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English Food

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Junk foods have been a major impediment to the development programs in most countries. Indeed most scholars and learners have been suffering at the hands of junk foods that are readily available in most of the stores across the world. America is not left behind in this problem since the problem is even rife in most of the developed Nations in the world. Therefore, with this in my mind, I believe this lesson will be of great importance to the wide world because at the end of it all I will have produced students who work very well either in their country or at some other countries abroad in order to inculcate better eating habits among the various citizens of these varied Nations in the whole wide world. Yes indeed with this menace rapidly crawling to cripple the development strategies in the whole world, it is better to instill proper eating habits within the population of the young students in my class so that the same students would later on try and teach their peers and even other citizens of the importance to eat healthily. This knowledge will not be important to the other people, but very important to the students themselves (Gibson 2008).

I have chosen to plan on this reading lesson about English food with a title of search for good English food because it will help students in my country to search for good food and advice others on the kind of food to take. The lesson is useful to the students because they will eat healthy food and indentify the type of recipes to avoid. After the end of the lesson, the students will also be able to start up food business and earn their living. The lesson starts with the whole class pre-reading (Ikeda & Takeuchi 2006). The pre-reading includes asking to show students pictures of different English food and an exercise of matching food with the country of origin. The stage also includes asking students, which type they like and the traditional food in their country.

The next stage is gist reading, which includes division of the class into two groups and matching of appropriate title with paragraph. The next stage, “Pre-teaching vocabulary”, includes explaining and disclosing of new words (Ikeda & Takeuchi 2006). The next stage, “detailed reading”, which include reading and answering the question by the students. The final stage, “post reading” includes asking some questions. The organization of the plan into those stages will help the students to understand the concepts and theories in the lesson. They will easily process the information gathered from the lesson to the permanent memory which will enable them to recall everything taught for a long time (Larson 2004).

The process of reading lesson 

The lesson starts by showing the students different pictures of English foods from different countries. After viewing of the pictures, the students will match the foods with the country of origin. The questions will be posed to the students in a very random manner. The students are expected to identify the foods in the pictures; they then categorize the foods in the picture as being local or of foreign origin. They will also be expected to try and identify the country of origin to the food. This will help the students in appreciating the value of both local and foreign based foods. The students will also explain whether they like to eat food from other countries and if yes which food.  Each student should name the traditional food in their countries. This stage is designed to enable the students generate interest and ideas in the topic. It gives each student time to participate which builds interest. All students participate in the class and this helps in making the students more attentive.   The teacher will divide the class into two groups equally.

Each group must contain the some numbers. The selection of the groups will be taken randomly in respect of gender. The number of boys and girls in each group must be equal. The teacher will give the students text and tittles to match each title with a paragraph. The students will be asked to read and scan the text in two minutes. This stage will encourage collaboration. The students will be able to collaborate with each other during class work. They will also   understand the main ideas by reading each paragraph. The teacher will show new words of the lesson and ask the students whether they understand the meaning of those words. The students will inform the teacher if they have come across the words. The teacher has the take of explaining ht meaning of the words to the students (Koda 2005).

This lesson is designed to take fifty minutes. Tin fifty minutes the teacher will have explained the text to the students and the students will answer the given questions. The teacher will provide assistant when required to make sure that all students understand the lesson clearly. The organization of the lesson will make sure that each student understands the theories and concept in told. The students will have the freedom to ask a question to their fellow students or the teacher (Hinkel 2006).

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In a nut shell, considering the approaches brought out in this lesson plan, I believe the students will have grasped the optimum knowledge required in their classes not only for purposes of passing their examinations, but also in the strengthening of their fundamental knowledge onto the importance of healthy eating as this is the backbone to the development of any individual physically, mentally and emotionally (Guariento & Morley2001).

This grammar lesson is supposed to be administered to the same class that the reading lesson on Foods was administered. This therefore calls for a relatively correlating lesson to the students in one way or the other. Since the earlier lesson was geared toward instilling good eating habits on to the students, I found it necessary to bring in the aspect of either liking or not liking some sorts of food in the previous class lesson and then amalgamate it with the current grammar lesson and teach the aspect of “like plus ing” . This will be easier to administer because the other lesson also revolved around the idea of either liking or not liking some type of foods either locally or internationally (Carter and Mccarthy 1995).

Exercises with the word "like"

In the lesson, the students will be asked question with the word “like”. They will be asked what they like and do not like. To make it easier to the students, they will make sentences relating to the foods they either liked or not liked in the previous lesson. This will make the lesson to blend very well with the current lesson (Burgess & Etherington 2002). The students will also ask each other questions with the word “like” and respond. Each student will participate in class by asking the question and discussing the rules and uses of the word “like”. The students will answer class question asked by the teacher (Carter et al 2000). The teacher will provide questions with like, which will enable students to provide appropriate questions. The questions that would be posed to the students would include issues like:

The students will also create a question with the word like. This will enable students to understand the use of the word in depth. The teacher asks students to answer some question at the end of the lesson to make sure that each student has understood clearly. Finally, each student should be able to use the word “like’ and to teach others (Gerngross & Thornbury. 2006). The organization of the lesson into stages enables students to participate and understand the lesson clearly. The organization plan also makes sure that the students are able to recall the readings even after some years.

Students will provide answers of what they like and what they do not like. He will ask each student to name three things, which he/she likes and three dislikes.  The teacher will ask them question like what do you like most in the word, which food do you like, which session do you like, name things, which you do not like at home and school (Hall and Shepherd 2008). The students will name the things they like and dislike in school and at home. The teacher will divide the class into two groups equally. Each group should have an equal number of students from both sexes. The teacher will provide a text with gaps which needs to be filled by the words and ask the students to fix the empty spaces. The student will read the text after filling the gaps and scan in three minutes.

The teacher will show new words of the lesson and ask the students whether they understand the meaning of those words. The students will inform the teacher if they have come across the words. The teacher will provide an explanation of the meaning of the words. The students will have a task of answering questions with the word “like”. They will answer the questions after reading the text. They will answer the questions individually and then exchange their answers to compare the differences and similarities. The teacher will supervise the process and ensure that the students do not copy from each other. The question to ask to ensure that the students have clearly understood includes, which food do you like most, which town do you like most, which month do you like, who do you like most in your family, which teacher do you like, which lesson do you like most and what season, climate or weather do you not like.

It is very vivid that these lessons will properly nurture the students towards understanding the correct use of the word like in their pursuit to the education standards in the entire country and even abroad in other sectors of the ever transforming world. This plan will ensure that each student in class has understood the uses and application of work “like”. They will be able to remember the lesson for a long time since it will be in the permanent memory (Thornbury 1999).

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