New Inside Out

Language knowledge and use


Linguistic knowledge:

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  Grammar
  
  • 
    Hedging.
    
  • 
    Inversion after negative and limiting adverbials
    

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  Vocabulary
  
  • 
    Describing cities.
    
  • 
    Describing tourist spots
    
  • 
    Lexical sets and collocations with city and urban
    

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  Pronunciation
  
  • 
    Adding emphasis.
    
  • 
    Students learn the right pronunciation in English through the Listening activities, and the use of the Audio CDs.
    
  • 
    Students also practice their pronunciation in English through the Speaking activities.
    

Learning reflection:

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  Discussing capital cities.
  
• 
  Comparing two posters
  
• 
  Discussing city dangers
  
• 
  Writing a short description of a famous town or city and a short article.
  
• 
  Reading four guidebook extracts and about Leicester Square
  
• 
  Listening to a ‘Cities of the world’ quiz and to people discussing survey results.
  
• 
  Listening to people talking about the city where they live
  
• 
  Learning useful phrases for adding emphasis.
  
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  Reviewing and reflecting on learning.
  
• 
  Appreciating working in groups as a means of personal enrichment.
  

Socio cultural aspects and intercultural awareness

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  References to The Charles Bridge in Prague, the Vltava river, poet, novelist, playwright and philosopher Johann Wolfgang von Goethe and to The kimono (TB page 26).
  
• 
  References to Piccadilly, Covent Garden and Trafalgar Square in London (TB page 28).
  
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  References to The GLA Building and to the Tower Bridge in London (TB page 30).
  
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  References to buildings such as the MI6 Headquarters, The Millennium Dome or The Gherkin Building. (TB page 31).
  
• 
  Positive attitude towards own ability to participate in class activities
  
• 
  Willingness to review and reflect on own learning
  
• 
  Enjoyment in completing activities
  

LITERARY EDUCATION

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  Assessment and active participation in literary activities in the classroom.
  
• 
  Appreciation of literature as a source of pleasure showing criticism towards it.
  
• 
  Development of reading autonomy.
  

E.g.: Reading texts: Cities’ descriptions/ Leicester Square


CROSS-CURRICULAR ITEMS

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