How to make Crispy Hash Brown Recipe

Ingredients:

3 tbsp olive oil, canola oil or grape seed oil

1 lbRussell backing potatoes, peeled and grated, salt and pepper.

Method:

1.    Heat 3 tbsp of oil in a large frying pan on medium heat.

2.    Squeeze out as much moisture as you can from the grated potatoes. It's easier to do this with potatoes ricer. If you don't have it you can use paper towel to squeeze it.

Add the grated potatoes on the hot-frying pan, spread them out along the bottom of the pan. Sprinkle some salt and pepper on the potatoes. If they have been fried to golden brown, they are ready for a flip. Continue to cook until they are golden brown on the bottom. Put them on the serving plate. Serve for4 people.

How to make Corn Flour Pudding

Ingredients:

2000 ml milk

200 gr corn flour

500 gr brown sugar

4 tbs water to dissolve the sugar

1 stick of 10 cm cinnamon

1tbs butter

3 tbs cinnamon for sprinkling

Method:

1.         Thoroughly mix milk and corn flour until smooth.

2.         Boil brown sugar and water until sugar dissolved, then sieve.

3.         Mix brown sugar with the milk, corn flour mixture and cinnamon stick. Add butter and simmer whilst stiffing u1 corn flour become thick

4.         Pour into a suitable mould and let it cool.

5.         When serving sprinkle with ground cinnamon

Makes: 10-15 portions, best served when cold.

The characteristics of language:

a.       Language is sound or speech: written language is only representation of the spoken language. Spoken language is more important in language.

b.      Language has a meaning: differentiate between the meaningful and unmeaningful sound.

c.       Language is linier: language comes in series. We can produce different sound with the same time. Contoh: a yang diucapkan terlebih dulu atau u yang diucapkan terlebih dulu, jadi tidak bisa diucapkan secara bersama-sama.

Difference kinds of language:

·      Aglutinative language: memperhatikan urutan bahwa Subjek harus lebih dulu dari Verb.

·      Inflectional language: ada bahasa Rusia tidak pandang urutan. Contoh Subjek boleh diakhir kalimat, Objek boleh di awal kalimat, Verb boleh di akhir kalimat.

Arab    : a=objek; I=milik; U=subjek (terdapat 3 kasus)

Rusia   : 6 kasus

Inggris : Pronoun

d.      Language has rules: the rules are finite (terbatas), they can produce infinite sentence to express different ideas.

Clausa sentence: unsur utama dalam clausa itu ada satu Subjek and I verb finite.

It and there: tidak menyatakan yang sebenarnya (existence/ formal/ impersomal it/there).

e.       Language consists of unit

·      Phonetic is not part of linguistics

·      Phonetic describes all possible human sounds, tanpa memperhatikan makna.

·      Phonology is part of linguistics because in phonology, people study the sound in the certain language assosiated the meaning.

·      The units of language: morpheme (morphology), word, phrase, clause, sentence (syntax), discourse.

·      Sound: phonology

f.       Language is universal

g.      Languages are different

Pidgin and Creole Languages

Originally thought of as incomplete, broken, corrupt, not worthy of serious attention. Pidgins still are marginal: in origin (makeshift, reduced in structure), in attitudes toward them (low prestige); in our knowledge of them.

Some quick definitions:

1. Pidgin language (origin in Engl. word `business'?) is nobody's native language; may arise when two speakers of different languages with no common language try to have a makeshift conversation. Lexicon usually comes from one language, structure often from the other. Because of colonialism, slavery etc. the prestige of Pidgin languages is very low. Many pidgins are `contact vernaculars', may only exist for one speech event.
2. Creole (orig. person of European descent born and raised in a tropical colony) is a language that was originally a pidgin but has become nativized, i.e. a community of speakers claims it as their first language. Next used to designate the language(s) of people of Caribbean and African descent in colonial and ex-colonial countries (Jamaica, Haiti, Mauritius, Réunion, Hawaii, Pitcairn, etc.)
3. Relexification The process of substituting new vocabulary for old. Pidgins may get relexified with new English vocabulary to replace the previous Portuguese vocabulary, etc.

Classroom action research

What is classroom action research?

Classroom action research begins with a question or questions about classroom experiences, issues, or challenges. It is a reflective process which helps teachers to explore and examine aspects of teaching and learning and to take action to change and improve.

Who is it for?

Any teacher who:

• wants to understand more about teaching and learning
• wants to develop teaching skills and knowledge
• wants to take action to improve student learning

What are the benefits?

• provides a framework for trying out different approaches and ideas
• helps develop reflective practice
• enables teachers to make choices and decisions about their teaching styles
• helps develop confidence
• helps teachers improve student learning

How to do ... Classroom action research

1 Reflect

Consider your current classroom practice. Think about questions you have about teaching, topics you are interested in, problem areas, or aspects of teaching/learning you are unsure about. Make a list. From your list, decide what you would like to research. To help you decide, think about why you want to do it. What are the benefits to you and your learners? When you have decided, write a research question.

2 Explore

Reflect on your research question. Where can you find information to help you plan your research? It may help you to discuss your question with colleagues. You may need to consult published materials or the Internet for information and ideas. Find out as much as you can about your question topic to help you plan how to do the research.

3 Plan

Draw up an action research plan which states your question, how and why you are going to carry out the research. Things to think about: how long it will take? What tools will you use in your research? How will you record your research? There are different ways of doing research. It can be as simple as just writing down your own reflections after each lesson or it could include questionnaires, observations, audio recordings and so on.

4 Research

Carry out your research using your chosen method. Some tools are:

• Peer observation
• Teacher diary
• Learner feedback
• Lesson evaluation
• Recording lessons
• Reflecting on learners' work
• Surveys

Choose the method which best suits your research question.

5 Analyze

This stage helps you to make sense of the data you have collected in your research. It is a process of reflecting on, organizing and reviewing your data to help you answer your research question. What have you found out? What insights have you gained from the research? What does your research show you?

6 Act

Reflect on your results. Look at your teaching practice - what changes will you make?
Take action based on what you found out from your research.

7 Review

When you have implemented changes, it is important to review. How successful were the changes? Do you need to take any follow-up action? Has your research indicated other areas you could explore? In other words, you begin a new reflective cycle.