Tell a short story in time order
Recount events and distinguish sequence from cause.
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.
先
先 · xiān · first
我先去学校。
然后
然后 · ránhòu · then
然后去图书馆。
最后
最后 · zuìhòu · finally
最后回家。
又
又 · yòu · again, repeated event
他又迟到了。
再
再 · zài · again, subsequent action
请再说一次。
Listen for a detail
Where did the speaker go first?
Show script, meaning, and explanation
昨天我先去图书馆，然后去学校，最后回家。明天我想再去图书馆。
Yesterday I first went to the library, then school, then home. Tomorrow I want to go to the library again.
先去图书馆 establishes the first event in this recording.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
昨天王力先去学校，然后去图书馆，最后回家。他在图书馆又见到了林安。今天林安想再去一次。
Show English meaning
Yesterday Wang Li first goes to school, then the library, and finally home. He meets Lin An again at the library. Today she wants to go once more.
What does 林安想再去一次 describe?
Show the answer and why
A later intended repeat — 想再去 describes an intended subsequent visit.
Speak with a new detail
Tell a partner a three-event day. They retell it in the same order and ask about one detail.
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
我先去学校，然后看书，最后回家。你先做什么？
Write and revise
Write a three-event story, then a sentence about a planned repeat.
Show a model and self-review checklist
昨天我先看书，然后写作业，最后休息。明天我想再看这本书。
- Use clear time and sequence.
- Keep the event order consistent.
- Distinguish the planned repeat from completed events.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
Sequence alone does not prove causation. Keep 又 and 再 tied to the event’s timing and meaning.
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.