HELBLING YOUNG READERS ELT CaTaLoguE - Loescher c THE SUN IS BROKEN LEVEL c ISBN 978-3-85272-245-0 9...

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THE

SUN

IS B

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KEN

LEVE

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ISBN 978-3-85272-245-0

9 783852 722450

HELBLING YOUNG READERS

The Sunis Broken

The Sunis Broken

Andrés Pi AndreuIllustrated by Catty Flores

Andrés Pi Andreu

Dear reader,

In this story Cloudbreak helps the thirsty tree

to find some water. And he also helps you to

say some new things in English!

Now you can:

• talk about the weather;

• say where things are;

• ask for things using “can”.

There are lots of other Helbling Young Readers:

www.helblingyoungreaders.com

Happy reading!

Today is the little girl’s birthday. She closes her eyes and blows out the candles on her birthday cake and makes a wish. Suddenly lots of strange things start happening but Mum and Dad can’t see them.

Can the little girl convince her parents that she is not silly? And what happenswhen the sun goes down?

c

Level Cambridge Young Trinity Learners English

Recording in British English

Helbling Young Readers is an exciting new series of graded readers for Primary Schools in 5 levels printed in an easy-to-read font.

Includes CD-ROM/Audio CD with: • audio book and activities • language games • karaoke chants • story sequencing • audio-visual dictionary

CD-ROM/with

insideAudio CD

In this book:

Structures

Vocabulary

Revised from lower levels

There is

Present simple

Present continuous

Irregular plurals

Prepositions of place

Can/can’t

Nature

Weather

Colours

Science class Geography class

Use this book in

YOUNG READER - FORMATO CHIUSO 190X240H - ANTE 142X240 - LUNGHEZZA TOTALE 664

c

Communication made easy

ELT CaTaLoguE2013HELBLINGYOUNG LEARNERS

For the teacher

For the StUDeNt

The best start for very young learners

Hooray! Let’s play! CEF A1

Hooray! LET’s pLay!

TEaCHEr’s Book TEaCHEr TraININg VIDEo CarTooN DVD

sTuDENT’s Book

TEACHER’S MATERIAL (for each level)

Books / MaTErIaLs MuLTIMEDIa

• Teacher’s Book: - teacher’s notes - lyrics - audioscripts - games

• Card sets: - story cards in A4 format

for presenting and retelling the story

- flashcards in A5 format for presenting the key vocabulary and playing games

• Peter the Panda hand puppet

• 2 Audio CDs with songs, chants, stories, action stories (TPR) and listening exercises

• DVD-ROM containing editable letters to the parents, Worksheets for Extra Lessons and a Teacher Training Video with practical tips on how to teach TPRs, songs and stories

• Cartoon DVD

• Interactive Book for Whiteboards

STUDENT’S MATERIAL (for each level)

Books MuLTIMEDIa

• Student’s Book • Audio CD with songs & chants

The best start for very young learners

LESSON 3

I’m on my little bike (a song)I’m on my little bike, ting, ting, ting.I’m on my little bike, ting, ting, ting.I’m on my little bike, I’m on my little bike.I’m on my little bike, ting, ting, ting.

I’m in my little car, vroom, toot, toot.I’m in my little car, vroom, toot, toot.I’m in my little car, I’m in my little car.I’m in my little car, vroom, toot, toot.

I’m on my little train, choo, choo, choo.I’m on my little train, choo, choo, choo.I’m on my little train, I’m on my little train. I’m on my little train, choo, choo, choo.

I’m in my little plane, whoo, whoo, whoo. I’m in my little plane, whoo, whoo, whoo.I’m in my little plane, I’m in my little plane.I’m in my little plane, whoo, whoo, whoo.

v Play the I’m on my little bike song.v Encourage the children to follow the path and point to each of the toys as they hear them

in the song. v Ask them to draw a line along the path to the airport.

CD 2/4

WS 21 a + bPDF

EXTRA:

52

Unit 4 Toys

Sing, then fi nd and draw the way.

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ISBN 978-3-85272-449-2

9 783852 724492

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51Hooray! Let’s play! A © Helbling Languages


17Hooray! Let’s play! A © Helbling Languages


INTEraCTIVE Book for WHITEBoarDs

NEW

NEW

2 3

Hooray! Let’s play! è il nuovissimo corso in tre livelli per

bambini dai 3 ai 5 anni firmato dagli autori di fama mondiale Herbert puchta e günter gerngross. Il corso, divertente

e innovativo, permette di insegnare l’inglese ai più piccoli in

modo stimolante ed efficace.

Hooray! Let’s play! si basa su un approccio multisensoriale

che mira a sviluppare le capacità cognitive dei bambini e

offre coinvolgenti storie value-based, che favoriscono lo

sviluppo delle competenze sociali.

ogni componente del corso è disponibile in inglese britannico e americano.

• favorisce l’apprendimento multisensoriale attraverso una varietà di giochi, storie, action stories e canzoni;

• è divertente e semplice da utilizzare, poiché consente ai bambini di apprendere in maniera naturale stimolando i processi di memorizzazione;

• incontra le esigenze di ogni classe grazie ad una combinazione unica di materiali didattici: libri, DVD, Audio CD, DVD-ROM, story cards, flashcards e un simpatico hand puppet;

• presenta quattro irresistibili personaggi – il panda peter, il coniglio rosie, il coccodrillo Connie

e la tartaruga Tom – figure che divengono subito familiari per i bambini contribuendo a creare un’atmosfera positiva e favorevole all’apprendimento.

Il Teacher’s Book offre semplici suggerimenti passo per passo su come insegnare agli studenti più piccoli.

Una chiara introduzione fornisce una breve panoramica sui r isul tat i del le r icerche nell’ambito della psicologia cognitiva riguardo all’apprendimento precoce delle lingue.

Il Teacher’s Book è stato scritto con la collaborazione di docenti di lunga esperienza e tutte le attività sono state ideate e perfezionate per un utilizzo ottimale in classe.

Il Teacher’s Book fornisce una varietà di idee per i giochi e una serie di suggerimenti pratici. Contiene 2 Audio CD (con tutte le canzoni, i chants, le storie, le action stories e attività di ascolto), un DVD-ROM con una lettera editabile per ogni unità rivolta ai genitori, Worksheets fotocopiabili per le lezioni extra, più un Teacher Training Video.

Le attività sono descritte sul retro di ogni Worksheet insieme ai testi delle canzoni e ai contenuti audio collegati, per garantire un’agile gestione della lezione e rendere partecipi i genitori dei progressi compiuti dai bambini.

Il coloratissimo student’s Book è suddiviso in sei unità. Ogni unità si articola a sua volta in sei Worksheets da staccare, il cui ordine, per garantire il miglior ritmo di apprendimento, è rigorosamente strutturato come segue:

• chant;• TPR (Total Physical Response) action stories;• song;• story/story song;• listening comprehension;• thinking skills.

I Worksheets consentono di rafforzare le capacità cognitive e motorie dei bambini attraverso una serie di attività, quali, ad esempio, colorare, ricalcare, disegnare, abbinare, suddividere, ecc. Ci sono anche pagine dedicate a festività e celebrazioni (compleanni e altre occasioni speciali), più un Audio CD con le versioni complete di chants e canzoni.

Il Teacher Training Video illustra efficaci modalità per insegnare l’inglese ai bambini che frequentano la scuola dell’infanzia o le scuole private di lingue.

Nel video, l’autore Herbert Puchta interagisce con vari gruppi di studenti che provengono da scuole diverse.

Sono inoltre presenti brevi video che spiegano come utilizzare le Tpr action stories e le canzoni attraverso il mimo e la recitazione.

Il Teacher Training Video, ideale da affiancare al Teacher’s Book, offre una serie di suggerimenti pratici per trarre il massimo dalle lezioni.

Il Libro per Lavagne Interattive, uno per ciascun livello, consente agli insegnanti di accedere facilmente ai materiali multimediali che corredano il libro.

I docenti possono presentare le lezioni sul grande schermo in maniera interattiva, ascoltando storie e canzoni.

Il Libro per Lavagne Interattive contiene un dettagliato video tutorial con le indicazioni per l’utilizzo.

Coinvolgenti cartoni animati favoriscono l’identificazione e stimolano i bambini ad apprendere e ricordare parole chiave e frasi, grazie ai loro beniamini.

Story Cards, Audio CD e Worksheets corredano i cartoni per creare un’esperienza di apprendimento unica.

British English

Hooray! Starter Student’s Book + Audio CD 978-3-85272-444-7

Hooray! Starter Teacher’s Book + Audio CD + DVD-ROM (with teacher’s notes, photocopiables, editable letters to parents, teacher training video) 978-3-85272-445-4

Hooray! Starter Interactive Book for Whiteboards 978-3-85272-446-1

Hooray! Starter Visual Pack (story cards, flashcards, hand puppet) 978-3-85272-534-5

American English

Hooray! Starter Student’s Book + Audio CD 978-3-85272-490-4

Hooray! Starter Teacher’s Book + Audio CD + DVD-ROM (with teacher’s notes, photocopiables, editable letters to parents, teacher training video) 978-3-85272-491-1

Hooray! Starter Interactive Book for Whiteboards 978-3-85272-447-8

Hooray! Starter Visual Pack (story cards, flashcards, hand puppet) 978-3-85272-534-5

85272-444-7_HLP_Starter_SB_Cover_BrE.indd 1 23.04.12 16:21 85272-454-6_HLP_B_SB_Cover_BrE.indd 1 23.04.12 16:20

Hooray! Let’s play! Level B Student’s Book + Audio CD 978-3-85272-454-6

Hooray! Let’s play! Level B Teacher’s Book + 2 Audio CDs + DVD-ROM (with teacher’s notes, photocopiables, editable letters to parents, teacher training video) 978-3-85272-455-3

Hooray! Let’s play! Level B Interactive Book for Whiteboards 978-3-85272-456-0

Hooray! Let’s play! Level B Visual Pack (story cards, flashcards, cartoon DVD, hand puppet) 978-3-85272-536-9

Hooray! Let’s play! Level B Student’s Book + Audio CD 978-3-85272-495-9

Hooray! Let’s play! Level B Teacher’s Book + 2 Audio CDs + DVD-ROM (with teacher’s notes, photocopiables, editable letters to parents, teacher training video) 978-3-85272-496-6

Hooray! Let’s play! Level B Interactive Book for Whiteboards 978-3-85272-497-3

Hooray! Let’s play! Level B Visual Pack (story cards, flashcards, cartoon DVD, hand puppet) 978-3-85272-536-9

the aUthorS

Herbert Puchta Günter Gerngross

CEF A1 HoorAy! LEt’s pLAy! HoorAy! LEt’s pLAy!

British English

American English

Hooray! Let’s play! Level A Student’s Book + Audio CD 978-3-85272-449-2

Hooray! Let’s play! Level A Teacher’s Book + 2 Audio CDs + DVD-ROM (with teacher’s notes, photocopiables, editable letters to parents, teacher training video) 978-3-85272-450-8

Hooray! Let’s play! Level A Interactive Book for Whiteboards 978-3-85272-451-5

Hooray! Let’s play! Level A Visual Pack (story cards, flashcards, cartoon DVD, hand puppet) 978-3-85272-535-2

Hooray! Let’s play! Level A Student’s Book + Audio CD 978-3-85272-492-8

Hooray! Let’s play! Level A Teacher’s Book + 2 Audio CDs + DVD-ROM (with teacher’s notes, photocopiables, editable letters to parents, teacher training video) 978-3-85272-493-5

Hooray! Let’s play! Level A Interactive Book for Whiteboards 978-3-85272-494-2

Hooray! Let’s play! Level A Visual Pack (story cards, flashcards, cartoon DVD, hand puppet) 978-3-85272-535-2

ISBN 978-3-85272-449-2

9 783852 724492

85272-449-2_HLP_A_Cover.indd 1 18.04.12 10:09

British English

American English

teachiNg totS ‘toolS For the miND’Melanie Butler asks author Herbert puchta about the benefits to preschoolers of being taught a foreign language and the most effective methodologies to use with toddlers

you’ve never been one to fear controversy, and here you are launching a new series Hooray! Let’s Play! for preschool kids when some people in northern Europe are questioning the advisability of getting this age group to learn a foreign language at all.

When I look at the majority of concepts and materials for teaching English at kindergarten level, I’m not surprised that some people are sceptical. I’m referring here to behaviouristic learning models galore, stories that are nothing else but vehicles for getting language across to the child (and hence don’t deserve to be called stories) and not infrequently classroom situations where four- and five-year-olds are tormented with tracing and copying English words – although they haven’t reached literacy in their mother tongue yet!

What do you think preschool kids can get from learning a second language?

It all depends on the teaching approach. If the goal of teaching very young learners is self-directed learning rather than trying to entertain them through an attention-grabbing approach, then children will learn a great deal of language and at the same time learn about the world – by learning to understand meaningful stories, to give one example. To name another, their pronunciation will get very close to the models they enjoy imitating. And there is a lot more: learning a second language can contribute significantly to the development of children’s cognitive tools. In the same way as physical tools extend what we can do with our hands, tools for the mind extend children’s cognitive capabilities. Without them, children will not be able to pay attention, will have poor memory skills, and will not be able to engage in abstract thinking. All that can be developed at the same time as children’s foreign language skills.

The series is co-authored with günter gerngross – someone you have co-written with for years. What do you think is the secret of a great authoring partnership?

For me the secret is not a secret really – it’s all about synergy, and I’ve been fortunate enough to work with excellent co-authors on all my projects. Günter and I go back many years – we started out more than thirty years ago doing various classroom research projects together. I remember opportunities galore for watching each other

teach, and then discussing for two or three hours a single lesson one of us had given. That, and the regular in-depth interviews we carried out with the students of those classes, have helped us to get a rather profound understanding of how young learners and teenagers tick. Another area of strength is our expertise in creating imaginative stories together. Very young learners need stories that fulfil certain criteria, as Kieran Egan so convincingly shows in Teaching as Story Telling. The child’s brain is ‘wired for story’, and stories are another key source for cognitive development.

one of the methodologies you use is Total physical response (Tpr). Why did you choose it and how easy is it to fit in with more conventional approaches for teaching this age group?

For me, TPR is not an unconventional method when it comes to teaching the very young. In fact I believe it gets very close to how they learn language in the first place. However, TPR is often understood – wrongly – as a method where learners simply imitate the teacher’s actions and instructions. In other words, the teacher gives instructions and models sentences such as Stand up; Walk forward; Jump; Touch the door; etc. And many teachers believe the objective of TPR is for students to be able to finally carry out those instructions on their own, without the teacher

giving them a model of the actions. Well it is, of course – but that’s only part of the learning. What seems to have been forgotten is that when James Asher developed the method he stressed the importance of what he called ‘novel’ instructions, in other words instructions students have never heard before, such as in the case of the sentences above, a new instruction like Jump to the door. Remember that the students have learnt Jump and Touch the door, but never a combination of the two. Watching a four-year-old decoding the meaning of that sentence and seeing them understand the new instruction and carrying it out is one of the most rewarding teaching experiences I have come across. And, taking seriously what neuro-biologists tell us, this is how the brain’s own reward system kicks into action. And if that is not a clear and positive answer to whether it makes sense to teach English to very young learners, I don’t know what would be!

I am fascinated by the approaches you use to vocabulary teaching. Educational psychologists say that vocabulary is the single hardest thing to overtly teach to this age group, even in their mother tongue. What do you think is the key thing about teaching new words to very young kids?

It’s fascinating that people learn finger rhymes as three-year-olds that they still remember when they are 103, without practising them at all for the greater part of their lives! That is because nursery rhymes are learnt in an atmosphere of love, and in a multi-sensory way, and hence get remembered because strong neural networks get formed. It was more than twenty years ago when Günter Gerngross and I started experimenting with multi-sensory vocabulary teaching techniques. The approach we have developed consists of a well-balanced mix of mime, the use of auditory sub-modalities [volume, tempo, pitch, etc.], visualisation techniques and lip-reading, among other things. This may sound very complex, but as everyone can see on the Hooray! Let’s Play! Teacher Training Video clips (that can also be found

on YouTube) the techniques we recommend are fun for the children and at the same time

lead to an amazing long-term memory retention of lexis.

Page 12 October 2012

You’ve never been one to fear controversy, and here you are launching a

new series Hooray! Let’s Play! for preschool kids when some people in northern Europe are questioning the advisability of getting this age group to learn a foreign language at all.

When I look at the majority of concepts and materials for teaching English at kindergar-ten level, I’m not surprised that some people are sceptical. I’m referring here to behaviouristic learning models galore, stories that are nothing else but vehicles for getting language across to the child (and hence don’t deserve to be called stories) and not infre-quently classroom situations where four- and five-year-olds are tormented with tracing and copy-ing English words – although they haven’t reached literacy in their mother tongue yet!

What do you think preschool kids can get from learning a second language?

It all depends on the teach-ing approach. If the goal of teaching very young learners is self-directed learning rather than trying to entertain them through an attention-grabbing approach,then children will learn a great deal of language and at the same time learn about the world – by learning to understand meaning-ful stories, to give one example. To name another, their pronun-ciation will get very close to the models they enjoy imitating. And there is a lot more: learning a second language can contribute significantly to the development

of children’s cognitive tools. In the same way as physical tools extend what we can do with our hands, tools for the mind extend children’s cognitive capabili-ties. Without them, children will not be able to pay attention, will have poor memory skills, and will not be able to engage in abstract thinking. All that can be developed at the same time as children’s foreign language skills.

The series is co-authored with Gunther Gerngross – someone you have co-written with for years. What do you think is the secret of a great authoring partnership?

For me the secret is not a secret really – it’s all about synergy, and I’ve been fortunate enough to work with excellent co-authors on all my projects. Gunther and I go back many years – we started out more than thirty years ago doing various classroom research projects together. I remember opportunities galore for watch-ing each other teach, and then discussing for two or three hours a single lesson one of us had given. That, and the regular in-depth interviews we carried out with the stu-dents of those classes, have helped us to get a rather

profound understanding of how young learners and teenagers tick. Another area of strength is our expertise in creating imagina-tive stories together. Very young learners need stories that fulfil certain criteria, as Kieran Egan so convincingly shows in Teaching as Story Telling. The child’s brain is ‘wired for story’, and stories are another key source for cognitive development.

One of the methodolo-gies you use is Total Physical Response (TPR). Why did you choose it and how easy is it to fit in with more conventionalapproaches for

teaching this age group?For me, TPR is not an uncon-

ventional method when it comes to teaching the very young. In fact I believe it gets very close to how they learn language in the first place. However, TPR is often understood – wrongly – as a method where learners simply imitate the teacher’s actions and instructions. In other words, the teacher gives instruc-tions and models sentences such

as Stand up; Walk forward;Jump; Touch the door;

etc. And many teachers believe the objective of TPR is for students to be able to finally carry out those instructions on their own, without the teacher giving them a model of the actions. Well it is, of course –

but that’s only part of the learning.

What seems to have

beenfor-

gotten is that when James Asher developed the method he stressed the importance of what he called ‘novel’ instructions, in other words instructions stu-dents have never heard before, such as in the case of the sen-tences above, a new instruction like Jump to the door. Remem-ber that the students have learnt Jump and Touch the door, but never a combination of the two. Watching a four-year-old decod-ing the meaning of that sentence and seeing them understand the new instruction and carrying it out is one of the most reward-ing teaching experiences I have come across. And, taking seri-ously what neuro-biologists tell us, this is how the brain’s own reward system kicks into action. And if that is not a clear and pos-itive answer to whether it makes sense to teach English to very young learners, I don’t know what would be!

I am fascinated by the approaches you use to vocab-ulary teaching. Educational psychologists say that vocabu-lary is the single hardest thing to overtly teach to this age

group, even in their mother tongue. What do you think is the key thing about teaching new words to very young kids?

It’s fascinating that peo-ple learn finger rhymes as three-year-olds that they still remember when they are 103, without practising them at all for the greater part of their lives! That is because nursery rhymes are learnt in an atmosphere of love, and in a multi-sensory way, and hence get remembered because strong neural networks get formed. It was more than twenty years ago when Gunter Gerngross and I started experi-menting with multi-sensory vocabulary teaching techniques. The approach we have devel-oped consists of a well-balanced mix of mime, the use of auditory sub-modalities [volume, tempo, pitch, etc.], visualisation tech-niques and lip-reading, among other things. This may sound very complex, but as everyone can see on the Hooray! Let’s Play! Teacher Training Video clips (that can also be found on YouTube) the techniques we recommend are fun for the chil-dren and at the same time lead to an amazing long-term memory retention of lexis. n

Teaching tots ‘tools for the mind’Melanie Butler asks author Herbert Puchta about the benefits to preschoolers of being taught a foreign language and the most effective methodologies to use with toddlers

Cour

tesy H

erbe

rt Pu

chta

WIRED FOR STORY Herbert Puchta

CEF A1

4 5

günter gerngross e Herbert puchta sono esperti di fama internazionale in tema di didattica della lingua inglese.

Sono autori di numerosi testi di grande successo per insegnare l’inglese ai bambini, nonché di articoli e libri di metodologia in ambito didattico.

Hooray! Let’s play! è stato testato con un’ampia varietà di giovani studenti di tutto il mondo.

16

“Let’s play leapfrog,” says Billy.

First it’s Billy’s turn.He can jump very high.Then it’s Barney’s turn.Barney is small.And Benjy, Betsey, Becky and Billy are tall.He can’t jump over them.

HL_YR_Bunny_190x240h_310810.indd 16 01/09/10 16:40

1717

“I don’t like leapfrog,” says Barney.

I don’t like leapfrog!

1711717

Barney is small. What about you?Measure your height with a friend.

I’m ........................................ cm.

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Level A CLIL Geography | Science Level B CLIL ReadingLevel A CLIL Civics | Reading Level A CLIL Civics | Geography

Can I Play?Rick Sampedro

The BeachRick Sampedro

The Big FireRick Sampedro

A Christmas Present for Barney BunnyMaria Cleary


Picture Dictionary

On-page Activities

When you see me, do the activity.

language

Level A

Level B

Level C

Level D

Level E

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

Helbling Young Readers

Cambridge young Learners English: starters Trinity: 1

Alphabet; Colours; Countries; Faces; Greetings; Numbers 1-10; Pets; School things; Snacks; Toys; Wild animals (zoo and jungle)


Clothes; Farm animals; Festivals; Games; Houses and rooms; Numbers after 10; Parties; School subjects; Seasons; Weather


Ecology 1; Garden and nature; Helping at home; Jobs; Places; Pocket money; Sports; Town 1

Cambridge young Learners English: Movers Trinity: 2

Bodies; Directions; Emotions 1; Family; Health; Months; Town 2; Transport

Cambridge young Learners English: Movers Trinity: 2/3

Dreams; Ecology 2; Emotions 2; Fashion; Holidays; Music; TV

27

10 3 Listen. Say the chant.

Caniplay? yes!yes! yes,ican! Canyouplay? yes!yes! yes,youcan! Canweplay? yes!yes! yes,wecan! Come!Come! schoolisfun!

4 Look and match.

A B

Billyishappy. Billyissad.

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27

10 3 Listen. Say the chant.

Caniplay? yes!yes! yes,ican! Canyouplay? yes!yes! yes,youcan! Canweplay? yes!yes! yes,wecan! Come!Come! schoolisfun!

4 Look and match.

A B

Billyishappy. Billyissad.

YR_Can I play_Kern_110311.indd 27 14/03/11 16:29

NEW

76

Helbling young readers è una nuova e avvincente serie di letture graduate in cinque livelli per la Scuola Primaria.

Storie coinvolgenti con bellissime illustrazioni a colori, pensate appositamente per young learners, introducono parole chiave per promuovere l’apprendimento dell’inglese sin dalla Scuola Primaria. Ogni storia è graduata con cura e introduce sia i gruppi lessicali che le funzioni linguistiche.

Ciascun libro è accompagnato da un CD-ROM compatibile con lavagne interattive, che include, oltre alla lettura integrale, canzoni, giochi e il link al sito degli Helbling Young Readers, www.helblingyoungreaders.com

Il carattere tipografico utilizzato in tutto il materiale didattico è stato ideato per aiutare i bambini con difficoltà nella lettura.

Tutti i testi e le registrazioni sono in inglese britannico.

Gli Helbling young readers sono disponibili

anche nel formato Big Books: ideali da

leggere insieme in classe.

32 pagine ISBN 978-3-85272-311-2

32 pagine ISBN 978-3-85272-243-6

Billy è al suo primo giorno di scuola. È felice e non vede l’ora di giocare con gli altri bambini. Quando però chiede loro di giocare, ciascuno risponde in una lingua diversa! Billy è triste, non può giocare con nessuno!Ma Lorenzo diventa suo amico e presto tutti giocheranno insieme.

Anna è molto felice. È una bellissima giornata. Una giornata perfetta per andare in spiaggia. Ma Nina non è contenta. È su una nave, lontana dalla spiaggia. Questa è la storia di due ragazzine e di come un luogo possa avere significati diversi per persone diverse.

Nella giungla è una giornata bellissima. L’erba è verde e il cielo è blu, e tutti gli animali sono felici.Ma che succede? All’improvviso il cielo diventa di fuoco e c’è fumo dappertutto. Oh no! C’è un incendio terribile!Riusciranno gli uccellini a fermare l’incendio?E chi potrà aiutarli?

Il giorno della vigilia di Natale Mother Bunny è impegnata nei preparativi natalizi. Poiché i coniglietti non le vengono in aiuto, Mother Bunny li manda a giocare fuori. Barney, il più piccolo dei coniglietti, non sa giocare. Ma Mother Bunny ha preparato un regalo speciale per lui.

La parte interna della copertina contiene un dizionario illustrato, le strutture, il lessico, una lettera per lo studente e riferimenti CLIL.

Divertenti attività stimolano la comunicazione e favoriscono i collegamenti con le altre materie.

Canzoni coinvolgenti consentono un approccio learning by doing.

32 pagine ISBN 978-3-85272-244-3

32 pagine ISBN 978-3-85272-523-9

ISBN 978-3-85272-722-6 ISBN 978-3-85272-731-8 ISBN 978-3-85272-721-9 ISBN 978-3-85272-724-0

b

A C

HR

ISTM

AS

PR

ESEN

T FO

R B

AR

NEY

BU

NN

Y

The Blue Island

LEVE

L b

The Blue Island

Gianluca GarofaloIllustrated by Gianluca Garofalo

Gianluca Garofalo

In the middle of the sea, far far away, there is a blue island. On the island everything is blue: the houses, the fields, the trees and the butterflies.One day, after a storm, Jay finds a wooden box on the beach.The box is full of seeds and Jay and his mother and father plant them in their garden. But when the seeds grow there is a wonderful surprise for Jay and his family.

Dear reader,

In the story Barney is sad because he can’t play

any of the games. He learns that winning isn’t

always important. And with him you learn to say

some new things in English!

Now you can:

• say what you are doing;

• talk about what you’ve got;

• use ‘let’s’ to make suggestions.



Happy reading!

In this book:


Use this book in

Reading class

Structures

Present Continuous

Imperatives

Can / can’t

Have got

Let’s

Like / don’t like


Vocabulary

Nature

Weather

Colours

Seasons

Toys

Weather Level Cambridge Young Trinity Learners English




b

CD-ROM/with

insideAudio CD


ISBN 978-3-85272-244-3

9 783852 722443

HELBLING YOUNG READERS b

c

THE

SUN

IS B

RO

KEN

LEV

EL c

ISBN 978-3-85272-245-0

9 783852 722450


The Sunis Broken

The Sunis Broken

Andrés Pi AndreuIllustrated by Catty Flores

Andrés Pi Andreu

Dear reader,

In this story Cloudbreak helps the thirsty tree

to find some water. And he also helps you to

say some new things in English!

Now you can:

• talk about the weather;

• say where things are;

• ask for things using “can”.



Happy reading!

Today is the little girl’s birthday. She closes her eyes and blows out the candles on her birthday cake and makes a wish. Suddenly lots of strange things start happening but Mum and Dad can’t see them.

Can the little girl convince her parents that she is not silly? And what happenswhen the sun goes down?

c





CD-ROM/with

insideAudio CD

In this book:

Structures

Vocabulary


There is

Present simple

Present continuous

Irregular plurals


Can/can’t

Nature

Weather

Colours

Science class Geography class

Use this book in


c

The Blue IslandGianluca Garofalo

The Sun is BrokenAndrés Pi Andreu

HELBLING yoUNG rEADErs

c

SAM

AN

D T

HE

SUN

FLO

WER

SEE

DS

LEVE

L c


Sam and the Sunf lower Seeds


Maria ClearyIllustrated by Lorenzo Sabbatini

Maria Cleary

Dear reader,

In this story Sam is sad because his sunflowers

don’t grow. But he learns that sunflowers need

something special in order to grow. And with

him you learn to say some new things in English!

Now you can:

• say what you love doing

• ask for explanations

• use the present tense for regular actions



Happy reading!

Sam loves visiting his grandad in the country and playing in the sunflower fields.One day, Sam’s grandad gives Sam some sunflower seeds. Sam plants his seeds and he waters them carefully. But the seeds do not grow. Can Grandad help?



c

w

Hap

c



In this book:

Structures

’s for possessives

Articles

Irregular plurals

Possessive adjectives

Present simple

Questions

Some / any

Ecology 1

Farm animals

Garden and nature

Helping at home

Science class

Use this book in

Vocabulary



Reading class

I C • •

CD-ROM/with

insideAudio CD

HELBLING Sam and the Sunflower cover.indd 1 18/03/11 14:58

Structures

c

SAM

AN

D T

HE

SUN

FLO

WER

SEE

DS

LEVE

L c





Maria Cleary

Dear reader,

In this story Sam is sad because his sunflowers

don’t grow. But he learns that sunflowers need

something special in order to grow. And with

him you learn to say some new things in English!

Now you can:

• say what you love doing

• ask for explanations

• use the present tense for regular actions



Happy reading!

Sam loves visiting his grandad in the country and playing in the sunflower fields.One day, Sam’s grandad gives Sam some sunflower seeds. Sam plants his seeds and he waters them carefully. But the seeds do not grow. Can Grandad help?



c

w

Hap

c



In this book:

Structures

’s for possessives

Articles

Irregular plurals

Possessive adjectives

Present simple

Questions

Some / any

Ecology 1

Farm animals

Garden and nature

Helping at home

Science class

Use this book in

Vocabulary



Reading class

I C • •

CD-ROM/with

insideAudio CD

HELBLING Sam and the Sunflower cover.indd 1 18/03/11 14:58

CLIL

Sam and the Sunflower SeedsMaria Cleary

The Thirsty TreeAdrián N. Bravi


The KiteRick Sampedro

Fat Cat’s Busy DayMaria Cleary

CD-ROM/Audio CD


NEWNEW

Level B CLIL Civics | Science Level C CLIL Art | ReadingLevel C CLIL Reading | Science Level C CLIL Geography | ScienceLevel B CLIL Art | Geography Level D CLIL Civics | Reading

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

8 9

In mezzo al mare, molto molto lontano, c’è un’isola blu. Su quest’isola tutto è di colore blu: le case, i campi, gli alberi e persino le farfalle. Un giorno, passato il temporale, Jay trova sulla spiaggia una scatola di legno. La scatola è piena di semi e Jay, insieme ai suoi genitori, decide di piantarli in giardino. Quando i semi cresceranno, sveleranno una fantastica sorpresa a Jay e alla sua famiglia.

Oggi una bambina festeggia il suo compleanno. Chiude gli occhi, soffia le candeline sulla torta ed esprime un desiderio. All’improvviso iniziano a succedere delle cose stranissime, ma mamma e papà non si accorgono di nulla. Riuscirà la piccola a convincere i genitori di non essersi inventata tutto? E cosa succederà al tramonto?

Sam adora fare visita al nonno in campagna e giocare nei campi di girasoli. Un giorno, il nonno regala a Sam alcuni semi di girasole. Sam pianta i semi e li annaffia con cura, ma le piantine non crescono.Riuscirà il nonno a far germogliare i semi?

È estate e fa caldissimo. L’albero in cima alla collina è assetato. Le foglie si stanno seccando e non c’è acqua da bere. Finché non compare Cloudbreak, l’uccellino.Riuscirà a trovare l’acqua per l’albero?

A Ehud ed Elisa piacciono gli aquiloni. In una giornata ventosa, l’aquilone di Ehud sale troppo in alto. Ehud non riesce più a vederlo e diventa triste, ma l’aquilone atterra nel giardino di Elisa, che glielo restituisce, così lui torna felice. I loro padri, però, non sono amici, e questo li rattrista. Riusciranno i due a trovare un modo per rendere tutti felici?

Papà, mamma, Emily e Baby sono tutti usciti e Fat Cat sta dormendo in pace.Bang! All’improvviso si sente un rumore in cucina. C’è un ladro in casa e Fat Cat è l’unico che può fermarlo!Qual è il piano di Fat Cat? Riuscirà a mettere in salvo i gioielli della mamma?

32 pagine ISBN 978-3-85272-524-6

32 pagine ISBN 978-3-85272-525-3

32 pagine ISBN 978-3-85272-313-6

32 pagine ISBN 978-3-85272-245-0

32 pagine ISBN 978-3-85272-312-9

32 pagine ISBN 978-3-85272-314-3

In ciascun libro viene indicato se il linguaggio è nuovo oppure riutilizzato da un livello inferiore. Il perfetto equilibrio tra strutture nuove e revisioni garantisce e consolida l’apprendimento.

Gli Helbling Young Readers offrono collegamenti con altre materie, sviluppando abilità extra-curricolari e permettendo di sfruttare al massimo il tempo a disposizione in classe.Sam and the Sunflower Seeds, ad esempio, è ideale per la lettura in classe, ma anche come spunto per la lezione di Scienze.

Il CD-ROM dell’alunno, compatibile con la LIM, comprende:• Giochi linguistici interattivi• Canzoni con karaoke• Attività di story sequencing• Dettati• Dizionario con attività di ascolto interattive• Audio completo della storia e delle attività

Tantissime risorse aggiuntive online:• Samples• Worksheets• Progetti creativi

• Attività scaricabili• Soluzioni

ISBN 978-3-85272-733-2ISBN 978-3-85272-732-5 ISBN 978-3-85272-726-4ISBN 978-3-85272-723-3 ISBN 978-3-85272-728-8ISBN 978-3-85272-725-7

Food for the Wintere

burrowcheeks

nutsnest

seedschipmunk/squirrel

Flashcards

Food for the Winter e

Cambridge YLE: Starters Reading and Writing

1 A 8, B 4, C 4, D 4, E 8, F 4, G 8, H 8

2 A 4, B 8, C 8, D 4, E 8, F 8, G 8, H 4

3 A pink, B orange, C purple, D brown, E green, F blue, G yellow, H white, I red

© Helbling Languages 2012

Can I Play? Rick Sampedro

Photocopiable Worksheet

aCan I Play? Rick Sampedro

WorksheetAnswer Key

a

r

bp

wolb

e

u

ley

p

u

h

l

r eg e n

i

t

e

e

r

a

g

o

d

o w ni

p

kE

G

I

D

C

B

A

F

H

New oNliNe

Level D CLIL Civics | Reading

Skater Boy

HEN

RY

HA

RR

IS H

ATES

HA

ITCH

ESLE

VEL

d

Skater Boy


Maria Cleary

Dear reader,

In this story, Henry helps his friend Harry,

and he teaches you the value of friendship.

He also helps you to say some new things in

English!

Now you can:

• talk about things you like;

• find out where things are;

• tell the time.



Happy reading!

All the mothers are afraid of skater boy. He’s the fastest kid in town. But all the children love skaterboy because he’s the fastest kid in town.

One day, while the mothers are planning to catch skater boy something terrible happens. Baby climbs and climbs to the top of the climbing frame. And skater boy is the only one who can save him.

In this book:

Structures

Present Simple

Present continuous

Comparatives

Adverbs


Reading class Civics class

Use this book in

Vocabulary


School Subjects

Directions

Emotions

Nature



ISBN 978-3-85272-246-7

9 783852 722467





CD-ROM/with

insideAudio CD

d

Level E CLIL Civics | Science

e

FOO

D F

OR

TH

E W

INTE

RLE

VEL

e

ISBN 978-3-85272-331-0

9 783852 723310


UpsideDown

UpsideDown

Rick SampedroIllustrated by Cristiano Lissoni

Rick Sampedro

Dear reader,

In this story Chippy gathers all of the nuts and

seeds. But he learns that sharing is a much

better idea. And with him you learn to say some

new things in English!

Now you can:

• say what you need to do;

• compare yourself to a friend;

• use the simple past.



Happy reading!

It's a lovely sunny day in Loony Town. The sky is blue and Kate and Charlie are playingin the park. But when Kate looks up she sees a fish flying in the sky. Then the mice start chasing the cats and the cats start chasing the dogs. The world is upside down! And only Kate and Charlie can put everything back in its place again.




Includes CD-ROM/Audio CD with: • audio book and activities • language games • karaoke chants • story sequencing • audio-visual dictionary e

In this book:

Structures

Have to / must /need

Irregular plurals

Past simple

Superlative

Present simple

Ecology 2

Weather

Animals

Food

Science class

Use this book in

Vocabulary



Geography class

CD-ROM/with

insideAudio CD

e

Upside DownRick Sampedro

Skater BoyMaria Cleary

HELBLING yoUNG rEADErs

Level E CLIL Geography | Science

Food for the WinterRick Sampedro

Level E CLIL Geography | Science

Lost on the CoastRick & Steve Sampedro


How to Use your Flashcards

With Exam Training for Cambridge Young Learners English

g u i d e s



a

© Helbling Languages 2012



a

Cambridge YLE: Starters Reading and Writing

1 Read. Put a tick (4) or a cross (8).

2 Read. Put a tick (4) or a cross (8).

B This is a kite.

D This is a koala.

F This is a flag.

H This is Billy.

A This is a schoolbag.

C This is a ball.

E This is a key.

G This is a crayon.

A This is a blue kite.

C This is a purple key.

E This is an orange ball.

G This is an orange koala.

B This is a red kite.

D This is a yellow schoolbag.

F This is a pink crayon.

H This is a green crayon.

Specially devised for shared reading.

Level D CLIL Civics | Reading

Henry Harris Hates HaitchesMaria Cleary

NEWNEWNew

comiNg SooN

Helbling Young ReadeRs ClassiCs


Language

Helbling Young ReadeRs big books!

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

CD-ROM

Aud io C D

10 11

32 pagine ISBN 978-3-85272-526-0

32 pagine ISBN 978-3-85272-527-7

É una bellissima giornata di sole a Loony Town. Il cielo è azzurro e Kate e Charlie stanno giocando al parco. Ma Kate alza gli occhi e… vede un pesce che sta volando! Poi i topi iniziano ad inseguire i gatti ed i gatti inseguono i cani. Il mondo è sottosopra! Ora toccherà a Kate e Charlie rimettere ogni cosa al proprio posto.

Tutte le mamme temono Skater Boy. È il ragazzino più veloce della città e proprio per questo tutti gli altri bambini lo adorano. Un giorno, al parco, mentre le mamme stanno organizzando un piano per acciuffare Skater Boy, accade qualcosa di terribile. Baby si arrampica e sale, sale, arrivando fino in cima alla parete di arrampicata! Skater Boy è l’unico in grado di salvarlo.

32 pagine ISBN 978-3-85272-331-0

È un inverno lungo e freddo e non ci sono abbastanza nocciole e semi per gli abitanti del bosco. Gli animali sono tutti deboli e affamati... tutti tranne Chippy e la sua famiglia. Loro hanno tantissimo cibo per l’inverno.Ma succede qualcosa di terribile, e Chippy dovrà scoprire presto che è meglio condividere con gli altri ciò che si ha.

32 pagine ISBN 978-3-85272-247-4

Un cucciolo di balena si è arenato sulla spiaggia dopo una perdita di petrolio. Fa caldissimo e la balena non riesce a respirare. Tanta gente accorre, ma nessuno sa come risolvere il problema. Soltanto Rawiri ha un piano.Riuscirà con il suo piano a salvare il piccolo?

32 pagine ISBN 978-3-85272-246-7

Henry Harris non riesce a pronunciare la lettera “H”. Odia le “H” più di quanto odi i compiti o l’orribile Hannah Hunter che ride di lui. Finché un giorno qualcosa di imprevedibile accade al suo migliore amico Harry. Che cosa succederà quando Henry aiuterà Harry?

ISBN 978-3-85272-729-5ISBN 978-3-85272-727-1 ISBN 978-3-85272-735-6ISBN 978-3-85272-734-9 ISBN 978-3-85272-730-1

La preparazione all’esame Cambridge ESOL YLE trova ampio spazio anche nei worksheets fotocopiabili.

Tante flashcards e una Guida per esercitarsi all’esame Cambridge ESOL YLE.

La lingua è presentata sia dal punto di vista dei gruppi lessicali che delle funzioni. Le attività inserite all’interno della storia offrono spunti per interazioni con le altre materie ma anche con l’esperienza personale dello studente.Attività before e after reading permettono di anticipare e approfondire il lessico e le strutture, esercitando anche la pronuncia.

Scarica le flashcards e i worksheets dal sito www.helblingyoungreaders.comLa Guida all’uso delle flashcards (ISBN 978-3-85272-736-3) è anche disponibile in versione cartacea formato A5.

• Formato: 35x47 cm• Pagine: 24 (storia)• Picture dictionary• Quick guide all’interno• Storia scaricabile in formato MP3

• COMING SOON: Guida all’uso dei Big Books scaricabile

TEACHER’S PACK (for each level)

Books MuLTIMEDIa

• Resource Book • Audio CD

Act & Sing CEF A1/A2

act & sing 1:

Help for Father Christmas

Easter eggs surprise

Help from friends

act & sing 2:

Halloween!

Where’s your ticket, Father Christmas?

Clever Easter rabbits

resource books for creative teachers

The Photocopiable Resource Series

MuLTIpLE INTELLIgENCEs IN EfL

great teachers’ handbooks with lots of inspiring ideas

The Resourceful Teacher Series

38 © Helbling Languages. Please photocopy this page for use in class.

Length of performance:Approximately 15 minutes

Cast■ Speaking parts: 8 children, wizard,

witch, cat, raven■ Non-speaking part: 2 guards■ Chorus: all participants

Instruments (as desired) mallet instruments,small percussion, guitar or piano/keyboard

Materials

■ Photocopiable master: Picture Dictionary (p. 46/47),Music (p. 48-51), Script (p. 52-54), cut-out sheet for catmask (p. 57) and raven mask (p. 61)

■ CD: Full recording (listening version of the play) No. 41,individual sections No. 42-56, instrumentalitems/playbacks No. 57-65

Required craft materialswhite card; light and dark green coloured paper; green corrugated card; elastic, glue etc.

Story

In the park, happy children are disturbing a wizard's peace and quiet; enragedby the noise, he turns three of them into robots. Their friends seek help from awitch, a cat and a raven from whom they get a bottle of magic potion. Thechildren make the wizard drink it. He changes into a frog, and the children findthe right spell and release their friends.

Participants

Speaking parts: 8 children, wizardwitch, cat, raven

Non-speaking parts: 2 wardens Chorus: all participants

Music

Playbacks or/and live instruments:mallet instruments, guitar orpiano/keyboard

CD: Full recording (listening version of the play) No. 41; individual sections No. 42-56; instrumentalpieces/playbacks No. 57–65

Help from friends

Help from friends

39

Acting area and stage set

To avoid time-consuming scene changes, setting up thescene 'park' on the left and the magic ‘kingdom’ on theright of the stage is recommended. Two guards eachwith a broomstick/pole are guarding the border. As soonas an actor would like to change location, the twoguards bring the poles together to form a roof to let theperson through or cross the poles to block theirpassage. The chorus singers are trees in the park and arestanding on the edge of the acting area in a semi-circle.On the right half of the stage (magic kingdom), there is atable with a broom leaning on it and a chair. Cleaningcloths and a book of spells are on the table.

Props

h 1 tableh 1 chairh 3 brooms h 2 cleaning clothsh 1 basketh 5 hats and scarvesh 1 magic wandh 1 bottle with magic potionh 1 book of magic spellsh 1 large green clothh Orff instruments: drum, guiroh (optional) small green cloths for the chorus

Masks and Costumes

h photocopiable masters or instructions for the cat and raven mask: appendix (pp. 57, 61)

h wizard’s costume, witch’s costume (from thechildren’s dressing up wardrobe)

h trees in the park (chorus): tiaras made out of greencorrugated card, with light and dark green colouredpaper ‘leaves’ fastened on; (optional) also fastengreen cloths round their shoulders

38 © Helbling Languages. Please photocopy this page for use in class.

Length of performance:Approximately 15 minutes

Cast■ Speaking parts: 8 children, wizard,

witch, cat, raven■ Non-speaking part: 2 guards■ Chorus: all participants

Instruments (as desired) mallet instruments,small percussion, guitar or piano/keyboard

Materials

■ Photocopiable master: Picture Dictionary (p. 46/47),Music (p. 48-51), Script (p. 52-54), cut-out sheet for catmask (p. 57) and raven mask (p. 61)

■ CD: Full recording (listening version of the play) No. 41,individual sections No. 42-56, instrumentalitems/playbacks No. 57-65

Required craft materialswhite card; light and dark green coloured paper; green corrugated card; elastic, glue etc.

Story

In the park, happy children are disturbing a wizard's peace and quiet; enragedby the noise, he turns three of them into robots. Their friends seek help from awitch, a cat and a raven from whom they get a bottle of magic potion. Thechildren make the wizard drink it. He changes into a frog, and the children findthe right spell and release their friends.

Participants

Speaking parts: 8 children, wizardwitch, cat, raven

Non-speaking parts: 2 wardens Chorus: all participants

Music

Playbacks or/and live instruments:mallet instruments, guitar orpiano/keyboard

CD: Full recording (listening version of the play) No. 41; individual sections No. 42-56; instrumentalpieces/playbacks No. 57–65

Help from friends

Help from friends

39

Acting area and stage set

To avoid time-consuming scene changes, setting up thescene 'park' on the left and the magic ‘kingdom’ on theright of the stage is recommended. Two guards eachwith a broomstick/pole are guarding the border. As soonas an actor would like to change location, the twoguards bring the poles together to form a roof to let theperson through or cross the poles to block theirpassage. The chorus singers are trees in the park and arestanding on the edge of the acting area in a semi-circle.On the right half of the stage (magic kingdom), there is atable with a broom leaning on it and a chair. Cleaningcloths and a book of spells are on the table.

Props

h 1 tableh 1 chairh 3 brooms h 2 cleaning clothsh 1 basketh 5 hats and scarvesh 1 magic wandh 1 bottle with magic potionh 1 book of magic spellsh 1 large green clothh Orff instruments: drum, guiroh (optional) small green cloths for the chorus

Masks and Costumes

h photocopiable masters or instructions for the cat and raven mask: appendix (pp. 57, 61)

h wizard’s costume, witch’s costume (from thechildren’s dressing up wardrobe)

h trees in the park (chorus): tiaras made out of greencorrugated card, with light and dark green colouredpaper ‘leaves’ fastened on; (optional) also fastengreen cloths round their shoulders

Help from friends

Help from friends

h

h

h

h

h

h

h

h

h

h

h

h

h

h

h

TEaCHINg youNg LEarNErs To THINk

Teaching Young Learners to Think offers 80 lessons with photocopiable worksheets devised to develop key thinking and language skills in young children.

A selection of activities, organised in categories from basic to higher-order thinking skills, engage young learners in meaningful use of language while enhancing cognitive abilities through real-life thinking tasks.

All tasks carefully match both the cognitive and language level of the students and will create hours of fun and motivation for both teachers and learners.

Ideal for use in ELT classes, bilingual programmes and CLIL-based curricula.

www.helblinglanguages.com

Her

ber

t P

ucht

a -

Mar

ion

Will

iam

s

THE PHOTOCOPIABLE RESOURCE Series

The Photocopiable Resource Series is written by leading ELT authors and offers teachers, teacher trainers and teacher trainees lots of ready-to-use and innovative language learning materials with detailed instructions explaining how each activity works in class.

THE PHOTOCOPIABLE RESOURCE Series

Teaching Young Learners to Think

Herbert Puchta • Marion Williams

Herbert Puchta

Marion Williams

ELT-Activities for young learners aged 6 - 12

ISBN 978-3-85272-428-7

9 783852 724287

Teac

hin

g Y

ou

ng

Lea

rner

s to

Th

ink

HELBLING_TYLT Covers B.indd 1 22/11/11 10:56

Act & Sing 1 + Audio CD 1 978-3-85272-228-3

Act & Sing 2 + Audio CD 2 978-3-85272-229-0

Teaching Young Learners to Think 978-3-85272-428-7

Multiple Intelligences in EFL 978-3-902504-25-8

12 13

act & sing è una serie in due volumi per l’insegnante della

scuola primaria, scritta da günter gerngross e anette Claus,

con un set di mini-musicals da recitare e cantare in classe.

Ciascun volume comprende tre musicals scritti in un inglese

semplice e al tempo stesso divertente, ideale per promuovere

l’apprendimento multisensoriale ed aiutare i bambini a ricordare

e pronunciare nuove parole ed espressioni.

Il libro contiene tutte le indicazioni per l’insegnante, oltre agli

spartiti musicali, ai copioni e a pagine fotocopiabili contenenti i

testi delle canzoni, picture dictionaries e maschere da ritagliare.

L’audio CD, in più, contiene l’accompagnamento musicale

completo, le versioni strumentali e il reading di ciascun musical.

The photocopiable resource series è una nuovissima

serie di metodologia ricca di attività creative da fotocopiare

ed utilizzare in classe.

Scritta dai migliori autori di ELT, la serie

offre ad insegnanti, formatori e docenti in

formazione un’ampia scelta di materiali

innovativi e già pronti per essere utilizzati in

classe, corredati da dettagliate indicazioni su

come trarre il massimo profitto da ciascuna

attività presentata.

The resourceful Teacher series è la serie di metodologia

che presenta le tecniche e gli strumenti ideati dai più grandi

nomi in campo internazionale.

The resourceful Teacher series offre ad

insegnanti, formatori e docenti in formazione

dei suggerimenti pratici su come sfruttare

gli ultimi e più importanti sviluppi nei campi

di linguistica, didattica e psicologia cognitiva

nelle loro classi.

Molte delle attività sono corredate da materiali

fotocopiabili e multimediali.

Per ciascun musical, il libro contiene una panoramica contenente la trama, le parti e tutti i materiali necessari per la performance.

Herbert Puchta e Mario Rinvolucri

Un prezioso testo di metodologia scritto da Herbert Puchta e Mario Rinvolucri, che presenta una breve panoramica sugli studi più recenti nel campo delle intelligenze multiple applicate all’inglese come lingua straniera.

Multiple Intelligences in EfL offre 74 “ricette didattiche” chiare e facili da eseguire in classe.

Herbert Puchta e Marion Williams

Teaching young Learners to Think offre 80 lezioni con schede fotocopiabili per sviluppare le attività cognitive ed il linguaggio in bambini e ragazzini.

Le attività ideate da Herbert Puchta, autore di innovativi materiali per l’insegnamento, e Marion Williams, conosciuta per il suo testo Psychology for Language Teachers, sono pensate per sviluppare le capacità di apprendimento della lingua straniera nei bambini, promuovendo al tempo stesso le abilità cognitive delle quali avranno bisogno crescendo.

Tutti i materiali a disposizione dell’insegnante sono stati ideati in base al livello cognitivo e linguistico degli studenti, e potranno essere utilizzati in classe per lezioni divertenti e stimolanti.

Agenzie di zona

PIEMOnTE - VALLE D'AOSTA

TORINO - ASTI - BIELLA - CUNEO - NOVARA - VERBANIA VERCELLI - AOSTA

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ALESSANDRIA

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LIGURIA

GENOVA - IMPERIA - LA SPEZIA - SAVONA


LOMBARDIA

MILANO - BERGAMO - BRESCIA - COMO - CREMONA - LECCO LODI - MONZA BRIANZA - PAVIA - SONDRIO - VARESE

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MANTOVA

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TREnTInO ALTO ADIGE

TRENTO - BOLZANO

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Distribuzione D.E.P. - Diffusioni Editoriali s.r.l.- Padova

VEnETO

VENEZIA

Propaganda FABIO PICCOLO Via Marsala, 1 - 30038 Spinea (VE) tel. e fax 041/54.12.133 [email protected]


PADOVA

Propaganda SIMONE e LINO VANZAN Via Paraiso, 21/A - 35020 Pozzonovo (PD) tel. e fax 0429/79.252 cell. 328/45.06.810 - 328/45.06.809 [email protected]

Distribuzione D.E.P. - Diffusioni Editoriali s.r.l. Via P. Canal, 27/3 - 35137 Padova tel. 049/872.19.55 - fax 049/872.16.32 [email protected]

ROVIGO

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TREVISO - BELLUNO

Propaganda MARIO MATTIUZZO Via Nervesa della Battaglia, 7 - 31100 Treviso tel. e fax 0422/42.03.89 - cell. 349/176.86.35 [email protected]


VERONA

Propaganda ERIK BERZACOLA Via Ponte, 67 - 37026 Pescantina (VR) tel. e fax 045/715.82.09 - cell. 347/486.45.21 [email protected]


VICENZA

Propaganda ADRIANO FABRELLO Via Chiesa Cresole, 50 - 36030 Cresole di Caldogno (VI) tel. e fax 0444/98.68.55 - cell. 335/822.21.79 [email protected]


FRIULI VEnEzIA GIULIA

TRIESTE - GORIZIA - PORDENONE - UDINE

Propaganda LUCA ZULIANI cell. 348/524.65.39 - [email protected]

Ufficio di Udine: Via Cormor Alto, 162 - 33100 Udine tel. e fax 0432/17.44.662

Ufficio di Trieste: Via Valmaura, 13/B - 34148 Trieste tel. e fax 040/260.18.08


EMILIA ROMAGnA

BOLOGNA - FERRARA - FORLÌ - MODENA - PARMA RAVENNA - REGGIO EMILIA - RIMINI


PIACENZA

Propaganda e Distribuzione PROALFA s.r.l. Via Milano, 15 - 20010 Cornaredo (MI) tel. 02/93.56.22.71 - fax 02/93.56.22.24 [email protected] - www.proalfa.it

REPUBBLICA DI SAn MARInO


TOSCAnA

FIRENZE - AREZZO - GROSSETO - LIVORNO - PISA PRATO - SIENA

Propaganda e Distribuzione PROGETTO LIBRI S.n.c. Via Ponte di Mezzo, 54 - 50127 Firenze tel. 055/324.52.71 - fax 055/324.98.30 [email protected] - www.progettolibri.it

LUCCA - PISTOIA

Propaganda ALESSANDRO MONTUSCHI Via Mario Pratesi, 17 - 50135 Firenze tel. e fax 055/60.10.98 [email protected]

Distribuzione Progetto Libri S.n.c. - Firenze

MASSA CARRARA


MARCHE

ANCONA - ASCOLI PICENO - FERMO - MACERATA PESARO E URBINO

Propaganda e Distribuzione LDN LIBRI s.r.l. Via del Commercio, 54 - 60131 Ancona tel. 071/89.12.27 - fax 071/28.39.688 [email protected]

UMBRIA

PERUGIA - TERNI

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LAzIO

ROMA - FROSINONE - LATINA - RIETI - VITERBO

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ABRUzzO

L’AQUILA - CHIETI - PESCARA - TERAMO

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MOLISE

CAMPOBASSO - ISERNIA

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Distribuzione PIANETA SCUOLA SNC di DI PIERO GAETANO & C. - Chieti

CAMPAnIA

NAPOLI - AVELLINO - BENEVENTO

Propaganda e Distribuzione AGENZIA FEBBRAIO s.r.l. Rappresentanze Editoriali Via G. Cerbone, 53/A - 80124 Napoli tel. 081/570.39.55 - fax 081/570.25.87 [email protected]

SALERNO - CASERTA

Propaganda ELLE EMME LIBRI s.a.s. Via Nuova San Rocco 62 Parco Soleado - 80131 Napoli tel. 081/744.12.25 - fax 081/741.61.61 [email protected]

Distribuzione Agenzia Febbraio s.r.l. - Napoli

PUGLIA

BARI

Propaganda e Distribuzione Ag. Edit. Copeta di A. Copeta & C. s.a.s. S.S.98 Km. 80,176 - 70026 Modugno (BA) tel. e fax 080/53.20.408 [email protected]

BRINDISI

Propaganda FORTUNATO DATTOLO Via F.lli Rosselli, 44 - 70042 Mola di Bari (BA) tel. e fax 080/474.53.81 - cell. 388/045.48.53 [email protected]

Distribuzione Ag. Edit. Copeta di A. Copeta & C. s.a.s. - Bari

FOGGIA

Propaganda MASSIMO COLANARDI Via di Vallecannella, 26 (Vill. Artigiani) - 71100 Foggia tel. 0881/70.99.93 - fax 0881/20.05.87 [email protected]


LECCE

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TARANTO

Propaganda ISABELLA BATTISTA MANDESE Viale Liguria, 82 - 74100 Taranto Deposito: Via Cagliari, 75 - 74100 Taranto tel. e fax 099/732.34.23 [email protected]


BASILICATA

POTENZA

Propaganda Bartolomeo TELESCA c/o Diffusione Editoriale Ermes s.r.l. Viale Firenze, 10 - 85100 Potenza tel. 0971/44.30.12 - fax 0971/44.54.35 cell. 335/741.53.57 [email protected]


MATERA

Propaganda e Distribuzione Ag. Edit. Copeta di A. Copeta & C. s.a.s. - Bari

CALABRIA

CATANZARO - CROTONE - VIBO VALENTIA

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Distribuzione Ca.pul.ta. s.a.s. Contrada Profeta s.n.c. Zona Industriale - 88050 Caraffa di Catanzaro (CZ) tel. e fax 0961/95.47.83 - cell. 393/915.52.74 [email protected] - www.pullanoeditore.it

COSENZA

Propaganda UBALDO SICILIANO P.zza Paolo Cappello, 4 - 87100 Cosenza tel. e fax 0984/01.37.79 - cell. 340/706.63.92 [email protected]

Distribuzione Ca.pul.ta. s.a.s. - Catanzaro

REGGIO CALABRIA

Propaganda LA BRUTIA di Carmelo MAZZOTTA Via Catanzaro, 1 - 89024 Polistena (RC) tel. e fax 0966/93.13.86 cell. 347/65.53.676 - 340/28.16.067 [email protected]

Distribuzione Ca.pul.ta. s.a.s. - Catanzaro

SICILIA

PALERMO - AGRIGENTO - TRAPANI - CALTANISSETTA

Distribuzione Promolibri di Luigi Zangara & C. s.a.s Via Aquileia, 84 - 90144 Palermo tel. 091/670.24.13 - fax 091/670.36.33 [email protected]

PALERMO

Propaganda EUGENIO MONCADA Via Giuseppina Turrisi Colonna, 47/53 - 90141 Palermo tel. 091/982.55.11 - fax 091/982.59.81 cell. 340/403.61.78 [email protected]

Distribuzione Promolibri di Luigi Zangara & C. s.a.s. - Palermo

AGRIGENTO

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TRAPANI

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CALTANISSETTA

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CATANIA

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ENNA

Propaganda BIELLESSE S.n.C. promozioni e servizi editoriali Via Libero Grassi, 8/D - 94100 Enna Bassa tel. e fax 0935/413.33 cell. 338/325.82.26 - 392/502.45.94 [email protected]

Distribuzione Simona Anna Marchesini - Catania

MESSINA

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RAGUSA - SIRACUSA

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SARDEGnA

CAGLIARI - CARBONIA IGLESIAS - MEDIO CAMPIDANO OGLIASTRA - ORISTANO - NUORO

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Per i docenti scuola secondaria di primo grado: tel. 070/86.84.38 - cell. 337/20.44.56

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SASSARI - OLBIA TEMPIO

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14 15

ELT Consultants

HELBLINg LaNguagEs

www.helblinglanguages.com

PIEMOnTE (AL), LIGURIA, SARDEGnA, TOSCAnA (GR - LI - LU - MS - PI)

Ian Simons tel. 0185.37.09.77 - cell. 335.23.01.40 [email protected]

TREnTInO-ALTO ADIGE, VEnETO (eccetto VE - BL - TV), EMILIA-ROMAGnA (BO - FE - MO - RE - PR), LOMBARDIA (MN)

Martin Burnett-Stuart tel. 051.43.51.41 - cell. 335.61.07.327 [email protected]

LAzIO

Josephine McNulty tel. 06.50.91.16.73 - cell. 334.65.14.280 [email protected]

SICILIA, CALABRIA

Tito Lombardo tel. 091.70.99.412 - cell. 335.19.81.355 [email protected]

LOMBARDIA (eccetto MN), PIEMOnTE (eccetto AL), VALLE D’AOSTA, EMILIA ROMAGnA (PC)

Marcus Tubby tel. 02.93.56.22.71 - cell. 366.64.30.889 [email protected]

FRIULI-VEnEzIA GIULIA, VEnETO (VE - BL - TV), EMILIA-ROMAGnA (RA - RN - FC), MARCHE, TOSCAnA (AR - FI - PT - SI - PO)

Robert Warren tel. 051.43.51.41 - cell. 334.66.20.197 [email protected]

UMBRIA, ABRUzzO, CAMPAnIA

Giacomo Palladino cell. 335.46.00.25 [email protected]

MOLISE, BASILICATA, PUGLIA

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distribuito da: Loescher Editore

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