Vocabulary & Grammar

Each Reading unit is followed by a related unit whose primary focus is Vocabulary & Grammar.

The target language areas, first presented in a meaningful context in the preceding unit, are practised and extended through a variety of exercises.

By developing the students’ ability to use the vocabulary and grammar in an integrated range of skills, this systematically improves their performance in each part of the exam.

There is also a complete Grammar Reference section at the back of the Student’s Book, which offers detailed presentation of all grammar items in each module of the coursebook (see Appendices to the Student’s Book).

Listening

Each module includes a double-page Listening 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-specific practice, students complete manageable tasks which activate passive vocabulary, invite them to think and talk about the topic, and systematically develop sub-skills such as listening for gist or specific information.

The listening tasks all replicate authentic spoken English and feature a range of genuine native-speaker accents.

Speaking

Each module includes a double-page Speaking 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-specific practice, 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-page Writing units.

The writing sections have been carefully designed to ensure that students develop their writing skills in a systematic manner.

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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.

Everyday English

A number of Vocabulary & Grammar units include an exercise under the heading of Everyday English.

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-cultural and cross-curricular 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-speaking countries. 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-related reading 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.

The Green Issues/Curricular Cut sections reflect the fact that the study of English extends beyond language learning as an end in itself. Language is used as a tool for

exploring ecological and interdisciplinary themes which are relevant to the students’ status as citizens of the planet and as successful learners of subjects other than English. Each section is based on an appropriate text, accompanied by a varied range of exercises which include Listening, Speaking and Writing skills.

Additional Material

Progress Check sections

These reinforce students’ understanding of the topics, vocabulary and structures which have been presented in the module.

They are found at the end of each module and help students monitor their own progress. The students’ achievements in meeting the objectives of the module are clearly stated at the end of each Progress Check section.

Focus on RNE sections

Each of these 3-page sections contains a selection of exam-specific tasks from all five parts of the RNE.

Appendices to the Student’s Book

• The Grammar Reference section contains detailed presentation of all the grammar items featured in each module of the coursebook.This resource can be used both in the classroom and at home as a guide.

• The Further Writing Practice section features fully-guided practice in various types of writing such as reports/proposals articles and reviews.

• A comprehensive list of Phrasal Verbs contains over 300 entries with definitions and examples.Two further lists – Verbs/Adjectives/Nouns with Prepositions and Prepositional Phrases – provide an accessible learning resource to help students master this notoriously troublesome feature of English language learning.

• A list of Irregular Verbs provides students with a quick reference resource for irregular verb forms they might be unsure of at times.

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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.