Biblioteca de Indicaciones de AI para Preparación de Exámenes de Inglés

                              Give me a CELPIP Writing Task 1 prompt. I need to write an email (formal, semi-formal, or informal) of 150–200 words in response to a realistic situation.

After I submit my response, score it in a table:

| Criterion | Score (1–12) | Comment |
|-----------|-------------|---------|
| Content & Coherence | | |
| Vocabulary | | |
| Readability | | |
| Task Fulfillment | | |
| **Overall** | | |

Then list 3 specific improvements with before/after examples from my text.
                            

                              Give me a CELPIP Writing Task 2 prompt. Present a survey question with two clear options. I'll respond in 150–200 words, choosing one option and explaining why.

After I submit, evaluate using this format:

| Criterion | Score (1–12) | Comment |
|-----------|-------------|---------|
| Content & Coherence | | |
| Vocabulary | | |
| Readability | | |
| Task Fulfillment | | |
| **Overall** | | |

Highlight whether I clearly stated my choice, supported it with reasons, and addressed potential counterarguments.
                            

                              I'm targeting CLB 9+ (CELPIP 9–12) in Writing. Analyze my response below and provide:

[PASTE YOUR WRITING HERE]

1. **Error table**: List each grammar/vocabulary error, the original text, and the corrected version
2. **Vocabulary upgrades**: Replace 5+ basic words with CLB 9+ alternatives, explaining why each is stronger
3. **Coherence fixes**: Improve transitions between sentences and paragraphs
4. **Full rewrite** at CLB 9–10 level with changes highlighted in bold
5. **Score estimate** (1–12) before and after your improvements
                            

                              Give me a situation that requires both a formal and informal email. I'll write two versions of the same message (150–200 words each):
1. Formal — to a manager, official, or stranger
2. Informal — to a friend or family member

After I submit both, compare them side by side:
- Did I correctly adjust tone, vocabulary, and greeting/closing?
- Score each version separately (1–12) with specific examples of what makes one formal and the other informal
- Point out any tone inconsistencies (e.g., informal phrases in the formal version)
                            

                              Give me a random CELPIP Writing Task (Task 1 or Task 2). Do NOT provide hints, templates, or guidance before I write.

After I submit my response, score it strictly:

| Criterion | Score (1–12) |
|-----------|-------------|
| Content & Coherence | |
| Vocabulary | |
| Readability | |
| Task Fulfillment | |
| **Overall** | |

Then provide:
- 3 specific weaknesses I need to drill
- 1 rewritten paragraph showing how a 10–12 scorer would phrase it
- A comparison showing exactly what changed and why
                            

                              Give me a Writing Task 1 scenario requiring a formal complaint email (to a company, landlord, or service provider). Include specific details I need to address: what happened, when, and what resolution I want.

After I write my 150–200 word response, evaluate:
- Did I use appropriate formal complaint language (not too aggressive, not too passive)?
- Did I clearly state the problem, impact, and desired resolution?
- Score on the CELPIP 1–12 scale
- Provide 3 stronger phrasings I could have used (e.g., "I would appreciate" → "I respectfully request")
                            

                              Give me a CELPIP Speaking Task 1 prompt — a friend or family member needs advice about a specific situation. I'll have 30 seconds to prepare and 90 seconds to respond.

After I type my response, evaluate in a table:

| Criterion | Score (1–12) | Comment |
|-----------|-------------|---------|
| Task Fulfillment | | |
| Fluency & Coherence | | |
| Vocabulary Range | | |
| Grammar Accuracy | | |

Then show a model response at the 10–12 level for comparison.
                            

                              Give me a CELPIP Speaking Task 5 prompt with two clear options to choose from. I need to pick one and persuade the listener why it's better. Prep: 30 seconds. Response: 60 seconds.

After I respond, evaluate:
- Did I clearly state my preference in the opening?
- Did I give at least 2 concrete reasons with examples?
- Did I briefly acknowledge the other option before arguing for mine?
- Score each criterion (1–12): Task Fulfillment, Fluency, Vocabulary, Grammar
- Show the strongest way to open this type of response
                            

                              Give me a CELPIP Speaking Task 7 prompt — an everyday topic (technology, education, lifestyle, work) where I need to express and defend my opinion. Prep: 30 seconds. Response: 90 seconds.

After I respond, evaluate:
- Did I state my opinion clearly in the first sentence?
- Did I support it with at least 2 reasons and 1 specific example?
- Did I organize my argument logically (opinion → reasons → examples → conclusion)?
- Score (1–12) for each: Task Fulfillment, Fluency, Vocabulary, Grammar
- Suggest 3 advanced opinion phrases I could have used (e.g., "I firmly believe" vs "I think")
                            

                              Describe an unusual scene for me in 2–3 sentences (since we can't share images) — something unexpected happening in a familiar setting. Then I need to:
1. Describe what is happening
2. Offer possible explanations
3. Predict what might happen next

Prep: 30 seconds. Response: 60 seconds.

After I respond, score (1–12) on: description clarity, reasoning quality, vocabulary, and fluency. Point out any spatial language I missed (e.g., "in the background," "to the right") and suggest 3 advanced descriptive phrases.
                            

                              Give me 5 common CELPIP speaking task types (giving advice, expressing opinions, describing scenes, comparing options, making predictions). For each, provide:

| Task Type | 5 Advanced Phrases | Example Sentence | Common Mistake to Avoid |
|-----------|-------------------|-------------------|------------------------|
| ... | ... | ... | ... |

Focus on CLB 9+ vocabulary. After the table, quiz me: give me 5 scenarios and ask me to respond using at least 2 phrases from the table. Then evaluate whether I used them naturally.
                            

                              Describe a detailed scene (a park, busy office, restaurant, street market) with at least 8 distinct elements — people, objects, actions, positions.

I'll describe the scene in 60 seconds using spatial language ("in the foreground," "to the left," "behind").

After I respond, check:
- Did I mention all key elements?
- Did I use spatial/positional vocabulary?
- Did I organize the description logically (e.g., left to right, foreground to background)?
- Score (1–12) and list any spatial phrases I should have used but didn't
                            

                              Run a complete CELPIP Speaking mock test — all 8 tasks, one at a time. For each task:
- State the task number, type, prep time, and response time
- Give me the prompt
- Wait for my response
- Give a brief score estimate (1–12) before moving to the next task

After all 8 tasks, provide:

| Task | Type | Score | Key Strength | Key Weakness |
|------|------|-------|-------------|-------------|
| 1–8 | ... | ... | ... | ... |

Overall score prediction and top 3 priorities for improvement.
                            

                              Create a CELPIP-style reading passage (200–300 words) about a Canadian everyday topic (housing, transit, workplace, community). Then give me 6 multiple-choice questions testing:
- Main idea (1 question)
- Specific details (2 questions)
- Inference / implication (2 questions)
- Vocabulary in context (1 question)

After I answer, show results in a table:

| # | Your Answer | Correct | Explanation |
|---|------------|---------|-------------|

Then identify which question types I struggle with and suggest a reading strategy for each.
                            

                              Create a CELPIP Reading Part 3 exercise: two short texts (150 words each) presenting different viewpoints on the same Canadian topic (e.g., remote work, housing regulations, transit expansion).

Then ask me 6 questions that require:
- Identifying which author holds which opinion (2 questions)
- Comparing/contrasting the viewpoints (2 questions)
- Drawing inferences about the authors' reasoning (2 questions)

After I answer, explain any tricky distractors and teach me the "scan for opinion markers" strategy (words like "however," "I believe," "critics argue").
                            

                              Create a 400-word CELPIP-style passage and 8 questions. Mark each question as either "skimmable" (answer findable by scanning for keywords) or "detailed" (requires careful reading of a specific paragraph).

After I answer:
- Score my accuracy
- For each question, tell me whether I should have skimmed or read carefully
- Time management tip: which questions to answer first on test day and which to save
- Give me a 3-step skimming strategy I can practice
                            

                              Simulate a CELPIP Listening exercise using text. Write a realistic 300-word dialogue between two people about a Canadian everyday situation (apartment issues, job interview, doctor visit).

Include 2–3 distractors — places where one speaker says something that sounds like an answer but isn't the actual point.

Give me 6 questions:
- Main idea (1), Specific details (2), Speaker attitude (2), Inference (1)

After I answer, reveal which questions had distractors and explain how to spot the difference between what's stated vs. what's implied.
                            

                              Write a 250–300 word lecture transcript on a general topic (Canadian history, environment, health, education). Include key facts, 2–3 dates/numbers, and the speaker's opinion.

Instructions for me:
1. Read the transcript once (don't re-read)
2. Take bullet-point notes as I go
3. Answer 6 questions from memory + notes only

After I answer, show me:
- What an ideal set of notes would look like (formatted as bullet points)
- Which questions my notes should have covered
- A note-taking template I can use for CELPIP Listening Part 4
                            

                              Write a dialogue where two speakers discuss a topic and have evolving opinions — one changes their mind partway through, the other stays firm.

Ask me 5 questions focused on:
- "What does Speaker A think about X?" (initial vs. final opinion)
- "Does Speaker B agree or disagree?"
- "At what point does Speaker A change their mind?"

After I answer, teach me 3 strategies for attitude questions:
1. How to spot opinion-signal words ("actually," "I used to think," "honestly")
2. How to distinguish stated opinions from implied ones
3. How to handle speakers who change their position
                            

                              Give me an IELTS Writing Task 2 essay question on a common topic (society, education, technology, health, or environment). I need to write at least 250 words.

After I submit, score using the official band descriptors:

| Criterion | Band (1–9) | Specific Evidence from My Essay |
|-----------|-----------|-------------------------------|
| Task Response | | |
| Coherence & Cohesion | | |
| Lexical Resource | | |
| Grammatical Range & Accuracy | | |
| **Overall Band** | | |

For each criterion scoring below 7, quote a specific sentence from my essay and show how to improve it.
                            

                              Give me an IELTS General Training Writing Task 1 prompt with 3 bullet points to address. I need to write a letter of at least 150 words.

After I submit, evaluate:
- Did I cover all 3 bullet points? (yes/no for each)
- Is the tone correct for the audience? (formal/semi-formal/informal)
- Band score (1–9) with evidence

Common Task 1 mistakes to check for:
- Starting with "Dear Sir/Madam" when a name is given
- Mixing formal and informal register
- Forgetting to address one of the bullet points
                            

                              I'm targeting IELTS Band 7+ in Writing. Analyze my essay:

[PASTE YOUR ESSAY HERE]

Provide:
1. **Error log**: table of grammar/vocabulary errors with corrections
2. **Vocabulary upgrades**: replace 5+ basic words with Band 7+ alternatives (show original → replacement → why it's stronger)
3. **Cohesion fixes**: add or improve 3+ transition phrases between paragraphs
4. **Full rewrite** at Band 7–8 level with all changes in **bold**
5. **Before/after scores**:

| Criterion | Before | After | What Changed |
|-----------|--------|-------|-------------|
                            

                              Walk me through writing an IELTS opinion essay step by step. Give me a topic, then guide me through each section:

1. **Introduction**: Show a model thesis statement, then ask me to write mine
2. **Body 1**: Show a model topic sentence + explanation + example pattern, then ask me to write mine
3. **Body 2**: Same pattern with a different argument
4. **Conclusion**: Model + my attempt

At each step, correct my version immediately before moving on. At the end, assemble the full essay and give an estimated band score.

Use this format for corrections: ❌ My version → ✅ Improved version (reason)
                            

                              Give me an IELTS Speaking Part 2 cue card with the main topic and 4 bullet points to cover. I'll prepare for 1 minute and speak for 1–2 minutes.

After I respond, evaluate:

| Criterion | Band (1–9) | Comment |
|-----------|-----------|---------|
| Fluency & Coherence | | |
| Lexical Resource | | |
| Grammar Range & Accuracy | | |

Then provide:
- A model Band 8 answer for comparison
- 3 phrases from the model I should memorize for future use
                            

                              Give me 5 IELTS Speaking Part 3 questions on one theme (education, technology, environment, culture, or work). These should be abstract, analytical questions requiring extended answers.

Ask me one question at a time. After each answer, give:
- 1 sentence of feedback (what was good or what to fix)
- A stronger alternative phrasing if my vocabulary was basic

After all 5, summarize:
- My strongest answer and why
- My weakest answer rewritten at Band 7+ level
- 5 discourse markers I should practice ("On the other hand," "Having said that," etc.)
                            

                              Conduct a full IELTS Speaking mock interview — all 3 parts, one question at a time:
- Part 1: 4–5 introductory questions (about me, daily life, preferences)
- Part 2: 1 cue card (1 min prep, 2 min response)
- Part 3: 4–5 discussion questions related to the Part 2 topic

After all 3 parts, provide:

| Part | Band Score | Key Strength | Key Weakness |
|------|-----------|-------------|-------------|
| 1 | | | |
| 2 | | | |
| 3 | | | |
| **Overall** | | | |

Top 3 priorities for improvement with specific examples from my responses.
                            

                              Simulate a CAEL Integrated Writing task:
1. Give me a reading passage (200 words) on an academic topic
2. Give me a lecture summary (150 words) with a contrasting perspective

I'll write a 200–300 word response that summarizes and compares both sources using academic language.

After I submit, evaluate:
- Did I accurately represent both sources?
- Did I compare rather than just summarize?
- Did I use proper academic citations ("According to the passage," "The lecturer argues")?
- Estimated CAEL score (10–90) with specific feedback on academic register
                            

                              Give me 5 common CAEL academic topics. For each, provide a table:

| Academic Word/Phrase | Definition | Example in Academic Context | Paraphrase Alternative |
|---------------------|-----------|---------------------------|----------------------|
| (5 entries per topic) | | | |

CAEL rewards paraphrasing — include at least 2 paraphrase alternatives per word.

Then quiz me: give me 10 sentences with blanks and 3 options each. After I answer, score my accuracy and explain any I got wrong.
                            

                              Give me 3 CAEL-style short writing tasks. For each, provide a brief academic scenario or data description and ask me to write a 50–75 word response using formal academic register.

After I complete all 3, evaluate each:

| Response | Clarity (1–5) | Accuracy (1–5) | Academic Language (1–5) | Key Improvement |
|----------|-------------|---------------|----------------------|-----------------|
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |

Identify my strongest and weakest response with specific reasons.
                            

                              Create a CAEL-style academic reading exercise: a 300–400 word passage on environmental science, psychology, or sociology. Then ask:
- 3 comprehension questions (main idea, supporting details)
- 2 vocabulary-in-context questions (give 4 options each)
- 2 inference questions
- 1 question about the author's purpose or tone

After I answer, provide results and for each wrong answer explain:
- Why my choice was incorrect
- What reading strategy would have helped (scanning, skimming, re-reading the topic sentence)
                            

                              Write a 300-word academic lecture transcript that a Canadian university professor might give. Include:
- A clear thesis statement
- 2–3 supporting points with data/examples
- Academic discourse markers ("Furthermore," "In contrast," "To illustrate")

Ask me to read it once and take notes, then give me 6 questions (mix of fill-in-the-blank, short answer, and multiple choice).

After I answer, show:
- An ideal set of notes (bullet-point format)
- A note-taking template for CAEL lectures: Main idea → Supporting points → Key data → Speaker's conclusion
                            

                              Simulate a CAEL Speaking task:
1. Give me a short academic reading (100 words) on a topic
2. Ask me to discuss it using ideas from the passage + my own experience

Prep: 60 seconds. Response: 60–90 seconds.

After I respond, evaluate:
- Did I reference specific points from the reading?
- Did I add my own ideas (not just repeat the passage)?
- Academic vocabulary and fluency score (CAEL 10–90)
- Show a model response that balances source material with personal analysis