# Starlight 11 workbook ответы

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Finally ask the students to translate the first three paragraphs of the text into Russian. Optional extension: Ask students to explain how the incorrect words in each sentence may be used correctly, and to form correct sentences using these words. Read the rubric for ex. Then ask students to complete exercise 7 p.\
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Students can look again at the Study Skills tip on p. Explain to students that this task requires their personal input and they should make sentences that are true for them. Exercise 3 Read out the rubric and ask an open pair of students to provide an example. Each unit is based on a single theme and covers a wide variety of related topics. Ask students to look at photograph 1 and then find which unit it appears in Unit 2, p. Exercise 7 Ask students to complete the task individually.

Ask closed pairs to discuss why they think Sally cried. В этом учебнике есть ответы на задания из учебника Starlight 10 класс. It consists of five modules of thirteen or fourteen units each.\
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**Гдз starlight 11 класс workbook** - Ask students to complete all five exchanges in closed pairs. Move around the class monitoring the discussions and correcting or assisting students.\
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It is ideally suited to students preparing for the Russian National Examination in English. It also aims to develop well-roundedlanguage competence which fully meets the criteria of B2 level, and it provides an invaluable learning foundation for students preparing for any typical B2-orientedexam. According to the European Framework of Reference, students at level B2 are able, among other things, to: understand the main ideas of complex text on both concrete and abstract topics; interact with a degree of fluency and spontaneity that makes interaction with native speakers quite possible; produce clear, detailed text on a wide range of subjects; and explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options. Starlight 11 aims at the balanced development of all four language skills, while allowing for a flexibility of approach which makes it suitable for all classes, including large or mixed-abilityclasses. The course incorporates both a cross-culturaland cross-curricularapproach, and its syllabus reflects the guidelines of the Council of Europe Framework. The coursebook consists of five modules of 30-32pages each, covering a wide variety of topics. The Workbook provides supplementary practice in the full range of relevant language skills. It consists of five modules of thirteen or fourteen units each. Each unit is based on a single theme and covers a wide variety of related topics. All units follow the same basic format See Elements of the Coursebook. The notes entitled Teaching Starlight 11 provide outlines of the format of each section in a module, plus detailed, step-by-stepsuggestions on how to teach each exercise in Module 1. Test Booklet The Test Booklet contains 5 tests, each in two separate parts, A and B. Part B of each test is Reading and Writing; this includes an exam-stylereading task based on a text of approximately 500 to 600 words, and an exam-stylewriting task. The Test Booklet is available in electronic form and includes a full Key to all tests, as well as model answers for the Writing section. Interactive WhiteBoard The Starlight 11 Interactive WhiteBoard software utilises the highly successful IWB program architecture developed by Express Publishing. Class Audio CDs The Class Audio CDs contain all the recorded material which accompanies the course. Elements of the coursebook Each module contains the elements described below. In addition, it is important to note certain incorporated features of the organisation of the course. Holistic language learning Each unit includes integrated practice of all four language skills reading, writing, listening and speaking. Heuristic skills These are practised at various points in each module, where students are required to carry out research, mainly on the Internet, in order to complete structured projects. Active learner input This is encouraged by asking students to contribute their own knowledge, opinions and suggestions; in particular, tasks marked Think! Students are introduced to the main theme of the module and the topics of the units, and given the opportunity to familiarise themselves with their content. Reading Each module contains three units whose primary focus is Reading. Each of these units features a different type of reading task reflecting one of those in the Russian National Exam, and is based on a text of approximately 500 to 600 words. These texts are drawn from a variety of appropriate authentic sources. Each text is preceded by a Lead-insegment — that is, one or two warm-upexercises designed to prepare students for the reading by encouraging speculation, brainstorming the topic, activating passive vocabulary and so on, with the visual aid of engaging colour photographs or illustrations. Each exam-orientedsegment is followed by one or two tasks which develop specific reading skills such as skimming and scanning, while exploiting vocabulary presented in the text. The unit concludes with more open-endedpractice in the three other skills Listening, Speaking and Writing to ensure consolidation of learning and the wellrounded integration of language skills. The target language areas, first presented in a meaningful context in the preceding unit, are practised and extended through a variety of exercises. Listening Each module includes a double-pageListening unit. Students develop their listening skills through a variety of tasks which reinforce their mastery of the language taught in the unit. In preparation for exam-specificpractice, students complete manageable tasks which activate passive vocabulary, invite them to think and talk about the topic, and systematically develop sub-skillssuch as listening for gist or specific information. The listening tasks all replicate authentic spoken English and feature a range of genuine native-speakeraccents. Speaking Each module includes a double-pageSpeaking unit. Students develop their speaking skills through a range of tasks which focus on specific functions, such as exchanging and justifying opinions and ideas, comparing and contrasting, agreeing and disagreeing, and so on. In preparation for exam-specificpractice, students complete manageable tasks which provide them with appropriate vocabulary and a range of suitable expressions; this process is reinforced with visual aids, and listening tasks which also serve as models of spoken performance for students to follow. Writing Each module includes two or three double-pageWriting units. The writing sections have been carefully designed to ensure that students develop their writing skills in a systematic manner. The first Writing unit in each module begins with a presentation in overview form of the theory relevant to a particular type of writing. The rubric for a particular writing task is accompanied by a model text, and both the rubric and text are thoroughly analysed. Students then practise the language and structural devices to be used. All activities lead the students to the final task, which follows a clear plan and is based on the model text provided. All writing tasks are based on authentic types and styles of writing, including letters and emails both formal and informal , as well as a variety of argumentative essays. In addition, each unit contains a number of short writing tasks. These exercises practise the relevant vocabulary by means of a speaking task which focuses on colloquial expressions related to a particular function, such as offers and refusals, recommendations and so on. In addition to consolidating learning of the vocabulary involved, these tasks provide students with guided practice in communicative elements required at CEF Level B2. Study Skills A number of Study Skills tips are included in the course, each dealing with a particular skill or strategy, to help students become autonomous learners. Further Reading This portion of the module presents the students with a variety of authentic texts on cross-culturaland crosscurricular topics. The Across Cultures sections give students information, thematically linked to the module, about an aspect of Russian culture compared to the same aspect in cultures from a range of English-speakingcountries. The section contains related reading and vocabulary tasks, and a project which gives students the chance to process information they have learnt and to appreciate cultural diversity in the context of their own heritage. The Literature sections each present a carefully adapted extract from an appropriate work of literature. In addition to an RNE-relatedreading task, the section contains a short biography of the author, vocabulary exercises, a creative spoken or written task to allow students to personalise the material, and more. Each section is based on an appropriate text, accompanied by a varied range of exercises which include Listening, Speaking and Writing skills. They are found at the end of each module and help students monitor their own progress. Focus on RNE sections Each of these 3-pagesections contains a selection of exam-specifictasks from all five parts of the RNE. This resource can be used both in the classroom and at home as a guide. Teaching Starlight 11 The teaching notes below refer largely to Module 1, but the same organisation, procedures and techniques also apply to the other modules, which are based on the same pattern. Slight differences of approach or organisation in later modules will be pointed out in a special note. Introducing the module Ask students to turn to p. Explain that each module of the coursebook begins with a single-pageintroduction and overview. The title of the module describes the general theme unifying the contents of the various units. Elicit or explain the meaning of the title, and ask students to suggest examples of methods of communication. Ask students to look at photograph 1 and then find which unit it appears in Unit 2, p. Ask two or three students around the class to describe the picture and identify what the unit appears to be about. Help them with vocabulary if necessary. Repeat this procedure for photographs 2-5,trying to ensure that as many students as possible are given the chance to contribute. Ask students to look at the box with four bullet points; elicit or explain the meaning of any unfamiliar vocabulary see General Teaching Techniques , below. Ask students to work in pairs or small groups and find the page number s for each item. Allow students about 5 minutes to complete the task, and then invite answers from pairs around the class. Ask students to look at the next four headings which explain what they will do in this module. Finally, briefly explain what the three Further Reading sections involve see Elements of the coursebook for the rationale behind these sections. These tasks may involve describing and discussing photographs, expressing a personal opinion, predicting the content of the reading passage, listening to the text to confirm predictions, and so on. Each Reading unit in a module practises a different task type. Before students practise a task type for the first time, they are given a Study Skills tip which outlines reading skills, strategies and techniques appropriate to the task. After students have completed the task, their answers are checked and the task is analysed and discussed. These tasks include explaining the meaning of certain words, matching words to their definitions and completing collocations. Students then practise using the vocabulary items by making sentences with them. In addition to asking students to explain the main points of the text in their own words, these tasks move beyond the parameters of the reading passage itself, and involve students expressing a personal, imaginative response. Procedure Ask students to turn to p. Exercise 1 Ask students to make suggestions about who they think the man in the pictures is. Ask different students around the class to answer each of the questions. Exercise 2 Ask students to read the title of the text and answer the question. Elicit or explain the meaning of the title. Ask different students around the class how they think the character is related to the text. Then ask all students to read the text quickly to check if their guesses were correct. Exercise 3 Now that students have some idea of what the text is about, present the rubric and check that all students understand what the exam-orientedtask requires. Ask students around the class to read the Study Skills tip aloud. Elicit or explain the meaning of the terms used. Ask students to read the statement stems and choices. Since this is the first module, elicit or explain the meaning of any unfamiliar vocabulary these contain; in later modules this degree of help may be reduced. You may also decide to complete the first item with the class as an example, or at least to give them close guidance. Ask students to identify which part of the text contains the answer paragraph 1 , read it carefully and then check each choice. C — this little example on non verbal communication inspired me to become a body language expert. Ask students to complete the rest of the task, and remind them not to worry about the meaning of a word or phrase unless it is directly related to the answer. Exercise 4 Ask students to match the words to their definitions; you may prefer them to do the exercise in pairs or small groups. Advise them to begin with the words and phrases they understand or feel confident of deducing from the context, and then to use a process of elimination to find the remaining answers. This can be done from the context or by using an English to English dictionary Exercise 5 Ask students to complete the exercise by scanning the text to find the relevant words or phrases. Check their answers, and then elicit or explain the meaning of each phrase. Finally, ask students to make sentences using the phrases you may decide to assign this as written homework to be handed in or checked at the start of the next lesson. Exercise 6 Read out the rubric and suggest that students mark the sections of the text that indicate how the writer feels about his job. Then ask students to discuss their answers in pairs or groups. Confirm the answers with the class. Students then discuss in pairs why they would or would not choose to do this kind of job. Ask different students around the class to give their answers. Exercise 7 Project Present the task and elicit suggestions as to what gestures are used to express each emotion listed and any other emotions. Elicit suggestions of where information can be found e. When you feel sure that students can cope with the task, assign it as homework to be completed before a fixed deadline which you feel is reasonable e. Grammar Students complete tasks based on one or two grammar points, which are fully presented and explained in the Grammar Reference appendix see Elements of the Coursebook. Procedure Ask students to turn to p. Ask different students to read out the phrases and to do or mime the action. Ask students to discuss how each person is feeling in closed pairs. Check the answers with the class. Exercise 2 Elicit or explain the meaning of any unfamiliar words in the list. Ask students to complete the sentences, and then to check their answers in pairs. Confirm the correct answers with the class. Exercise 3 Ask students to complete as much of the task as they can, in pairs or small groups. Ask students to use their dictionaries if necessary. Help students to explain how the incorrect words in each sentence may be used correctly, and to form correct sentences using these words. Finally, elicit how the sentences would be expressed in Russian. Exercise 4 Ask students to look up the words in their dictionaries, and then to close their dictionaries and demonstrate the meaning of each word to their partner in closed pairs. Ask students to read the text and complete the task, and then to check their answers in pairs. Check the answers with the class and then elicit or explain the meaning of any unfamiliar vocabulary. Exercise 6 Ask students to read the grammar presentation on p. Read the rubric for ex. Check the answers with the class. You may like to extend the exercise by encouraging discussion about the ideas expressed in the sentences in pairs, groups or the whole class. Exercise 7 Ask students to complete the task individually. Move around the class helping with vocabulary as necessary. Exercise 8 Present the task and emphasise that a the word in bold may not be changed in any way, and b students must not use more than five words in each gap. Complete the first item with the class, as an example. Ask students to complete the rest of the task, and then to check their answers in pairs. Check the answers with the class. Elicit or explain the meaning of any unfamiliar vocabulary in the title. Exercise 1 Ask students to look at the pictures again and think how they are related. Ask students to ask and answer the questions in closed pairs. Exercise 2 Ask the students to ask and answer the questions in closed pairs or groups. Play the recording for students to listen. Check the answers with the class. Exercise 3 Read out the quote. Ask students to discuss the meaning in closed pairs. Then put closed pairs into small groups to exchange their ideas. Move around the class monitoring the discussions and correcting or assisting students. Exercise 4 Present the rubric and check that all students understand what the exam-orientedtask requires. Ask students around the class to read the Study Skills tip aloud. Elicit or explain the meaning of the terms used. Ask students to read the text through once for gist the general meaning. You may decide to complete the first item with the class as an example. Ask students to complete the rest of the task, and remind them not to worry about the meaning of a word or phrase unless it is directly related to the answer. When the students have finished the task, ask them to compare answers in pairs, giving reasons for their choices. Check that all students now have the correct answers, and that they understand the reason s why each is correct. Exercise 5 Elicit the meaning of the words in bold. Ask students to use the words in sentences of their own. You may decide to assign this as written homework to be handed in or checked at the start of the next lesson. Exercise 6 Ask students to complete the exercise by scanning the text to find the relevant words or phrases. Check their answers, and then elicit or explain the meaning of each phrase. Finally ask students to make sentences using the phrases. You may decide to assign this as written homework to be handed in or checked at the start of the next lesson. Exercise 7 Read out the rubric. Play the recording for students to listen to as they read the text again. Ask students to mark where, in the text, the writer gives reasons for the popularity of such events. Then ask students to discuss their answers in closed pairs. Finally ask students to present their findings to the class. Exercise 8 Read out the sentence and ask students to spend three minutes writing a few sentences on the topic. After three minutes ask the students to stop writing. Ask each student to read out their sentences to the class. Make notes of any errors and when the student has finished speaking these can be presented to the student for self correction. Ask the class to help with the corrections if necessary. Finally ask the students to translate the first three paragraphs of the text into Russian. You may decide to assign this as written homework to be handed in or checked at the start of the next lesson. Exercise 9 Read out the rubric and invite suggestions from students around the class about how to begin and end an email and the types of sentences to include. When you feel sure that students can cope with the task, assign it as written homework to be handed in or checked at the start of the next lesson. Exercise 1 Ask students to choose the correct word to complete each sentence. Exercise 2 Ask students to complete the task. Remind them to consider if the verb is regular or irregular and use the correct form of the verb for the context i. Check the answers with the class. Exercise 3 Ask students to complete as much of the task as they can, in pairs or small groups. Optional extension: Ask students to explain how the incorrect words in each sentence may be used correctly, and to form correct sentences using these words. Students can use their dictionaries if necessary. Finally ask the students to translate the sentences into Russian this could be done as a homework task if you prefer. Exercise 4 Ask students to complete the sentences, and then to check their answers in pairs. Confirm the correct answers with the class. Then ask the students to make sentences using the incorrect words. Exercise 5 Ask the students to complete the sentences, and then to check their answers in pairs. Confirm the correct answers with the class. Exercise 6 Ask students to match the places of entertainment to the activities. Elicit the answer to number 1 as an example then ask the students to complete the rest. Check the answers with the class. Then ask students to make sentences using their own ideas. Read out the example and then move around the class helping with any vocabulary and checking their answers. Exercise 7 Present the task and help open pairs of students to complete the first few exchanges. Ask students to repeat the whole task in closed pairs. Exercise 8 Ask an open pair to present the joke by reading the dialogue. Ask closed pairs to discuss why they think Sally cried. Check answers with the class. Exercise 9 Present the rubric and check that all students understand what the exam-orientedtask requires. Ask students around the class to read the Study Skills tip aloud. Elicit or explain the meaning of the terms used. Complete the first item with the class as an example. Ask students to complete the rest of the task. Check the answers with the class. As an optional extension exercise, elicit word families based on the given word. Elicit that they each show a different kind of entertainer. Exercise 1 Ask students to read the title on p. Move around the class and monitor the activity. Exercise 2 Ask students to ask and answer the questions in closed pairs. Ask different students around the class for their ideas. Exercise 3 Read out the rubric and check that students understand the meaning of the words mime, ballet and concert. Play the recording for students to listen and match the speakers to the performance. Check answers with the class. Exercise 4 Present the rubric and check that all students understand what the exam-orientedtask requires. Read out the list of headings and elicit or explain the meaning of any unfamiliar vocabulary. Ask students to read the texts through once for gist. You may decide to complete the first item with the class as an example. Ask students to complete the rest of the task, and remind them not to worry about the meaning of a word or phrase unless it is directly related to the answer. When the students have finished the task, ask them to compare answers in pairs. Check that all students now have the correct answers, and that they understand the reason s why each is correct. Exercise 5 Ask students to complete the exercise by scanning the text to find the relevant words or phrases. Check their answers, and then elicit or explain the meaning of each phrase. Finally, ask students to make sentences using the phrases. You may decide to assign this as written homework to be handed in or checked at the start of the next lesson. Exercise 6 Ask students to read the definitions and then complete the exercise by scanning the text to find the relevant words or phrase. As an optional extension to the exercise or as homework activity, ask students to write sentences of their own using the words. Exercise 7 Read out the rubric. Play the recording for students to listen to as they read the extracts again. Ask the class to do the task in closed pairs. Ask students to translate extracts 3 and 5 into Russian you may decide to assign this as written homework to be checked at the beginning of the next lesson. Exercise 8 Read out the rubric and then give students three minutes to write. Then ask the students to read their piece of writing to their partner. Exercise 1 Ask students to choose the correct word to complete each sentence, and then to check their answers by using their dictionaries. Exercise 2 a Present the task and elicit the answer to the first item as an example. Ask students to complete the task and remind them to add three more pairs to the list. Check answers with the class and ask students to read out their pairs of opposites. Check answers with the class. Exercise 3 Read out the rubric and ask an open pair of students to provide an example. Ask students to continue the task in closed pairs. Move around the class to monitor the pairwork. Exercise 4 Ask students in closed pairs to complete the task. Move around the class and monitor the activity. Check answers with the class. Finally ask students to read the questions 1-3 and decide with their partner which idiom would be appropriate in each situation. Check answers with the class. Exercise 5 Ask students to complete the task and then to check their answers in Appendix ll. Check the answers with the class. Exercise 6 Ask students to complete the task and then to check their answers in Appendix l. Check the answers with the class. Then ask students to make sentences using the other particle. Exercise 7 Ask students to check the grammar presentation on pp. Then ask students to complete exercise 7 p. Exercise 8 a Ask students to read the dialogue. Elicit how speaker B feels e. Ask students to complete all five exchanges in closed pairs. Go round the class monitoring the pair-workand helping with pronunciation or corrections. Exercise 9 Present the task and check that all students understand what the exam-orientedtask requires. Students can look again at the Study Skills tip on p. Ask students to complete the task individually. Check the answers with the class. As an optional extension exercise, elicit word families based on the given word e. Exercise 10 Ask students to complete the task. Explain to students that this task requires their personal input and they should make sentences that are true for them. Ask students, in closed pairs, to consider how the sentences in b differ from those in a. Go around the class and check answers. Study skills tips are included, each of which outline various skills, strategies and techniques appropriate to one of the tasks. After students have completed the task, their answers are checked and the task is analysed and discussed. Procedure Ask students to turn to p. Exercise 1 Ask students around the class to read aloud the Study Skills tip: Listening for the specific information. Read the rubric and ask the students to read the statements and underline the key words. Play the recording for students to listen and choose their answers. Give students time to read through the options again and consider their answers. Check answers around the class and help students to explain why each option is correct or incorrect. Exercise 2 Present the rubric and explain that each statement is a paraphrase of what the speaker says, so students should.
