STARTER SECOND EDITION STUDENT’S BOOK Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
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BIG! Have you ever wondered what the world will be like in fifty years’ time? Or thought about the impact of social media and how it affects you? Think 2nd edition is the English course that develops you as a learner and challenges you to consider global issues such as climate change and important scientific discoveries. With inspirational topics and texts from around the world, pages dedicated to life competencies and focused Cambridge English exam practice, this course encourages you to think big – in English. More than 30 new videos Vlogs, grammar raps and docu-style videos grab your attention and put language in context. Brand-new reading and listening texts Thought-provoking global topics, designed to challenge and inspire, from eating bugs to teenage inventors. Focus on life competencies Develop vital life skills such as managing money, giving constructive feedback and managing stress, all mapped to the Cambridge Life Competencies Framework. Become exam-confident with Cambridge English exam practice Build the confidence you need to succeed in the Cambridge English exams. Practice on the move New mobile-first practice lets you do your homework on the bus, on the train or on your lunch break.
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Herbert Puchta, Jeff Stranks and Peter Lewis-Jones Beginner to Advanced 6 Levels 80–90 teaching hours, extendable to 180
Have you ever wondered what the world will be like in fifty years’ time? Or thought about the impact of social media and how it affects you? Think Second edition develops your students as learners and challenges them to consider global issues such as climate change and important scientific discoveries. • Challenge and inspire your students with thought-provoking global topics. • Give language a context with entertaining vlogs, grammar animations and documentary videos throughout. • Develop students’ vital life skills for the future like managing money, giving constructive feedback and managing stress, all mapped to the Cambridge Framework for Life Competencies. • Challenge and inspire your students with exciting new reading and listening texts about thought-provoking global topics, from eating bugs to teenage inventors. • Build students’ confidence for Cambridge English Qualifications with exam practice checked by Cambridge Assessment English.
A1–C1
Storytelling in the Caribbean
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1 Look at the photos and answer the questions. 1 What can you see in the photos? 2 What do you think the person is doing? 3 Would you like to visit this place? Why or why not? 2 5.05 Read and listen to the article. Find out who Paul Keens-Douglas and Tanti Merle are. Storytelling in the Caribbean Storytelling plays a big part in the childhood of most people growing up on the Caribbean Islands. It is a tradition that was brought over from Africa by their ancestors many years ago and is a way of keeping their shared culture alive. The stories are a way of remembering the past and making sure it’s not forgotten in the future. And despite the modern distractions of television and video games, many Caribbean families still gather on the steps outside their homes, with the full moon in the sky and the wind blowing gently through the palm trees, to hear stories that they have already heard many times before. The storyteller has an important position in Caribbean society. But it is not an art that is learned quickly. Good storytellers take years to perfect their performances. First, they must collect a catalogue of good stories, which are often short and simple and should work well for people of all ages. They must then practise these on family members to test out their material before moving on to larger crowds in local community centres. From there they may choose to become travelling storytellers and move from town to town looking for new audiences to share their tales with. And the very best storytellers make it onto the international stage and travel the world. More recently many storytellers have started using film to reach even more people. With many Caribbean islands and people originating from many African countries, there are lots of types of stories to
STORYTELLING
UNIT 5
be told. One common feature though is the performance tradition known as ‘crick crack’. Although this may differ a little in each country, the basic idea is that the audience participates in the storytelling. For example, in St Lucia, where stories are usually told in French, the storyteller (known as the ‘conteur’) announces that he or she wants to tell a story by shouting out ‘Crick!’ and the audience show they want to listen by responding ‘Crack!’ Throughout the performance, the storyteller continues to involve the audience by inviting them to answer questions and riddles and to make comments. In this way, the storyteller and the audience become an almost equally important part of the whole experience. But as well as the many traditional tales and myths there are to be told, storytellers also create their own characters, and the most successful of these have become part of cultural life. One of the most famous storytellers in the West Indies is Paul Keens-Douglas, who was born in Trinidad but grew up in Grenada. Probably his most popular character, Tanti Merle, is known throughout the region and appears in many of his stories. Tanti Merle is a woman who is not afraid to say what she thinks and Keens-Douglas uses her as
5 VOCABULARY There are eight highlighted words or phrases in the text. Match the words with these meanings. Write the words. 1 short word puzzles 2 lots of people together 3 is present 4 the art, stories and history of a place 5 takes part in something 6 a collection of something 7 normal 8 things that take your attention from what you are doing SPEAKING 6 Look at the pictures. Put them in order and use them to tell a story.
PRONUNCIATION The schwa /ə/ in word endings Go to page 120.
FUNCTIONS Telling a story
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5.08 Annie uses these expressions to bring her story to life. Match them with the correct places in the conversation. Then listen again and check. you’ll never believe what The strangest thing happened to me the other day. Well, let me finish … That was the annoying thing. What are the chances? Annie 1 Mac What? Annie I woke up with this song in my head and I couldn’t stop singing it all day long. It was really annoying. Mac What was it? Annie 2 It was a song I knew, but I couldn’t remember what it was. I even sang it to a few of my friends, but they didn’t know what it was either. I got home from school (with the song still in my head) and I went upstairs to do my homework. I decided to put on the radio to try and forget the song, and 4 they were playing! Mac So what was so strange about that? Annie 3 Mac Go on. Annie They were playing the song that I’d been singing all day! Mac So you’d just been singing a pop song that you’d forgotten the name of. Annie Yes, but the strange thing is that it wasn’t
a lovable comic figure to make comments on everyday life in the Caribbean.
A
4
3 Read the article again. Mark the sentences T (true) or F (false). 1 Children in the Caribbean don’t use modern technology. 2 Storytellers have to learn long detailed stories.
SPEAKING Work in pairs. Discuss these questions. 1 How does the Caribbean storytelling tradition compare with storytelling in your country? 2 What stories are there about places near where you live?
3 Audiences play an important part in the storytelling. 4 You should shout ‘crack’ if you want to hear a story. 5 Storytellers only tell traditional stories.
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a pop song from now. It was some obscure song from the 1980s that you never hear any more. It was a song that my dad used to play when I was really small. I hadn’t heard it for years. And they were playing it on the radio! 5
B
Mac Yes, that is pretty weird.
9 Think of a strange story that happened to you or to someone else. • Write down the main events in note form. • Think how you can use some of the expressions. • In groups, tell your stories.
“I strongly believe that the problems we so frequently come across in the teenage classroom are challenges that we can overcome and that the changes going on in the teenagers’ inner world are opportunities for us to help influence them and guide them towards becoming mature and responsible adults. “ Herbert Puchta
C
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Listen and compare your story to the
5.08
one you hear.
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Also available
Sarah Mercer and Herbert Puchta’s 101 Psychological Tip s
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