Choose food and a drink
Ask what someone wants to eat and drink.
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.
吃
吃 · chī · eat
我想吃饭。
喝
喝 · hē · drink
我喝水。
饺子
饺子 · jiǎozi · dumplings
我想吃饺子。
水
水 · shuǐ · water
我要一杯水。
想
想 · xiǎng · would like to
你想吃什么？
Listen for a detail
Which drink does the speaker choose?
Show script, meaning, and explanation
我想吃米饭，不想吃饺子。我喝茶。
I want rice, not dumplings. I drink tea.
我喝茶 identifies tea as the drink.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
王力想吃饺子。林安想吃米饭。两个人都喝水。他们中午在学校吃饭。
Show English meaning
Wang Li wants dumplings. Lin An wants rice. Both drink water. They eat at school at noon.
What do Wang Li and Lin An both do?
Show the answer and why
Drink water — 两个人都喝水 says both drink water, although they choose different foods.
Speak with a new detail
Ask a partner what they want to eat and drink. Repeat their choices to check you understood.
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: 你想吃什么？ B: 我想吃米饭。 A: 喝什么？ B: 水。
Write and revise
Write a lunch choice: one food and one drink. Then state the place you eat.
Show a model and self-review checklist
我想吃饺子，喝水。我在学校吃饭。
- Name a food and a drink.
- Use 想 for the choice.
- Give a place with 在.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
我想吃 means I want to eat, not I am eating now. Do not treat wanting and ongoing action as the same.
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.