Address someone and make a request
Use a suitable title and ask permission politely.
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.
老师
老师 · lǎoshī · teacher
王老师。
可以
可以 · kěyǐ · may / can with permission
我可以进来吗？
进来
进来 · jìnlái · come in
请进来。
别
别 · bié · do not, instruction
别说话。
晚
晚 · wǎn · late
我来晚了。
Listen for a detail
What permission is requested?
Show script, meaning, and explanation
李老师，我可以坐这里吗？
Teacher Li, may I sit here?
坐这里 asks to sit here, not to enter.
If you use the script, this becomes supported reading. Close the script and replay the recording when you are ready.
Read a different account
林安来晚了。她说：“王老师，对不起。我可以进来吗？”王老师说：“可以，请进来。别说话。”
Show English meaning
Lin An arrives late. She apologises to Teacher Wang and asks to come in. The teacher permits her and asks her not to talk.
What does the teacher ask Lin An not to do?
Show the answer and why
Speak — 别说话 is a negative instruction about speaking.
Speak with a new detail
Address Teacher Li, ask to come in, and respond when permission is given.
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: 李老师，我可以进来吗？ B: 可以，请进来。 A: 谢谢。
Write and revise
Write a polite request to sit here, using a surname and title.
Show a model and self-review checklist
王老师，我可以坐这里吗？
- Put the surname before 老师.
- Use 可以 and 吗.
- State the action requested.
Your writing is not uploaded or automatically graded. Several responses may fit the task.
Remember for next time
Do not translate English first-name classroom address automatically into every Chinese setting. Use the person’s preferred form of address.
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.