# data[].attributes.attachment_link.description
Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

# data[].attributes.headline
Maikling Pagsusulit sa Araling Panlipunan 7

# data[].attributes.subject
Maikling Pagsusulit sa Araling Panlipunan 7

# data[].attributes.body
Complete the table

# data[].attributes.attachment_link.title
Factor a polynomial or an expression with Step-by-Step Math Problem Solver

# data[].attributes.attachment_link.description
Factor an expression, binomial or trinomial with our free step-by-step algebra solver

# data[].attributes.attachment_link.readable_text
Resources

Including all of the necessary parts of a book and putting them in the right order is the first step to making your book credible and professional. The inside of your book, which we call the book block, is divided into three main sections: the front matter, book block text, and back matter. Please make sure that the manuscript you submit to iUniverse includes all three sections combined into a single document and in the correct format. See a detailed explanation and breakdown of all parts of your book below, followed by a checklist to help you ensure your book includes all the necessary sections.

Front Matter

Front matter introduces your book to your readers. The front-matter section, which appears before the main text, comprises a few pages that include the book's title, the author's name, the copyright information and perhaps even a preface or a foreword. Use the list of common front matter pages below to identify those pages that are suitable for your book.

Half Title Page

The half title page is the first page of your book and contains your title only. This page does not include a byline or subtitle. The designer will add this to your book layout.

Series Title Page

Use the second page of your book to list any of your previously published books by title. It is customary to list the books chronologically from first to most recently published. Listing the title only is standard, but in nonfiction works, you may also list the subtitle if you feel it is essential. A common way to begin this page is, "Also by [author's name] ..."

Title Page

The title page is the part of your book that shows your full book title and subtitle, your name, and any co-writer or translator. iUniverse will add its logo and locations at the bottom of the page. The designer will add this to your book layout, although if you have a specific idea of how you want this to look, you may include it.

Copyright Page

The copyright page contains the copyright notice, which consists of the year of publication and the name of the copyright owner. The copyright owner is usually the author but may be an organization or corporation. This page may also list the book's publishing history, permissions, acknowledgments and disclaimers.

Please note: iUniverse provides you with a standard copyright page that incorporates your individual information and the ISBN (International Standard Book Number).

(Table of) Contents

A table of contents is the part of a book that is usually used only in nonfiction works that have parts and chapters. A contents page is less common in fiction works but may be used if your work includes unique chapter titles. A table of contents is never used if your chapters are numbered only (e.g., Chapter One, Chapter Two). If your book requires a contents page, please make sure it lists all the chapters or other divisions (such as poems or short stories) in your manuscript. Chapter listings must be worded exactly as they are in the book itself.
Please do not include page numbers in your contents page; iUniverse will add page numbers during the formatting stage.
List of Illustrations

If your book includes several key illustrations that provide information or enhance the text in some way, consider creating a page that lists them. If this material is included simply for comic relief or as a visual aid, a page listing may not be necessary. Just as with the table of contents, you won't need to list the page numbers.

List of Tables

If your book includes several key tables that provide information or enhance the text in some way, consider creating a page that lists them. If this material is included simply as a visual aid, a page listing may not be necessary. Just as with the table of contents, you won't need to list the page numbers.

Foreword

The foreword contains a statement about the book and is usually written by someone other than the author who is an expert or is widely known in the field of the book's topic. A foreword lends authority to your book and may increase its potential for sales. If you plan to include a foreword, please arrange to have it written and included in your submitted manuscript. A foreword is most commonly found in nonfiction works.

Preface

The preface usually describes why you wrote the book, your research methods and perhaps some acknowledgments if they have not been included in a separate section. It may also establish your qualifications and expertise as an authority in the field in which you're writing. Again, a preface is far more common in nonfiction titles and should be used only if necessary in fiction works.

Acknowledgments

An acknowledgments page includes your notes of appreciation to people who provided you with support or help during the writing process or in your writing career in general. This section may also include any credits for illustrations or excerpts if not included on the copyright page. If the information is lengthy, you may choose to put the section in the back matter before or after the bibliography.

Introduction

The introduction describes something about the main text that your reader should know before proceeding to read the book. Unlike a preface, which usually addresses the qualifications of the author, an introduction refers to the main body of the work itself. For example, if there are questions at the conclusion of each chapter, here is where you might prepare the reader and give tips on how best to use them. The introduction may also describe, in more detail than a preface, the research, methods and overall concept of the book.

List of Abbreviations or Chronology

If many abbreviations are used or if a few are used frequently, a list is useful. Its location should always be given in the table of contents. Alphabetize terms by the abbreviation, not by the spelled-out form.

Back Matter

Your book submission is not complete unless it includes the information that goes into the back of your book, or back matter. Does your book require notes? An index? A resource list? To help you decide, we've provided the following descriptions for each of the common back matter sections.

Appendix

An appendix includes any data that might help clarify the text for the reader but would have disrupted the flow of the main text had it been included in an earlier part of the book. Some items included here might be a list of references, tables, reports, background research and sources, if not extensive enough to be included in a separate section.

Notes

If your main text requires notes to amplify or document certain passages throughout the text, please arrange the notes by chapter in a notes section. Footnotes would more likely be included in the references section, described below.

Glossary

A glossary comprises alphabetically arranged words and their definitions. Be sure to include one if you use terminology that is not generally known to the average reader or if you coin new words or phrases to explain your ideas.

Bibliography or References

Both the bibliography and reference sections list the sources for works used in your book. Be sure to arrange the sources alphabetically by the author's last name. For samples and guidelines on proper layout, refer to the Chicago Manual of Style, 16th edition, or consult the notes provided by the University of Wisconsin-Madison.

List of Contributors

A list of contributors is useful for a multiauthor work where only the volume editor's name appears on the title page. You should arrange entries alphabetically by last name, but do not invert them ("John H. Doe," not "Doe, John H."). If it's necessary, you may also add brief biographical notes and academic affiliations for each entry.

Index

The index is an alphabetically ordered list of words and terms used for referencing your text. Please keep in mind that the computer-generated keyword index that lists a page number for a key term every time it occurs in your book tends to be overly long and has no logical organization other than alphabetization. On the other hand, a professional indexer analyzes your entire book, anticipates subject items your reader will most likely want to find and lists them in an intuitive, accessible manner. For applicable titles, iUniverse offers for purchase the optional editorial service of a professional indexer who considers the focus, purpose, audience and organization of your book to create an industry-standard, two-level index that is fully copy edited and proofread. Check out our Power of Indexing information to understand how important indexing is for your book.

Resources

Often, readers want to buy products or join organizations in the field in which you've written. A list of organizations and associations, manufacturers and distributors, Web sites and other sources are invaluable to your readers.

# data[].attributes.attachment_link.description
Resources Including all of the necessary parts of a book and putting them in the right order is the first step to making your book credible and professional. The inside of your book, which we call the book block, is divided into three main sections: the front matter, book block text, and back matter.

# data[].attributes.body
Watch the youtube video of The Three Main Body Parts.

# data[].attributes.attachment_link.readable_text
Quick Look

Grade Level: 5 (5-7)

Time Required: 30 minutes

Lesson Dependency: None

Subject Areas: Chemistry, Physical Science

NGSS Performance Expectations:

Summary Students are introduced to the distinctive properties of mixtures and solutions. A class demonstration led by the teachers gives students the opportunity to compare and contrast the physical characteristics of a few simple mixtures and solutions. They discuss the separation of mixtures and solutions back into their original components as well as different engineering applications of mixtures and solutions.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers use their knowledge of mixtures and solutions when designing new synthetic materials. This is especially the case in the biomedical field, where engineers have to deal with compatibility issues when placing materials made outside the human body into the body. Engineers also design ways to help separate mixtures and solutions in industrial, commercial and environmental processes.

Learning Objectives

After this lesson, the students should be able to:

Compare and contrast mixtures and solutions.

Discuss methods for separating mixtures and solutions into their original components.

Describe several engineering applications for mixtures and solutions.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This lesson focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Use models to describe phenomena.

When two or more different substances are mixed, a new substance with different properties may be formed.

Matter is transported into, out of, and within systems.

Suggest an alignment not listed above

Introduction/Motivation

What is the difference between a solution and a mixture? Well, have you ever made chocolate milk? Have you ever noticed what happens if you let your chocolate milk sit for a while? Well, sometimes the chocolate will settle on the bottom of the glass. This is because it is a mixture. Mixtures are any combination of two or more items. Sometimes the two or more ingredients look all the same when mixed together and sometimes they do not.

Have you ever made a drink with water and a powder? How about lemonade from a mix? This is an example of a solution. What does the powdered drink look like after you stir it in water? Is it all the same color and consistency? It probably is, and that is one characteristic of a solution - that it is homogeneous (or that it is uniform throughout). What other solutions have you made? (Solicit answers like: salt water, mud pies, bubbles, etc.) Solutions are types of mixtures, but mixtures can also be heterogeneous, where you can see the different ingredients separated out. Refer to the associated activity Messin' with Mixtures for students to further their understanding by investigating a heterogeneous mixture as environmental engineers analyzing a soil sample, using trail mix.

Teacher demonstration: Set up three glasses of water.

1. Add pebbles of sand to the first glass. Stir the water. Ask students whether this is a mixture or a solution. (Answer: It is a mixture because the sand and the water stay separate. The sand does not disappear in the water.)

2. Add a teaspoon of salt to the second glass. Stir the water until the salt disappears. Ask students if this is a mixture or a solution. (Answer: It is a solution because the salt dissolves, or disappears, in the liquid.)

3. Ask students if two liquids will form a mixture or a solution. Then add some vegetable oil to the third glass and stir. Ask students if the glass contains a mixture or a solution. (Answer: The oil and water form a mixture because they do not mix. The oil does not disappear or dissolve.)

Can you separate mixtures and solutions back into their original components? Yes you can! Sometimes you can separate out the parts of a mixture using something as easy as a filter or screen. You cannot use a filter or a screen to separate out the parts of a solution. Therefore, another way to separate mixtures and solutions is to use the three phases of matter: solids, liquids and gases. Who remembers what the solid phase of water is? (Answer: ice) How about the liquid phase? (Answer: water) The gas phase? (Answer: steam) As you heat up a solid, it will eventually turn into a liquid, and then into a gas. Most solids at room temperature (25oC) need an incredible amount of heat and pressure in order to liquefy (turn into a liquid from a solid). Which of these three phases is air in? (Answer: gas) What about orange juice? (Answer: liquid) How about the table and chairs in this room? (Answer: solid) We can often separate the parts of a mixture or solution by trying to change the phase of matter that the mixture or solution is in.

A solution is made of a solute and a solvent. What does that mean? Well, a solute is something that dissolves in a liquid and a solvent is the liquid that something dissolves in. The solute dissolves in the solvent. In a saltwater solution, the salt is the solute and the water is the solvent. Can we separate the salt and water from the saltwater solution? (Yes, the salt can be retrieved by evaporating (heating) the water from a liquid to a gas, leaving only the salt behind.)

How do we use mixtures and solutions in our daily lives? Well, we have named a few examples of mixtures and solutions we have in our homes already. How do engineers use mixtures and solutions? Well, engineers use mixtures and solutions in many different applications. Think about the demonstration with the three glasses of water. Environmental engineers use mixtures to learn how to separate oil from water in oil spills. Also the process of making gasoline from crude oil involves separation steps that are based on the properties of mixtures and solutions. Water resource engineers study mixtures and solutions in order to get sand, salt and chemicals out of water so it can be used for drinking and cleaning. Biomedical engineers even use mixtures and solutions to develop new medicines.

Lesson Background and Concepts for Teachers

Mixtures vs. Solutions

When two or more kinds of matter are put together it is called a mixture. Mixtures can be made with solids, liquids or gases. Any combination will result in a mixture. Once made, mixtures can be separated using mechanical, screening or filtering processes. The components of a mixture are not changed when mixed with other materials. However, sometimes when two or more materials are mixed, a special kind of mixture is formed. For example, when you mix salt and water, the solid (salt) seems to disappear in the water. This process is called dissolving, and will form a solution. When a solid is dissolved in a liquid, we call the liquid a solvent and the solid is called the solute.

Like a mixture, solutions can be separated into its original components. However, unlike mixtures, solutions can be separated by evaporation. For example: the water and salt solution will evaporate as the solution is heated. The water will change from liquid to gas as the water-salt solution begins to boil, leaving only the salt behind. Most solutions are made by mixing a solid and a liquid. Mixing matter in other states can also make solutions. For example, air is a solution resulting from the mixing of several gases.

Associated Activities

Lesson Closure

Who can tell us one difference between a mixture and a solution? Well, a mixture is made up of two or more kinds of matter but sometimes you can still see the different components, like sand and water. In a mixture, all the different parts retain their original properties. A solution is a special type of mixture that is homogeneous, where you cannot tell the difference between the components. A solution is also a special type of mixture that cannot be separated via mechanical means - filtering, screening, etc. In most cases, a solution has different properties than the two or more parts that went into making it.

Can you separate out the parts of a mixture or solution? Yes, you can! Often, you can separate a mixture by using a filter or screen. You can also try and change the phase of matter that the mixture or solution is in. Who can name the three phases of matter that we are referring to? (Answer: solid, liquid and gas.) An example of separating a solution using the phases of matter is evaporating the water from a saltwater solution. This is where we heat the liquid water into a gas, leaving only the salt behind.

Engineers are always designing and experimenting with new ways of separating mixtures and solutions based on their properties. They are also always working on making solutions and mixtures. Would you want to drink milk if it was chunky? (Expect students to say no.) Milk is usually a solution but after a while begins to separate into a heterogeneous mixture. The properties of mixtures and solutions are very important to chemical engineers. These engineers need to know what chemicals are safe to mix with foods when designing fertilizers and preservative to keep food healthy for us to eat and drink. As we discussed earlier, engineers also use knowledge of mixtures and solutions when designing water treatment processes, ways to help the environment, and new medicines to help people.

Vocabulary/Definitions

concentration: Ratio of solute to solvent: the amount of material dissolved in a measure of liquid; the more material dissolved in the liquid, the more concentrated the solution.

dilute: To make a solution less concentrated, usually by adding more liquid.

dissolving: Process when two or more materials are mixed and one seems to disappear.

evaporation: A change from a liquid state into a vapor (a solid into a vapor is called sublimation); the removal of moisture or liquid.

heterogenous: Consisting of diverse or mixed ingredients

homogenous: Of uniform structure or composition throughout.

mixture: When two or more kinds of matter are put together.

saturation: A solution that has reached its maximum concentration.

solute: The solid, liquid, or gas that dissolves in the liquid of a solution. The salt is the solute in a salt-water solution.

solution: A homogenous mixture formed by the dissolution of a liquid, solid or gas in a liquid.

solvent: The liquid in which the solute disappears. The water is the solvent in a salt-water solution.

volume: The three-dimensional space occupied by something.

Assessment

Pre-Lesson Assessment

Brainstorming: As a class, have students engage in open discussion. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board. Ask:

What are some common solutions or mixtures that you know of? (Possible answers: Powdered lemonade, Kool-Aid®, powdered iced tea, chocolate milk, gasoline, household cleaners, etc.)

Post-Introduction Assessment

Brainstorming Categories: Revisit the brainstormed list of mixtures and solutions from the Pre-Lesson Assessment. Have the students categorize the list into those which are mixtures and those which are solutions?

During Demo Predictions: While performing the introduction demonstration, ask students what will happen when you add the various other items to the glasses of water. Will you create solutions or mixtures?

Lesson Summary Assessment

Concept Juggle: Have students stand in a circle and toss the ball to each other. Each time they toss the ball, have them name a mixture. One round can be "Name a Mixture," the next round can be "Name a Solution," etc.

Engineering/Writing Application: Have students act as food engineers or biomedical engineers and write a short paragraph explaining why they need to know about mixtures and solutions in creating new food products or medicines.

Bingo: Provide each student with a sheet of paper to draw a large tic-tac-toe board (a 3 x 3 grid with 9 squares) that fills the entire paper. Have the students write a lesson vocabulary term in each square (Use the following terms: mixture, solution, solvent, solute, heterogeneous, homogeneous, solid, liquid, gas). Next, have each student walk around the room and find a student who can define one vocabulary term and write the definition in the box with that term. Students must find a different student for each term. When a student has all terms completed, they can shout "Bingo!" Continue until two or three students have bingo. Ask the students who shouted "Bingo!" to give definitions of the vocabulary terms.

Lesson Extension Activities

Have students create a list of mixtures and solutions they find around their homes or the school.

Copyright © 2006 by Regents of the University of Colorado

Contributors Brian Kay; Daria Kotys-Schwartz; Malinda Schaefer Zarske; Janet Yowell

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation (GK-12 grant no 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: April 21, 2021

# data[].attributes.attachment_link.title
Properties of Mixtures vs. Solutions: Mix It Up! - Lesson

# data[].attributes.attachment_link.description
Students are introduced to the distinctive properties of mixtures and solutions. A class demonstration led by the teachers gives students the opportunity to compare and contrast the physical characteristics of a few simple mixtures and solutions. They discuss the separation of mixtures and solutions back into their original components as well as different engineering applications of mixtures and solutions.

# data[].attributes.headline
How do we explain our country's landmarks and tourist's spot?

# data[].attributes.subject
How do we explain our country's landmarks and tourist's spot?

# data[].attributes.body
Match the body part to its name.

# data[].attributes.body
What is the difference between a solution and a mixture? Well, have you ever made chocolate milk? Have you ever noticed what happens if you let your chocolate milk sit for a while?

# data[].attributes.body
Read and analyze one master piece of Robert Frost.

# data[].attributes.headline
The three types of plate boundaries are: convergent, divergent and transform.

# data[].attributes.subject
The three types of plate boundaries are: convergent, divergent and transform.

# data[].attributes.headline
Cleaning and Sanitizing Kitchen Premises

# data[].attributes.subject
Cleaning and Sanitizing Kitchen Premises

# data[].attributes.body
There are three main parts of the body: Trunk. Head, and Limbs.

# data[].attributes.headline
What are the possible causes of plate movement?

# data[].attributes.subject
What are the possible causes of plate movement?

# data[].attributes.body
Identify whether the give noun is proper or common.

# data[].attributes.body
Bilugan ang Pandiwa sa bawat pangungusap

# data[].attributes.body
Why is it important to clean and sanitize kitchen premises? Cite at least two reasons.

# data[].attributes.body
How's the weather?

# data[].attributes.attachment_link.readable_text
If you are a member of that rare breed of ESL instructors that is immensely interested in the intricacies and mechanics of language (even more, perhaps, than in the actual instruction of it), you may have come across a few theories by a linguist called Stephen Krashen. Krashen revolutionized the way we theorize about language acquisition in many ways. One of his most interesting ideas ( not his originally, but he all-but institutionalized it) is the concept of the Affective Filter. In his hugely influential paper "Principles and Practice in Second Language Acquisition", he talks about the Affective Filter Hypothesis as "the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have a high or strong Affective Filter - even if they understand the message, the input will not reach the part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike 'deeper' ".

For those of you decidedly not a member of that aforementioned breed, wise Mr. Krashen here is talking about how, when your students are not having fun, and are not planning to have any fun any time soon, they will not be acquiring much in the way of language from you. We could argue this until the cows come home, you and I, and I do understand intimately the subjectivity of the elusive "fun" factor, but the fact remains that there are invisible and destructive linguistic walls around most of your students, and your job (if you haven't noticed) is to pick at them until they crumble to nothingness. That's the goal, at least. As a self-proclaimed language geek and Linguistics major, I do try to keep the voices of Krashen and Chomsky around in order to, at the very least, make my teaching hours educational for me, but try is the operative word here, and fancy theories tend to mean very little when your class of second graders resembles one of those arcade games where you hit the beaver with the flimsy plastic hammer but it keeps jumping out of a different hole. So, I have compiled a list of Affective Filter busting techniques that I have found to be helpful in actual practice, that are not "play more games", and I'd like to think Krashen would be proud of my resourcefulness:

This one doesn't take much effort, for me at least, and yet it is akin to actual gold in my affective filter busting arsenal. For kids who are anxious about this English thing to the point of dread; kids who are taught by their entire culture that making mistakes equals doom, to hear their English teacher fumbling over what is ridiculously easy to them, is a game-changer. If you tell them how you order kimbap (juseyo kimbap), call yourself "no" and them "na", they will a) like you all the more for being a wild phenomenon called "human that makes mistakes without dying of shame" and b) be a lot more willing to make mistakes (a.k.a try) in your classroom. We, as aliens in this foreign land, are perfect examples of who they might be, should they ever travel abroad, and our willingness to try should inspire them.

I don't know your life, but if you're an ESL teacher who values your own sanity, I'm sure you sometimes play games in your classroom. Even these, however, have off days, where students just aren't having fun no matter how fantastic and awe-inspiring your activities are. My favorite tool, on these awful days, is to tun around the dynamic. If you are, let's say, playing a touch game where you shout out a word and they rush to touch it, elect a student (a good one, at first) to play you, while you take their spot within their team/ pair. It'll take a little coaching for them to get it right (no-one can do what you do, right?), but once they get it right, not only is everyone more into the activity at hand (because they want to be teacher next), but the student playing teacher is getting an invaluable amount of practice at speaking English authoritatively.

The other side of that coin, and the effect of this so immense it surprises me every single time, is the fact that you will, for a while at least, be on the very same level as your students. The goal is winning, and all of a sudden, you are right there with them, trying your darndest to get it right and to not lose. This is oh-so fun in teams, but life-changing in pairs. If you (because of a teacher-student switch, or an uneven amount of students) make yourself the partner of even one your worst students, and take the game seriously to the point of ridiculousness, you will have won yourself an ally for life. I have seen this happen countless times, and am still not entirely clear on the mechanics of it, but trust me here. Ally. For. Life.

The scene: It's a book-heavy day. There is writing and reading to be done, and there really is no way around it. There is no space for games (or anything resembling them) in today's lesson plan, and your boredom is rivaled only by the overt dissatisfaction of your yawning, sighing students. You have goals though, and not quite enough time, and so everyone soldiers forth. Then Ji Ho in the back, troublesome but well-meaning Ji Ho, somehow worms his way out of whatever it is he's meant to be doing, in the service of telling you something, in Korean, that seems (going by his exasperation and refusal to let it go) to be of vital importance. What do you do? Do you resist, do you shout? Do you punish a little student for trying to figure out how to say something important (to him, at least) in English?

You don't do any of that. You breathe, and you take him seriously. You use your phone's translator to teach him (and yourself) the words neither of you know, and then appreciatively 'aaah' as the story of Ji Ho's grandmother's dog being missing forms itself. You might lose control of your class, who almost-certainly will gather around the translator as though it is some sort of religious relic. That's okay. Is any of this pertinent to the text book, to the test? Certainly not. Is it absolutely conducive to accessibility of English in Ji Ho's mind? Absolutely. All of our situations vary, this I understand, but if you have the freedom to shape the way your classes go, I believe whole-heartedly in the benefit of real-life, practical English usage over the stagnant, theoretical nature of textbooks. "But Ji Ho won't remember anything Google Translate taught the two of you!" you say, snorting. Maybe not. Probably not. He will remember, however, being taken seriously, and that language barriers are not insurmountable, and that trumps a smooth-flowing textbook lesson any day.

Those of us who have been doing this for a while and are intimately acquainted with the sometimes vicious, often uncontrollable nature of sweet-looking students, might find it difficult to let go of the in-control teacher persona. We've seen how it goes when we give a finger and they take the whole hand, we know the bitter taste of a well-meaning game day turning into a human zoo, and all of that makes us think of being friends with our students as a lovely but unattainable ideal. Like unicorns, or ripe avocados in Korea. I'm here to say though, that there is a balance to be found between teacher and friend, even if it takes immense amounts of time, even if the balance is often imperfect. Hi-five your students in the halls. Stick out your tongue at them when you win rock paper scissors. Draw funny pictures in sketch quiz. Finish the book work quickly and play nunchi game - not stand and watch nunchi game, play nunchi game. Little acts of companionship like that all add up and transform you, little by little, into an approachable human being in their minds, and approachability - more than a sort of fear-induced respect - is what you should be striving for if you are looking to foster a culture of language learning among your budding learners, and have a lovely time doing it.

# data[].attributes.attachment_link.title
No Place for Fear in Language Learning: How to Bust the Affective Filter - Hiexpat Korea

# data[].attributes.attachment_link.description
If you are a member of that rare breed of ESL instructors that is immensely interested in the intricacies and mechanics of language (even more, perhaps, than in the actual instruction of it), you may have come across a few theories by a linguist called Stephen Krashen.

# data[].attributes.body
Draw yourself on your notebook and label the three main parts of your body.

# data[].attributes.body
Draw 5 sources of water. Color it.
Write how will you protect it to avoid pollution

# data[].attributes.headline
What are the different types of Factoring?

# data[].attributes.subject
What are the different types of Factoring?

# data[].attributes.body
July 7, 2020
@ 11:00 AM

# data[].attributes.headline
Bumuo ng makabuluhang pangungusap gamit ang iba't ibang uri ng pangngalan.

# data[].attributes.subject
Bumuo ng makabuluhang pangungusap gamit ang iba't ibang uri ng pangngalan.

# data[].attributes.body
1.Ano ang Nasyonalismo?

# data[].attributes.headline
Read and study the lesson about landforms/features produced by plate boundaries.

# data[].attributes.subject
Read and study the lesson about landforms/features produced by plate boundaries.

# data[].attributes.body
Write three examples/situations for
each law of motion.

# data[].attributes.body
Basahin ang kuwento at maghanda para sa talakayan.

# data[].attributes.attachment_link.description
Schoology allows instructors, students and administrators to create a meaningful virtual classroom and extend learning beyond the boundaries of the physical classroom

# data[].attributes.body
Magbigay ng limang halimbawa ng pandiwa at gamitin ito sa pangungusap.

# data[].attributes.headline
Name at least three possible tools and equipment needed in preparing egg dishes.

# data[].attributes.subject
Name at least three possible tools and equipment needed in preparing egg dishes.