Meet a new classmate
Greet someone, exchange names, and ask about an identity.
Recall useful words
Choose a skill. Try recalling before revealing help. Your own review choices schedule the next practice on this device; they are not automatic assessments.
你好
你好 · nǐ hǎo · hello
你好！我叫林安。
名字
名字 · míngzi · name
你叫什么名字？
学生
学生 · xuésheng · student
我是学生。
老师
老师 · lǎoshī · teacher
你是老师吗？
谢谢
谢谢 · xièxie · thank you
谢谢你！
Listen for a detail
What does Wang Li say about himself?
Show script, meaning, and explanation
你好！我叫王力。我是学生。你叫什么名字？
Hello! My name is Wang Li. I am a student. What is your name?
我是学生 means “I am a student.” The reading has a different role for Wang Li.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
你好！我叫林安。我是学生。王力是老师。
Show English meaning
Hello! My name is Lin An. I am a student. Wang Li is a teacher.
Who is a teacher in the reading?
Show the answer and why
王力 — The reading says 王力是老师。
Speak with a new detail
Greet a new classmate, give your name, and ask their name. Use real or fictional names.
Try without reading. Work with a partner or make a private recording and listen back. Check the message and the response to your partner; pronunciation needs actual speech.
Show one model
你好！我叫林安。你叫什么名字？
Write and revise
Write a greeting, your name, and your identity. Use a fictional role if you wish.
Show a model and self-review checklist
你好！我叫林安。我是学生。
- A greeting makes sense in the situation.
- 我叫 introduces the name.
- 我是 introduces an identity.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
叫 gives a name; 是 gives an identity. Use 我叫林安 and 我是学生, rather than swapping the two verbs.
Tomorrow, recall two words and try the speaking task with a new detail. A few days later, revisit the listening without its script.
Teacher and partner guidance
Model the goal, then let the learner attempt it. Check understanding of the spoken passage with the script hidden. Use the writing checklist to discuss meaning and structure; use actual speech to observe intelligibility and interaction. These public tasks are formative and must not be reused as unseen tests.