Complete a message with the right character
Use the sentence meaning and pronunciation to choose a character.
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.
在
在 · zài · at / in
我在学校。
再
再 · zài · again / then
请再说一遍。
见
见 · jiàn · see
明天见。
这里
这里 · zhèlǐ · here
我在这里。
字
字 · zì · character
这个字怎么读？
Listen for a detail
Where is the speaker?
Show script, meaning, and explanation
我在图书馆。明天下午四点见。
I am at the library. See you tomorrow at four in the afternoon.
在图书馆 names the current location.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
林安写：“我在学校。请明天再来。明天下午三点见。”她检查了时间和地点，然后发出消息。
Show English meaning
Lin An writes that she is at school and asks the reader to come again tomorrow, meeting at three in the afternoon. She checks the time and place before sending.
Which character in the message means “again”?
Show the answer and why
再 — 再 in 明天再来 means come again tomorrow.
Speak with a new detail
Ask a partner how to read 在, then say a sentence with it. Explain in English how 再 differs.
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: 这个字怎么读？ B: zài。 A: 我在学校。
Write and revise
Write a two-line message giving your location and tomorrow’s meeting time. Check 在 and 再 carefully.
Show a model and self-review checklist
我在学校。明天下午四点见。
- Use 在 for the current location.
- Give tomorrow’s time.
- Check the characters, not only pinyin.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
A correct pinyin sound does not guarantee the correct character. This authored practice is separate from the official sample with quarantined writing-key numbering.
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.