The Loneliness of the Long Distance Runner by Alan Sillitoe

http://pages.prodigy.net/tadrichards/LongDistance.htm

http://www.teachit.co.uk/armoore/prose/loneliness.htm
http://www.123helpme.com/view.asp?id=40329
http://www.teachit.co.uk/armoore/pdf/loneliness.pdf

GUY FAWKS - 5TH OF NOVEMBER

http://people.pppst.com/guy-fawkes.html

REMEBRANCE DAY

http://www.communication4all.co.uk/PowerPoint%20Presentations/Remembrance%20Day.pps

http://holidays.pppst.com/remembranceday.html

http://www.ict.oxon-lea.gov.uk/best_practice/remembrance/index_main.html

POEM READ BY MAURICE DE VAAN

PICTURES TO BE DESCRIBED

ADJECTIVE TO DESCRIBE PEOPLE

http://www.esolcourses.com/content/exercises/grammar/adjectives/appearance/vocab1.html
http://www.madridteacher.com/Activities/Files/adjectives-describing-people-list.htm

http://www.eslflow.com/describingpeoplelessonplans.html
http://elpweb.com/materials/wp-content/uploads/2007/03/L1%20L&S%20supp%20mats%20unit%201%20Physical%20appearance.pdf
http://ebasics.blogspot.com/2008/06/adjectives-describing-people.html

QUESTIONNAIRE TO EVALUATE YOUR TEACHERhttp://www.encuestafacil.com/RespWeb/Cuestionarios.aspx?EID=338&MSJ=NO#Inicio

http://www.encuestafacil.com/RespWeb/Cuestionarios.aspx?EID=338&MSJ=NO#Inicio

http://hedc.otago.ac.nz/hedc/etc/Evaluation-Questionnaires/Individual-Teaching.html

Every sector needs feedback from its stakeholders. And the education sector is no different. The student feedback questionnaire is an integral part of gaining feedback from the same people who make schools relevant; the students. In a culture where even the opinion of the very least in the society matters, such questionnaires are a good way of creating democratic space where students opinions too can be integrated in policy formulation. Teachers especially benefit from data gathered using such questionnaires because they are able to gauge their teaching methods and improve on some of the weak areas. Below is a sample student feedback questionnaire:
Student Feedback Questionnaire on Teachers in High School X
(Please rate your teacher as “very good”, “satisfactory”, or “unsatisfactory”)
Q1. How do you perceive your teachers knowledge? …………
Q2. How are her/his communication skills in….
Articulation …………
Comprehensibility…………
Q3. How would you rate the interest that the teacher generates in class? …………
Q4. How is her/his ability to incorporate course materials with other issues in order to offer you, the students a broader point of view on the subject? …………

REVISION OF TENSES

Verbs not used in progressive forms
Some verbs are never used in progressive forms. Examples are: like, need,believe, doubt, feel, imagine, know, love, hate, prefer, realize, recognize,remember, see, suppose, think, understand, want, wish etc.I like this kind of music. (NOT I am liking this kind of music.)I need to talk to him. (NOT I am needing to talk to him.)
Most non-progressive verbs refer to states rather than actions. There are also some verbs which cannot be used in the progressive form with certain meanings. Examples are: feel, see, think and measure.
When the verbs think and feel mean ‘have an opinion’, they cannot be used in the progressive.
Compare:
I am feeling fine. (= I feel fine.)I feel that (= have an opinion) he is wrong. (NOT I am feeling that he is wrong.)I think (= have an opinion) you are correct. (NOT I am thinking you are correct.)
When see means ‘understand’, it cannot be used in the progressive.
I see what you mean. (NOT I am seeing what you mean.)
Can with non-progressive verbsCan is often used with non-progressive verbs like see, hear, feel, taste, smell and understand to give a kind of progressive meaning. This is common in British English.
I can smell something burning.
NotesEven verbs which are never used in progressive tenses have -ing forms that can be used in other kinds of structures.