Scenario: Mr. Chan teaches Form 6 Chinese Language

With the DSE exam approaching, students need to revise Fan Zhongyan's 岳陽樓記. Mr. Chan has prepared lecture notes (original text, translation, rhetoric, themes, and DSE question-type tips). He wants students to revise from his materials — not scattered web answers — and he wants to see who has actually practised. This guide walks through building one Tutor for this prescribed text.

The goal

By the week before the exam, students should: Answer vocabulary, translation, rhetoric, and theme questions on 岳陽樓記 using the lecture notes. Complete a flashcard set (vocabulary / sentence patterns) and one mission (e.g. explain 「先天下之憂而憂，後天下之樂而樂」). Join a live session where Mr. Chan can pause chat and spotlight key prompts. Mr. Chan should see per-student mission progress on the Students tab without reading every message.

Before you start

Related guides: Create your first Tutor, Add knowledge to your Tutor, Generate flashcards, Manage students & missions.

Step 1 — Create the Tutor

1. Sidebar → Tutor → New tutor → Create.
2. Display name: DSE Chinese — 岳陽樓記
3. Model: Chat-Chinese or another strong Chinese model for classical Chinese and literary appreciation.
4. System prompt (example):

   You are a Form 6 DSE Chinese Language tutor for the prescribed text 岳陽樓記. Answer only from the knowledge-base lecture notes; if the notes do not cover a question, say so and point students to the relevant section. Use Traditional Chinese, explain before giving examples, and may hint at common DSE question types (vocabulary, translation, rhetoric, theme, comparison) — but do not invent commentary that is not in the notes.

5. Click Create.

Step 2 — Add knowledge

1. Open the Tutor → Knowledge Base (left panel).
2. Upload your lecture-note files, for example:
   • 岳陽樓記 — Lecture notes.pdf (original text, translation, paragraph summaries)
   • 岳陽樓記 — Rhetoric and themes.pptx (rhetoric table, theme summary, DSE question types)
3. Wait for indexing (status turns green).
4. Optional: sync a Library folder if you already store all Form 6 prescribed-text materials there.
5. Test with a quick chat: 「『霪雨霏霏』的「霏霏」是什麼意思？」 — the answer should follow your lecture notes, not generic web summaries.

Step 3 — Tune behavior (General settings)

1. Mr. Chan wants a structured revision entry point for DSE candidates:
   1. General → turn Study mode on (shorter, scaffolded replies).
   2. Reply length → Medium.
   3. Welcome message (example in Traditional Chinese for students):

      你好！我是《岳陽樓記》溫習導師。可查詞語、語譯、修辭、主旨，或到 Studio 做閃卡。請多引用講義內容作答。

   4. Conversation start → Structured form with fields:
      • Which part are you revising? (dropdown: Vocabulary / Translation / Rhetoric / Theme & writing techniques / DSE question types)
      • What do you want to improve most? (short text)
      Save. Students see the form before their first message.

Step 4 — Generate Studio content

Flashcards (DSE-style)

1. Chat: 「根據講義做 20 張閃卡：詞語解釋及重要句式語譯，繁體中文。」 — or open Studio → Flashcards → type MCQ or Standard Q&A, count 20, language 繁體中文, focus 岳陽樓記 vocabulary and translation.
2. Review the set → Save to Library → name 岳陽樓記 — Vocabulary & translation.

Notes (paragraph summaries / themes)

1. Studio → Notes → style summary or bullet, language 繁體中文, focus paragraph summaries, scenery vs. emotion, key theme sentences.
2. Export Word/PDF for students who want a printable recap.

Slide deck (lesson recap)

1. Studio → Slide decks → 6 slides, language 繁體中文, focus 岳陽樓記 structure, contrast, main themes.
2. Edit slide titles if needed → Export to Canva for last-minute tweaks.

Optional extras

• Mind map — passage structure (重修記 → two weather scenes → 遷客騷人 → 古仁人之心 → theme).
• Podcast — two hosts discuss 「先憂後樂」 and civic values for homework listening.
• Call Tutor — students explain a translation or theme aloud (voice session, transcript saved).

Step 5 — Set missions

Missions turn revision into trackable goals (up to 5 per Tutor).

1. Teachers: open the Students tab → Missions section.
2. Turn missions on → Create a Mission.
3. Mission 1 — Theme understanding
   • Description: Explain 「先天下之憂而憂，後天下之樂而樂」 in your own words and link it to the lecture notes.
   • Criteria: Student explains the meaning, mentions 古仁人 or the contrast between worry and joy, and gives one example from the notes.
   • Improve with AI → polish wording → Visible to students on.
4. Mission 2 — Flashcard practice
   • Criteria: Complete at least one flashcard revision session on 岳陽樓記 (10 cards or more).
5. Chat's mission-checking agent updates progress as students work.

Step 6 — Assign students

1. Students tab → Add Students.
2. Search your Form 6 class → select all → save.
3. Confirm the list shows 0 / 2 missions and last active columns.
4. Students now see the Tutor under Assigned on their Tutors page.

Step 7 — Student experience (what they do)

A typical student, Ka Ming, revises like this:

1. Opens DSE Chinese — 岳陽樓記 from Assigned tutors.
2. Fills the start form: revising Translation, wants to improve 「遷客騷人 vs. 古仁人」.
3. Asks: 「『霪雨霏霏，連月不開』這段如何鋪墊下文？」
4. Opens Studio → runs the flashcard revision session (vocabulary and translation).
5. Mission progress moves to 1 / 2 after the theme explanation is accepted.

Ka Ming uses school chat credits; flashcards, notes, and mind maps use chat credits during generation. Slide images, if any, use image credits — see Pricing & Credits.

Step 8 — Live session in class

1. On revision day, Mr. Chan runs a live session:
2. Students tab → Start live session (Interactive Space).
3. Students join from their Tutor — chat may be paused while he explains.
4. He spotlights a prompt: 「比較『陰晴兩段』景物描寫所營造的氣氛，以及對遷客騷人有何作用？」
5. He opens Whiteboard to sketch the passage structure together.
6. Ends session; chat resumes for homework questions.

See Manage students & missions for full live-session controls.

Step 9 — Check progress & follow up

1. After the week:
   1. Students tab — sort by mission progress; note who is still 0 / 2.
   2. Open History for a student who is stuck — read-only view of their chat.
   3. Evaluations (optional) — run an AI-assisted review against your rubric.
   4. Save flashcards and notes to Library for next year's Form 6.
2. Mr. Chan messages three students who have not completed Mission 2 before the exam.

Tips & variations

Credit snapshot (this example)

Failed generations are not charged — see When credits are not used.

What to read next

• Tutor Studio — all content types in depth.
• Evaluate student learning — rubrics and AI evaluation.
• Monitor students — school-wide usage beyond one Tutor.
• Create a quiz — formal DSE-style assessment instead of missions.

Copy this workflow for any DSE prescribed text: upload your lecture notes, generate Studio materials, assign, set missions, live review — the Tutor stays grounded in your teaching.