Give a reason and make a suggestion
Explain a change of plan and respond with a suggestion.
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.
为什么
为什么 · wèishénme · why
你为什么不去？
因为
因为 · yīnwèi · because
因为下雨了。
吧
吧 · ba · suggestion particle here
明天去吧。
一起
一起 · yìqǐ · together
我们一起去。
下雨
下雨 · xià yǔ · rain
下雨了。
Listen for a detail
When is the suggested visit?
Show script, meaning, and explanation
今天很热。我不去公园。我们晚上去吧。
It is hot today. I am not going to the park. Let’s go in the evening.
晚上 gives this evening in the recording’s today context.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
今天下雨了。王力不去公园。林安问：“为什么？”他说：“因为下雨了。我们明天一起去吧。”
Show English meaning
It has started raining today. Wang Li does not go to the park. He explains the rain and suggests going together tomorrow.
What is Wang Li’s reason?
Show the answer and why
The rain — 因为下雨了 explains the change of plan.
Speak with a new detail
Say why a fictional trip cannot happen today. Suggest a new time and let your partner accept or decline.
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: 因为下雨了，我们明天去吧。 B: 好，明天去。
Write and revise
Write a reason for a change of plan and a new suggestion.
Show a model and self-review checklist
因为今天很热，我们晚上去吧。
- Give a reason.
- Give a new time.
- Use 吧 for the suggestion, not as an English tense.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
A suggestion is not a confirmed arrangement until the other person agrees. 了 may signal a change, not merely past time.
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.