Unit 3 In the shop精品学案

目录

1.单元整体设计

………………………………………………… 1

2.任务链式教学设计

…………………………………………… 4 项目-能力链

Project Competence Chain …………………… 4 目标-任务链

Objective - Task Chain ………………………… 5 单元设计工具表

……………………………………………… 8 3.本课时教学设计说明

………………………………………… 9 4.本课时教案

……………………………………………………18 5.本课时学习材料 …………………………………………… 21 6.评价表及评价标准

……………………………………………25

1. 单元整体设计

Period 1 1.

To use noun phrases 1. of things. e.g. a packet Period 2 To Period 3 Period 4 use 1.

To use phrases to 1. To use adjective to things. to refer to the quantity wh-questions to find identify the different identify the specific out the price of part of the supermarket. of things. e.g. the bakery section, e.g. How much is/are snacks section 2. To use modeled sweets, a loaf of bread, e.g How much is it/ the fruit section, the the ...? a bowl of noodles, a are they? bottle of water bar of chocolate, a 2. To use modeled 2. To use wh-questions sentences to give the sentences to give the to find out the price of price of things. things. the …?

e.g. It’s/They’re … 3. To use modeled to buy give … 2. To use formulaic price of things. e.g. I want …

yuan. expressions in context. e.g. It is/ They are … e.g. How much is/are yuan. Objectives

3. To use noun to 3. To use formulaic 3. To use modeled sentences identify specialties of expressions China. context. e.g. chopsticks, folding e.g. I want …

fan, moon cake, tea,

candy, model 4. To identify the pronunciations of ‘sm’, ‘sp’, ‘st’.

in sentences to give the reasons. price of things. e.g. It’s/They’re … yuan.

sentences to e.g. I Because …

4. To use modeled 4. To use formulaic give expressions e.g. I give ... to ...

I am so ... in reasons and write a context. shopping report. e.g. I buy … Because …

5. To find out the details from the pictures and the dialogues.

OE 4A

Student book

OE 4A

Student book

P43 Look and say P43 Ask and answer OE 4A

Student book

P44 Say and act

OE 4A

Student book

P45 Read a story

Content

P42 Listen and enjoy P42 Look and learn P46 Learn the sounds P46 Play a game

Topic

A shopping list

To make and introduce a shopping list by using the core words and the sentences they’ve learnt before.

In class: Different feedbacks of pair works and group In a gift shop

To complete the list ‘Gifts for the guests’ and

make a dialogue in the gift shop.

In class: Different feedbacks of pair works and make a Shopping in the supermarket To complete the list ‘Things for the party’ and make a shopping report.

In class: Different feedbacks of dialogue and A happy class party To make a poster to introduce the process of shopping and

the happiness of sharing. In class: Different feedbacks of pair works and description. Use of language

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works. dialogue. After class:

After class: To make and introduce Write about the gift. a shopping list. Pre-task preparations: Warming up While-task procedures: 1.

Phrases: a packet of sweets, a loaf of bread, a bowl of noodles, a bar of chocolate, a bottle of water

新授词汇，记忆语言结构

2. < A shopping list>

Patterns: I want … It’s/They’re …

二次输入，尝试使用语言

Post-task activities: A shopping list 运用语言，完成购物单并作介绍。

Pre-task preparations:

Homework-checking While-task procedures : 1.

part A it/are they …?

对话推进，新授句型

2. part B

对话推进，运用语言

Post-task activities: My gift for the guests表格并作介绍。

description. After class: Write a shopping report and read it to your parents. Pre-task preparations: Homework-checking 检测前课时学习情况

After class: Share your poster to other group or your parents. Pre-task preparations: Homework-checking 检测前课时学习情况

检测前课时学习情况

While-task procedures: 1.

新授句型, 对比句

型，寻找信息

the fruit While-task procedures: 1. shop.> 3. snack 4. Post-task activities: My class party poster 运用语言，完成poster并作介绍。

Patterns: How much is 2.

运用句型，合作找出信息

3.

section> 运用句型，自主提炼信息

运用语言，完成gifts Post-task activities: My shopping report 运用语言，完成shopping report并作介M3U3 Shopping Period 1 A shopping list I want …

绍。

M3U3 Shopping M3U3 Shopping M3U3 Shopping Period 2

In a gift Period 3 Shopping in the Period 4 A happy class shop supermarket party I want … How much is 1. Make a shopping list.

it/are they? It’s/They’re … yuan.

2. Go to the gift shop. I want … It’s/They’re …

3. Go to the supermarket. Board design

It’s/They’re …

a packet of sweets a loaf of bread

a bowl of noodles a bar of chocolate

a bottle of water

I buy … Because …

4. Give and share. I give … to the guest. I share … with my friends. I am so happy.

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Speaking and Speaking

and writing: writing

To describe the To talk about the shopping list. gifts for the guests.

e.g.,

e.g.,

Speaking: Speaking

To talk about the things for the party. Writing:

To make a shopping report. I want a packet of May I have a small e.g., Speaking

To talk about poster. Writing:

To introduce process shopping and sweets/ a loaf of packet of sweets, Speaking: happiness bread/ a bowl of please. How much is the packet sharing. noodles/ a bar of How much is it? of apples? e.g., chocolate/ a bottle of It is … yuan.

water.

It’s/They’re Here you are. Thank you.

Writing: How much is it? It is … yuan.

sweet/yummy/nice/…

It is thirteen yuan. oranges? They are fourteen yuan. chocolate.

Speaking: pair of glasses? It is twenty yuan. of red glasses? It is ten yuan. Speaking: First, I make the the of the of How much are the How much is the big

Don’t eat too much How much is the pair Assessment I want a small packet Writing: yuan.

of apples? It is thirteen yuan. oranges? They are fourteen yuan. some thirteen oranges. yuan. of sweets. It is twelve How much is the packet &Writing: a shopping list. It’s/They’re …(taste)

Next, I go to a gift How much are the I want …

I want some apples and shop. The I want ….

The Then, I go to the packet of apples is It’s/They’re …(price)

oranges are fourteen supermarket. yuan. I buy the packet of I buy…

apples. Because they are Because …

sweet. Finally, I have a happy class party. I give … to the guest. I share … with my friends. I am so ….

Emotion

Sharing makes us be friends.

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2.

任务链式教学设计

Project - Competence Chain（项目-能力链）

OE BOOK 4A Module 3 Places and activities Grade 5 Projects “My City”

Competences 

To use nouns to identify places, clothes, illnesses. 

To use modeled sentences to ask for directions, To make a dialogue about suggestions and advice. 

To use imperatives to give directions. asking the way.



To use formulaic expressions to ask and express.



To use nouns to identify different places. 

To use modeled sentences to describe existence. To illustrate the picture, mark 

To use noun phrases to refer to the quantity of things. a map and introduce it.



To use wh-questions to find out the price of things. 

To use formulaic expressions in context.



To use nouns to identify objects and use adjectives to identify objects. 

To use modeled patterns to describe one’s favourite place in a school. 

To ask wh-questions to find out the specific information. 

Learn the indefinite articles a and an 

To use nouns to identify objects



To use modeled sentences to identify positions. 

To use wh-questions to find out specific information 

To use modeled sentences to describe existence. 

To use imperatives to give simple instructions “My Neibourhood”

4 “My School”

Write about my school.

3 “My Home”

To make a poster. 2 “My Bag”

1



To name the quantity of the objects. To colour one of the pictures 

To use wh-questions to find out the quantity of things individually and then make a 

To use formulaic expressions to make dialogue dialogue in pairs.

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Objective - Task Chain（目标-任务链

）

OE BOOK 4A Module 3 Places and activities Grade 4 Project: To illustrate the picture, mark a map and introduce it. Learning objectives: 

To use nouns to identify different places. 

To use modeled sentences to describe existence. 

To use noun phrases to refer to the quantity of things. 

To use wh-questions to find out the prices of things. 

To use formulaic expressions in context.

Unit 1 In our school

Unit 2 Around my home

Unit 3 In the shop

Task:

To draw a plan of our Task: To make a guide map and Task: To make a poster to introduce the process of school and write about it. introduce it. shopping and

the happiness of Learning objectives: Learning objectives: 1. To use nouns to identify 1. To use nouns to identify sharing. different places in a school. different places in a Learning objectives: 1. To use noun phrases to refer 2. To use prepositions to neighbourhood. identify positions 2. To use modeled sentences to to the quantity of things. 2. To use wh-questions to find 3. To use modeled sentences identify positions. to describe school. 3. To use yes/no questions to out the price of things. 4. To use wh-questions to elicit a positive or negative 3. To use modeled sentences to give the price of things. find out specific information. response. the 4. To use modeled patterns to 4. To use formulaic expressions in context. pronunciations of ‘fr’, ‘gr’ ‘tr’ describe existence 5. To identify in words.

To identify the 5. To use modeled patterns to 5. pronunciations of ‘sm’, ‘sp’, ‘st’.

describe one’s favorite places.

6. To identify the pronunciations

of ‘sl’, ‘sn’, ‘sw’

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OE BOOK 4A Module 3 Places and activities Periods & Sub-topics Period 1 Period 2 A shopping list In the gift shop Period 3 Shopping in the supermarket Period 4 A happy class party To make and To role-play a To make a shopping To make a poster to introduce a dialogue in the gift report for the class introduce the shopping list. shop.

party.

process of shopping Sub-tasks and

the happiness of sharing. 1.

To use noun 1. phrases quantity things. To use 3.

To use phrases to 1. To use adjective to to identify the different identify the specific of the the the things. e.g. How much bakery is/are ...? fruit 2. To use modeled the price of things. supermarket. section, to wh-questions of of things. refer to the find out the price part e.g How much is it/ e.g. e.g. a packet of are they? sweets, a loaf of 2. To use modeled section, the snacks sentences to give bread, a bowl of sentences to give section noodles, a bar of the price of things. 2. To use wh-questions e.g. It’s/They’re … chocolate, a bottle e.g. It is/ They to find out the price yuan. of water 2. To formulaic expressions e.g. I want …

3. To use noun to identify specialties China. e.g. chopsticks, folding fan, moon cake, tea, candy, model 4. To identify the pronunciations of ‘sm’, ‘sp’, ‘st’.

Words:

Sounds: st-

sm-,sp-, Phrases:

the bakery Words:

section, the fruit magic

of are … yuan.

expressions in context. e.g. I want…

of things. in the …?

3. To use modeled reasons. I buy … use 3. To use formulaic e.g. How much is/are sentences to give 3. To use modeled e.g. price of things. yuan. sentences reasons.

to Learning Objectives context. sentences to give the Because …

4. To use formulaic in context. give

I am so ...

e.g. It’s/They’re … expressions 4. To use modeled e.g. I give ... to ... e.g. I buy … Because …

mole, Core contents: chopsticks, folding fan, moon Phrases: the food section, the snacks Patterns: cake, tea, candy, shop, the toy shop, section model the stationary Patterns:

How much is the big packet of apples?

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Phrases:

a packet shop, the clothe How of sweets, a loaf shop

of bread, a bowl Patterns:

of chocolate, a they? bottle of water

Patterns: I want …

Speaking:

It is/ They are …

them …

Speaking: the …?

much is/are How much is the packet of big apples? It’s/They’re … yuan.

I have …. I want to buy … Because …

I want to buy … Because …

It is/ They are …

Because …

of noodles, a bar How much is it/are I want to buy …

I want to give

Speaking: Speaking: pair of glasses? It is twenty yuan. of red glasses? Speaking: First, I make a shopping list. I want …

) Next, I go to a gift I want ….

Then, I go to the I want a packet of May I have a small How much is the How much is the big sweets/ a loaf of packet of sweets, packet of apples? bread/ a bowl of please. noodles/ a bar of How much is it? chocolate/ It’s/They’re sweet/yummy/nice/…

Writing: a It is … yuan.

Thank you.

Writing: How much is it? It is … yuan.

bottle of water. Here you are. It is thirteen yuan. oranges? yuan. chocolate.

Writing: How much are the How much is the pair They are fourteen It is ten yuan. Don’t eat too much &Writing: I want a small How much is the It’s/They’re …(tasteIt is thirteen yuan. oranges? yuan. Discourse I want a packet of packet of sweets. packet of apples? sweets/ a loaf of It is twelve yuan.

bread/ a bowl of noodles/ a bar of chocolate/ It’s/They’re sweet/yummy/nice/…

a bottle of water. How much are the shop. They are fourteen It’s/They’re …(price)

I want some apples supermarket. and some oranges. The I buy…

packet of apples is Because …

thirteen yuan. The Finally, I have a oranges are fourteen happy class party. yuan. I buy the packet I give … to the guest. of apples. Because I share … with my they are sweet.

friends. I am so ….

SB:

P45 Read a story WB: P60 C,D

P64 task SB: P42 Listen and enjoy P46 Learn the sounds WB: P61 E

SB:

P43 Look and say Ask and answer P46 Play a game WB: P59 A,B

P62 F, P63 G SB:

P44 Say and act

Materials

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整体设计工具表

4A

Module 3

Places and activities Unit 3 In the shop Contents 语sp- 音

st- sm- Level 学习兴趣/习惯/策略

L1——知晓辅音字母组合在单词中的发音1、关注听力文本的关规则，并能用适切的语音，语调跟键信息，适当做好读、朗读核心内容

L2——根据辅音字母组合的发音规则，判笔记。

断字母组在不同单词中的发音

2、根据问题找到语篇的关键信

息并划出。

3、能够运用写作的基本结构和框架，有逻辑，有核心观点，详略得当地进行写作。

核心(VC)：a packet of sweets, a loaf of L1——能背记核心词汇及词组

bread, a bowl of noodles, a bar of 词chocolate, a packet L2——能理解词汇及词组所表达的含义

汇

of biscuits, a bottle of water 非核心(VE)：

for sale, on sale,

Section, magic L3——能够根据语境，运用核心单词与词组进行口头和书面表述

L1——能知晓词法规则（动词第三人称、频度副词等）

词L：pron.

L2——能理解词法规则，用单词的不同形法

some, many, much 式正确书写句子

L3——能根据语境，运用正确的词法规则进行口头以及书面表述

L1——能规范默写核心句型；能知道句型核心(SC)：

How much is it/are 的基本结构

they? It is/They L2——能理解句子表达的含义；能理解句句are ... 型的语法现象（一般现在时态）

法

非核心(SE)：

L3——能根据语境，用核心句型的不同句Don’t eat too much 式进和句法规则进行口头和书面表述

chocolate. 语P: 篇

Read a story L1——能背记核心栏目语言；能用适切的语音、语调朗读70词左右的语篇

L2——能理解核心栏目语言，进行9-10句的模仿说话；

能听读、读懂70词左右的语篇内容，并做出正确判断、选择与应答

L3——能根据语境，用9-10句进行口头描述、不少于50词进行书面表述

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3.本课时教学设计说明

3.1单元整体设计

3.1.1 基于校本手册，明确学习基础

向阳小学校本学习手册——一至五年级学期学***描述

校本学习手册是从目标分解，从任务链式课程实施的排列中得来。从向阳小学校本学习手册中的学***描述表中，可以发现通过三年的英语学习，学生普遍已经达到了3B的学***。在四年级的学习中，学生将在核心语言的运用以及语篇的理解方面做进一步的提升。本模块的主题是上海牛津教材上册第三单元Places and activities, 通过校本学习手册中Module3的项目能力链，我们看到学生知识技能的螺旋上升。本课是本单元的第三课时。在第一课时，学生学习了主要词汇，并能用I want句型表达想购买的东西。在第二课时，学生主要学习了How much is it/are they?及其答句It’s/ They’re …。

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3.1.2 基于基本要求，确立单元目标

为了体现年段要求，同样“知道（A）”对于一年级与五年级的要求是不同的，所以我根据学校学习手册中的学习要求，将《上海市小学英语学科教学基本要求》中的学***再具体细化。

知道（A）

Level 1知晓

跟读

了解

Level 2识别

抄写

朗读

Level 3背记

书写

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理解（B）

Level 1听懂

读懂

Level 2应答

选择

判断Level 3获取

分析

运用（C）

Level 1会话

表达

Level 2描述

转换

Level 3掌握

写出

推理

以本课为例，根据学***得出本课单元目标。

3.1.4 基于语用任务，确定学习材料

1 A shopping list 学生运用a packet of sweets, a loaf of bread等词组搭配I want ...来制定并描述一张购物单。

OE 4A p42，46 Listen and enjoy,Look and learn,Learn the sounds

2 In a gift shop 学生能用使用How much is it/ are they?及其答句进行问答，并表演情景对话。

OE 4A p43,46 Look and say, Ask and answer, Play a game

Sub-task Reading materials

Sub-task 3 Shopping in the supermarket 学生在众多商品中选择购买的物品，并能说出选择的理由。

OE 4A p44 Say and act

4 A happy class party

合作介绍购物的过程，分享的快乐。

OE 4A p45 Read a story

Reading materials

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3.2 教学过程设计

3.2.1 内容与材料

本课时的教材内容来自《英语（牛津上海版）》4A Module 3 Unit 3 In the shop中的栏目Say and act。为了给予学生更丰富的话题，让学生有言有语，又言又语，我将课文语篇做了适当的调整与扩展。在对话中加入三种问句,即How much are the …?, How much is the packet/loaf/bar/… of …? 和How much are the packets/loaves/bars/... of ...?的比较，帮助学生在语篇中更好的辨析三种问句。其次，在语篇中我还加入了购买的理由，使对话更加贴近生活，以此加强学生在实际生活中运用语言的能力。

Part A

Fruit section

Part B Bakery section Part C Snack section

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3.2.2 过程与策略

本课的课型定位为语篇带动句型。在课堂活动的推进中，对语篇的理解和阅读能力的培养两方面做了循序渐进的活动设计。

(1)

通过问题推进语篇理解

整个语篇的推进都围绕在五个问题中，Kitty, where are you? What do you want? How much is/are ...? What do you buy? Why? 为了更好的推进语篇，我以购物区域的不同将语篇分为三部分。在每个部分中借助五个问题用不同的活动层层推进，帮助学生从知道理解语篇，到口头表述，最后到书面表达。

在语篇第一部分Fruit section中，在老师的指导和讲解下学生知道并理解句型。我用猜一猜的方法引出Kitty可能询问的问题，学生通过图片知道几种问题的差异。其次用填一填的练习帮助学生进一步理解几种问题的差异。最后在和老师的问答中总结本段。在语篇第二部分Bakery section中，在理解句型的基础下，学生尝试运用正确的句型进行问答。老师从教授者变为帮助者，学生尝试自主对话。在本环节中，学生根据图片选择正确的问题询问并能根据提示做相应的回答。最终学生能够在小组合作中通过五个关键问题提炼语篇。在语篇最后一部分Snack section 中，学生需要运用句型进行书面表达。在这一环节中，我请学生根据图片和上下文填写正确的问题。学生对句型的运用从口头表达过渡到书面表达。最终学生能够借助五个关键问题独立提炼语篇。

Part A

Fruit section

Part C

Activity 1 Learn the sentence structures. Activity 2 Ask, answer and understand the difference among the questions. 知道

理解

Part B

Bakery section 运用(口语) Activity 3 Choose the correct sentences and make a dialogue in oral. Snack section 运用(书面) Activity 4 Write the correct sentences and complete the dialogue in written.

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(2)

通过理解培养阅读能力

在王蔷教授的《中国中小学英语分级阅读标准（实验稿）》一书中，将阅读能力分为解码能力，语言知识，阅读理解和文化意识四方面。本堂课主要培养了学生阅读理解方面的信息提取和策略运用两方面的能力。阅读能力养成的过程是从老师带领学生从图片中了解信息，到同伴互助从语篇中找到信息，最后学生自主通过图片或语篇提取信息。

在第一部分Fruit section中，学生在老师的带领下尝试在图片中找答案，并学会阅读方法——Find the answer in the pictures. 学生通过picture reading知道Kitty购买的缘由。在第二部分Bakery section中，我请学生用划一划的方法在语段中寻找what does Kitty buy at first? And what does Kitty buy at last?的答案，学生尝试通过阅读，学会阅读方法——Find the answer in the dialogue. 而后引出这一段Kitty购买的理由。I buy two loaves of bread. Because they are on sale.

最后一部分Snack section中，学生任选前两部分学习的阅读方法，自主学习语篇并提炼购买的原因，

I buy a small bar of chocolate because we can’t eat too much sweet food.

阅读能力

方法途径

Part A

Fruit section

Picture reading

Part B Find the answer in the picture

with the help of teacher. Bakery section

Dialogue reading

Find the answer in the dialogue

with group members. Part C

Snack section

Picture and

dialogue reading

Find the answer in the pictures

or dialogue by shelves.

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3.2.3 评价与教学

(1) 评价匹配教学目标

基于“评价是教学不可分割的组成部分”的思想，在明确教学目标的同时，通过设计“评价表”，从不同维度（内容和等级）评价本课时教学目标的达成度。

课时目标

To use wh-questions

to find out

the price of things.

To find out the details from the pictures and the dialogues.

To use modeled sentences to

give reasons and write a

shopping report.

评价维度

I can raise the correct questions.

I can find the answers in the pictures.

I can find the answers in the dialogues.

I can finish the report.

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(2) 评价贯穿教学过程

老师使用“评价表”设计本课时教学过程。每一个教学活动都按照评价表的内容维度来设计。教学活动环环相扣，评价维度层层深入。

评价维度

教学环节

I can raise the correct questions.

I can

answers in

find the the pictures.

I can raise the correct questions.

find the

answers in I can

the dialogues.

I can raise the correct questions.

I can find the answers in the

pictures and dialogues.

I can finish the report.

Activity1

Ask and answer (Revision)

Activity2

Guess the questions.

Activity3

Pictures reading.

Activity4

Raise the questions.

Activity5

Dialogues reading.

Activity6

Write the questions.

Activity7

Picture and dialogues reading. Activity8

Make a shopping report.

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4. 本课时教案

Lesson plan

Procedures Contents Methods Activity1: Chant T: Let’s sing it together.

Activity 2:

Discuss T: Show a picture of a shopping list. Sp/T-Sn: Ask and answer.

Purposes

To review the words and structures and feedback the assignments. SC-L3

To elicit and imitate the new words VC-L1

To elicit the pattern and compare two patterns. SC-L1

To understand the details according to the questions with the teacher’s help. P-L1

Assessment* Content Level

4.2.2

C 1.

A chant

I. Pre-task

preparations:

2.

Revision: What do you want? How much is it/are they?

II. While-task

procedures:

1. Picture talk

Section

2. Part 1: the fruit section How much are the apples? They are thirteen yuan. How much is the packet of apples? It’s thirteen yuan.

What do you buy, Kitty? I buy some apples. Why? Because they are sweets.

Activity 3: Enjoy T: Show some pictures of the sections in the supermarket and elicit the word. Ss/Sn:

Imitate and spell.

Activity 4: Guess the questions. Ss/Sn: Guess what Kitty asks. Ss/Sn: Complete the questions. Ss: Read the questions.

Activity 5: Find the answer in the pictures. T: Show the pictures of the part 1 of the dialogue. Ss: Find the answer in the pictures. Ss: Listen and check. Ss: Listen and find what kitty wants to buy and why.

4.2.2

5.1.2

A

A

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3. Part 2: the bakery section

4. Part 3: the snack section

T-Sn: Ask and answer. T-Ss: Ask and answer

to summarize part 1.

Activity 6: Free talk Sp/Sn: Look and ask.

Activity 7: Find the answer in the dialogue. Ss: Read, underline and highlight. Sg: Discuss and complete the table. Sg: Summarize Part 2.

Activity 8: Complete the dialogue. Ss: Complete the dialogue. Ss/Sn: Look, listen and check.

Activity 9: Find the answer in the pictures or the dialogue. Ss: Think and complete the table. Ss: Summarize Part 3.

To distinguish how to ask the price. SC-L2

To understand the details according to the questions through discussing with group members. P-L2

To distinguish how to ask the price. SC-L3

To understand the details in the entire dialogue. P-L3

4.2.2

5.1.2

4.2.2

5.1.2

B

B

C

B

III. Post-task

activities: 1. Shopping in the supermarket. How much is/are the …?

It’s/They’re … yuan. I want … It’s/ They’re …

I buy … Because …

Activity 10: Shop Ss: Step 1: Ask, answer and write the price.

Step 2: Choose and write the reason.

Step 3: Share.

To use the 4.2.2

patterns to get

information and finish the task. SC-L3

C

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2. Assignment

1. Read and recite the dialogue. 2. Complete the report.

On the blackboard:

3B M3U2 P3 Shopping in the supermarket

*注：根据《上海市小学英语学科教学基本要求》所示，contents部分4.2.2为疑问句，5.1.2为记叙文基本结构。Level部分ABC分别为《上海市小学英语学科教学基本要求》中所示的学***分级。

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5.本课时学习材料

5.1 单元整体练习：

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5.2本课时语篇与练习：

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6.2 本课时评价表及评价标准

Assessment form:

I can rise the proper questions.

I can find the answers in the pictures.

I can find the answers in the dialogues.

I can finish the report.

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