译林英语五年级下册Unit6 In the kitchen教学设计
译林英语五年级下册Unit6 In the kitchen(Checkout time Ticking time)公开课教学设计（有配套课件）
牛津英语5B Unit 5 In the kitchen
备课内容：译林版5B Unit 5 In the kitchen (Checkout time & Ticking time)备课人：幸福里实验小学马文文
教学目标：
1.能听懂、会说、会读、会写单词vegetable, tomato, photo等食物类的词
2.能听懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定和否定回答
3.能够掌握现在进行时的一般疑问句及其肯定和否定回答。
教学重点：
1.懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定和否定回答
2.能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。
教学难点：
能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。
课前准备：卡片，PPT
教学时间：Period 4
教学过程：
Step1 Free talk
1. Greeting
2. Revision Story time
Step 2 Presentation
1. Show teaching aims
In this lesson, we’ll have some learning aims. First, I can name some food.
Then, I can ask and answer “yes/no ” questions about actions. Finally,
I know the sound of “qu”. PPT出示目标。
2. 出示66页图片,师生问答。
3. Now let’s come to the first aim.
出示67页图，学生说说食物。
4. Act the story
教师出示课文图片，学生根据记忆复述课文。
a. Work in groups
b. Ask some Ss to act
T: How many stars can you get?
(PPT出示ticking time 1)
Step 3 Checkout time
1. Ask and answer
T: The children are helping in the kitchen, what are they doing?
教师将图中人物和对应的家务活打乱，让学生猜测
S1: Is Liu Lao sweeping the floor?
S2: Are Su Hai and Su Yang washing dishes?
S3: Is mother cooking?
S4: ….
2. Work in pairs
一人询问，一人看书回答
S1: Is…
S2: Yes, he/she is. No, he/she isn’t.
S1: Are…
S2: Yes, they are. No, they aren’t.
Step 4 Grammar time
Let’s turn to the second aim.
T: Are you dancing?
Ss: No, we aren’t. We are having an English lesson.
1.出示Fun time游戏，学生用现在进行时态的一般疑问句问答。
2.总结现在进行时态一般疑问句的变化规则。
T: How many stars can you get? PPT出示目标。
Step 5 Sound time
T: Let’s come to the third aim.
出示单词 queen, quick, quiet, quite
Read and find
T: What’s the pronunciation of “qu”?
Can you say more words?
Try to read.
T: How many stars can you get? PPT出示目标。
Step 6 Look and write.
1. Teacher can show a fridge and Ss guess what’s in it.
2. Teacher opens the fridge and check. Let’s see what’s in it? Read together.
3. Can you say the sentences with number?
There is _______ meat in the fridge.
There is ____ fish in the fridge.
There are_______ bananas in the fridge.
There are_______ oranges in the fridge.
There are …….
4.小组接龙
5. Write and check.
Step 7 Homework.
1. Complete the exercise book( Unit 6)
2. Review the whole unit.
板书设计：
Unit 6 In the kitchen
Are you…? Yes ,…./ No,…. Is he/she…?。
译林版小学五年级英语下册教案Unit 6 In the kitchen
Unit 6 In the kitchenPeriod 1【教学目标】1．能听懂、会读、会说单词：bread, meat, potatoes, tomatoes, vegetables, look for, love, bread．2．能听懂、会读、会说现在进行时态的一般疑问句：Are they doing…Is he/she doing…及正确回答。
3．能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。
4．能初步运用本课所学的词汇和句型询问别人正在做的事情。
【教学重难点】1．能正确理解并朗读课文，在教师的帮助下尝试复述课文。
2．能初步运用本课所学的词汇和句型询问别人正在做的事情。
【教学准备】学具:教学光盘、课件【教学过程】Step1 GreetingGood morning, boys and girls. How are you?Step2 Pre-reading1．T: Do you like music? Ok, let’s listen to an English song “vegetable song”T: What is the song about?A．fruit B．vegetablesGood job, the song is about vegetables (tomatoes and potatoes)2．Introduce something about the teacher.Name: Mr. Wang Job: an English teacherHobbies: cooking (a great cook)I’m good at cooking meat with potato and tomato soup. (图展示土豆烧肉和西红柿汤)They are yummy(好吃，美味)，教学potato, tomato and yummy(借助音频)3．Play a gameT: Let’s play a game. Give the rules:Tips:当你看到图片或单词时，请大声读出来。
Unit6Inthekitchen(教学设计)译林版英语五年级下册
Unit6 In the kitchen教学目标：1、听听懂、会说、会读和会写12个月份类单词，能较为熟练得运用它们进行交谈。
2、了解12个月份单词的缩写规则，能依据规则写出相应的缩写形式。
3、了解常见的中西方节日的时间。
4、了解各个季节的特点，能介绍季节，做到语言丰富、有条理。
教学重难点：重点1、听听懂、会说、会读和会写12个月份类单词，能较为熟练得运用它们进行交谈。
2、了解12个月份单词的缩写规则，能依据规则写出相应的缩写形式。
3、了解各个季节的特点，能介绍季节，做到语言丰富、有条理。
难点1、听听懂、会说、会读和会写12个月份类单词，能较为熟练得运用它们进行交谈。
2、了解常见的中西方节日的时间。
3、了解各个季节的特点，能介绍季节，做到语言丰富、有条理。
教具准备：PPT，空白单词卡片，习题纸Step1 warmup: sing a songT: Good morning, boys and girls.S: Good morning, Alice.T: Do you like singing? Let’s sing a song together.T: What is the song about?S: It’s about cooking.T: Yes. Where do we cook?S: In the kitchen.T: Read after me: In the kitchen. (写板书，带读)What can you see in the kitchen?S: fridge/vegetables/food/microwave oven…T: Teach the new words: vegetables/potato/tomatoT: What can you do in the kitchen?S: We can cook food/look for food/wash the dishes in the kitchen.Step2 Prereading: Ask more questionsT: Today we will learn U6 In the kitchen. Can you ask some questions about the title?S: Who is in the kitchen? What are they doing in the kitchen?T: Please watch the cartoon and answer these questions.S: Liu Tao and his parents are in the kitchen. His parents are cooking dinner in the kitchen.Step 3 whilereading①Read and chooseT: What are Liu Tao’s parents cooking in the kitchen?Now, please open your book and read the passages on P58 quickly. Try to find the answers to the questions.S: Read and chooseT: Check the answerIf you were Liu Tao, what will you talk with your parents when they are cooking?S: What do you want to cook? What are you cooking? The football game is very exciting.②Let’s learnT: what does Liu Tao say to his parents?S: That’s smells nice./ Are you cooking…?T: Let’s read and actS: Act the dialogue in groups.T: Can Liu Tao have dinner at once?S: No, he can’t.T: Why?S: Because….T: What is Liu Tao doing?S: He is looking for some…③Listen and thinkT: Is there any apple juice in the fridge? Listen carefully.S: There isn’t any….S: There is…T: What else can you see in the fridge?④Look and sayT: What are they doing now?S: They are eating dinner.T: Does Liu Tao like the dinner? Read the dialogue and think about the question: How is the food?S: Read and think.T: What does Liu Tao say about the meat?S: It’s yummy. Dad, I love it. You are a great cook.It’s nice, mum. I love it too.T: If you were Liu Tao, what else can you say?S: It’s delicious./ Wonderful! …T: Now, please act the dialogue in groups.S: Act it out.T: Let’s read after the tape.Step 4 Postreading①Work in pairsT: Listen! Who is calling?Liu Tao’s grandma is calling Liu Tao. She is asking about his parents. Try to make a dialogue between grandma and Liu Tao. Act it out.S: Work in pairs.T: Try to help your parents do some housework. Learn to cook some simple dishes. Today’s homework is…。
译林英语五下教案Unit 6 In the kitchen 第一课时
译林英语五下教案Unit 6 In the kitchen 第一课时Unit 6 In the kitchenLesson 1: My KitchenObjectives:1. To introduce kitchen vocabulary and functional language.2. To encourage students to talk about their own kitchens.3. To develop students’ listening, speaking, reading and writing skills.Materials:1. Teacher: Kitchen flashcards, kitchen pictures, kitchen items (utensils, plates, cups, etc.), PowerPoint presentation, board, marker.2. Students: Materials for writing and drawing.Introduction:Begin the lesson by asking students if they like cooking. Introduce the topic of kitchens by showing kitchen flashcards or pictures and ask if they know what these things are. Elicit vocabulary related to kitchen items and functional language used in the kitchen.Presentation:1. Present kitchen items by showing them to students and asking what they are used for.2. Introduce functional language commonly used in the kitchen such as “Can you pass me the salt?”, “Can you help me chop the vegetables?” and “Would you like some coffee?”3. Present kitchen prepositions through the use of a picture. Ask students to describe where kitchen items are located using prepositions such as “on”, “in”, “behind”, “next to” and “under”.Practice:1. Ask students to draw a picture of their own kitchens and label the items in English.2. Pair students up and ask them to describe where kitchen items are located using the prepositions introduced earlier.3. Play a game of “Pass the Utensil”. The teacherwill start by saying a sentence containing a kitchen item and asking the student next to them to pass a utensil mentioned in the sentence. The next student then repeats the sentence and asks the following student to pass another utensil.Production:1. Ask students to share their kitchen pictures and describe their kitchens to the class.2. Provide students with a recipe and ask them to write instructions on how to make it using the functional language and prepositions they have learned in class.3. Have a cooking day where students use the kitchen items and utensils to make a recipe together while practicing the functional language and prepositions.Conclusion:Conclude the lesson by asking students what they have learned about kitchens and practical language they can use in the kitchen. Review the vocabulary and functional language introduced in the lesson. Assign homework such as practicing the functional language or describing their kitchens in English to continue practicing the language outside of class.。
牛津译林版五年级英语下册Unit 6 In the kitchen 教案2
Unit 6 In the kitchen教案2一、教学目标1. 能听懂，会读，会说，会写厨房用具单词：如bowl, chopsticks, spoon, fork, knife, plate, pan, spatula2. 能熟悉其他厨房用具，如：gas stove, electric rice cooker, boiler, tap, sink.3. 能掌握现在进行时的一般疑问句和肯定及否定回答。
Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …4. 掌握名词的单复数变化规则。
二、教学重难点1. 能掌握现在进行时的一般疑问句和肯定及否定回答。
Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …2. 掌握名词的单复数变化规则。
三、课前准备1. 各种餐具及厨房的图片。
2. 单词卡片。
3. 课文录音。
四、教学过程Step 1 warming upBrain storming1. 教师展示厨房的照片，让学生找找看有哪些餐具和食物。
以引出话题。
2. 教师教学生各种餐具的英文表达。
如教师展示餐盘图片，并说出It’s a plant.以次类推教会学生其他餐具的表达。
3. 教师展示厨房的照片，六个学生一组，每个学生说出一种食物或餐具，不能重复。
4. 请一个学生随机抽取一张写着餐具的卡片，然后该生要用语言来描述该餐具，让其他学生来猜。
Step 2 learn sentences1.教师介绍基本句型：Are you …? / Yes/No I …Are they …? / Yes/No they …Is she/he …? /Yes/No she/he …2. 教师分别展示图片，让学生做看图对话练习。
五年级下册英语教案Unit6Inthekitchen（3）译林版（三起）
五年级下册英语教案Unit6Inthekitchen（3）译林版（三起）Unit 6 In the kitchen(3)一、教学内容：Sound time, culture time& Cartoon time二、教学目标：1. 能听懂、会说、会读、会写句型Are you…/ Is he/she…?及其肯定否定回答。
2. 能够了解字母组合qu在单词中的正确发音。
3. 能够了解中西方不同的用餐文化。
4. 能够听懂、会说、会读卡通中出现的词汇：angry,spot, catch, drive…away.5. 能够整体理解卡通部分，能够流利地朗读并表演卡通对话。
三、教学重点：1. 能够了解字母组合qu在单词中的正确发音。
2. 能够了解中西方不同的用餐文化。
3. 能够整体理解卡通部分，能够流利地朗读并表演卡通对话。
四、教学难点：1. 了解字母组合qu在单词中的正确发音。
2. 整体理解卡通部分，能够流利地朗读并表演卡通对话。
五、课前准备：人物及国家图片、PPT六、教学过程：Step1. Lead in1. Greetings.T: I’m your friend, you are my friends.2. Chant.(1) You and me, me and you, I’m your friend, you’re my friend.(2) T: Your friend Miss Teng has a piece of paper, what am Idoing?Guess!S1: Are you …?(3) T: You win! I’m drawing now, and I have many pictures now.3. Show.(1) Who is she?a. Learn: queen, a female kingb. T: Is she beautiful? Why?Learn: wear a blue dress, wear her golden crownc. chant: wearing her golden crown(2) Who are they? (Yang Ling and Mike)(3) Who is he? (Bobby)4. 揭题1. T: They are all our old friends, where are they? And what are they doing?2. This class, we will talk about what they are doing?Step2. Sound time1. T: Where is the queen?Learn: in our little town2. T: What is the queen doing?Chant: through our little town3. T: Can you see the queen now? Listen! (PPT)Let’s welcome the queen!4. Ss shout.T: Please shout, group 1/2/3/45. Read after the tape.6. Boys—Girls—Miss Teng(1) Who wins?(2) Sing together.7. (板书) T: /kw/ is for quick, queen, /kw/ is for other words.(1) Try to read the new words.(2) Make new sentences with these new words.Step3. Culture time1.T: The queen is throughing our little town. What are Yang Ling and Mike doing?Learn: chopsticks, knife and fork2. Ss guess: Are they…?3. What are they eating? (PPT)4. What do they eat with? Let’s learn some table manners!5. Summary: People usually eat with chopsticks, knife, fork and hand. In Asia, Chinese, Korean, Japanese eat with chopsticks. In the west, American, English and Australian eat with knife and fork, Indian eat with hand, that’s fun.6. Drill: I’m _____________, I eat with____________________.He/ She is _______________, he/she eats with _________________.7. Different cultures make the world colourfulStep4. Cartoon time1. The queen is throughing our town, Yang Ling and Mike are eating many nice food, what is Bobby doing?其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。
译林版(三起)五年级英语下册教案Unit 6 In the kitchen教案
Unit 6 In the kitchen教学设计1一、教学目标知识目标1.学生能听懂.会说单词drinking, eating, talking, playing.2.学生听懂并且会在实际情景灵活运用句型What’s she/he doing? ,She/He is…能力目标1.培养学生听说读的基本能力.2.培养学生运用英语的语言能力,发散思维能力和知识迁移能力.情感目标1.激发学生的学习兴趣,帮助他们养成良好的学习习惯。
2.培养学生的合作精神和竞争意识，二、教学重点和难点1.能听、认、读单词drinking, eating, talking, playing.2.能用句型“what’s she/he doing ?”询问他人正在做什么，并能用“she/he is…”回答他人正在做的事情。
3.单词drinking的发音三、教具准备：课件、单词卡片、相关图片、录音机、录音带。
四、教学过程：Step1: Warm upT: Boys and girls, let’s do an activity, ok?Ss: Ok.T: Now, I say you do.教师发指令,学生根据指令做动作:Listen to music, read a book, write a letter, play football, talk to you, do homework.T: Now, please look at me.(放录音听音乐)Ss: You are listening to music.T: Yes, I’m listening to music. Do you like listening to music?Ss: Yes.T: let’s sing song” I’m listening to music.”师生齐唱歌曲。
Step 2. 呈现单词T: Boys and girls, now please look at me ,(师做看书的动作)What am I doing?Ss: You are reading.老师依次做动作，学生猜答，复习单词reading, listening ,writing, playing, watching.T:（做喝水动作）What am I doing?Ss:喝水.T: Yes, I’m drinkin g.(出示单词卡片)Please look at the picture, read after me :drinking.学生分组读,分男女生读,开火车读,指名读.同法教单词eating, playing ,talking.Step3. 操练巩固单词T: Now, let’s play a game, ok?Ss: Ok.T: Ok, I say you do.老师发指令，学生依次做动作：Drinking, eating, talking, and playing.T发出drinking的指令后)What are you doing ?Ss: Drinking.（边做动作边回答）同法操练单词eating, talking, playing.Step4.呈现句型1.逐一出示drinking ,eating, talking, playing的图片并提问。
译林版(三起)五年级下册英语教案：Unit 6 In the kitchen 第1课时
译林版（三起）五年级下册英语教案：Unit 6 In the kitchen第1课时一、教学目标1.学生能够熟练掌握在厨房中常见的物品和操作，如烤面包片、煮咖啡、开水龙头等。
2.学生能够进行简单的口语交际，向别人描述自己在厨房中的操作。
3.增强学生的英语听说能力，在语言和实际操作方面进行协调和提高。
二、教学重点与难点重点1.常见厨房物品和操作的掌握。
2.简单的口语交际，包括描述和指令。
难点1.学生需要较长时间进行音频和视觉方面的学习，尤其是针对英语语音和口语交际。
2.需要对学生进行反复的操作训练，加深他们对于烤面包片、煮咖啡、开水龙头等的熟悉程度。
三、教学准备1.音频和视频设备。
2.厨房物品和工具。
四、教学步骤Step 1：导入新知识引导学生回顾前几个单元学过的内容，并获取新学习内容之前的启发与讨论。
Step 2：新知识的学习1. 学习相关词汇老师通过图示或文字来展示并教授相关的词汇。
如烤面包片（toaster）、咖啡（coffee）、咖啡壶（coffee maker）和开水龙头（tap water）等。
2. 听力练习老师向学生放音频，让他们听一个人对于在厨房中进行烤面包片、煮咖啡和开水龙头的描述。
之后，让学生配合老师回答问题或输出描述。
3. 实际操作练习老师向学生展示在厨房中进行烤面包片、煮咖啡和开水龙头等的方法。
之后，教师让学生按照步骤进行操作，并监听和评价他们的发音和口语表达。
Step 3：巩固与补充1. 基础操作指导教师重复展示厨房中进行烤面包片、煮咖啡和开水龙头的方法。
并鼓励学生自己尝试操作。
2. 口语交流练习老师进行对话和讨论，鼓励学生用英语表达自己的想法和观点。
老师也可以展示一些观看和听力材料，以便学生巩固他们所学的语音和语言技能。
Step 4：总结与评价通过教师和学生的交流，手动或使用学生自己的方式来评价本次课程的效果。
五、教学拓展教师可以使用图形和交互式电版本来巩固学生所学的语音和语言技能。
Unit6Inthekitchen(教学设计)译林版英语五年级下册
五下Unit6 In the kitchen集体备课〔初稿〕一、教学内容：Unit6 In the kitchen 〔Story time〕二、教学目标：1. 学问目标：〔1〕能听、说、读单词game, smell, meat, vegetables, tomato, potato, look for，ready, yummy, love等。
〔2〕能正确理解和解读故事内容。
2. 力量目标〔1〕能正确、流利有感情地朗读故事。
〔2〕能依据板书复述并谈论故事。
3. 情感目标〔1〕能树立健康饮食的意识。
(2 ) 能学会观赏、赞美别人。
〔2〕能主动参加活动，通过同伴互助学会合作学习。
三、教学重点1. 在听故事的过程中理解词汇及句型: Are you doing …?、Yes, I am./No, I’m not.、How is the meat/soup/…?及正确答复。
2. 能够从整体到局部理解故事内容。
3. 能正确理解并朗读课文，在老师的引导和关心下尝试复述课文内容。
四、教学难点：1. 现在进行时态的一般疑问句。
2. 体会人物语言的情感与体验。
五、教学预备：PPT、图片六、教学过程：Step1 GreetingGood morning, boys and girls. How are you?Step 2 Prereading1. T: Do you like music? Ok, Let’s listen to an English song“vegetable song〞T: What is the song about?A. fruitB. vegetablesGood job, the song is about vegetables(tomatoes and potatoes)2. Introduce something about the teacher.Job: an English teacherHobbies: cooking (a great cook)I’m good at cooking meat with potato and tomato soup.(图展现土豆烧肉和西红柿汤)They are yummy(好吃，美味)，教学potato, tomato and yummy(借助音频)lay a gameT: Let’s play a game. Give the rules:Tips:当你看到图片或单词时，请大声读出来。
译林版五下Unit 6 In the kitchen单元教案
Unit 6 In the kitchen 单元总备【单元教材分析】本单元的关键词是“吃饭”，这是一个同学们非常感兴趣的话题。
本单元围绕晚饭吃什么展开话题进行讨论，使用现在进行时的一般疑问句和there be结构的日常交际用语，对“having meals”这一话题进行讨论。
通过本单元的学习，帮助学生养成关爱父母，帮助他人的好习惯。
【单元教学目标】1.想知道对方正在做的事，“Are you/they...?”“Is he/she ...?”及其答句“Yes, I am/they are”“No, I’m not./they aren’t”和“Yes, he/she is.”“No, he/she isn’t.”2.掌握可数名词复数的变化规则。
3.培养学生乐于助人的良好习惯。
4.字母组合qu在单词中的读音。
【单元重、难点】1.听懂、会说、会读、会写句型Are yo…/ Is he/she…?及其肯定和否定回答。
2.能够掌握并运用现在进行时的一般疑问句及其肯定和否定回答。
【课时安排】4课时第1课时：Story time第2课时：Grammar time and Sound time第3课时：Cartoon time and Sound time第4课时：Culture time Checkout time and Ticking time12 Unit 6 In the kitchen 单元知识总汇【词汇】四会单词：1. vegetable 蔬菜2. tomato 西红柿，番茄3. potato 马铃薯，土豆4. look for 找，寻找5. love 喜欢， 喜爱6. bread 面包三会单词：1. game 运动，比赛2. smell ，闻起来3. meat （猪、牛、羊等的）肉4. I can ’t wait. 我等不及了5. ready 准备好6. yummy 好吃的，美味的7. win 获胜，赢 8. yeah 太好了，太棒了 9. angry 生气的，愤怒的10. spot 斑，点 11. catch 抓，抓住 12. drive …away 赶走【词组】1. come home from a football game 从一场足球赛上回到家2. cook dinner in the kitchen 在厨房做饭3. smell nice 味道很好4. cook meat 煮肉5. wash vegetables 洗菜6. cook tomato soup 做番茄汤7. cook meat with potatoes 做土豆烧肉8. I can ’t wait. 我等不及了。
Unit 6 In the kitchen 教学设计-五年级英语下册同步备课 译林版(三起)
Unit 6 In the kitchen 教学设计-五年级英语下册同步备课译林版（三起）本篇文档将介绍针对五年级英语下册同步备课（译林版三起）的Unit 6 In the kitchen教学设计。
该教学设计涵盖学生听、说、读、写四个方面，旨在培养学生的英语实际应用能力。
教学目标知识目标•学习单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等•学会听懂和说kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等单词•学习单词的正确拼写和书写技能目标•能够听懂并正确使用单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等•能够进行简单的英语口语交流，如介绍自己家中的厨房设备等•能够在日常生活中运用所学单词和句子情感态度目标•能够在课外自主学习英语，通过实际应用提高学习兴趣和动力•增强英语学习信心，提高英语语言应用能力教学重点•学习单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等•能够听懂并正确使用单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等教学难点•能够进行简单的英语口语交流，如介绍自己家中的厨房设备等教学过程导入（5分钟）1.通过展示图片来激发学生学习英语的兴趣2.用英语来提问学生，如What is this?（这是什么？）用英语回答The fridge.（这是冰箱。
）学习（30分钟）单词学习1.上课前教师事先准备好单词卡片和录音材料2.通过播放录音来帮助学生学习单词kitchen、fridge、stove、oven、sink、table、chair、cupboard、dish、plate等3.要求学生跟随录音一起朗读单词，并单独背诵单词拼写句型学习1.引导学生说出自己家中的厨房设备有哪些，如What’s in your kitchen? （你家的厨房里有什么？）学生回答可能包括There is a fridge, a stove, an oven, a sink, a table, chairs, a cupboard, dishes and plates.（有冰箱，炉子，烤箱，洗碗槽，桌子，椅子，橱柜，餐具和盘子。