[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M70ZSC3MZNKDZVTYRKBB5CJB":3,"skill-same:01M70ZSC3MZNKDZVTYRKBB5CJB":66},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":35,"linkOnly":36,"markdownContent":37,"markdownBody":38,"frontMatter":39,"refName":43,"commitSha":44,"skillDirectory":45,"forksCount":46,"repositoryHtmlUrl":47,"repositoryHomepageUrl":6,"ownerHtmlUrl":48,"ownerBlogUrl":49,"ownerDescription":50,"updatedAt":51,"install":52,"resources":65},"01M70ZSC3MZNKDZVTYRKBB5CJB","english-language-teaching-client-explanation",null,"Explain complex English language teacher matters to learners of English of all ages and levels in plain, honest language.\nTRIGGERS - Use when a English language teacher needs a client explanation & communication guide for learners of English of all ages and levels in a language school, classroom or online.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fenglish-language-teaching-client-explanation\u002FSKILL.md",[],[19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34],"english language teaching client explanation","teaching","english","client","language","for","triggers","use","when","explain","teacher","school","communication","plain","classroom","guide","2026-11-10 10:12:30",false,"---\nname: english-language-teaching-client-explanation\ndescription: |\n  Explain complex English language teacher matters to learners of English of all ages and levels in plain, honest language.\n  TRIGGERS - Use when a English language teacher needs a client explanation & communication guide for learners of English of all ages and levels in a language school, classroom or online.\ncategory: English Language Teaching\nlicense: MIT\nversion: 1.0\n---\n# Client Explanation & Communication Guide — English Language Teaching\n\nExplain complex English language teacher matters to learners of English of all ages and levels in plain, honest language. The deliverable is a communication pack: explanation script, FAQs and a written summary.\nThis skill is written for a English language teacher working with learners of English of all ages and levels in a language school, classroom or online.\n\n## When to use\n- You are a English language teacher preparing, delivering or reviewing this part of your work in a language school, classroom or online.\n- You need a defensible, repeatable approach that produces a communication pack: explanation script, FAQs and a written summary.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| L1 | a learner's first language |\n| CEFR | the Common European Framework levels for language ability |\n| Scaffolding | support that helps learners achieve beyond their current level |\n\n## Workflow\n1. **Step 1** - Identify what learners of English of all ages and levels actually need to decide or understand, and the misconceptions to clear up first\n2. **Step 2** - Translate the technical content — including terms behind lesson plans — into plain language without losing accuracy\n3. **Step 3** - Structure the explanation: what we found, what it means, the options, the recommendation and the risks such as learners placed at wrong level\n4. **Step 4** - Check understanding by asking learners of English of all ages and levels to play it back in their own words; correct gaps kindly\n5. **Step 5** - Follow up with a written summary the same day and record the conversation in the file\n\n## Profession-Specific Components\n| Component | Details for English Language Teaching |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; level assessments; progress reports; course materials |\n| Core tools & equipment | learning platforms; assessment frameworks; audio and video tools; dictionaries and corpora |\n| People involved | learners of English of all ages and levels; the English language teacher; colleagues and other services in a language school, classroom or online |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a language school, classroom or online] | **Objective:** [What this must achieve] | **Audience:** [learners of English of all ages and levels and other stakeholders]\n\nThe finished output is a communication pack: explanation script, FAQs and a written summary, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against level progression rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in a language school, classroom or online.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| level progression rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| student retention | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment accuracy | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| student satisfaction | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: learners placed at wrong level.\n- Never let this happen: speaking practice neglected.\n- Never let this happen: assessment bias.\n- Work only within the competence and authority of a English language teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a language school, classroom or online's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA English language teacher in a language school, classroom or online applies this workflow for learners of English of all ages and levels: they open\nlesson plans, work through the five steps using learning platforms, and close by recording\nthe outcome against level progression rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Client Explanation & Communication Guide — English Language Teaching\n\nExplain complex English language teacher matters to learners of English of all ages and levels in plain, honest language. The deliverable is a communication pack: explanation script, FAQs and a written summary.\nThis skill is written for a English language teacher working with learners of English of all ages and levels in a language school, classroom or online.\n\n## When to use\n- You are a English language teacher preparing, delivering or reviewing this part of your work in a language school, classroom or online.\n- You need a defensible, repeatable approach that produces a communication pack: explanation script, FAQs and a written summary.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| L1 | a learner's first language |\n| CEFR | the Common European Framework levels for language ability |\n| Scaffolding | support that helps learners achieve beyond their current level |\n\n## Workflow\n1. **Step 1** - Identify what learners of English of all ages and levels actually need to decide or understand, and the misconceptions to clear up first\n2. **Step 2** - Translate the technical content — including terms behind lesson plans — into plain language without losing accuracy\n3. **Step 3** - Structure the explanation: what we found, what it means, the options, the recommendation and the risks such as learners placed at wrong level\n4. **Step 4** - Check understanding by asking learners of English of all ages and levels to play it back in their own words; correct gaps kindly\n5. **Step 5** - Follow up with a written summary the same day and record the conversation in the file\n\n## Profession-Specific Components\n| Component | Details for English Language Teaching |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; level assessments; progress reports; course materials |\n| Core tools & equipment | learning platforms; assessment frameworks; audio and video tools; dictionaries and corpora |\n| People involved | learners of English of all ages and levels; the English language teacher; colleagues and other services in a language school, classroom or online |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a language school, classroom or online] | **Objective:** [What this must achieve] | **Audience:** [learners of English of all ages and levels and other stakeholders]\n\nThe finished output is a communication pack: explanation script, FAQs and a written summary, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against level progression rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in a language school, classroom or online.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| level progression rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| student retention | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment accuracy | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| student satisfaction | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: learners placed at wrong level.\n- Never let this happen: speaking practice neglected.\n- Never let this happen: assessment bias.\n- Work only within the competence and authority of a English language teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a language school, classroom or online's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA English language teacher in a language school, classroom or online applies this workflow for learners of English of all ages and levels: they open\nlesson plans, work through the five steps using learning platforms, and close by recording\nthe outcome against level progression rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":40,"category":41,"description":42},1,"English Language Teaching","Explain complex English language teacher matters to learners of English of all ages and levels in plain, honest language.\nTRIGGERS - Use when a English language teacher needs a client explanation & communication guide for learners of English of all ages and levels in a language school, classroom or online.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fenglish-language-teaching-client-explanation",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. 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Use when a youth worker needs a troubleshooting & problem solving for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-troubleshooting-guide\u002FSKILL.md",[],[74,75,76,77,34,78,24,79,80,81,27,82,26,83,25,84,85,86],"youth work troubleshooting guide","work","troubleshooting","troubleshooting guide","problem solving","outreach","settings","common","people","worker","diagnose","problem","communities",{"skillNo":88,"name":89,"nameZh":6,"description":90,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":91,"categories":92,"keywords":93,"publishedAt":35},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - Use when a youth worker needs a tools & equipment checklist for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-tools-equipment-checklist\u002FSKILL.md",[],[94,75,95,96,27,82,26,97,83,25,98,24,86,99,79,80],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":101,"name":102,"nameZh":6,"description":103,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":104,"categories":105,"keywords":106,"publishedAt":35},"01M71E7NX1BMFEFBH01KCRJDEP","youth-work-supplies-procurement","Specify, source and manage the supplies and materials used in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a supplies & procurement for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-supplies-procurement\u002FSKILL.md",[],[107,108,75,109,110,79,80,82,26,83,25,111,112,24,86,27],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":114,"name":115,"nameZh":6,"description":116,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":117,"categories":118,"keywords":124,"publishedAt":35},"01M71E7JVFP6P96GAT2VT9JY0D","youth-work-stakeholder-presentation","Present youth worker findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a youth worker needs a stakeholder presentation for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-stakeholder-presentation\u002FSKILL.md",[119],{"categoryNo":120,"categoryName":121,"taxonomyType":122,"taxonomyTypeDesc":123},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[125,75,126,127,24,128,86,25,129,79,80,27,82,26,83],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":131,"name":132,"nameZh":6,"description":133,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":134,"categories":135,"keywords":136,"publishedAt":35},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[137,138,139,75,140,80,34,141,79,27,82,26,83,25,24,142,143,86],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":145,"name":146,"nameZh":6,"description":147,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":148,"categories":149,"keywords":153,"publishedAt":35},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[150],{"categoryNo":151,"categoryName":152,"taxonomyType":122,"taxonomyTypeDesc":123},"01JBSEEDCAT000000000000015","视觉设计",[75,154,155,156,24,25,83,157,158,86,80,79,82,26,27],"service","plan","youth work service plan","design","as"]