed therapy: Treatment consistent with applicable evidence-based recommendations and individual circumstances. / decompensation: Worsening of a condition beyond its compensated state. / action plan: Individualized instructions about monitoring and responding to changes. / contact pathway: Defined route for reaching the appropriate care service. / self-monitoring: Person's observation or recording of agreed health information. / follow-up interval: Planned time between reviews in the individual's care. / care-plan discrepancy: Difference between versions or understandings of the intended care plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected plan review. Give a clear pause between routine questions and urgent concerns. Swap roles. Repeat the teach-back request and the non-blaming clarification without adding clinical thresholds. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Evans: Cardiologist / Lee: Patient
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Kai has an old medicine list and a newly printed plan. Their instructions differ. Nurse Jo will obtain clinician verification. No adjustment is authorized by this exercise.
Model for comparison AFTER my attempt, not a response to give me first: Dr Evans: We can use plain words. Orthopnea is the clinical term for that symptom, but your own description remains important.
Lee: I also need to know when the next review is and who answers questions before it.
Dr Evans: We will confirm the follow-up interval and the relevant contact details in the actual plan.
Lee: Then I can describe the monitoring, medicines, and contact routes separately instead of treating the page as one long instruction.
END REFERENCE
END PROMPT

Lesson 06 · Checking a heart-failure home plan | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 06: Checking a heart-failure home plan
Original fictional case: Dr Evans reviews an individualized heart-failure plan with Lee. The actual plan includes symptom monitoring, a verified medicine list, contact routes, and follow-up. No weight threshold, fluid limit, or dose adjustment is supplied here. Lee has received the sheet but is unclear which number is for routine questions and which route is for urgent concerns. The clinician must clarify the distinction and use teach-back without blame.
Language workshop: Teach-back checks the explanation
Communication goal: Check understanding of an individualized plan without treating a printed sheet as proof of comprehension.
Language guidance: A written action plan does not prove understanding. Clarify the actual instructions; the lesson must not become a universal weight, fluid, or medicine-adjustment protocol.
Useful expressions (preserve the supplied facts): I want to check that I explained the two routes clearly. / Using your plan, tell me which route you would use for each listed situation. / That tells me I need to explain the distinction differently. / The thresholds and instructions must be the ones agreed for you. / A routine message is not the same as urgent clinical contact. / Let us confirm which medicine list is current. / These two versions need checking before you rely on them. / Please show me where the next review and contact details are recorded. / Before you leave, let us check how clearly I explained its different parts. / I have read the action plan, but the contact numbers still confuse me. / Tell me which part is unclear, and we can work through that distinction. / I cannot tell which contact pathway is for ordinary questions and which is for something requiring urgent help. / We need to make that explicit using your actual instructions. / A routine message is not the urgent-care route. / I also want to understand what I am observing, not just copy numbers into a daily weight record. / We will explain the monitoring purpose and the instructions agreed for you.
Vocabulary: heart failure: Clinical syndrome in which cardiac dysfunction causes symptoms and signs in context. / congestion: Fluid accumulation associated with relevant circulatory dysfunction. / edema: Swelling caused by fluid in tissues. / orthopnea: Breathlessness occurring when lying flat. / paroxysmal nocturnal dyspnea: Episodes of breathlessness waking a person from sleep. / exercise tolerance: Ability to perform physical activity without limiting symptoms. / daily weight record: Log of body-weight measurements under an agreed monitoring plan. / fluid balance: Relationship between fluid intake, output, and retention. / fluid restriction: Individual instruction limiting fluid intake when clinically indicated. / sodium intake: Amount of sodium consumed through food and drink. / diuretic: Medicine increasing urine production. / guideline-directed therapy: Treatment consistent with applicable evidence-based recommendations and individual circumstances. / decompensation: Worsening of a condition beyond its compensated state. / action plan: Individualized instructions about monitoring and responding to changes. / contact pathway: Defined route for reaching the appropriate care service. / self-monitoring: Person's observation or recording of agreed health information. / follow-up interval: Planned time between reviews in the individual's care. / care-plan discrepancy: Difference between versions or understandings of the intended care plan. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected plan review. Give a clear pause between routine questions and urgent concerns. Swap roles. Repeat the teach-back request and the non-blaming clarification without adding clinical thresholds. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Dr Evans: Cardiologist / Lee: Patient
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Kai has an old medicine list and a newly printed plan. Their instructions differ. Nurse Jo will obtain clinician verification. No adjustment is authorized by this exercise.
Model for comparison AFTER my attempt, not a response to give me first: Dr Evans: We can use plain words. Orthopnea is the clinical term for that symptom, but your own description remains important.
Lee: I also need to know when the next review is and who answers questions before it.
Dr Evans: We will confirm the follow-up interval and the relevant contact details in the actual plan.
Lee: Then I can describe the monitoring, medicines, and contact routes separately instead of treating the page as one long instruction.
END REFERENCE
END PROMPT

Lesson 07 · Explaining absolute and relative risk | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 07: Explaining absolute and relative risk
Original fictional case: For arithmetic practice only, a fictional comparison describes 40 events among 1,000 people without an intervention and 30 among 1,000 with it over the same five-year period. These are not real treatment estimates or a recommendation. Dr Ali explains the ten-event difference, the one-percentage-point absolute reduction, and the 25 percent relative reduction to Robin. No individual risk estimate is supplied.
Language workshop: Twenty-five percent of what?
Communication goal: Translate a relative change into comparable absolute frequencies without turning group data into a personal guarantee.
Language guidance: Forty per 1,000 is 4 percent; thirty per 1,000 is 3 percent. The difference is one percentage point, equivalent to a 25 percent relative reduction from 4 percent.
Useful expressions (preserve the supplied facts): Both figures are out of one thousand people. / Both cover the same five-year period. / The comparison is forty events versus thirty. / That is ten fewer events per thousand. / The absolute reduction is one percentage point. / Ten is one quarter of forty, so the relative reduction is twenty-five percent. / These fictional group figures do not predict your individual outcome. / No confidence interval has been supplied. / Does it mean twenty-five fewer people out of every hundred? / We need the denominator and the original risk before interpreting a relative percentage. / I follow those more easily than a headline percentage on its own. / The natural frequencies are forty events per thousand without the intervention and thirty per thousand with it. / Are those counted over the same period, or is one an annual number and the other a lifetime number? / The time horizon is five years for both. / We must keep that period attached to the comparison. / Then the difference is ten events per thousand, rather than two hundred and fifty per thousand.
Vocabulary: absolute risk: Probability of a defined outcome over a stated time in a specified group. / relative risk: Ratio of risk in one group to risk in a comparison group. / absolute risk reduction: Difference between comparison and intervention risks. / relative risk reduction: Absolute reduction divided by the comparison risk. / percentage point: Unit for the arithmetic difference between two percentages. / denominator: Total number underlying a proportion or rate. / natural frequency: Count expressed out of a stated group size. / time horizon: Period over which an outcome probability is described. / comparison group: Group providing a reference for evaluating another group. / intervention group: Group receiving the approach being evaluated. / event rate: Frequency of specified events in a defined group or observation period. / baseline risk: Risk before or without the evaluated change in the relevant comparison. / confidence interval: Range expressing statistical uncertainty around an estimate under its assumptions. / number needed to treat: Reciprocal of absolute risk reduction for a defined outcome and period. / population estimate: Estimate describing a defined group rather than a guaranteed individual outcome. / risk communication: Explanation of probabilities, uncertainty, and possible consequences. / benefit framing: Way of presenting a possible favorable outcome or reduction in harm. / uncertainty range: Range communicating limits of an estimate's precision or applicability. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected numerical explanation. Stress per thousand, over five years, and percentage point. Swap roles. Say the absolute and relative differences using only the fictional figures supplied. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Robin: Patient in a fictional numerical exercise / Dr Ali: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: For arithmetic practice only, fictional five-year event counts are 20 per 1,000 in one group and 15 per 1,000 in another. No treatment recommendation is implied.
Model for comparison AFTER my attempt, not a response to give me first: Robin: I also understand that these made-up numbers cannot tell me what will happen to me personally.
Dr Ali: Correct. A population estimate would still need careful interpretation. These made-up figures only illustrate the arithmetic; they are not a prediction for you.
Robin: And we should not add a precision range unless the source actually supplies one and explains it.
Dr Ali: Exactly. No confidence interval is supplied here. We should keep that limitation explicit rather than manufacture certainty.
END REFERENCE
END PROMPT

Lesson 07 · Explaining absolute and relative risk | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 07: Explaining absolute and relative risk
Original fictional case: For arithmetic practice only, a fictional comparison describes 40 events among 1,000 people without an intervention and 30 among 1,000 with it over the same five-year period. These are not real treatment estimates or a recommendation. Dr Ali explains the ten-event difference, the one-percentage-point absolute reduction, and the 25 percent relative reduction to Robin. No individual risk estimate is supplied.
Language workshop: Twenty-five percent of what?
Communication goal: Translate a relative change into comparable absolute frequencies without turning group data into a personal guarantee.
Language guidance: Forty per 1,000 is 4 percent; thirty per 1,000 is 3 percent. The difference is one percentage point, equivalent to a 25 percent relative reduction from 4 percent.
Useful expressions (preserve the supplied facts): Both figures are out of one thousand people. / Both cover the same five-year period. / The comparison is forty events versus thirty. / That is ten fewer events per thousand. / The absolute reduction is one percentage point. / Ten is one quarter of forty, so the relative reduction is twenty-five percent. / These fictional group figures do not predict your individual outcome. / No confidence interval has been supplied. / Does it mean twenty-five fewer people out of every hundred? / We need the denominator and the original risk before interpreting a relative percentage. / I follow those more easily than a headline percentage on its own. / The natural frequencies are forty events per thousand without the intervention and thirty per thousand with it. / Are those counted over the same period, or is one an annual number and the other a lifetime number? / The time horizon is five years for both. / We must keep that period attached to the comparison. / Then the difference is ten events per thousand, rather than two hundred and fifty per thousand.
Vocabulary: absolute risk: Probability of a defined outcome over a stated time in a specified group. / relative risk: Ratio of risk in one group to risk in a comparison group. / absolute risk reduction: Difference between comparison and intervention risks. / relative risk reduction: Absolute reduction divided by the comparison risk. / percentage point: Unit for the arithmetic difference between two percentages. / denominator: Total number underlying a proportion or rate. / natural frequency: Count expressed out of a stated group size. / time horizon: Period over which an outcome probability is described. / comparison group: Group providing a reference for evaluating another group. / intervention group: Group receiving the approach being evaluated. / event rate: Frequency of specified events in a defined group or observation period. / baseline risk: Risk before or without the evaluated change in the relevant comparison. / confidence interval: Range expressing statistical uncertainty around an estimate under its assumptions. / number needed to treat: Reciprocal of absolute risk reduction for a defined outcome and period. / population estimate: Estimate describing a defined group rather than a guaranteed individual outcome. / risk communication: Explanation of probabilities, uncertainty, and possible consequences. / benefit framing: Way of presenting a possible favorable outcome or reduction in harm. / uncertainty range: Range communicating limits of an estimate's precision or applicability. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected numerical explanation. Stress per thousand, over five years, and percentage point. Swap roles. Say the absolute and relative differences using only the fictional figures supplied. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Robin: Patient in a fictional numerical exercise / Dr Ali: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: For arithmetic practice only, fictional five-year event counts are 20 per 1,000 in one group and 15 per 1,000 in another. No treatment recommendation is implied.
Model for comparison AFTER my attempt, not a response to give me first: Robin: I also understand that these made-up numbers cannot tell me what will happen to me personally.
Dr Ali: Correct. A population estimate would still need careful interpretation. These made-up figures only illustrate the arithmetic; they are not a prediction for you.
Robin: And we should not add a precision range unless the source actually supplies one and explains it.
Dr Ali: Exactly. No confidence interval is supplied here. We should keep that limitation explicit rather than manufacture certainty.
END REFERENCE
END PROMPT

Lesson 07 · Explaining absolute and relative risk | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 07: Explaining absolute and relative risk
Original fictional case: For arithmetic practice only, a fictional comparison describes 40 events among 1,000 people without an intervention and 30 among 1,000 with it over the same five-year period. These are not real treatment estimates or a recommendation. Dr Ali explains the ten-event difference, the one-percentage-point absolute reduction, and the 25 percent relative reduction to Robin. No individual risk estimate is supplied.
Language workshop: Twenty-five percent of what?
Communication goal: Translate a relative change into comparable absolute frequencies without turning group data into a personal guarantee.
Language guidance: Forty per 1,000 is 4 percent; thirty per 1,000 is 3 percent. The difference is one percentage point, equivalent to a 25 percent relative reduction from 4 percent.
Useful expressions (preserve the supplied facts): Both figures are out of one thousand people. / Both cover the same five-year period. / The comparison is forty events versus thirty. / That is ten fewer events per thousand. / The absolute reduction is one percentage point. / Ten is one quarter of forty, so the relative reduction is twenty-five percent. / These fictional group figures do not predict your individual outcome. / No confidence interval has been supplied. / Does it mean twenty-five fewer people out of every hundred? / We need the denominator and the original risk before interpreting a relative percentage. / I follow those more easily than a headline percentage on its own. / The natural frequencies are forty events per thousand without the intervention and thirty per thousand with it. / Are those counted over the same period, or is one an annual number and the other a lifetime number? / The time horizon is five years for both. / We must keep that period attached to the comparison. / Then the difference is ten events per thousand, rather than two hundred and fifty per thousand.
Vocabulary: absolute risk: Probability of a defined outcome over a stated time in a specified group. / relative risk: Ratio of risk in one group to risk in a comparison group. / absolute risk reduction: Difference between comparison and intervention risks. / relative risk reduction: Absolute reduction divided by the comparison risk. / percentage point: Unit for the arithmetic difference between two percentages. / denominator: Total number underlying a proportion or rate. / natural frequency: Count expressed out of a stated group size. / time horizon: Period over which an outcome probability is described. / comparison group: Group providing a reference for evaluating another group. / intervention group: Group receiving the approach being evaluated. / event rate: Frequency of specified events in a defined group or observation period. / baseline risk: Risk before or without the evaluated change in the relevant comparison. / confidence interval: Range expressing statistical uncertainty around an estimate under its assumptions. / number needed to treat: Reciprocal of absolute risk reduction for a defined outcome and period. / population estimate: Estimate describing a defined group rather than a guaranteed individual outcome. / risk communication: Explanation of probabilities, uncertainty, and possible consequences. / benefit framing: Way of presenting a possible favorable outcome or reduction in harm. / uncertainty range: Range communicating limits of an estimate's precision or applicability. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected numerical explanation. Stress per thousand, over five years, and percentage point. Swap roles. Say the absolute and relative differences using only the fictional figures supplied. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Robin: Patient in a fictional numerical exercise / Dr Ali: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: For arithmetic practice only, fictional five-year event counts are 20 per 1,000 in one group and 15 per 1,000 in another. No treatment recommendation is implied.
Model for comparison AFTER my attempt, not a response to give me first: Robin: I also understand that these made-up numbers cannot tell me what will happen to me personally.
Dr Ali: Correct. A population estimate would still need careful interpretation. These made-up figures only illustrate the arithmetic; they are not a prediction for you.
Robin: And we should not add a precision range unless the source actually supplies one and explains it.
Dr Ali: Exactly. No confidence interval is supplied here. We should keep that limitation explicit rather than manufacture certainty.
END REFERENCE
END PROMPT

Lesson 07 · Explaining absolute and relative risk | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 07: Explaining absolute and relative risk
Original fictional case: For arithmetic practice only, a fictional comparison describes 40 events among 1,000 people without an intervention and 30 among 1,000 with it over the same five-year period. These are not real treatment estimates or a recommendation. Dr Ali explains the ten-event difference, the one-percentage-point absolute reduction, and the 25 percent relative reduction to Robin. No individual risk estimate is supplied.
Language workshop: Twenty-five percent of what?
Communication goal: Translate a relative change into comparable absolute frequencies without turning group data into a personal guarantee.
Language guidance: Forty per 1,000 is 4 percent; thirty per 1,000 is 3 percent. The difference is one percentage point, equivalent to a 25 percent relative reduction from 4 percent.
Useful expressions (preserve the supplied facts): Both figures are out of one thousand people. / Both cover the same five-year period. / The comparison is forty events versus thirty. / That is ten fewer events per thousand. / The absolute reduction is one percentage point. / Ten is one quarter of forty, so the relative reduction is twenty-five percent. / These fictional group figures do not predict your individual outcome. / No confidence interval has been supplied. / Does it mean twenty-five fewer people out of every hundred? / We need the denominator and the original risk before interpreting a relative percentage. / I follow those more easily than a headline percentage on its own. / The natural frequencies are forty events per thousand without the intervention and thirty per thousand with it. / Are those counted over the same period, or is one an annual number and the other a lifetime number? / The time horizon is five years for both. / We must keep that period attached to the comparison. / Then the difference is ten events per thousand, rather than two hundred and fifty per thousand.
Vocabulary: absolute risk: Probability of a defined outcome over a stated time in a specified group. / relative risk: Ratio of risk in one group to risk in a comparison group. / absolute risk reduction: Difference between comparison and intervention risks. / relative risk reduction: Absolute reduction divided by the comparison risk. / percentage point: Unit for the arithmetic difference between two percentages. / denominator: Total number underlying a proportion or rate. / natural frequency: Count expressed out of a stated group size. / time horizon: Period over which an outcome probability is described. / comparison group: Group providing a reference for evaluating another group. / intervention group: Group receiving the approach being evaluated. / event rate: Frequency of specified events in a defined group or observation period. / baseline risk: Risk before or without the evaluated change in the relevant comparison. / confidence interval: Range expressing statistical uncertainty around an estimate under its assumptions. / number needed to treat: Reciprocal of absolute risk reduction for a defined outcome and period. / population estimate: Estimate describing a defined group rather than a guaranteed individual outcome. / risk communication: Explanation of probabilities, uncertainty, and possible consequences. / benefit framing: Way of presenting a possible favorable outcome or reduction in harm. / uncertainty range: Range communicating limits of an estimate's precision or applicability. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected numerical explanation. Stress per thousand, over five years, and percentage point. Swap roles. Say the absolute and relative differences using only the fictional figures supplied. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Robin: Patient in a fictional numerical exercise / Dr Ali: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: For arithmetic practice only, fictional five-year event counts are 20 per 1,000 in one group and 15 per 1,000 in another. No treatment recommendation is implied.
Model for comparison AFTER my attempt, not a response to give me first: Robin: I also understand that these made-up numbers cannot tell me what will happen to me personally.
Dr Ali: Correct. A population estimate would still need careful interpretation. These made-up figures only illustrate the arithmetic; they are not a prediction for you.
Robin: And we should not add a precision range unless the source actually supplies one and explains it.
Dr Ali: Exactly. No confidence interval is supplied here. We should keep that limitation explicit rather than manufacture certainty.
END REFERENCE
END PROMPT

Lesson 08 · Coordinating rehabilitation and return to activity | Build vocabulary and collocations

START PROMPT
TASK: Retrieve occupational vocabulary
1. Select four terms from the reference. Explain each in plain English, give two natural collocations and quote or create a short workplace example. Label invented examples. Contrast each term with a plausible confusable term; acknowledge regional variation.
2. Present one role-labelled exchange with one missing word or phrase and four choices A-D. Exactly one choice must fit the stated facts and grammar. Stop and wait for my answer before revealing it.
3. Explain all four options, then invite me to read the completed exchange aloud. Offer a sentence frame for optional spoken practice, never an open-ended writing assignment.
4. Repeat for the other three terms, one question at a time. Vary the correct letter and the situation; preserve the reference facts. If a choice is ambiguous, replace the item.
5. Finish with two new four-choice collocation questions for later review, with a clearly separate answer key. Do not claim to schedule a reminder.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 08: Coordinating rehabilitation and return to activity
Original fictional case: Dr Reed has referred Sam to cardiac rehabilitation after an assessed cardiac event. The rehabilitation team has received the referral, but no intake appointment is confirmed. Sam wants to return to a physically demanding job and has a transport barrier. Exercise clearance, work restrictions, and an individual program require the actual clinical assessment; none is supplied in this exercise. Coordinator Inez will help clarify access arrangements.
Language workshop: Referred is not yet enrolled
Communication goal: Explain a rehabilitation referral and negotiate practical follow-up without giving an unsupplied exercise prescription.
Language guidance: A rehabilitation referral is not an exercise prescription or work-clearance certificate. Keep acceptance, intake, assessment, and participation distinct.
Useful expressions (preserve the supplied facts): Rehabilitation combines assessed activity, education, and support. / The team has received the referral; intake is not yet confirmed. / What would make getting to the sessions difficult? / Tell us what the work requires physically. / This referral is not a statement that every work task is safe for you. / Inez can help clarify the access arrangements. / We need to verify the applicable coverage rather than promise it. / Let us identify who will confirm the intake and contact you. / I want to return to work, but the job involves lifting and long periods on my feet. / Those occupational demands need to be described for the assessment rather than inferred from your job title. / Does the rehabilitation referral mean I have already been cleared to do every part of the job? / A return-to-work assessment is a separate clinical question. / Then what is rehabilitation intended to add beyond another appointment about the event itself? / Cardiac rehabilitation can combine assessed activity, education, and support, with a program suited to the relevant clinical circumstances. / I received a letter saying the referral arrived. / I assumed that meant I had a first session booked.
Vocabulary: cardiac rehabilitation: Supervised program supporting recovery, risk reduction, and functioning after eligible cardiac conditions. / rehabilitation intake: Initial assessment and planning encounter for a rehabilitation program. / exercise prescription: Individualized specification of appropriate exercise under clinical assessment. / functional capacity: Ability to perform physical tasks under relevant conditions. / graded activity: Activity progressed in steps under an appropriate plan. / supervised exercise: Exercise performed with the relevant professional oversight. / return-to-work assessment: Evaluation of readiness and requirements for resuming work. / work restriction: Specified limitation on work activity under an appropriate assessment. / occupational demand: Physical or other requirement of a person's job. / secondary prevention: Measures reducing recurrence or complications after established disease. / risk-factor modification: Changes directed at relevant disease risk factors. / rehabilitation goal: Individual objective for recovery or functioning. / attendance barrier: Obstacle to taking part in scheduled care. / transport arrangement: Plan for travel to and from a service. / program eligibility: Whether a person meets requirements for a particular service. / coverage verification: Checking the applicable financial or insurance arrangements. / intake confirmation: Verification that an initial program appointment is booked. / care coordinator: Professional organizing connected services and practical arrangements. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected rehabilitation discussion. Contrast referral receipt, intake, and work assessment. Swap roles. Repeat the transport-barrier question without implying poor motivation or promising coverage. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Sam: Patient / Dr Reed: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Rory works in a warehouse and asks about returning to lifting. The clinical team requests the actual task demands before assessing restrictions. No lifting limit is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Sam: I understand that progress may involve different steps rather than an immediate return to everything.
Dr Reed: Yes. Any graded activity must follow the agreed clinical plan, with the relevant review and support.
Sam: For now I need the intake date, transport information, and a clear route for my work questions.
Dr Reed: We will identify the care coordinator and responsible clinicians for those questions, without treating the referral as a completed assessment.
END REFERENCE
END PROMPT

Lesson 08 · Coordinating rehabilitation and return to activity | Practice grammar in context

START PROMPT
TASK: Choose grammar that preserves the meaning
1. Use the lesson's language workshop, or one actual sentence from the dialogue, to explain a single grammar distinction in no more than 90 words. Show how it affects timing, certainty, responsibility or politeness.
2. Give one brief occupational exchange containing a gap and four complete options A-D. Supply enough context for exactly one answer. Keep distractors plausible; distinguish grammar errors from wording that changes the facts. Stop and wait.
3. Explain why each choice fits or fails, then ask me to read the completed exchange aloud. Do not request a draft, original written sentence or essay.
4. Repeat with three new exchanges, one at a time, moving from recognition to a more subtle meaning contrast. Do not copy the published checks. Label invented variations and do not turn uncertainty into a promise.
5. End with a short contrast table and two supported spoken turns using supplied frames. Accept accurate alternatives in oral practice; acknowledge and replace ambiguous multiple-choice items.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 08: Coordinating rehabilitation and return to activity
Original fictional case: Dr Reed has referred Sam to cardiac rehabilitation after an assessed cardiac event. The rehabilitation team has received the referral, but no intake appointment is confirmed. Sam wants to return to a physically demanding job and has a transport barrier. Exercise clearance, work restrictions, and an individual program require the actual clinical assessment; none is supplied in this exercise. Coordinator Inez will help clarify access arrangements.
Language workshop: Referred is not yet enrolled
Communication goal: Explain a rehabilitation referral and negotiate practical follow-up without giving an unsupplied exercise prescription.
Language guidance: A rehabilitation referral is not an exercise prescription or work-clearance certificate. Keep acceptance, intake, assessment, and participation distinct.
Useful expressions (preserve the supplied facts): Rehabilitation combines assessed activity, education, and support. / The team has received the referral; intake is not yet confirmed. / What would make getting to the sessions difficult? / Tell us what the work requires physically. / This referral is not a statement that every work task is safe for you. / Inez can help clarify the access arrangements. / We need to verify the applicable coverage rather than promise it. / Let us identify who will confirm the intake and contact you. / I want to return to work, but the job involves lifting and long periods on my feet. / Those occupational demands need to be described for the assessment rather than inferred from your job title. / Does the rehabilitation referral mean I have already been cleared to do every part of the job? / A return-to-work assessment is a separate clinical question. / Then what is rehabilitation intended to add beyond another appointment about the event itself? / Cardiac rehabilitation can combine assessed activity, education, and support, with a program suited to the relevant clinical circumstances. / I received a letter saying the referral arrived. / I assumed that meant I had a first session booked.
Vocabulary: cardiac rehabilitation: Supervised program supporting recovery, risk reduction, and functioning after eligible cardiac conditions. / rehabilitation intake: Initial assessment and planning encounter for a rehabilitation program. / exercise prescription: Individualized specification of appropriate exercise under clinical assessment. / functional capacity: Ability to perform physical tasks under relevant conditions. / graded activity: Activity progressed in steps under an appropriate plan. / supervised exercise: Exercise performed with the relevant professional oversight. / return-to-work assessment: Evaluation of readiness and requirements for resuming work. / work restriction: Specified limitation on work activity under an appropriate assessment. / occupational demand: Physical or other requirement of a person's job. / secondary prevention: Measures reducing recurrence or complications after established disease. / risk-factor modification: Changes directed at relevant disease risk factors. / rehabilitation goal: Individual objective for recovery or functioning. / attendance barrier: Obstacle to taking part in scheduled care. / transport arrangement: Plan for travel to and from a service. / program eligibility: Whether a person meets requirements for a particular service. / coverage verification: Checking the applicable financial or insurance arrangements. / intake confirmation: Verification that an initial program appointment is booked. / care coordinator: Professional organizing connected services and practical arrangements. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected rehabilitation discussion. Contrast referral receipt, intake, and work assessment. Swap roles. Repeat the transport-barrier question without implying poor motivation or promising coverage. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Sam: Patient / Dr Reed: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Rory works in a warehouse and asks about returning to lifting. The clinical team requests the actual task demands before assessing restrictions. No lifting limit is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Sam: I understand that progress may involve different steps rather than an immediate return to everything.
Dr Reed: Yes. Any graded activity must follow the agreed clinical plan, with the relevant review and support.
Sam: For now I need the intake date, transport information, and a clear route for my work questions.
Dr Reed: We will identify the care coordinator and responsible clinicians for those questions, without treating the referral as a completed assessment.
END REFERENCE
END PROMPT

Lesson 08 · Coordinating rehabilitation and return to activity | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 08: Coordinating rehabilitation and return to activity
Original fictional case: Dr Reed has referred Sam to cardiac rehabilitation after an assessed cardiac event. The rehabilitation team has received the referral, but no intake appointment is confirmed. Sam wants to return to a physically demanding job and has a transport barrier. Exercise clearance, work restrictions, and an individual program require the actual clinical assessment; none is supplied in this exercise. Coordinator Inez will help clarify access arrangements.
Language workshop: Referred is not yet enrolled
Communication goal: Explain a rehabilitation referral and negotiate practical follow-up without giving an unsupplied exercise prescription.
Language guidance: A rehabilitation referral is not an exercise prescription or work-clearance certificate. Keep acceptance, intake, assessment, and participation distinct.
Useful expressions (preserve the supplied facts): Rehabilitation combines assessed activity, education, and support. / The team has received the referral; intake is not yet confirmed. / What would make getting to the sessions difficult? / Tell us what the work requires physically. / This referral is not a statement that every work task is safe for you. / Inez can help clarify the access arrangements. / We need to verify the applicable coverage rather than promise it. / Let us identify who will confirm the intake and contact you. / I want to return to work, but the job involves lifting and long periods on my feet. / Those occupational demands need to be described for the assessment rather than inferred from your job title. / Does the rehabilitation referral mean I have already been cleared to do every part of the job? / A return-to-work assessment is a separate clinical question. / Then what is rehabilitation intended to add beyond another appointment about the event itself? / Cardiac rehabilitation can combine assessed activity, education, and support, with a program suited to the relevant clinical circumstances. / I received a letter saying the referral arrived. / I assumed that meant I had a first session booked.
Vocabulary: cardiac rehabilitation: Supervised program supporting recovery, risk reduction, and functioning after eligible cardiac conditions. / rehabilitation intake: Initial assessment and planning encounter for a rehabilitation program. / exercise prescription: Individualized specification of appropriate exercise under clinical assessment. / functional capacity: Ability to perform physical tasks under relevant conditions. / graded activity: Activity progressed in steps under an appropriate plan. / supervised exercise: Exercise performed with the relevant professional oversight. / return-to-work assessment: Evaluation of readiness and requirements for resuming work. / work restriction: Specified limitation on work activity under an appropriate assessment. / occupational demand: Physical or other requirement of a person's job. / secondary prevention: Measures reducing recurrence or complications after established disease. / risk-factor modification: Changes directed at relevant disease risk factors. / rehabilitation goal: Individual objective for recovery or functioning. / attendance barrier: Obstacle to taking part in scheduled care. / transport arrangement: Plan for travel to and from a service. / program eligibility: Whether a person meets requirements for a particular service. / coverage verification: Checking the applicable financial or insurance arrangements. / intake confirmation: Verification that an initial program appointment is booked. / care coordinator: Professional organizing connected services and practical arrangements. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected rehabilitation discussion. Contrast referral receipt, intake, and work assessment. Swap roles. Repeat the transport-barrier question without implying poor motivation or promising coverage. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Sam: Patient / Dr Reed: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Rory works in a warehouse and asks about returning to lifting. The clinical team requests the actual task demands before assessing restrictions. No lifting limit is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Sam: I understand that progress may involve different steps rather than an immediate return to everything.
Dr Reed: Yes. Any graded activity must follow the agreed clinical plan, with the relevant review and support.
Sam: For now I need the intake date, transport information, and a clear route for my work questions.
Dr Reed: We will identify the care coordinator and responsible clinicians for those questions, without treating the referral as a completed assessment.
END REFERENCE
END PROMPT

Lesson 08 · Coordinating rehabilitation and return to activity | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Lesson 08: Coordinating rehabilitation and return to activity
Original fictional case: Dr Reed has referred Sam to cardiac rehabilitation after an assessed cardiac event. The rehabilitation team has received the referral, but no intake appointment is confirmed. Sam wants to return to a physically demanding job and has a transport barrier. Exercise clearance, work restrictions, and an individual program require the actual clinical assessment; none is supplied in this exercise. Coordinator Inez will help clarify access arrangements.
Language workshop: Referred is not yet enrolled
Communication goal: Explain a rehabilitation referral and negotiate practical follow-up without giving an unsupplied exercise prescription.
Language guidance: A rehabilitation referral is not an exercise prescription or work-clearance certificate. Keep acceptance, intake, assessment, and participation distinct.
Useful expressions (preserve the supplied facts): Rehabilitation combines assessed activity, education, and support. / The team has received the referral; intake is not yet confirmed. / What would make getting to the sessions difficult? / Tell us what the work requires physically. / This referral is not a statement that every work task is safe for you. / Inez can help clarify the access arrangements. / We need to verify the applicable coverage rather than promise it. / Let us identify who will confirm the intake and contact you. / I want to return to work, but the job involves lifting and long periods on my feet. / Those occupational demands need to be described for the assessment rather than inferred from your job title. / Does the rehabilitation referral mean I have already been cleared to do every part of the job? / A return-to-work assessment is a separate clinical question. / Then what is rehabilitation intended to add beyond another appointment about the event itself? / Cardiac rehabilitation can combine assessed activity, education, and support, with a program suited to the relevant clinical circumstances. / I received a letter saying the referral arrived. / I assumed that meant I had a first session booked.
Vocabulary: cardiac rehabilitation: Supervised program supporting recovery, risk reduction, and functioning after eligible cardiac conditions. / rehabilitation intake: Initial assessment and planning encounter for a rehabilitation program. / exercise prescription: Individualized specification of appropriate exercise under clinical assessment. / functional capacity: Ability to perform physical tasks under relevant conditions. / graded activity: Activity progressed in steps under an appropriate plan. / supervised exercise: Exercise performed with the relevant professional oversight. / return-to-work assessment: Evaluation of readiness and requirements for resuming work. / work restriction: Specified limitation on work activity under an appropriate assessment. / occupational demand: Physical or other requirement of a person's job. / secondary prevention: Measures reducing recurrence or complications after established disease. / risk-factor modification: Changes directed at relevant disease risk factors. / rehabilitation goal: Individual objective for recovery or functioning. / attendance barrier: Obstacle to taking part in scheduled care. / transport arrangement: Plan for travel to and from a service. / program eligibility: Whether a person meets requirements for a particular service. / coverage verification: Checking the applicable financial or insurance arrangements. / intake confirmation: Verification that an initial program appointment is booked. / care coordinator: Professional organizing connected services and practical arrangements. / qualified interpreter: Trained language professional supporting accurate communication between speakers. / teach-back: Checking an explanation by inviting the listener to restate its meaning. / patient preference: A person's stated wishes about care or communication. / clinical handoff: Transfer of relevant care information and responsibility between professionals. / documented plan: Agreed next steps recorded for the people involved. / source attribution: Identification of who reported, observed, or established a fact.
Speaking task: Read the corrected rehabilitation discussion. Contrast referral receipt, intake, and work assessment. Swap roles. Repeat the transport-barrier question without implying poor motivation or promising coverage. Complete the four-line follow-up with the supplied words. Check every explanation, then read the corrected exchange twice, changing roles.
Partner: Sam: Patient / Dr Reed: Cardiologist
Guided response task: Select supplied answers for the dialogue gaps. Check the explanations, then read the completed exchange aloud; no original writing is required.
Optional second-round challenge: Rory works in a warehouse and asks about returning to lifting. The clinical team requests the actual task demands before assessing restrictions. No lifting limit is supplied.
Model for comparison AFTER my attempt, not a response to give me first: Sam: I understand that progress may involve different steps rather than an immediate return to everything.
Dr Reed: Yes. Any graded activity must follow the agreed clinical plan, with the relevant review and support.
Sam: For now I need the intake date, transport information, and a clear route for my work questions.
Dr Reed: We will identify the care coordinator and responsible clinicians for those questions, without treating the referral as a completed assessment.
END REFERENCE
END PROMPT

Dialogue 01 · Concern first, uncertainty intact | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 01: Concern first, uncertainty intact
Original fictional setting: Dr Vale hands over Chris, who reports chest pressure with breathlessness. The emergency response is already active. The cause, initial test results, and current measurements are not supplied in this exercise. Dr Chen is accepting the clinical handoff. The task is concise communication of reported symptoms, known actions, and unresolved information, not deciding whether chest discomfort is safe to wait.
Professional roles: Dr Vale / Dr Chen
Published dialogue (reference script, not my own performance):
Dr Vale: I am handing over Chris, who reports chest pressure with breathlessness. The emergency response is already active.
Dr Chen: I am receiving the report. Keep this time-critical concern with the clinical team while we clarify the verified information.
Dr Vale: I will separate what Chris reports from what our team has actually observed or measured.
Dr Chen: Good. Report dyspnea as a symptom, and do not convert it into a diagnosis without the evidence.
Dr Vale: I do not yet have verified current measurements to pass on. I will update you as they become available.
Dr Chen: Then do not describe the hemodynamic status as normal. Missing information must stay visible while the real assessment continues.
Dr Vale: I also need to distinguish the patient's reported onset from the time someone first contacted the service.
Dr Chen: Yes. The prehospital report should retain its source and timing rather than be blended with later observations.
Dr Vale: I have not labeled this a confirmed infarction. The symptoms justify concern, but the cause is unestablished here.
Dr Chen: Correct. Myocardial infarction is not a substitute label for every chest-pressure report.
Dr Vale: Nor should an absent test result be treated as a negative test that rules out the concern.
Dr Chen: Exactly. We are still awaiting the troponin result. Please include the sampling time when you pass it on.
Dr Vale: I will send any verified update through the active pathway rather than leave a separate routine message.
Dr Chen: Please do. The receiving team needs to know which facts are new and who is responsible for them.
Dr Vale: Shall I wait until every field is complete before confirming transfer of the report?
Dr Chen: No. Emergency activation is already underway; do not interrupt necessary care to perfect the wording.
Dr Vale: I will identify the unfinished information explicitly and confirm the contact for further clinical updates.
Dr Chen: That supports closed-loop escalation. I acknowledge the concern and am accepting this handoff through our clinical process.
Dr Vale: Understood. Reported symptoms, active response, unresolved cause, and no invented measurements or results.
Dr Chen: Correct. Continue communicating the symptom trajectory as verified information becomes available, alongside the real clinical response.
Vocabulary in this exchange: myocardial infarction: Heart-muscle injury and death caused by ischemia under diagnostic criteria. / dyspnea: Subjective sensation of difficult or uncomfortable breathing. / troponin: Cardiac-injury biomarker interpreted with timing and clinical context. / hemodynamic status: State of circulation assessed through relevant clinical information. / prehospital report: Clinical information collected before arrival at the receiving hospital. / emergency activation: Initiation of the relevant emergency-response process.
END REFERENCE
END PROMPT

Dialogue 01 · Concern first, uncertainty intact | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 01: Concern first, uncertainty intact
Original fictional setting: Dr Vale hands over Chris, who reports chest pressure with breathlessness. The emergency response is already active. The cause, initial test results, and current measurements are not supplied in this exercise. Dr Chen is accepting the clinical handoff. The task is concise communication of reported symptoms, known actions, and unresolved information, not deciding whether chest discomfort is safe to wait.
Professional roles: Dr Vale / Dr Chen
Published dialogue (reference script, not my own performance):
Dr Vale: I am handing over Chris, who reports chest pressure with breathlessness. The emergency response is already active.
Dr Chen: I am receiving the report. Keep this time-critical concern with the clinical team while we clarify the verified information.
Dr Vale: I will separate what Chris reports from what our team has actually observed or measured.
Dr Chen: Good. Report dyspnea as a symptom, and do not convert it into a diagnosis without the evidence.
Dr Vale: I do not yet have verified current measurements to pass on. I will update you as they become available.
Dr Chen: Then do not describe the hemodynamic status as normal. Missing information must stay visible while the real assessment continues.
Dr Vale: I also need to distinguish the patient's reported onset from the time someone first contacted the service.
Dr Chen: Yes. The prehospital report should retain its source and timing rather than be blended with later observations.
Dr Vale: I have not labeled this a confirmed infarction. The symptoms justify concern, but the cause is unestablished here.
Dr Chen: Correct. Myocardial infarction is not a substitute label for every chest-pressure report.
Dr Vale: Nor should an absent test result be treated as a negative test that rules out the concern.
Dr Chen: Exactly. We are still awaiting the troponin result. Please include the sampling time when you pass it on.
Dr Vale: I will send any verified update through the active pathway rather than leave a separate routine message.
Dr Chen: Please do. The receiving team needs to know which facts are new and who is responsible for them.
Dr Vale: Shall I wait until every field is complete before confirming transfer of the report?
Dr Chen: No. Emergency activation is already underway; do not interrupt necessary care to perfect the wording.
Dr Vale: I will identify the unfinished information explicitly and confirm the contact for further clinical updates.
Dr Chen: That supports closed-loop escalation. I acknowledge the concern and am accepting this handoff through our clinical process.
Dr Vale: Understood. Reported symptoms, active response, unresolved cause, and no invented measurements or results.
Dr Chen: Correct. Continue communicating the symptom trajectory as verified information becomes available, alongside the real clinical response.
Vocabulary in this exchange: myocardial infarction: Heart-muscle injury and death caused by ischemia under diagnostic criteria. / dyspnea: Subjective sensation of difficult or uncomfortable breathing. / troponin: Cardiac-injury biomarker interpreted with timing and clinical context. / hemodynamic status: State of circulation assessed through relevant clinical information. / prehospital report: Clinical information collected before arrival at the receiving hospital. / emergency activation: Initiation of the relevant emergency-response process.
END REFERENCE
END PROMPT

Dialogue 02 · A symptom marker is not a diagnosis | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 02: A symptom marker is not a diagnosis
Original fictional setting: Ellis describes intermittent palpitations. Dr Mora proposes an ambulatory recording to compare symptoms with heart rhythm. No arrhythmia has been established in this case. Ellis will receive device-specific instructions from the service. A symptom diary and event marker may help interpretation; they do not themselves diagnose the sensation or guarantee that every episode will be captured.
Professional roles: Ellis / Dr Mora
Published dialogue (reference script, not my own performance):
Ellis: My heart sometimes feels as though it skips and then thumps. Is that enough to name the rhythm problem?
Dr Mora: Those are palpitations, a symptom description. We need appropriate evidence before naming a particular rhythm.
Ellis: The episodes come and go. They never seem to happen at the exact moment someone checks me.
Dr Mora: An ambulatory monitor can record during ordinary activity, helping us look for a relationship with the episodes.
Ellis: Does agreeing to the monitor mean you have already diagnosed an arrhythmia from my account?
Dr Mora: No. An arrhythmia has not been established in this case. The recording is part of investigating the question.
Ellis: What should I record when I notice the feeling, besides pressing whatever button the device has?
Dr Mora: The service will explain the device. A symptom diary should include the time, what you feel, and what you are doing.
Ellis: And pressing a marker does not mean the device has instantly told me what caused the sensation?
Dr Mora: Correct. The event marker identifies a time to review; it is not itself a diagnosis or a promise of real-time assessment.
Ellis: I am worried I will wear it and nothing will happen during the recording period.
Dr Mora: That is a possible limitation. We are seeking symptom-rhythm correlation, and the available recording may not capture every intermittent event.
Ellis: If the trace looks strange while I move, will every unusual line be treated as a heart problem?
Dr Mora: No. Signal artifact can affect recordings, so quality and context matter to the interpretation.
Ellis: Then I should follow the actual device instructions rather than borrow instructions from a friend's different monitor.
Dr Mora: Yes. Those instructions help protect signal quality and explain the controls, restrictions, and reporting process for this device.
Ellis: If I develop a concerning new symptom, I should not assume pressing the marker replaces asking for help.
Dr Mora: Exactly. Follow the actual urgent-care instructions; the recording period is not permission to delay needed clinical assessment.
Ellis: I also want to know how you receive the recording and when the team explains its findings.
Dr Mora: We will confirm the monitor return process and the service's review arrangements, without promising a result the data may not establish.
Vocabulary in this exchange: palpitations: Awareness of the heartbeat as unusual, forceful, fast, or irregular. / arrhythmia: Abnormality of heart rhythm. / ambulatory monitor: Device recording heart rhythm during everyday activity. / event marker: Device feature marking a time for later review. / symptom diary: Record of symptoms, times, and relevant activity. / recording period: Time during which the device collects data.
END REFERENCE
END PROMPT

Dialogue 02 · A symptom marker is not a diagnosis | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 02: A symptom marker is not a diagnosis
Original fictional setting: Ellis describes intermittent palpitations. Dr Mora proposes an ambulatory recording to compare symptoms with heart rhythm. No arrhythmia has been established in this case. Ellis will receive device-specific instructions from the service. A symptom diary and event marker may help interpretation; they do not themselves diagnose the sensation or guarantee that every episode will be captured.
Professional roles: Ellis / Dr Mora
Published dialogue (reference script, not my own performance):
Ellis: My heart sometimes feels as though it skips and then thumps. Is that enough to name the rhythm problem?
Dr Mora: Those are palpitations, a symptom description. We need appropriate evidence before naming a particular rhythm.
Ellis: The episodes come and go. They never seem to happen at the exact moment someone checks me.
Dr Mora: An ambulatory monitor can record during ordinary activity, helping us look for a relationship with the episodes.
Ellis: Does agreeing to the monitor mean you have already diagnosed an arrhythmia from my account?
Dr Mora: No. An arrhythmia has not been established in this case. The recording is part of investigating the question.
Ellis: What should I record when I notice the feeling, besides pressing whatever button the device has?
Dr Mora: The service will explain the device. A symptom diary should include the time, what you feel, and what you are doing.
Ellis: And pressing a marker does not mean the device has instantly told me what caused the sensation?
Dr Mora: Correct. The event marker identifies a time to review; it is not itself a diagnosis or a promise of real-time assessment.
Ellis: I am worried I will wear it and nothing will happen during the recording period.
Dr Mora: That is a possible limitation. We are seeking symptom-rhythm correlation, and the available recording may not capture every intermittent event.
Ellis: If the trace looks strange while I move, will every unusual line be treated as a heart problem?
Dr Mora: No. Signal artifact can affect recordings, so quality and context matter to the interpretation.
Ellis: Then I should follow the actual device instructions rather than borrow instructions from a friend's different monitor.
Dr Mora: Yes. Those instructions help protect signal quality and explain the controls, restrictions, and reporting process for this device.
Ellis: If I develop a concerning new symptom, I should not assume pressing the marker replaces asking for help.
Dr Mora: Exactly. Follow the actual urgent-care instructions; the recording period is not permission to delay needed clinical assessment.
Ellis: I also want to know how you receive the recording and when the team explains its findings.
Dr Mora: We will confirm the monitor return process and the service's review arrangements, without promising a result the data may not establish.
Vocabulary in this exchange: palpitations: Awareness of the heartbeat as unusual, forceful, fast, or irregular. / arrhythmia: Abnormality of heart rhythm. / ambulatory monitor: Device recording heart rhythm during everyday activity. / event marker: Device feature marking a time for later review. / symptom diary: Record of symptoms, times, and relevant activity. / recording period: Time during which the device collects data.
END REFERENCE
END PROMPT

Dialogue 03 · A percentage is not the amount of heart left | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 03: A percentage is not the amount of heart left
Original fictional setting: Ren reads an echocardiogram report containing a left-ventricular ejection-fraction measurement. No numerical value or heart-failure diagnosis is supplied. Ren thinks the percentage describes how much heart muscle is still alive. Dr Kim explains what the measurement represents and why symptoms, structure, filling, valves, and other findings also matter.
Professional roles: Ren / Dr Kim
Published dialogue (reference script, not my own performance):
Ren: The report gives a percentage. I thought it meant that only that much of my heart is still alive.
Dr Kim: Ejection fraction does not measure how much heart tissue remains alive. Let me explain what the number represents.
Ren: Please do. I have been thinking of it as a percentage score for the whole heart.
Dr Kim: This measurement concerns the left ventricle, the chamber that pumps blood toward the body.
Ren: What is the percentage actually a percentage of, if it is not the amount of working muscle?
Dr Kim: It relates the blood expelled to the ventricular volume before that contraction. It describes a pumping proportion.
Ren: Then a report using an amount of blood per beat would be describing something related but different?
Dr Kim: Yes. Stroke volume is an amount per beat, while ejection fraction expresses a proportion.
Ren: I also saw systolic and diastolic in the report. Are those two different parts of the heartbeat?
Dr Kim: Systole involves contraction and ejection. Diastole involves relaxation and filling; both are relevant to function.
Ren: So the part about filling is not just an extra technical detail that can be ignored?
Dr Kim: Correct. Diastolic function is part of the assessment, along with structure, valves, symptoms, and other findings.
Ren: If someone has a preserved percentage, does that prove they cannot have heart failure?
Dr Kim: No. Preserved ejection fraction alone does not exclude it. We need the complete clinical picture, not just that label.
Ren: I understand. The report also discusses a valve, which I assumed the percentage already covered.
Dr Kim: Valve findings are assessed separately. For example, valvular regurgitation describes backward flow through a valve, not the ejection fraction itself.
Ren: What if part of the scan was hard to see clearly? Should that limitation be explained too?
Dr Kim: Yes. Important image quality limitations should be stated rather than hidden behind a precise-looking number.
Ren: Then I should ask how this fits the rest of the assessment, not treat it as an isolated score.
Dr Kim: Exactly. Any comparison study also needs context. We will explain the actual findings without inventing a diagnosis from one measurement.
Vocabulary in this exchange: ejection fraction: Proportion of ventricular blood volume expelled with a contraction. / systole: Phase of the cardiac cycle involving ventricular contraction and ejection. / diastole: Phase involving ventricular relaxation and filling. / left ventricle: Heart chamber pumping blood into the systemic circulation. / stroke volume: Amount of blood ejected by a ventricle in one beat. / preserved ejection fraction: Ejection fraction within the relevant preserved category despite possible other dysfunction.
END REFERENCE
END PROMPT

Dialogue 03 · A percentage is not the amount of heart left | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 03: A percentage is not the amount of heart left
Original fictional setting: Ren reads an echocardiogram report containing a left-ventricular ejection-fraction measurement. No numerical value or heart-failure diagnosis is supplied. Ren thinks the percentage describes how much heart muscle is still alive. Dr Kim explains what the measurement represents and why symptoms, structure, filling, valves, and other findings also matter.
Professional roles: Ren / Dr Kim
Published dialogue (reference script, not my own performance):
Ren: The report gives a percentage. I thought it meant that only that much of my heart is still alive.
Dr Kim: Ejection fraction does not measure how much heart tissue remains alive. Let me explain what the number represents.
Ren: Please do. I have been thinking of it as a percentage score for the whole heart.
Dr Kim: This measurement concerns the left ventricle, the chamber that pumps blood toward the body.
Ren: What is the percentage actually a percentage of, if it is not the amount of working muscle?
Dr Kim: It relates the blood expelled to the ventricular volume before that contraction. It describes a pumping proportion.
Ren: Then a report using an amount of blood per beat would be describing something related but different?
Dr Kim: Yes. Stroke volume is an amount per beat, while ejection fraction expresses a proportion.
Ren: I also saw systolic and diastolic in the report. Are those two different parts of the heartbeat?
Dr Kim: Systole involves contraction and ejection. Diastole involves relaxation and filling; both are relevant to function.
Ren: So the part about filling is not just an extra technical detail that can be ignored?
Dr Kim: Correct. Diastolic function is part of the assessment, along with structure, valves, symptoms, and other findings.
Ren: If someone has a preserved percentage, does that prove they cannot have heart failure?
Dr Kim: No. Preserved ejection fraction alone does not exclude it. We need the complete clinical picture, not just that label.
Ren: I understand. The report also discusses a valve, which I assumed the percentage already covered.
Dr Kim: Valve findings are assessed separately. For example, valvular regurgitation describes backward flow through a valve, not the ejection fraction itself.
Ren: What if part of the scan was hard to see clearly? Should that limitation be explained too?
Dr Kim: Yes. Important image quality limitations should be stated rather than hidden behind a precise-looking number.
Ren: Then I should ask how this fits the rest of the assessment, not treat it as an isolated score.
Dr Kim: Exactly. Any comparison study also needs context. We will explain the actual findings without inventing a diagnosis from one measurement.
Vocabulary in this exchange: ejection fraction: Proportion of ventricular blood volume expelled with a contraction. / systole: Phase of the cardiac cycle involving ventricular contraction and ejection. / diastole: Phase involving ventricular relaxation and filling. / left ventricle: Heart chamber pumping blood into the systemic circulation. / stroke volume: Amount of blood ejected by a ventricle in one beat. / preserved ejection fraction: Ejection fraction within the relevant preserved category despite possible other dysfunction.
END REFERENCE
END PROMPT

Dialogue 04 · The rhythm question and the stroke question | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 04: The rhythm question and the stroke question
Original fictional setting: Avery has an established atrial-fibrillation diagnosis and asks why stroke prevention is discussed when the heartbeat feels calmer. Dr Patel will explain that symptom or rhythm management and stroke prevention address related but different questions. No risk score, medicine selection, dose, or instruction to stop treatment is supplied. Avery is worried about bleeding and wants that concern included.
Professional roles: Avery / Dr Patel
Published dialogue (reference script, not my own performance):
Avery: My heartbeat feels calmer now. Why are we still discussing stroke prevention as though nothing has changed?
Dr Patel: With atrial fibrillation, symptom improvement and stroke prevention are related but different parts of care.
Avery: I assumed that if I felt fewer episodes, the risk question would disappear with the symptoms.
Dr Patel: Feeling better is valuable, but stroke risk cannot be judged from how noticeable the heartbeat feels alone.
Avery: Please explain the terms rate control and rhythm control. They sound as though they mean exactly the same thing.
Dr Patel: Rate control concerns the heart rate; rhythm control concerns the rhythm itself. Neither phrase alone settles the prevention decision.
Avery: I would like the bleeding concern discussed as carefully as the benefit, not treated as a reason to stop asking.
Dr Patel: We should assess bleeding risk and your concerns alongside the possible benefit of a proposed option.
Avery: I have called all these medicines blood thinners, but perhaps that hides an important difference.
Dr Patel: Yes. Anticoagulation and antiplatelet treatment have different actions. We should use the actual medicine name and purpose.
Avery: I had bleeding in the past, but I am not sure which details are relevant for this discussion.
Dr Patel: Tell me what happened and when. Your bleeding history deserves a careful account rather than an unexplained yes-or-no label.
Avery: Will other medicines and health conditions also affect how you judge the options for me?
Dr Patel: Yes. A drug interaction, kidney function, and other relevant factors may need review in the actual assessment.
Avery: Then a general chart online cannot tell me precisely which treatment I should take or at what dose.
Dr Patel: Correct. An individual risk estimate needs your full history. We will review that together before discussing what the result means for you.
Avery: I also want to understand what matters most to me in choosing among appropriate options.
Dr Patel: That belongs in a shared treatment decision, with accurate information about benefits, harms, and practical demands.
Avery: I understand this explanation does not mean I should stop a medicine because I feel better.
Dr Patel: Exactly. Any change requires the appropriate anticoagulation review and an individualized plan from your treating team.
Vocabulary in this exchange: atrial fibrillation: Irregular atrial electrical activity producing an irregular heart rhythm. / rate control: Strategy aimed at controlling heart rate. / rhythm control: Strategy aimed at restoring or maintaining an appropriate rhythm. / anticoagulation: Treatment reducing blood's ability to form clots through coagulation pathways. / stroke risk: Likelihood of stroke in a defined clinical context and period. / bleeding risk: Likelihood of bleeding under relevant clinical circumstances.
END REFERENCE
END PROMPT

Dialogue 04 · The rhythm question and the stroke question | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 04: The rhythm question and the stroke question
Original fictional setting: Avery has an established atrial-fibrillation diagnosis and asks why stroke prevention is discussed when the heartbeat feels calmer. Dr Patel will explain that symptom or rhythm management and stroke prevention address related but different questions. No risk score, medicine selection, dose, or instruction to stop treatment is supplied. Avery is worried about bleeding and wants that concern included.
Professional roles: Avery / Dr Patel
Published dialogue (reference script, not my own performance):
Avery: My heartbeat feels calmer now. Why are we still discussing stroke prevention as though nothing has changed?
Dr Patel: With atrial fibrillation, symptom improvement and stroke prevention are related but different parts of care.
Avery: I assumed that if I felt fewer episodes, the risk question would disappear with the symptoms.
Dr Patel: Feeling better is valuable, but stroke risk cannot be judged from how noticeable the heartbeat feels alone.
Avery: Please explain the terms rate control and rhythm control. They sound as though they mean exactly the same thing.
Dr Patel: Rate control concerns the heart rate; rhythm control concerns the rhythm itself. Neither phrase alone settles the prevention decision.
Avery: I would like the bleeding concern discussed as carefully as the benefit, not treated as a reason to stop asking.
Dr Patel: We should assess bleeding risk and your concerns alongside the possible benefit of a proposed option.
Avery: I have called all these medicines blood thinners, but perhaps that hides an important difference.
Dr Patel: Yes. Anticoagulation and antiplatelet treatment have different actions. We should use the actual medicine name and purpose.
Avery: I had bleeding in the past, but I am not sure which details are relevant for this discussion.
Dr Patel: Tell me what happened and when. Your bleeding history deserves a careful account rather than an unexplained yes-or-no label.
Avery: Will other medicines and health conditions also affect how you judge the options for me?
Dr Patel: Yes. A drug interaction, kidney function, and other relevant factors may need review in the actual assessment.
Avery: Then a general chart online cannot tell me precisely which treatment I should take or at what dose.
Dr Patel: Correct. An individual risk estimate needs your full history. We will review that together before discussing what the result means for you.
Avery: I also want to understand what matters most to me in choosing among appropriate options.
Dr Patel: That belongs in a shared treatment decision, with accurate information about benefits, harms, and practical demands.
Avery: I understand this explanation does not mean I should stop a medicine because I feel better.
Dr Patel: Exactly. Any change requires the appropriate anticoagulation review and an individualized plan from your treating team.
Vocabulary in this exchange: atrial fibrillation: Irregular atrial electrical activity producing an irregular heart rhythm. / rate control: Strategy aimed at controlling heart rate. / rhythm control: Strategy aimed at restoring or maintaining an appropriate rhythm. / anticoagulation: Treatment reducing blood's ability to form clots through coagulation pathways. / stroke risk: Likelihood of stroke in a defined clinical context and period. / bleeding risk: Likelihood of bleeding under relevant clinical circumstances.
END REFERENCE
END PROMPT

Dialogue 05 · A diagnostic test is not automatic treatment | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 05: A diagnostic test is not automatic treatment
Original fictional setting: Dr Lewis discusses proposed diagnostic coronary angiography with Blair. Blair assumes a stent will definitely be inserted during the same visit. The exercise supplies no coronary anatomy, intervention decision, risk percentage, or preparation instructions. Dr Lewis must explain the diagnostic purpose, address questions, and clarify the actual consent arrangements for any possible intervention rather than treat attendance as agreement.
Professional roles: Blair / Dr Lewis
Published dialogue (reference script, not my own performance):
Blair: I told my family I am coming in to have a stent. Is that the right description of the appointment?
Dr Lewis: We are discussing coronary angiography, a diagnostic investigation. Let us clarify the difference before you make arrangements around an assumption.
Blair: I thought the test and the treatment were simply two names for what always happens together.
Dr Lewis: A diagnostic procedure gathers information. Treatment may be discussed in relation to findings, but it is not automatic.
Blair: Then the purpose is to understand the arteries, rather than promise that a particular device will be inserted?
Dr Lewis: Yes. It helps assess coronary anatomy. We need to explain how any findings would affect the options before you agree to proceed.
Blair: Please explain the phrase PCI if it comes up. I hear abbreviations and lose track of which action is meant.
Dr Lewis: Percutaneous coronary intervention is a catheter-based treatment approach. We should explain the actual proposal rather than hide it behind initials.
Blair: What would the consent discussion need to cover if treatment during the same visit were a possibility?
Dr Lewis: The procedure consent must be clear about the proposed actions, alternatives, relevant risks, and your questions.
Blair: I do not want signing for a test to be treated as agreement to something nobody has explained.
Dr Lewis: That is why we clarify scope. A stent is not something we should describe as already decided when it has not been.
Blair: I have read different stories about the wrist and groin. Should I choose from those accounts myself?
Dr Lewis: The team will discuss the actual vascular access plan and its implications with you. Do not infer your plan from another person's experience.
Blair: I also want to ask about the dye and any concerns in my own medical history.
Dr Lewis: We should review those concerns when explaining the contrast medium and the procedure's risks in your individual circumstances.
Blair: Should I follow preparation advice I found online while I wait for the written instructions?
Dr Lewis: Follow the team's preparation instructions. If another source gives different fasting or medicine advice, please contact us to clarify it before making a change.
Blair: I can explain the visit more accurately now: a diagnostic discussion, with any intervention requiring clarity.
Dr Lewis: Good. We will also explain postprocedure observation and practical arrangements, without promising an outcome or discharge time we have not established.
Vocabulary in this exchange: coronary angiography: Imaging of coronary arteries using an appropriate angiographic technique. / vascular access: Route of entry into a blood vessel for a procedure. / contrast medium: Substance used to improve visibility of structures on imaging. / coronary anatomy: Arrangement and features of the coronary arteries. / percutaneous coronary intervention: Catheter-based procedure used to treat appropriate coronary artery disease. / stent: Device placed to help maintain an opening in a vessel or structure.
END REFERENCE
END PROMPT

Dialogue 05 · A diagnostic test is not automatic treatment | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 05: A diagnostic test is not automatic treatment
Original fictional setting: Dr Lewis discusses proposed diagnostic coronary angiography with Blair. Blair assumes a stent will definitely be inserted during the same visit. The exercise supplies no coronary anatomy, intervention decision, risk percentage, or preparation instructions. Dr Lewis must explain the diagnostic purpose, address questions, and clarify the actual consent arrangements for any possible intervention rather than treat attendance as agreement.
Professional roles: Blair / Dr Lewis
Published dialogue (reference script, not my own performance):
Blair: I told my family I am coming in to have a stent. Is that the right description of the appointment?
Dr Lewis: We are discussing coronary angiography, a diagnostic investigation. Let us clarify the difference before you make arrangements around an assumption.
Blair: I thought the test and the treatment were simply two names for what always happens together.
Dr Lewis: A diagnostic procedure gathers information. Treatment may be discussed in relation to findings, but it is not automatic.
Blair: Then the purpose is to understand the arteries, rather than promise that a particular device will be inserted?
Dr Lewis: Yes. It helps assess coronary anatomy. We need to explain how any findings would affect the options before you agree to proceed.
Blair: Please explain the phrase PCI if it comes up. I hear abbreviations and lose track of which action is meant.
Dr Lewis: Percutaneous coronary intervention is a catheter-based treatment approach. We should explain the actual proposal rather than hide it behind initials.
Blair: What would the consent discussion need to cover if treatment during the same visit were a possibility?
Dr Lewis: The procedure consent must be clear about the proposed actions, alternatives, relevant risks, and your questions.
Blair: I do not want signing for a test to be treated as agreement to something nobody has explained.
Dr Lewis: That is why we clarify scope. A stent is not something we should describe as already decided when it has not been.
Blair: I have read different stories about the wrist and groin. Should I choose from those accounts myself?
Dr Lewis: The team will discuss the actual vascular access plan and its implications with you. Do not infer your plan from another person's experience.
Blair: I also want to ask about the dye and any concerns in my own medical history.
Dr Lewis: We should review those concerns when explaining the contrast medium and the procedure's risks in your individual circumstances.
Blair: Should I follow preparation advice I found online while I wait for the written instructions?
Dr Lewis: Follow the team's preparation instructions. If another source gives different fasting or medicine advice, please contact us to clarify it before making a change.
Blair: I can explain the visit more accurately now: a diagnostic discussion, with any intervention requiring clarity.
Dr Lewis: Good. We will also explain postprocedure observation and practical arrangements, without promising an outcome or discharge time we have not established.
Vocabulary in this exchange: coronary angiography: Imaging of coronary arteries using an appropriate angiographic technique. / vascular access: Route of entry into a blood vessel for a procedure. / contrast medium: Substance used to improve visibility of structures on imaging. / coronary anatomy: Arrangement and features of the coronary arteries. / percutaneous coronary intervention: Catheter-based procedure used to treat appropriate coronary artery disease. / stent: Device placed to help maintain an opening in a vessel or structure.
END REFERENCE
END PROMPT

Dialogue 06 · Teach-back checks the explanation | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 06: Teach-back checks the explanation
Original fictional setting: Dr Evans reviews an individualized heart-failure plan with Lee. The actual plan includes symptom monitoring, a verified medicine list, contact routes, and follow-up. No weight threshold, fluid limit, or dose adjustment is supplied here. Lee has received the sheet but is unclear which number is for routine questions and which route is for urgent concerns. The clinician must clarify the distinction and use teach-back without blame.
Professional roles: Dr Evans / Lee
Published dialogue (reference script, not my own performance):
Dr Evans: You have the written plan. Before you leave, let us check how clearly I explained its different parts.
Lee: I have read the action plan, but the contact numbers still confuse me.
Dr Evans: Thank you for saying so. Tell me which part is unclear, and we can work through that distinction.
Lee: I cannot tell which contact pathway is for ordinary questions and which is for something requiring urgent help.
Dr Evans: We need to make that explicit using your actual instructions. A routine message is not the urgent-care route.
Lee: I also want to understand what I am observing, not just copy numbers into a daily weight record.
Dr Evans: We will explain the monitoring purpose and the instructions agreed for you. This discussion does not supply a universal threshold.
Lee: Good. I have seen different advice about a fluid restriction, and I did not know whether it applied to everyone.
Dr Evans: It does not automatically apply in the same way to everyone. Use the individualized instructions from your treating team.
Lee: The medicine sheet also needs checking. I do not want to assume an old diuretic instruction remains current.
Dr Evans: Exactly. We will verify the current list rather than let two different versions sit beside each other unexplained.
Lee: That sounds like a care-plan discrepancy we should resolve before I use the sheet at home.
Dr Evans: Yes. Now, using the corrected plan, explain how you would choose the contact route for each situation it lists.
Lee: I can use the written information for that self-monitoring plan rather than guessing which changes matter.
Dr Evans: Correct. This teach-back checks my explanation. A misunderstanding tells me to explain differently, not to blame you.
Lee: I appreciate that. Some symptoms, such as breathlessness when lying flat, are hard to describe with the usual shorthand.
Dr Evans: We can use plain words. Orthopnea is the clinical term for that symptom, but your own description remains important.
Lee: I also need to know when the next review is and who answers questions before it.
Dr Evans: We will confirm the follow-up interval and the relevant contact details in the actual plan.
Lee: Then I can describe the monitoring, medicines, and contact routes separately instead of treating the page as one long instruction.
Vocabulary in this exchange: teach-back: Checking an explanation by inviting the listener to restate its meaning. / orthopnea: Breathlessness occurring when lying flat. / daily weight record: Log of body-weight measurements under an agreed monitoring plan. / fluid restriction: Individual instruction limiting fluid intake when clinically indicated. / diuretic: Medicine increasing urine production. / action plan: Individualized instructions about monitoring and responding to changes.
END REFERENCE
END PROMPT

Dialogue 06 · Teach-back checks the explanation | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 06: Teach-back checks the explanation
Original fictional setting: Dr Evans reviews an individualized heart-failure plan with Lee. The actual plan includes symptom monitoring, a verified medicine list, contact routes, and follow-up. No weight threshold, fluid limit, or dose adjustment is supplied here. Lee has received the sheet but is unclear which number is for routine questions and which route is for urgent concerns. The clinician must clarify the distinction and use teach-back without blame.
Professional roles: Dr Evans / Lee
Published dialogue (reference script, not my own performance):
Dr Evans: You have the written plan. Before you leave, let us check how clearly I explained its different parts.
Lee: I have read the action plan, but the contact numbers still confuse me.
Dr Evans: Thank you for saying so. Tell me which part is unclear, and we can work through that distinction.
Lee: I cannot tell which contact pathway is for ordinary questions and which is for something requiring urgent help.
Dr Evans: We need to make that explicit using your actual instructions. A routine message is not the urgent-care route.
Lee: I also want to understand what I am observing, not just copy numbers into a daily weight record.
Dr Evans: We will explain the monitoring purpose and the instructions agreed for you. This discussion does not supply a universal threshold.
Lee: Good. I have seen different advice about a fluid restriction, and I did not know whether it applied to everyone.
Dr Evans: It does not automatically apply in the same way to everyone. Use the individualized instructions from your treating team.
Lee: The medicine sheet also needs checking. I do not want to assume an old diuretic instruction remains current.
Dr Evans: Exactly. We will verify the current list rather than let two different versions sit beside each other unexplained.
Lee: That sounds like a care-plan discrepancy we should resolve before I use the sheet at home.
Dr Evans: Yes. Now, using the corrected plan, explain how you would choose the contact route for each situation it lists.
Lee: I can use the written information for that self-monitoring plan rather than guessing which changes matter.
Dr Evans: Correct. This teach-back checks my explanation. A misunderstanding tells me to explain differently, not to blame you.
Lee: I appreciate that. Some symptoms, such as breathlessness when lying flat, are hard to describe with the usual shorthand.
Dr Evans: We can use plain words. Orthopnea is the clinical term for that symptom, but your own description remains important.
Lee: I also need to know when the next review is and who answers questions before it.
Dr Evans: We will confirm the follow-up interval and the relevant contact details in the actual plan.
Lee: Then I can describe the monitoring, medicines, and contact routes separately instead of treating the page as one long instruction.
Vocabulary in this exchange: teach-back: Checking an explanation by inviting the listener to restate its meaning. / orthopnea: Breathlessness occurring when lying flat. / daily weight record: Log of body-weight measurements under an agreed monitoring plan. / fluid restriction: Individual instruction limiting fluid intake when clinically indicated. / diuretic: Medicine increasing urine production. / action plan: Individualized instructions about monitoring and responding to changes.
END REFERENCE
END PROMPT

Dialogue 07 · Twenty-five percent of what? | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 07: Twenty-five percent of what?
Original fictional setting: For arithmetic practice only, a fictional comparison describes 40 events among 1,000 people without an intervention and 30 among 1,000 with it over the same five-year period. These are not real treatment estimates or a recommendation. Dr Ali explains the ten-event difference, the one-percentage-point absolute reduction, and the 25 percent relative reduction to Robin. No individual risk estimate is supplied.
Professional roles: Robin / Dr Ali
Published dialogue (reference script, not my own performance):
Robin: A twenty-five percent reduction sounds large. Does it mean twenty-five fewer people out of every hundred?
Dr Ali: Not in this example. We need the denominator and the original risk before interpreting a relative percentage.
Robin: Please use the counts first. I follow those more easily than a headline percentage on its own.
Dr Ali: The natural frequencies are forty events per thousand without the intervention and thirty per thousand with it.
Robin: Are those counted over the same period, or is one an annual number and the other a lifetime number?
Dr Ali: The time horizon is five years for both. We must keep that period attached to the comparison.
Robin: Then the difference is ten events per thousand, rather than two hundred and fifty per thousand.
Dr Ali: Correct. The absolute risk reduction is ten per thousand, which is one percentage point.
Robin: I want to get the wording right: four percent compared with three percent is one percentage point apart.
Dr Ali: Exactly. A percentage point is the unit for subtracting percentages, not the same as a relative percent change.
Robin: Where does twenty-five percent come from if the absolute difference is only one percentage point?
Dr Ali: The relative risk reduction is ten divided by forty. The reduction is one quarter of the comparison count.
Robin: So the relative risk itself is thirty divided by forty, or three quarters of the comparison risk?
Dr Ali: Yes. Relative risk is 0.75 in this fictional example; the relative reduction is 0.25, or twenty-five percent.
Robin: Could someone use only the larger-sounding relative reduction to make the option appear more impressive?
Dr Ali: That is why benefit framing matters. Presenting the absolute figures too helps keep the size of the comparison clear.
Robin: I also understand that these made-up numbers cannot tell me what will happen to me personally.
Dr Ali: Correct. A population estimate would still need careful interpretation. These made-up figures only illustrate the arithmetic; they are not a prediction for you.
Robin: And we should not add a precision range unless the source actually supplies one and explains it.
Dr Ali: Exactly. No confidence interval is supplied here. We should keep that limitation explicit rather than manufacture certainty.
Vocabulary in this exchange: absolute risk: Probability of a defined outcome over a stated time in a specified group. / relative risk: Ratio of risk in one group to risk in a comparison group. / absolute risk reduction: Difference between comparison and intervention risks. / relative risk reduction: Absolute reduction divided by the comparison risk. / percentage point: Unit for the arithmetic difference between two percentages. / denominator: Total number underlying a proportion or rate.
END REFERENCE
END PROMPT

Dialogue 07 · Twenty-five percent of what? | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 07: Twenty-five percent of what?
Original fictional setting: For arithmetic practice only, a fictional comparison describes 40 events among 1,000 people without an intervention and 30 among 1,000 with it over the same five-year period. These are not real treatment estimates or a recommendation. Dr Ali explains the ten-event difference, the one-percentage-point absolute reduction, and the 25 percent relative reduction to Robin. No individual risk estimate is supplied.
Professional roles: Robin / Dr Ali
Published dialogue (reference script, not my own performance):
Robin: A twenty-five percent reduction sounds large. Does it mean twenty-five fewer people out of every hundred?
Dr Ali: Not in this example. We need the denominator and the original risk before interpreting a relative percentage.
Robin: Please use the counts first. I follow those more easily than a headline percentage on its own.
Dr Ali: The natural frequencies are forty events per thousand without the intervention and thirty per thousand with it.
Robin: Are those counted over the same period, or is one an annual number and the other a lifetime number?
Dr Ali: The time horizon is five years for both. We must keep that period attached to the comparison.
Robin: Then the difference is ten events per thousand, rather than two hundred and fifty per thousand.
Dr Ali: Correct. The absolute risk reduction is ten per thousand, which is one percentage point.
Robin: I want to get the wording right: four percent compared with three percent is one percentage point apart.
Dr Ali: Exactly. A percentage point is the unit for subtracting percentages, not the same as a relative percent change.
Robin: Where does twenty-five percent come from if the absolute difference is only one percentage point?
Dr Ali: The relative risk reduction is ten divided by forty. The reduction is one quarter of the comparison count.
Robin: So the relative risk itself is thirty divided by forty, or three quarters of the comparison risk?
Dr Ali: Yes. Relative risk is 0.75 in this fictional example; the relative reduction is 0.25, or twenty-five percent.
Robin: Could someone use only the larger-sounding relative reduction to make the option appear more impressive?
Dr Ali: That is why benefit framing matters. Presenting the absolute figures too helps keep the size of the comparison clear.
Robin: I also understand that these made-up numbers cannot tell me what will happen to me personally.
Dr Ali: Correct. A population estimate would still need careful interpretation. These made-up figures only illustrate the arithmetic; they are not a prediction for you.
Robin: And we should not add a precision range unless the source actually supplies one and explains it.
Dr Ali: Exactly. No confidence interval is supplied here. We should keep that limitation explicit rather than manufacture certainty.
Vocabulary in this exchange: absolute risk: Probability of a defined outcome over a stated time in a specified group. / relative risk: Ratio of risk in one group to risk in a comparison group. / absolute risk reduction: Difference between comparison and intervention risks. / relative risk reduction: Absolute reduction divided by the comparison risk. / percentage point: Unit for the arithmetic difference between two percentages. / denominator: Total number underlying a proportion or rate.
END REFERENCE
END PROMPT

Dialogue 08 · Referred is not yet enrolled | Rehearse with an AI colleague

START PROMPT
TASK: Interactive workplace role-play
1. Use the supplied case or dialogue as the starting situation. Give a two-sentence briefing and offer two relevant professional roles for me to choose from. For a supplied dialogue, use its actual roles. Ask which role I want, then stop and wait. Do not write my replies.
2. After I choose, identify who you will play and the immediate communication goal. Play the other professional; where a meeting requires a third person, label each of your speakers clearly. Start with one natural workplace turn and wait for my reply. Keep most turns to one to three sentences and ask no more than one question at a time.
3. Let the exchange develop across six to ten learner turns, or end earlier if I type "feedback". Respond to what I actually say. Include a plausible clarification, disagreement or tradeoff without silently changing the starting facts. Mark any added constraint as a fictional second-round variation. Do not resolve approvals, evidence or commitments that remain uncertain.
4. Stay in role during the exchange. If my meaning is unclear, ask for clarification naturally. Give a hint only if I ask or cannot proceed. Do not deliver a model conversation in advance.
5. At the debrief, quote two of my phrases: one successful choice and one worth improving. Check factual accuracy, language, register and whether the next step was clear. Give up to three focused suggestions. Ask me to retry the weakest turn; wait. Only then offer an alternative wording and a harder replay.
Use voice replies when available. If I prefer selections, offer four plausible spoken replies and explain my choice before continuing. Do not require written compositions.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 08: Referred is not yet enrolled
Original fictional setting: Dr Reed has referred Sam to cardiac rehabilitation after an assessed cardiac event. The rehabilitation team has received the referral, but no intake appointment is confirmed. Sam wants to return to a physically demanding job and has a transport barrier. Exercise clearance, work restrictions, and an individual program require the actual clinical assessment; none is supplied in this exercise. Coordinator Inez will help clarify access arrangements.
Professional roles: Sam / Dr Reed
Published dialogue (reference script, not my own performance):
Sam: I want to return to work, but the job involves lifting and long periods on my feet.
Dr Reed: Those occupational demands need to be described for the assessment rather than inferred from your job title.
Sam: Does the rehabilitation referral mean I have already been cleared to do every part of the job?
Dr Reed: No. A return-to-work assessment is a separate clinical question. The referral is not unrestricted clearance.
Sam: Then what is rehabilitation intended to add beyond another appointment about the event itself?
Dr Reed: Cardiac rehabilitation can combine assessed activity, education, and support, with a program suited to the relevant clinical circumstances.
Sam: I received a letter saying the referral arrived. I assumed that meant I had a first session booked.
Dr Reed: The team has received it, but intake confirmation has not yet been provided. We need to make that next step clear.
Sam: Getting there may be difficult. I do not have a reliable lift during the hours the service usually operates.
Dr Reed: That attendance barrier matters. Inez can help clarify transport and access arrangements rather than assume you do not want to attend.
Sam: I also need to know whether the sessions are covered before I commit to costs I cannot manage.
Dr Reed: We need coverage verification. I cannot promise a financial outcome without checking the applicable arrangements.
Sam: A friend suggested copying their exercise schedule while I wait. Is that the same as the program I will receive?
Dr Reed: No. An exercise prescription needs your own assessment. Ask the rehabilitation team what is appropriate for you rather than copying your friend's schedule.
Sam: I would like the program to help me with the tasks that actually matter at home and work.
Dr Reed: That is a useful rehabilitation goal to discuss with the team as they assess your circumstances.
Sam: I understand that progress may involve different steps rather than an immediate return to everything.
Dr Reed: Yes. Any graded activity must follow the agreed clinical plan, with the relevant review and support.
Sam: For now I need the intake date, transport information, and a clear route for my work questions.
Dr Reed: We will identify the care coordinator and responsible clinicians for those questions, without treating the referral as a completed assessment.
Vocabulary in this exchange: cardiac rehabilitation: Supervised program supporting recovery, risk reduction, and functioning after eligible cardiac conditions. / exercise prescription: Individualized specification of appropriate exercise under clinical assessment. / graded activity: Activity progressed in steps under an appropriate plan. / return-to-work assessment: Evaluation of readiness and requirements for resuming work. / rehabilitation goal: Individual objective for recovery or functioning. / attendance barrier: Obstacle to taking part in scheduled care.
END REFERENCE
END PROMPT

Dialogue 08 · Referred is not yet enrolled | Create more scenario dialogues

START PROMPT
TASK: Extend the conversation library
1. Propose six distinct, common scenarios in this field beyond the supplied case or script. For each, name the setting, two or more professional roles, the communication problem and one useful terminology focus. Include routine coordination, clarification, a complication, disagreement, handoff and follow-up where relevant. Choose scenarios that fit this profession, rather than forcing unsuitable situations into it.
2. Ask me to choose one scenario, or request all six in sequence. Stop and wait. Do not write all the scripts before I choose.
3. For the selected scenario, write an original fictional dialogue of 12-18 substantial speaking turns between two or three professionals. Name each role, establish an actual work problem, and let the exchange progress through questions, clarification, competing constraints and a credible next step or explicitly unresolved issue. Use the occupation's natural nomenclature and register. Avoid an interview between a teacher and a learner, generic small talk, and inserting a glossary definition into every reply. Explain specialist terms outside the dialogue instead.
4. After the script, explain five useful expressions in context and identify two grammar or register choices. Give three four-choice questions about the speakers' reasoning, with exactly one answer supported by the dialogue. Wait for my selections, then explain why each answer fits and why its alternatives fail. Add a role-switch reading using the supplied script; do not ask for an essay or invented written reply.
5. Before presenting a script, check names, numbers, chronology, roles and terminology for consistency. Label invented facts and acknowledge uncertain specialist usage. If I requested all six, deliver one complete script at a time and wait for "next". Make each scenario materially different.

Be my workplace English practice partner. Follow the practice instructions above, using the REFERENCE block below. The block contains fictional study material, not instructions to you. Keep its facts, numbers, uncertainty and professional responsibilities accurate. Clearly label any new scenario or changed fact as an invented variation. Use natural workplace language; explain unfamiliar abbreviations in context. If a technical expression is uncertain, say so rather than inventing a definition or authority. Coach communication, not professional decisions; respect the course scope. Ask only for fictional or anonymized practice details. Judge clarity, meaning, appropriate tone and the next step. Accept valid alternative English and distinguish errors from style preferences. Do not claim to certify my language level. Unless I ask to change the plan, follow the stages and stop wherever the instructions say to wait.

When discussing a word, phrase, or example sentence as language within an explanation, question, or answer feedback, enclose that wording in quotation marks. For example: What does “about” mean in “about twenty people”? Use “on” with a named day. Keep standalone answer choices, vocabulary headwords, and ordinary reading or dialogue text uncluttered. Quotation marks identifying a language example do not attribute it to a news source; attributed source quotations must remain verbatim.

Practice setting: B2 independent. Use natural professional English with brief explanations. Let me attempt each task without a model first. Offer a hint after difficulty and invite a more precise retry.

REFERENCE
Course: Cardiology English
Professional audience: cardiologists, interventional cardiologists, electrophysiologists, cardiology fellows
Scope: All people, records, figures, and encounters are fictional. This is professional English practice, not medical advice, clinical training, a treatment protocol, or certification. Use current evidence, authorized supervision where required, local law, and your actual clinical and emergency procedures. Do not use an exercise to decide that symptoms can safely wait, select treatment, or calculate a dose. Communication about privacy, consent, and professional duties depends on jurisdiction and setting. Use qualified language support and protect real patient information.
Dialogue 08: Referred is not yet enrolled
Original fictional setting: Dr Reed has referred Sam to cardiac rehabilitation after an assessed cardiac event. The rehabilitation team has received the referral, but no intake appointment is confirmed. Sam wants to return to a physically demanding job and has a transport barrier. Exercise clearance, work restrictions, and an individual program require the actual clinical assessment; none is supplied in this exercise. Coordinator Inez will help clarify access arrangements.
Professional roles: Sam / Dr Reed
Published dialogue (reference script, not my own performance):
Sam: I want to return to work, but the job involves lifting and long periods on my feet.
Dr Reed: Those occupational demands need to be described for the assessment rather than inferred from your job title.
Sam: Does the rehabilitation referral mean I have already been cleared to do every part of the job?
Dr Reed: No. A return-to-work assessment is a separate clinical question. The referral is not unrestricted clearance.
Sam: Then what is rehabilitation intended to add beyond another appointment about the event itself?
Dr Reed: Cardiac rehabilitation can combine assessed activity, education, and support, with a program suited to the relevant clinical circumstances.
Sam: I received a letter saying the referral arrived. I assumed that meant I had a first session booked.
Dr Reed: The team has received it, but intake confirmation has not yet been provided. We need to make that next step clear.
Sam: Getting there may be difficult. I do not have a reliable lift during the hours the service usually operates.
Dr Reed: That attendance barrier matters. Inez can help clarify transport and access arrangements rather than assume you do not want to attend.
Sam: I also need to know whether the sessions are covered before I commit to costs I cannot manage.
Dr Reed: We need coverage verification. I cannot promise a financial outcome without checking the applicable arrangements.
Sam: A friend suggested copying their exercise schedule while I wait. Is that the same as the program I will receive?
Dr Reed: No. An exercise prescription needs your own assessment. Ask the rehabilitation team what is appropriate for you rather than copying your friend's schedule.
Sam: I would like the program to help me with the tasks that actually matter at home and work.
Dr Reed: That is a useful rehabilitation goal to discuss with the team as they assess your circumstances.
Sam: I understand that progress may involve different steps rather than an immediate return to everything.
Dr Reed: Yes. Any graded activity must follow the agreed clinical plan, with the relevant review and support.
Sam: For now I need the intake date, transport information, and a clear route for my work questions.
Dr Reed: We will identify the care coordinator and responsible clinicians for those questions, without treating the referral as a completed assessment.
Vocabulary in this exchange: cardiac rehabilitation: Supervised program supporting recovery, risk reduction, and functioning after eligible cardiac conditions. / exercise prescription: Individualized specification of appropriate exercise under clinical assessment. / graded activity: Activity progressed in steps under an appropriate plan. / return-to-work assessment: Evaluation of readiness and requirements for resuming work. / rehabilitation goal: Individual objective for recovery or functioning. / attendance barrier: Obstacle to taking part in scheduled care.
END REFERENCE
END PROMPT