Describe a family and explain a custom
Give basic family information and describe a festival activity.
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.
姐姐
姐姐 · jiějie · older sister
我有一个姐姐。
家人
家人 · jiārén · family members
我和家人吃饭。
春节
春节 · Chūnjié · Spring Festival
春节我们在家。
因为
因为 · yīnwèi · because
因为姐姐回家了。
所以
所以 · suǒyǐ · so / therefore
所以我们一起吃饭。
Listen for a detail
Why does the family call the sister?
Show script, meaning, and explanation
春节我和家人吃米饭。姐姐不在家，所以我们给她打电话。
At Spring Festival I eat rice with my family. My sister is not at home, so we call her.
不在家 is given as the reason for calling.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
春节，林安的姐姐回家了。因为家人在一起，所以大家很高兴。晚上他们吃饺子。
Show English meaning
At Spring Festival, Lin An’s older sister comes home. Everyone is happy because the family is together. In the evening they eat dumplings.
What causes the family’s happiness in the reading?
Show the answer and why
They are together — 因为家人在一起 states the cause.
Speak with a new detail
Describe one fictional family activity during a festival. Ask what another family does, without assuming the same custom.
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: 春节你们做什么？ B: 我们一起吃饭。你们呢？
Write and revise
Write a family activity and one reason-result sentence.
Show a model and self-review checklist
姐姐回家了。因为家人在一起，所以我们很高兴。
- Name the people or relationship.
- Give a specific activity.
- Keep the reason and result in the intended direction.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
Festival customs differ by region and family. The example is one family’s practice, not a rule for everyone.
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.