PIZZA

 

Ingredientes

• 1 Taza Harina todo uso
• Ajo En Polvo al gusto
• Orégano Fresco al gusto
• 1/2 Cucharadita Sal
• 5 Cucharadas de Agua
• 5 Cucharadas Aceite De Oliva
• 1/4 Taza Pasta de tomate
• 2 Cucharadas Salsa De Tomate MAGGI®
• Sal de Ajo al gusto
• Sal de cebolla al gusto
• 1 Unidad Tomate Riñón
• 1 Taza Queso Mozzarella
• 2 Tazas Jamón
• 1/2 Taza Aceitunas Verdes
• Ají En Polvo al gusto

Instrucciones

1. Para la masa

   Precalienta el horno a 200°C. Toma los ingredientes secos para la masa y mézclalos en un recipiente amplio. Realiza un hoyo en el centro de los ingredientes e incorpora los ingredientes líquidos a la masa y las especies. Mezcla bien y empieza amasar en el mismo recipiente. Si ves que la masa necesita más agua añade poco a poco más agua.

2. Deja reposar

   Retira del recipiente y continúa amasando la masa en el mesón enharinado, amasa hasta que la masa se desprenda de tus manos y queda muy tersa. Cúbrela con una toalla limpia y deja reposar durante 2 horas.

3. Para la salsa

   Para la salsa, coloca todos los ingredientes en un sartén y cocina durante 5 minutos espesando ligeramente la salsa. Enfría y reserva.

4. Arma

   Toma la masa reservada anteriormente y estírala en forma redonda del tamaño de tu molde. Coloca en la lata y pínchala con un cuchillo o palillo en toda la masa menos los bordes. Coloca la salsa sobre la masa esparciéndola sin llegar a los bordes y coloca los toppings previamente cortados en pedazos, a tu gusto.

5. Hornea

   Lleva la pizza al horno precalentado y hornea durante 10 a 15 minutos. Si ves que se está tostando mucho retírala antes. Antes de servir coloca un chorrito de aceite de oliva sobre la pizza.

Información nutricional: 247kcal = 1,033kj /por porción

ENSALADA CON NARANJA, QUESO Y PISTACHOS

Empezamos con unas ensaladas para seguir con cremas, platos para mejorar la salud con huevos, pasta, carne, verduras y pescados. ¡Ah! Y nos olvidamos de los postres. Esta ensalada con naranja, queso de cabra y pistachos, estos aportan vitamina B1 y vitamina B6, riboflavina, vitamina E, vitamina K y ácido fólico. Si no tienes, sustitúyelos por otro fruto seco.

 INGREDIENTES: 4 PERSONAS / 20 MIN

200 g de escarola
50 g de rúcula (sustituye escarola y rúcula por la lechuga que tengas)
2 naranjas
300 g de rulo de queso de cabra (rebaja calorías con queso fresco)
50 g de pistachos
5 cucharadas de aceite de oliva virgen
1 cucharada de vinagre de jerez
Sal
Cebollino (opcional)

PREPARACIÓN:
1. Trocea, lava y seca la escarola. Lava y seca la rúcula.
2. Corta una naranja y media en gajos y retira la piel. Exprime la mitad restante para extraer el zumo.
3. Lava, seca y pica el cebollino.
4. Pela y pica los pistachos.
5. Prepara la vinagreta mezclando cuatro cucharadas de aceite con el vinagre, dos cucharadas de zumo de naranja, una pizca de sal y dos cucharadas de cebollino picado.
6. Retira la corteza del rulo de queso de cabra, corta el queso en trozos, úntate las manos con aceite para formar bolitas y rebózalas con los pistachos picados.
7. Reparte los ingredientes en los platos y aliña con la vinagreta.

Fuente: https://www.elmueble.com/cocinas/16-recetas-que-mejoran-tu-salud-y-te-cuidan_45045

UNIT 8: SPEAKING

    Speaking, is one of the four language skills. As writing, listening is a productive skill. Speaking involves using speech to communicate meanings to other people. When we speak often: pronounce words, use intonation patterns, we use an appropriate register, we take part in a conversation, we use grammar and vocabulary, we use word and sentence stress, we use language accurately, and paraphrase. Furthermore, speaking involves several subskills. We make use of grammar, vocabulary and functions.

•  We make use of a correct register.
•   Use features of connected speech.
•   We use body language.
•  Produce different text types.
•  We use interactive strategies.

    When we speak we constantly have in mind the person who we are speaking to and our wish to communicate our meaning successfully. Also, we use interactive strategies such as, body language, facial expressions and gestures. All these things make speaking possible. The purpose of speaking is to communicate meaning. I consider that speaking has to be developed carefully in our students since speaking is the result of what we are teaching. Is the production of sounds which have meaning. In order to improve my students’ speaking inside the classroom we need to do controlled practices since this is going to develop fluency. Also, it is going to help them to use grammar, vocabulary and pronunciation. Besides, it is really important to motivate our students increasing their confidence by saying that the things they say are right. As a conclusion, we need to find strategies for applying inside the classroom this will let them to produce the language faster.

For further information:

• Talkenglish.com,. (2015). Basics of English Speaking . Retrieved 29 April 2015, from http://www.talkenglish.com/Speaking/Basics/Speaking_Basics_II.aspx
• YouTube,. (2015). How to improve your English speaking skills. Retrieved 29 April 2015, from https://www.youtube.com/watch?v=Sc4gh5gP1AE

CHAPTER 4: THE BALANCE OF POWER

    This chapter was really interesting since is talking about the notion that the balance of power in the classroom needs to change. The autor says that our authority as teachers is so taken for granted that most of us are no longer aware of the extent to which we direct student learning. As teachers we need to set up the calendar for the course and there are some other questions we need to take into account when we are going to give our subject. Also, it talks about what know students about the teacher for example they know that the teacher determines policy, due dates, the difficulty of the tests and how they evaluate them. But, is this correct? In this part I think that a teacher has to ask for students’ opinions, things that they would like to learn and what they would like to do. I think that we need to find the most suitable methodology when teaching.

For further information: 

·  Site.ebrary.com,. (2015). ebrary: Server Message. Retrieved 29 April 2015, from http://site.ebrary.com/lib/uta/reader.action?docID=10653948

· Toolkit.ineesite.org,. (2015). Retrieved 29 April 2015, from http://toolkit.ineesite.org/toolkit/INEEcms/uploads

CHAPTER ONE: EVENTS AND EXPERIENCES: WHAT MOTIVATED THE CHANGE

This part of the chapter resulted for me very interesting and i got motivated from this story. The author talks about how they decided to teach to the entry levels. But he was afraid because he didn’t want to fail when teaching to the students. So, he decided to improve things that he had done wrong in the past. He talks about how they decided to apply the approach for them. First, he made them do an assignment but all students got confused because they didn’t know what kind of assignment they had to do. But, fortunately his students started to work hard in order to get an “A” at the end of the course. The author wanted that them learned something relevant and useful in the near future. So, he decided to review a Brookfield manuscript (1995) but, it didn’t work and he decided that the learning has to be automatic and he could found some interesting strategies for them to use.

For further information:

•  Site.ebrary.com,. (2015). ebrary: Server Message. Retrieved 29 April 2015, from http://site.ebrary.com/lib/uta/reader.action?docID=10653948
•  TeachHUB,. (2015). How to Motivate Students: Top 12 Ways. Retrieved 29 April 2015, from http://www.teachhub.com/top-12-ways-motivate-students

Unit 7: LISTENING

Listening is one of the four language skills and it is a receptive skill. Listening involves making sense of the meaningful sounds of language.  There are some differences between the spoken language and the written language:

Written language	Spoken language
Doesn’t disappear	Disappears.
Uses punctuation	Uses stress and intonation
Consists of letters, written words, sentences, punctuation.	Consists of sounds, single words, sentences, utterances.
Has no visual support	Uses gestures, and facial expressions.
Follows a logical sequence.	Contains interruptions, hesitations.
Uses complex grammar.	Uses general vocabulary and simpler grammar.

As in writing we need to follow a process when listening:

• Attending
• Interpreting
• Responding
• Remembering

On the one hand we can see that written and spoken language have different features.  There are utterances. Also, it has different text types an example could be conversations. Besides, there are different interaction patterns when speaking. Listening involves learning to be able to understand a range of relevant text types.  Linking sounds and words in order to form contractions and that is the problem of many people who is learning another language.  Some people speak slowly and with more pauses and others speak faster and with fewer pauses.  On the other hand there are different subskills. We have listening for gist/global understanding, specific information, detail or to infer attitude. Since, listening is one of the subskills is very important that we as future teachers develop techniques in the classroom with our students to help them to catch faster the language. as in writing is very important to pre-teach new vocabulary, setting pre-listening tasks, giving authentic material for them to use in real situations. Also, is very important that with beginners we use simplified texts. This activity will help them to increase their confidence and they will be able to learn faster. 

References: 

·         Study.com,. (2015). The Four Stages of the Listening Process - Video & Lesson Transcript | Study.com. Retrieved 27 April 2015, from http://study.com/academy/lesson/the-four-stages-of-the-listening-process.html

·         Learnenglishteens.britishcouncil.org,. (2015). Skills | LearnEnglishTeens. Retrieved 27 April 2015, from http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice