Ask focused questions, check understanding, respond to the result and manage a clear handover between turns.
Support Roleplay · B1
A Digital Problem and Step-by-Step Solution
Find the cause, guide one safe action at a time and adapt when the first step does not work.
TOPIC FAMILYTF21 · Technology & Digital Life
Good digital support is more than listing instructions. One person must describe the evidence clearly; the other must diagnose, guide, check and change the plan safely when something unexpected happens.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Use a live support conversation to diagnose one everyday digital problem, guide safe ordered steps, adapt after failure and confirm a realistic next action.
For teachers: The learner first masters a six-turn support route, selects diagnostic and safety language, notices a short repair model, performs both roles, then completes an unrehearsed problem with one failed step and a focused retry.
สำหรับผู้เรียน: ใช้บทสนทนาช่วยเหลือจริงเพื่อวิเคราะห์ปัญหาดิจิทัล บอกขั้นตอนที่ปลอดภัย ปรับแผนเมื่อวิธีแรกไม่ได้ผล และยืนยันสิ่งที่จะทำต่อ
สำหรับครู: ผู้เรียนเรียนรู้เส้นทางสนทนาหกช่วง เลือกภาษาสำหรับวิเคราะห์และความปลอดภัย สังเกตตัวอย่างการแก้บทสนทนา ฝึกทั้งสองบทบาท แล้วทำสถานการณ์ใหม่ที่มีขั้นตอนล้มเหลวและลองแก้จุดอ่อนอีกครั้ง
Your Goal
Diagnose one everyday digital problem, give ordered safe steps, check understanding, adapt after one failed step and confirm a realistic next action.
เป้าหมายภาษาไทย
วิเคราะห์ปัญหาดิจิทัลในชีวิตประจำวันหนึ่งเรื่อง บอกขั้นตอนที่ปลอดภัยตามลำดับ ตรวจว่าคู่สนทนาเข้าใจ ปรับวิธีเมื่อขั้นตอนแรกไม่ได้ผล และยืนยันสิ่งที่จะทำต่ออย่างสมจริง
What this roleplay trains
- You practise both sides of a real support conversation.
- You separate evidence from guesses before giving instructions.
- You learn to protect passwords, codes and unsaved work while solving a problem.
- You keep the conversation moving when one safe step fails.
Progress Focus · Lesson structure
Diagnose from evidence, give safe ordered steps, adapt after failure and confirm a realistic next action.
4 minRoles & six turns
5 minDiagnose safely
5 minModel & repair
5 minUser round
5 minSupport round
6 minFinal & retry
Teacher Lesson Plan · Read before class
| Time | Teacher does | Student does | Evidence |
|---|---|---|---|
| 0–4 | Sets the two roles and the six-turn route. | Identifies what each speaker must know and do. | Roles, shared goal and turn order understood. |
| 4–9 | Elicits diagnostic, sequencing, checking and safety moves. | Builds questions and one-step instructions from evidence. | Five usable support moves plus three safety boundaries. |
| 9–14 | Reads one short model and reveals one failed step. | Finds evidence, checks, sequence and adaptation. | Complete six-turn repair route noticed. |
| 14–19 | Plays Support Partner and asks one question at a time. | Reports a problem, follows steps and gives the result. | One guided User exchange. |
| 19–24 | Plays User and reveals evidence only when asked. | Diagnoses, guides, checks and adapts. | One varied Support exchange after a failed step. |
| 24–30 | Gives a fresh problem and constraint, then scores. | Completes an unrehearsed roleplay and retries one weak move. | Independent support outcome plus improved retry. |
1Know the two roles and six turns
Every round follows the same route, but the problem, evidence and failed step change.
Describe what you tried, what you can see and what must not be lost.
Follow one safe action at a time and report the exact result.
Ask for evidence before deciding the cause.
Give one safe step, check understanding and adapt after the result.
- User reports the problem and immediate goal.
- Support asks one focused diagnostic question.
- User gives evidence, previous action and safety limit.
- Support guides one ordered safe step and checks understanding.
- User reports the result or failed step.
- Support adapts the plan and confirms the next action.
STUDENT TASK
- State what information belongs in Turn 1, Turn 3 and Turn 5.
- Explain why Support should not give five instructions at once.
- Perform the six turn labels once without using full example sentences.
How to run Stage 1
Keep setup under four minutes. Point to the next turn rather than supplying a sentence. Require evidence before diagnosis and establish that passwords, security codes and unsaved work are protected throughout the lesson.
2Build diagnostic and safety moves
Choose only the language that helps this problem. Do not memorise the whole bank.
When I tap ___, the screen shows ___.
I already tried ___, but ___.
Does it happen before or after you ___?
What exactly can you see on the screen?
First, save ___. Then open ___.
Before you continue, make sure ___.
What do you see now?
Since that did not work, let’s try ___ instead.
SAFE SUPPORT BOUNDARIES
- Never ask for a password or one-time security code.
- Do not install an unknown app or open an untrusted link.
- Protect unsaved work before closing, restarting or deleting anything.
STUDENT TASK
- Build one focused diagnostic question for a frozen app.
- Give two one-step instructions using sequence language.
- Use one check question and one adaptation phrase.
- Reject one unsafe action politely and give a safer alternative.
How to run Stage 2
Elicit before modelling. Accept simple grammar if the instruction is unambiguous and safe. Correct vague pronouns, missing sequence and unsafe actions first. Do not turn this stage into a long vocabulary lesson.
3Notice diagnosis, checking and repair
Keep the model closed while the teacher reads it once. Decide what the problem is, which step fails and how Support adapts.
USER: My study app opens, but the lesson page stays blank. I need to finish one task before class.
SUPPORT: Does the blank page appear before or after you choose the lesson?
USER: After I choose it. I refreshed once, and my notes are already saved.
SUPPORT: Good. First, close only the lesson page, not the whole app. Then open the lesson again. Tell me when you can see it.
USER: The page is still blank.
SUPPORT: Since that did not work, check whether the app has an update. Do not reinstall it yet. If there is no update, send Support a screenshot without any personal information.
STUDENT TASK
- Name the evidence Support uses before giving a step.
- Underline the instruction and the understanding check.
- Explain why reinstalling is not the next action.
- Close the model and retell the six-turn route in your own words.
How to run Stage 3
Read at natural B1 speed while the model stays closed. Ask for problem, failed step and safer adaptation. Reveal the text only for checking. Close it before the learner retells the route; do not require imitation of the teacher’s exact wording.
4Round 1 · Student is the User
The learner reports a cloud file that will not open. The teacher plays Support Partner.
The file opened yesterday.
Today it shows “offline copy unavailable”.
Wi-Fi works in another app.
You renamed the file this morning.
You must keep the latest comments.
Possible cause: the renamed file has not synced.
First safe check: confirm the correct account and connection icon.
Failed step to reveal: the icon still shows waiting.
Next safe action: keep the page open and create a local copy before reconnecting.
STUDENT TASK
- Report the goal and visible evidence, not your guess.
- Answer the diagnostic question precisely.
- Repeat the first step to check understanding.
- Perform it and report the exact result.
- Confirm the adapted next action and what must be protected.
How to run Stage 4
Ask one question at a time and reveal the failed step only after the learner reports the first result. Do not correct while turns are moving. If the learner guesses the cause, ask “What evidence can you see?” Give one focused correction after the exchange.
5Round 2 · Student is the Support Partner
The roles switch. The teacher reveals only the information the learner asks for.
The microphone works in a voice recorder.
The meeting app shows the wrong microphone.
Permission is already allowed.
Changing the device once does not work.
The meeting starts in ten minutes.
Ask for the evidence before diagnosing.
Give one safe step at a time.
Check what the User sees after each step.
Adapt after the device change fails.
Confirm a fallback for the meeting.
NEW INFORMATION · REVEAL AFTER THE FIRST STEP
The correct microphone appears in the menu, but the sound test still shows no input. The User can join from a phone if necessary.
STUDENT TASK
- Ask two focused diagnostic questions.
- Guide one safe change and check understanding.
- Respond to the failed sound test without repeating the same instruction.
- Offer one realistic fallback and confirm who will do what next.
How to run Stage 5
Reveal only the fact the learner asks for. If the learner gives several steps, say “Please guide me through one action first.” Do not accept sharing a password, installing unknown software or claiming that the issue is fixed without a result check.
6Final Practice · Solve a fresh upload problem
Complete the support conversation without the model or phrase bank. The learner is Support Partner unless the teacher decides the User role is weaker.
A phone cannot upload a document to a learning portal.
The upload reaches 80% and stops.
Mobile data works, but the Wi-Fi signal is weak.
The document contains an unsaved note.
Protect the unsaved note.
Use evidence to select a safe first step.
Adapt after the first attempt fails.
Confirm a realistic upload or handover plan.
TEACHER REVEALS AFTER THE FIRST RESULT CHECK
Moving closer to the router does not help, and the portal deadline is in fifteen minutes. The file can be saved locally before another attempt.
FINAL ROLEPLAY
- Open the conversation and establish the exact goal.
- Ask for evidence before diagnosing.
- Give one ordered safe step and check understanding.
- Respond to the result without repeating the failed action.
- Protect the note, use the available connection evidence and confirm the next action.
- After one feedback point, retry only the weaker move without a model.
Teacher scoring guide · Progress Focus
Score the independent first attempt only. Give one focused feedback point, then record the retry separately.
CM · Conversation management · 0–2
2 · Independent: Asks a focused question, guides one action at a time, checks understanding, responds to the result and confirms a shared next step.
1 · With support: Completes the exchange after one interaction prompt or supplied check question.
0 · Not yet: The teacher manages most turns or the conversation ends without a confirmed next action.
FP · Functional performance · 0–2
2 · Independent: Diagnoses from evidence, gives safe ordered steps, protects unsaved work and adapts appropriately after failure.
1 · With support: Reaches a workable safe plan after one diagnosis, sequence or safety prompt.
0 · Not yet: Gives unsafe or unclear steps, repeats the failed action, or does not reach a realistic solution.
Target: at least 3/4 with no zero. Retry the weaker criterion with fewer prompts and no model.
How to run Stage 6
Give 30 seconds to read the problem. Hide all models. Reveal the deadline and failed step only after the learner checks the first result. Do not interrupt the first attempt. Score, give one success and one correction, then require a 30–45 second improved retry.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
การช่วยแก้ปัญหาดิจิทัลที่ดีควรเริ่มจากหลักฐาน ไม่รีบเดาสาเหตุ บอกทีละขั้นตอน ตรวจว่าคู่สนทนาเห็นผลอะไร และเปลี่ยนแผนเมื่อวิธีแรกไม่ได้ผล ต้องไม่ขอรหัสผ่านหรือรหัสยืนยัน ไม่ติดตั้งโปรแกรมที่ไม่รู้จัก และต้องปกป้องงานที่ยังไม่ได้บันทึกก่อนปิดหรือเริ่มใหม่
Continue your learning path
Listening: Follow the Steps and Fix a Simple App Problem
Hear and follow simple troubleshooting steps before managing both roles in a live support exchange.
ฟังและทำตามขั้นตอนแก้ปัญหาอย่างง่ายก่อนบริหารทั้งสองบทบาทในการสนทนาช่วยเหลือจริง
Technology in Daily Life
Discuss the benefits, drawbacks and personal boundaries behind everyday technology choices.
อภิปรายข้อดี ข้อเสีย และขอบเขตส่วนตัวของการใช้เทคโนโลยีในชีวิตประจำวัน
Give Clear Step-by-Step Instructions
Use clear imperatives and sequence markers to make each support step easy to follow.
ใช้คำสั่งและคำบอกลำดับที่ชัดเจนเพื่อให้แต่ละขั้นตอนช่วยเหลือทำตามได้ง่าย
Future Forms for Innovation Predictions
Move from solving present problems to making evidence-based predictions about future innovation.
ต่อยอดจากการแก้ปัญหาปัจจุบันไปสู่การคาดการณ์นวัตกรรมอนาคตโดยใช้หลักฐาน