Hibiscus Teach · Series
Silicon Valley
Who Am I Actually Talking To?
Explain a tool’s function and set clear expectations about automated communication.
Adult teaching selection; exact footage requires content screening.
Created by Denis M., British English teacher.
S6E1: Wearable Chair
Gilfoyle explains an automated conversation while everyday requests continue around the office.
Watch for: What does the tool do, and what does the human requester still need?
Clip A quiz: 6 questions
Answer about this clip. Replay when you need to. Choose one answer for each question.
Useful English
This tool handles routine requests.
You say: Explain that a tool sends reminders.
One possible response
This tool sends routine reminders.
Please check the message I already sent.
You say: Ask someone to use the specification sent earlier.
One possible response
Please check the specification I already sent.
Keep talking: 3 questions
Speak before opening the help or example. With a partner, ask a follow-up. On your own, say your answer aloud.
Which request would you automate and which would you answer yourself?
Help me start
I would automate…
Show an example
I would automate routine reminders but answer a sensitive concern myself.
What should a recipient know about an automated reply?
Help me start
They should know…
Show an example
They should know it is automated and how to reach a person.
Explain a tool without making unlimited claims.
Help me start
It handles… but…
Show an example
It handles appointment reminders, but it does not make decisions for clients.
S6E1: Gilfoyle Made a Bot
Dinesh discovers that his conversation with a colleague was actually with a bot.
Watch for: Why does his objection turn into a request for a similar tool?
Clip B quiz: 6 questions
Answer about this clip. Replay when you need to. Choose one answer for each question.
Useful English
I thought I was speaking to you.
You say: Explain that you believed a reply was personally written.
One possible response
I thought you had written that reply yourself.
Let’s agree what it is allowed to do.
You say: Set limits on an automatic message service.
One possible response
Let’s agree which messages it is allowed to send.
Keep talking: 3 questions
Speak before opening the help or example. With a partner, ask a follow-up. On your own, say your answer aloud.
Is wanting convenience the same as accepting deception?
Help me start
No, because…
Show an example
No, because a useful tool can still be clearly disclosed.
Which messages should remain personal in your work?
Help me start
Messages about…
Show an example
Messages about difficult feedback should usually have a real person responsible.
Tell a colleague how your automatic reply works.
Help me start
The message…; you can…
Show an example
The message confirms receipt automatically; you can contact me for a decision.
Mastery: use your English
Apply language and ideas from both clips in new situations.
Mastery: 6 questions
Use the English in a new situation. Choose one answer for each question.
Put it all together: speaking
Use English from both clips. Start with the two short questions, then take a private role each. On your own, practise both roles.
How does the second clip change the first tool explanation?
Help me start
It adds…
Show an example
It adds the recipient’s perspective and the question of disclosure.
What three limits should a small messaging tool have?
Help me start
Messages, data and…
Show an example
Limits on messages, data access and when a person must take over.
Can you reach a workable outcome together using the two private role cards?
Private Role A
You want an automatic reply for a teaching inbox. It may confirm receipt and give office hours, but must not promise refunds or places. Ask a developer to explain safeguards.
Private Role B
You can configure templates and forward uncertain requests. The tool cannot reliably identify every unusual situation. Explain the limits and ask who handles exceptions.
Open only your own role card. Share its information by speaking, without showing the card.
Help me start
Discover the missing information; explain your constraint; respond to your partner; agree on a practical next step. Use language from both clips.
Check your conversation
- Complete the practical goal on both role cards.
- Use at least three target items naturally, including language from each clip.
- Ask a relevant follow-up and respond to information you did not know.
- End with a clear agreement, next step or summary.
Show an example
A: Could the tool answer every message? B: It can acknowledge routine requests, but a person should handle complaints. A: Then it must not promise refunds. B: Agreed. We will label the automatic reply and forward exceptions to you.
Try again: A student sends an urgent complaint. Agree an acknowledgement and human handover without an automated decision.
