Inside Out Elementary Pre-intermediate. Intermediate. Bring out the best CG ey Lany 1.2 epee interests ee MACMILLAN odeia www. insideout.net Working to make your teaching life easier The Inside Out Resource Site is designed to ‘supplement and enrich your teaching with a wealth of fresh, topical, up-to- the-minute material, Inside Out _ (ick on Eessons to register fora FREE Wook lesson from the inside Out team. | | Upt-dato and pica, th lessons omer a wide | | ‘ange of abject ng anos poe cure | events an eves inst. | | ach E-lesson comes compiete with a Iist of elated websites and you have excsive access to the Elesson archive, You! never be stuck for ideas again! } Use the Inside Out Web Guide to add an extra ‘mension to your teaching For every unit in the Students Book there are inks to variety of carefully selected websites. Each nk is ‘accompanied by innovative ideas on how you can use | the website to create motivating lesson. ‘The Inside Out Web Guide - a truly tmiiess supply \ of eta supplementary materia! 14 like to thank you very much for your excellent weekly worksheets and resource packs. Just great! Such a help for supplementary teaching material - specially sehen somethings going a in the world is a superls quick belp and lvens up our lessons. All my thanks! ?? Teacher, Lustzefueh, SwizetanaPersonalised grammar means more grammar The ‘Close up’ grammar sections of Inside Out have been written very carefully to provide students with as many opportunities as possible for meaningful, personalised practice. Sur stato Yow’ ate coneganmeroueen nt, | Gog students do an exercise by manipulating the form. They then revs the Same exercise and use itas he basis for a personalised a Speaking activity. Not only do students get double practice of the teget ngage, but he target language mae are memorable | because the students engage wih ona persona vel. Sot ine i a ih SEO ERs ene ie ‘Noticing’ tasks focus on ema form Consciousness-aising activities help students ‘notice’ how language works in contest. These can be done through pairwork oF groupwork. Students can exchange or test out ideas before resenting them inthe more intimidating arena ofthe whole tas. SICA are eee hed te . er etaag ———— error 2 Cp ten is SEROOy charges td on carey Fil asons Rae feng ene et see, DSer 3 Simeone bes a maaan riant ree Pe ee en teat eg ga Students then focus on form and meaning asy-to-oliow exercises focus students’ attention on te form ‘and use of grammatical structures. Students then practise the target language through exereses manipulating the form. 5 sie —= Jetta ee Setanta en een taping = Sea Personalisation In the ‘personalisation stage’ ofthe grammar practice ‘activities in inside Ou, students are required to use actual ‘examples ofthe target language. This means that they not ‘only engage withthe language in a meaningful way, but at ‘he same time they get additonal controlled practice ofthe gaye (eras at Several techniques are used to get a personal response fam students ‘and you can ask questions such as: (© Arete sentences inthis exercise true for you!your partner? (© Ask your pariner the questions trom this exercise, (© Feplace the names in his exercise with names of people you now/peopie in the class © Do,ou agree with the statements in his exercise?In Inside Out the lexis we focus on is always presented in context and Is related to the themes and topics in the unit Lexis presented in ~ context Students are encourage to ‘notice’ how words and Phrases function and how they combine together Meaningful practice ——— As with the grammar practice activites, students Practise the lexis trough structured exercises ~ and are then abe fo recycle It i a personalised speaking activity, ‘Again, the exercises are carefully designed so that you can ask your stuens these types of questions to eta personal response: {© D0,you agree withthe statements in this exercise? ‘Discuss with your partner (© Are these sentences true for you? Thnk about your ‘onn sivaton. © What would you oorsay? (© Work witha partner: How do you tink your partner auld answer each question Cn cae www.insideoutnetSo what kind of speaking task wll best help your students improve their fluency? In our experience, the most successful task types are those which engage students on a personal level. That is, tasks which encourage students to talk about things which matter to them. ‘kn example ofthis ar the ‘anecdote’ atte in lnstde Out ich are based on students’ memories, experiences and people they ‘know. One ofthe key features ofthe anecdtesis ther portability ‘into real life. whew | ty hate ea The aneedite topics in nde Out have been carefully chosen so | Ppmcning sarge elon sone hes aaa es str that elt oh ow ves and that hy ean ten ao 3 Rimieratemmnaee 7 ly ater people ? Se / /\ 2 erate tr J The way to anecdotes ae repeated eso minors elite -we tah | 7 Banepa / | smn po ‘bout the same memories and everyday incidents to cffarent | reser peo at tere nes, nouexeence whan sues eet < an aed athty th sak moe nt ton ain mae information they come mre accra ante aterpt moe | ambitious langage ‘recente ines 2 th aianeon anc my | $ Siemans / * Ne cecamencnnaty/ / Sm ea ig Global topics that everyone can relate to. | oes This units about dancing atopic which most | Sesscaeneese | Soper pg ae ‘students wil have something to say about. Here are some more examples of'glbal topes in inside Out | Talk about your house Inside Out ementary, Unit 2 Talk about your last summer holiday Insige Out Elementary, Unit 8 Talk about the best city you have ever visited Inside Out Pre-intermediat, Unit 2 Talk about afm you have seen Inside Out intermediate, Unit 2 ‘Asories of leading \ Talk about a restaurant you have been to ‘questions provide a Inside Out intermeciate, Unit 12 framework for the activities and are designed to trigger ideas. Talk about your most treasured possession Inside Out Upper intermediate, Unit 3 ‘Talk about a member of your family Inside Out Advanced, Unit 4 www. Insideout. netHow listening passages are exploited in Inside Out: ‘To showcase specific functional or grammatical language ———__ (ype of istening ince = ets Specialy wrton fr language tearing, , improvisations inthe Ss stone Sedna | ‘pronounciation skills: ewe “Students and teachers have responded with great enthusiasm to Inside Out. At last, a really new and original course! 9? To generate interest and discussion De www. insideout.netShae Students are more motivated when they are reading about a topic they're interested in and can understand Inside Out has based all reading texts on ‘The texts in inside Qut have been selected not only for their language content but lo for interest. Where necessary, the authentic modern sources, including srroplerin/uvy tou wdad'unl gets alum magazines; newepapers websites anc halnging without being impossbe. This meen thatthe personal communication students will be more motivated to read and engage in the text, but ate not isilusone by texts they don't understand. = | acme pani ara id» “Highly recommended for its interesting and effective texts. 99 Peggy Hotimar, Athena inttuts of Language | Cochibet, tly eto erga nr” ” ai Tm sem eve Inside Out contains extracts | fromamnber ot weir tow cotenpray tutors ncn ld tet yao Roving, ck ay, ‘Emlyn Rees, Josie Lioyd and ' Ho Caan. | \ —___.# | www. insideout.net"Now give me money mt (has what | want) “inside Out has ‘proven to be one of the most successful books we have used. 9? Carcine Connaly Director of Studies, Intemational House, Oubin | LEE SEESS Saat neonate Cee www. insideout.netSe ea ae Eee a creates a lively and active ea ee ee activates all rhe cognitive ere or i ena) ears on tay Deeg stimulating for students.” een et Nt “Wes jam-packed full of ete De Oe ee ead eee ead ee en Exot) Ceo bucksober. Fr mare information Coe end ead Ce eee Der Deca) Cree w en Teacher Resources 300K Teacne: Resource Pack Video Resource Site and: less