Find details in a short notice
Distinguish people, quantities, places, and times in short messages.
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.
桌子
桌子 · zhuōzi · table
桌子上有书。
上
上 · shàng · on / above
桌子上。
杯子
杯子 · bēizi · cup
两个杯子。
书
书 · shū · book
三本书。
本
本 · běn · measure word for books
两本书。
Listen for a detail
How many cups are in the recording?
Show script, meaning, and explanation
桌子上有三个杯子，没有书。
There are three cups on the table and no books.
三个杯子 gives three cups; the reading described a different scene.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
桌子上有两个杯子和三本书。林安的书在学校。王力下午三点去学校。
Show English meaning
There are two cups and three books on the table. Lin An’s book is at school. Wang Li goes to school at three in the afternoon.
Which quantity belongs to books in the reading?
Show the answer and why
Three — 三本书 is three books; 两个杯子 refers to cups.
Speak with a new detail
Describe a fictional table with two cups and one book. Ask a partner how many cups they heard.
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
A: 桌子上有两个杯子和一本书。 B: 几个杯子？ A: 两个。
Write and revise
Write a new table description with different quantities. Ask one detail question about it.
Show a model and self-review checklist
桌子上有三个杯子和两本书。几个杯子？
- State the place.
- Use 个 with cups and 本 with books.
- Ask a quantity question.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
If you read the transcript before answering, record that as supported reading, not unseen listening.
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.