Task Four Ask children to look at the speech bubbles

Task Four Ask children to look at the speech bubbles the

bottom of page 45. Give children some time to

look at the sentences in each speech bubble.

.

✰ Hold up your book and point to the first speech

bubble next to the picture of Maha. Track

underneath the words and read the sentence

aloud to the class. Say I like and encourage the

class to supply the next word cheese, which

they should get from looking at the first column

in the top table at the top of the page.

Continue reading the sentence and try and get

the class to say the next word cake. Then

continue but I don’t like and try and elicit onions

from the class. Children can get the information

by scrolling down the column under Maha. Now

get the class to read the whole sentence aloud

with you. The point here is to show children

how to transfer information from one task to

another. This is a high order activity which

develop children’s analytical skills.

✰ Point to the next sentence about Paul, and get

the class to use the completed table above and

read the sentence aloud with you. Repeat the

procedure for all the sentences.

✰ When children have understood the procedure,

get them to write and complete the speech

bubble for each child.

134 Unit 5

Food and shopping

Lesson 6

NB: Please note that in this unit a tomato is classified

as a fruit. You may need to point this out to

children, and tell them that a tomato is not

actually a vegetable, even though it is not sweet

like most fruit.

Task One (5 minutes)

✰ Ask children to look at the pictures on page 42

of their Classbooks. Elicit the contents of the

baskets from the class. For example, ask What’s

in Maha’s basket? Get the class to say what each

character has in their basket. As the items are

named, put the corresponding word card and

flashcard on the board.

Children will:

• listen to and join in with a song

• identify and name fruit and vegetables

• sort food into categories of fruit and

vegetables

• find the odd item

✰ Play Sing a Song of Baskets (Song CD 5.1). Ask

children to join in with the words where they

can.

Task Two (10 minutes)

✰ Ask children to look at page 46 of their

Classbooks. Hold up your book and point to the

small pictures of fruits and vegetables. Ask

children to name the foods they recognise.

Children may not remember tomato from Grade

1. You may want to name it and get the class to

repeat it with you a few times.

✰ Point to the two boxes on either side of the

small pictures. Point to the words and say fruit

and vegetables. Ask children, in L1, if they know

what the difference is between the two

categories.

✰ Ask children to look at the words under each

picture and decide if they are fruits or vegatables.

Get children to classify the words.

✰ Tell children that they will hear the foods being

described on the CD. Ask them to listen and

check if they have put their words in the right

boxes.

You will need:

• Flashcards: 41, 45, 47, 196, 200, 201 (cake,

dates, honey, carrots, parrots, money)

• Word cards: 27, 31, 33, 173-175 ( cake,

dates, honey, carrots, parrots, money)

Unit 5 135

Food and shopping

✰ Play Listening CD 5.4. Pause after each food is

described, and give children time to check their

work and re-write if necessary.

✰ Tell children that you will play the CD again.

Ask them to listen and repeat.

✰ Play the CD again. Pause after each sentence

and encourage children to repeat the words as

they point to the fruit or vegetable described.

Task Three (5 minutes)

✰ Ask children to look at the words and pictures

at the bottom of page 46. Hold up your

Classbook and point to the first row of words

and pictures. Point to each food and elicit the

names from the class.

✰ Point to the word and picture of a carrot. Ask

children if there is anything different about a

carrot from the other things in the row.

✰ Get children to read the words in the row

again, and if no child offers an explanation, ask Is

a carrot a fruit or a vegetable? Elicit a vegetable

from the class. Ask the same question about an

apple, a banana, and a date. Children should

now guess that a carrot is different because it is

a vegetable and all the other things are fruits.

Draw a circle around the word and picture of a

carrot in your Classbook, and tell children to do

the same.

✰ Ask children to read the words and look at the

pictures, and draw a circle around the item on

each line that is different. When children have

finished, ask them to compare their work with a

friend’s.

✰ Hold up your Classbook and point to the second

row of words. Ask Which one is different? Try

and elicit an apple and then ask Why? Help the

class to say An apple is a fruit (all the others are

vegetables).

✰ Repeat this procedure with the last two rows of

words. The odd ones are:

row 3 – a potato, (the others are fruits).

row 4 – an orange, (the others are vegetables).

Task Four (10 minutes)

✰ Ask children to open page 27 of their Skills

Books and look at activity 1. Children have

learned to classify food as vegetables or fruit.

This task consolidates their knowledge.

✰ Get children to look at the pictures and to read

out the names. Get children to say whether the

food is a vegetable or a fruit. When all the items

have been classified orally, get children to write

in the names in the appropriate boxes.

Listening Transcript 5.4 [Track 32]

Fruit and Vegetables

A carrot is a vegetable.

A banana is a fruit.

A tomato is a fruit.

An onion is a vegetable.

A potato is a vegetable.

An orange is a fruit.

136 Unit 5

Food and shopping

Lesson 7

Children will:

• revise the names of fruits and vegetables

• learn to use indefinite article

• listen to and join in with a song

• learn the meaning of the words hungry and

thirsty

• learn the word some -when there are more

than one meaning of some of the word, and

when something to taken from a bigger

portion

• consolidate understanding of words a, an and

some through writing

You will need:

• Flashcards: 39, 48, 51, 53, 54, 142, 196,

202 (an apple, banana, ice cream, orange,

tomato, potato, carrots, egg)

• Word cards: 25, 26, 34, 37, 39, 40, 158,

173, 176, 182 (an apple, a banana, an ice

cream, an orange, a tomato, a potato,

carrots, egg)

• Realia : sugar, rice, nuts, bottle of water,

one piece of fruit, one piece of vegetable,

piece of cheese

Unit 5 137

Food and shopping

Task One (5 minutes)

✰ Stick the following flashcards on the board .

apple, orange, ice cream, banana, egg, potato,

carrot, and tomato. Distribute the word cards to

children and ask them to match the word cards

with the flashcards. Get children to read out the

words as you point to each individual word.

✰ Put the word cards a and an on the board. Get

children to read them out. Explain to children

that we usually put a / an before a word, so we

say a banana, a potato, but an orange, an egg.

Explain to children that it is difficult to say a ice

cream, a egg etc. Explain that any food beginning

with any of the five vowels a, e, i, o, u will have

an before it while all the remaining foods that

don’t have these will have a.

✰ Point to each flashcard and word card on the

board and ask a or an ? Get children to respond

and say the name for example a banana , an

orange etc.

✰ Practise till children are confident then get them

to complete task two on page 27 of their Skills

Books.

Task Two (5 minutes)

✰ Tell children to open their Classbooks and look at

page 47. Ask children to name any of the drinks

they recognise at the top of the page. Teach the

words tea and coffee.

✰ Tell children that you are going to play them a

song about these drinks. Play The Drinks Song

(Song CD 5.2). Ask children to listen and point to

the pictures of drinks they hear named.

✰ Tell the class that you are going to play the song

again. Ask children to listen and watch.

✰ Play the song again. Clap out the number of

syllables in each word as you sing the song with the

CD.

Water = 2 claps

Iemonade = 3 claps

Cola = 2 claps

Coffee = 2 claps

Tea = 1 clap

✰ The clapping for the whole song is as follows:

Water [2 claps], water [2 claps],

Water [2], water [2],

Lemonade [3],

Lemonade [3],

Cola [2], cola [2], cola [2],

Cola [2], cola [2], cola [2],

Coffee [2], tea [1],

Coffee [2], tea [1].

✰ Say water and clap out the two syllables as you do

so – wa-ter. Ask children to repeat this with you.

Say lemonade and clap out the three syllables as

you do so – lem-on-ade. Get children to repeat

this with you. Continue with this procedure until

children have named and clapped out the syllables

for each word in the song – wa-ter, lem-on-ade,

co-la, cof-fee, tea.

✰ Teach the class the words to the song and clap

out the syllables all the way through.

✰ Tell children you are going to play the song again.

Ask them to join in with the words and clapping

where they can. Practise the song again with

children.

Task Three (10 minutes)

Step one

✰ Ask children to look at page 47 in their Classbooks.

Hold up your book and point to the items of

food and drink on the page. Say Look at the

pictures and elicit the names.

✰ Tell the class that they will hear the characters

talking about items of food and drink on the CD.

Ask children to listen and put a tick in the box

next to the food or drink they hear mentioned.

✰ Play Listening CD 5.5. Pause after each statement

and reply, and allow children time to find the food

or drink and put a tick in the box.

Song Transcript 5.2 [Track 33]

The Drinks Song

Water, water,

Water, water,

Lemonade,

Lemonade,

Cola, cola, cola,

Cola, cola, cola,

Coffee, tea,

Coffee, tea.

138 Unit 5

Food and shopping

✰ When children have listened to the whole CD,

tell them to look at the boxes they ticked and

name the items of food and drink they heard.

Step two

✰ Talk about the meaning of I’m hungry and I’m

thirsty in L1. Write the two words hungry and

thirsty on the board.

✰ Tell the class you will play the CD again. Ask

children to listen again and say what items of food

or drink they named.

✰ Play the listening. Pause after each dialogue and

ask children to tell you what items of food or

drink they named. As children name the foods

and drinks, write them on the board under the

appropriate heading – hungry or thirsty.

Encourage children to use some bread, some

water, a banana, etc. When you write the items

of food and drink on the board, write: some

bread, some water, a banana, some lemonade,

an egg, some milk.

✰ Point to the words on the board. Get the class to

read aloud all the words in the ‘hungry’ column

with you – some bread, a banana, an egg. Then

get children to read aloud all the words in the

‘thirsty’ column – some water, some lemonade,

some milk.

✰ Ask children to look at the pictures and words on

page 47 again. Hold up your Classbook and show

that you mean the pictures and words in the

lower part of the page.

✰ Tell children to look at the ‘hungry’ column on the

board again. Then ask if they can see any other

food in the pictures that could be added.

Encourage children to suggest some fish, some

cheese, some chips.

✰ Now ask children if they can see anything they

could add to the ‘thirsty’ column. Encourage

children to suggest some cola.

Task Four (5 minutes)

✰ Rub all the words off the board. Write some on

one side of the board, and a/an on the other side

of the board. Ask children to look at the food

and drink on page 47 of their Classbooks and tell

you which ones you should put in the ‘some’

column. Elicit some bread, some lemonade, some

water, some cola, some fish, some milk, some

cheese, some chips.

✰ Now ask children which ones you should put in

the ‘a/an’ column. Elicit an egg and a banana.

✰ Remind children that we use a or an when there

is only one. Explain that we use some when there

are more than one, and when it is food or drink

that we take from a bigger portion.

✰ The idea of something coming from a larger

portion is an abstract one which children of this

age will find quite difficult to understand.

Demonstrating with concrete examples will help

children to understand more easily.

✰ If you can bring in realia to demonstrate this idea

it will be very helpful. Try and get children to sort

your items into a/an and some. A good range of

realia for this would be, for example: some sugar,

some rice, some nuts, a bottle of water, one

piece of fruit, one vegetable, a piece of cheese.

✰ Put a small amount of the rice or the sugar or

nuts onto a plate or into a bowl and say I’ve got

some ...[rice]. Then do the same with one of the

other foods and say I’ve got … Encourage the

class to complete the sentence for you … some

[sugar]. Repeat this with the other foods.

✰ Hold up one of the pieces of fruit or vegetable

and say I’ve got … Again, encourage the class to

finish the sentence for you with a [banana] or an

[apple] as appropriate.

✰ This is a difficult concept for children of this age

so do not expect children to understand and

apply it consistently.

Listening Transcript 5.5 [Track 34]

I’m hungry

Sami: I’m hungry.

Vicky: Have some bread.

Maha: I’m thirsty.

Paul: Have some water.

Soot: I’m hungry.

Biff: Have a banana.

Paul: I’m thirsty.

Sami: Have some lemonade.

Biff: I’m hungry.

Maha: Have an egg.

Vicky: I’m thirsty.

Soot: Have some milk.

Unit 5 139

Food and shopping

Task Five (5 minutes)

✰ Tell the class to open their Skills Books at page

28. Children are now familiar with the three

words a, an and some. Ask children to look at

the pictures in activity 3 and write the

appropriate word in the blanks.

140 Unit 5

Food and shopping

Lesson 8

✰ Tell the class that you are going to play the The

Drinks Song that they learned in the last lesson.

✰ Play The Drink Song (Song CD 5.2). Sing and clap

the syllables with the CD. Encourage children to

join in with the words and clapping where they

can.

Task Three (5 minutes)

✰ Tell the class that you are going to play the CD

from the last lesson (Listening CD 5.5). They will

hear the characters talking about being hungry

and thirsty again.

✰ Divide the class in half. Tell one half to listen

and repeat I’m hungry or I’m thirsty after the

CD, and the other half to listen and make the

suggestion – Have a banana, etc.

✰ Play the CD. Pause after each character speaks

and get children to repeat the words.

Children will:

• do a crossword puzzle

• listen to a song and clap out the syllables

• listen and repeat dialogues and consolidate

the words hungry/thirsty

• suggest items of food and drink to a partner

• decide if characters are hungry or thirsty and

complete sentences

• listen and check their answers

You will need:

• Flashcards: 142, 199 (banana, water)

Task One (5 minutes)

✰ Ask children to open their Skills Books at page

28. Get children to do the crossword puzzle.

Get children to read the sentences in activity 4,

look at the relevant picture, then write in the

letters.

Task Two (5 minutes)

✰ Ask children to look at page 47 of their

Classbooks. Hold up your book and point to the

pictures of the drinks at the top of the page.

Elicit the names of the drinks.

Unit 5 141

Food and shopping

✰ Get the two halves of the class to exchange

roles. Play the dialogues again.

Task Four (5 minutes)

✰ Ask a confident child to come to the front of

the class. Encourage them to say I’m hungry. Say

Have a banana as you give them the banana

flashcard. Now encourage the child to say I’m

thirsty. Say Have some water as you give them

the water flashcard.

✰ Organise children into pairs. Tell them to take it

in turns saying I’m hungry or I’m thirsty and

suggesting foods and drinks. Remind children to

look at page 47 of their Classbooks for ideas.

Task Five (10 minutes)

✰ Tell the class to look at page 48 of their

Classbooks. Hold up your book and point to the

6 pictures of the characters thinking about food

or drink. Point to picture 1 and say Is Sami

hungry or thirsty? Give children time to look at

the picture of Sami thinking about food and

then try and elicit hungry from the class. Say

Yes. Sami’s hungry.

✰ Write the number 1 on the board and write

the sentence Sami is hungry next to it. Tell

children to copy the word hungry into the blank

space at the end of the sentence about Sami.

Read the sentence aloud and get children to

repeat it – Sami is hungry.

✰ Write the number 2 on the board and write

the sentence Vicky is thirsty next to it. Tell

children to copy the word thirsty into the blank

space at the end of the sentence about Vicky.

Read the sentence aloud and get children to

repeat it – Vicky is thirsty.

✰ Show children the remaining pictures, and ask

them if each character is hungry or thirsty.

When you have elicited the answers orally, tell

them to complete the sentence under each

character with hungry or thirsty. Then tell the

class that they will hear the answers on the CD.

Listening Transcript 5.6 [Track 35]

Sami’s hungry

Sami’s hungry.

Vicky’s thirsty.

Biff’s hungry.

Maha’s thirsty.

Paul’s hungry.

Soot’s hungry and thirsty.

✰ Play Listening CD 5.6. Pause after each sentence

and give children time to check if they guessed

correctly.

142 Unit 5

Food and shopping

Lesson 9

✰ Tell the class they will hear Vicky talking to the

shopkeeper on the CD.

✰ Play Listening CD 5.7 straight through. Ask

children to listen and look at the picture.

Task One (5 minutes)

✰ Ask children to look at page 49 of their

Classbooks. Give children some time to study

the picture.

✰ Hold up your Classbook and point to the whole

picture. Say This is a food shop. Ask the class

What can you see? Try and elicit as much food

and drink vocabulary as possible.

✰ Ask children, in L1, to imagine they are going

shopping. Ask them to think about what they

might say to the shopkeeper and what the

shopkeeper might reply.

Children will:

• identify and name items of food and drink

• listen to a dialogue in a shop and repeat it

• act out the roles of customer and

shopkeeper using ‘Can I have . . . please?’

• practise using Can I have with a/an some

• revise vocabulary and spelling by completing

crosswords from picture clues

• complete sentences about food and drink

preferences

✰ Play the listening again. Pause after Vicky asks for

eggs and ask the class to point to, and name the

item of food they heard. Then ask them How

many eggs? Elicit six.

✰ Divide the class in half. Ask one half to be the

shopkeeper and the other half to be Vicky.

✰ Play the listening again. Ask children to listen and

repeat the words after the CD.

✰ Reverse the roles for each half of the class and

Listening Transcript 5.7 [Track 36]

Vicky and the shopkeeper

Vicky: Hello. Can I have some eggs, please?

Shopkeeper: Yes. How many?

Vicky: Six, please.

Shopkeeper: Here you are.

Vicky: Thank you.

Unit 5 143

Food and shopping

Listening Transcript 5.8 [Track 37]

Maha and the shopkeeper

Maha: Can I have an apple, please?

Shopkeeper: Yes. Here you are.

Maha: Thank you.

✰ Play the listening again. Pause after Maha asks

for an apple. Ask children to point to, and

name, the food they heard on the CD. Then ask

them How many apples? and elicit one from the

class.

✰ Divide the class in half. Ask one half to be the

shopkeeper and the other half to be Maha.

✰ Play the CD again. Ask children to listen and

repeat the words after the CD.

✰ Reverse the roles for each half of the class and

get children to repeat the words after the CD

again. Play the CD again.

Task Three (10 minutes)

✰ Bring a confident pair of children to the front of

the class with their Classbooks open at page 49.

Ask one child to be the shopkeeper and the

other child to be the customer.. Ask the child

who is the customer to look at page 49 and ask

for an item on the page, using Can I have ...[a

banana] please? Help the child playing the

shopkeeper to find what the other child asks

for, point to it on the page, and encourage

them to mime giving it to the child as they say

Here you are. Repeat this with several other

pairs of children.

✰ Organise the class into pairs. Tell them that

you want them to take it in turns to be the

shopkeeper and the customer. Ask children

to ask for the items of food and drink they

see in the shop and to put a tick in the box

beside it when they have bought it. Allow

children to continue until they have bought

all the items of food and drink in the shop.

Task Four (10 minutes)

✰ Ask student to open their Skills Books at

page 29. There are two activities. The first

one revises vocabulary and spelling. Get

children to look at the crosswords and

picture clues. Get children to say the names

of the items, then to spell and write down

the names.

✰ Activity 2 revises preferences. Get children

to read the names of foods, then read the

first two examples. Ask children to write

true sentences about their own preferences.

get children to repeat the words after the CD

again. Play the listening again.

Task Two (5 minutes)

✰ Ask children to look at the picture of Maha. Ask

the class if they can guess what Maha asks the

shopkeeper. Some children may be able to

suggest Can I have an apple, please? from the

information in the picture. Tell the class they will

hear Maha talking to the shopkeeper on the

CD.

✰ Play Listening CD 5.8 straight through. Ask

children to listen and look at the picture.

144 Unit 5

Food and shopping

Lesson 10

Unit 5 145

Food and shopping

Children will:

• sort items of food and drink into categories

and write the names

• read the description of items of food and

drink and write their names

• act out the roles of customer and

shopkeeper using ‘Can I have . . .?’

• repeat sentences starting with ‘I went’, ‘I

bought’ and adding food items

• write in the words of the pictures according

to the number of food items

• listen and check their answers

• do self-evaluation

Task One (5 minutes)

✰ Ask children to open their Skills Books at page

30. Children are now familiar with items of food

and drink. Get children to look at Activity 3

which is to sort the items into food and drink.

Get children to do the task independently and

to write in the answers.

✰ Now ask children to look at activity 4. Here

children must read each sentence, understand

the description and identify the food or drink.

show children that all the answers can be found

in activity 3.

Task Two (5 minutes)

✰ Bring a pair of confident children to the front of

the class. Give one child a flashcard and the

other child the matching word card. Tell the

child with the flashcard that they are the

customer, and the child with the word card that

they are the shopkeeper. The customer must ask

the shopkeeper for the item on the flashcard,

using Can I have ...[some milk] please? Tell the

shopkeeper to respond with Yes. Here you are

and then give the customer the word card.

✰ Give one half of the class the flashcards and the

other half of the class the word cards. Tell

children with the flashcards they are the

customers and that they want to buy the item of

food or drink on their flashcard. Tell children with

the word cards that they are the shopkeepers.

✰ Tell the shopkeepers that if a customer asks them

for the item of food or drink on their word card

they should say Yes. Here you are and give the

customer the card. If the customer asks for

something they don’t have, they should say No.

✰ When a child has ‘bought’ what they want, the

shopkeeper and the customer should bring you

the matching flashcard and word card.

✰ When all the flashcards and word cards have been

returned to you, give them out again. Give the half

of the class who were shopkeepers the flashcards

this time. Give the half who were customers the

word cards.

Task Three (5 minutes)

✰ Hold up your Classbook and point to the picture

of the shop on page 49. Say I went to the shop

and I bought ...[an apple]. Get the class to repeat

this with you. Then say I went to the shop and I

bought ...[an apple] and ...[some cheese]. Again,

get children to repeat this with you.

✰ Hold up one of the flashcards and say I went to

the shop and I bought ...[a banana]. Get children

to repeat this with you.

✰ Hold up one of the food flashcards and encourage

the class to say the sentence themselves. Repeat

this a few more times, holding up different

flashcards each time.

✰ Tell children to look at the pictures of the items

of food and drink on page 49. Say I went to the

shop and I bought ...[an orange]. Get the class to

repeat this with you. Then say I went to the shop

and I bought ...[an orange] and ...[some rice]. Get

a confident child to repeat what you have said,

and then add another item. Continue around the

class until a child makes a mistake. He or she then

starts a new shopping list.

You will need:

• Flashcards: 37-39, 41-48, 50-54, 142,

196-199, 202, 203 (chicken, chips, apple,

cake, cheese, chocolate, cola, dates, fish,

honey, ice-cream, milk, orange, orange juice,

tomato, potato, banana, carrots, rice, bread,

water, egg, biscuits)

• Word cards: 25, 34, 36-40, 173, 176-181

(an apple, a banana, cake, cheese, chocolate,

cola, dates, fish, honey, an ice-cream, milk,

an orange, orange juice ,a tomato, a potato,

a carrot, egg, rice, water, bread, chicken,

chips)

146 Unit 5

Food and shopping

Task Four (10 minutes)

Step one

✰ Ask children to look at the picture of Maha on

page 50 of their Classbooks.

✰ Explain to children that Maha went to the shop

the first time and she bought an apple [picture

1]. Tell children that Maha went to the shop

again and bought a second item. Now there are

two items in the basket. Children should find

the basket with two items and write two.

Explain that Maha went to the shop again and

bought three items. Children then have to find a

basket with three items and write three. Get

children to identify all the baskets and write in

the numbers 1-8 in the boxes.

✰ Tell children that you are going to play the CD

so they can check their answers. Write the

numbers 1-8 on the board.

✰ Play Listening CD 5.9. Pause after each sentence.

Ask children to name the food they heard.

✰ As children give you the names of the items of

food, write them on the board next to their

corresponding number.

✰ When you have played the whole CD, check

the sequence again by asking questions about

the contents of the baskets. For example, ask

What food is in basket 1?

Step two

✰ Tell the class that you are going to play the CD

again. Play the CD. Encourage children to join in

with the words where they can.

Step three

✰ Ask children to look at the sentences on page

51 of their Classbooks. Give children time to

look at the sentences.

✰ Read the first sentence aloud. Get the class to

look at the sentence in their books and read it

aloud with you.

✰ Point to the next sentence and encourage a

child to volunteer to read the sentence. Ask

children to write in the missing word. Get the

whole class to read the sentence aloud.

✰ Repeat this procedure until all the sentences

have been completed and read aloud.

Task Five (5 minutes)

✰ Ask children to look at the frieze at the top of

pages 42 and 43 of their Classbooks and get

them to name all the items of food and drink,

and to recall the spelling of each orally.

✰ Ask children to look at the two faces at the top

of page 51 of their Classbooks. In L1, ask them

to say which face represents hard and which

one easy. Ask them to think about the things

they did in this unit. Encourage them to look

through the pages to remind themselves what

they learned. Tell children to colour in a face

according to whether the unit was hard or easy

for them.

Listening Transcript 5.9 [Track 38]

Maha was hungry

Maha was hungry so she went to the shop to buy

some food.

She bought an apple.

She bought an apple and some bread.

She bought an apple, some bread and some cheese.

She bought an apple, some bread, some cheese and

some tomatoes.

She bought an apple, some bread, some cheese,

some tomatoes and some dates.

She bought an apple, some bread, some cheese,

some tomatoes, some dates and a cake.

She bought an apple, some bread, some cheese,

some tomatoes, some dates, a cake and an orange.

She bought an apple, some bread, some cheese,

some tomatoes, some dates, a cake, an orange and

some chocolate.