Tell someone what you finished
Describe a completed action and its result clearly.
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.
把
把 · bǎ · object-disposal marker here
我把作业写完了。
作业
作业 · zuòyè · homework
作业很多。
写完
写完 · xiě wán · finish writing
我写完了。
找到
找到 · zhǎo dào · find successfully
我找到书了。
交
交 · jiāo · hand in
我把作业交给老师。
Listen for a detail
Which result is complete?
Show script, meaning, and explanation
我把作业交给老师了，但是还没找到书。
I have handed the homework to the teacher, but have not found the book.
交给老师了 is complete; 还没找到书 denies finding the book.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
林安找了十分钟，终于找到书了。她把作业写完了，但是还没交给老师。王力还在写作业。
Show English meaning
Lin An searches for ten minutes and finally finds the book. She finishes the homework but has not handed it to the teacher. Wang Li is still writing.
What has Lin An not yet done?
Show the answer and why
Handed in homework — 还没交给老师 denies handing it in, not writing it.
Speak with a new detail
Report two tasks: one finished, one unfinished. Your partner checks which needs doing next.
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: 我把作业写完了，但是还没交。 B: 那先交作业吧。
Write and revise
Write a short progress message with a completed result and a remaining task.
Show a model and self-review checklist
我找到书了，也把作业写完了。但是还没交给老师。
- Make the completed result explicit.
- Keep the unfinished task negative.
- Use 把 with a known object and a meaningful outcome.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
Do not place 把 before any noun automatically. This lesson uses a known object and an action that affects it.
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.