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HELBLING
LANGUAGES
2016
ELT CATALOGUE
Communication made easy
Welcome to the Helbling Languages 2016 ELT Catalogue
Helbling Languages is an innovative global publisher of flexible as in a wide range of blended group and stand-alone contexts.
and integrated educational solutions that help to make learning Helbling eZone is our innovative educational platform, and we
a foreign language a motivating and enriching experience. In also provide online, mobile learning and cloudbook technology.
our 10 years of publishing activity we have created an exciting We hope you enjoy using Helbling Languages’ materials as
and varied catalogue reaching out to thousands of teachers much as we have enjoyed creating them.
and students throughout the world and have been rewarded
with top prizes from respected institutions in the ELT world.
Our Course books, Grammar courses and Readers are designed
to thrive in both the traditional classroom environment as well Lucia Astuti, CEO
NEW Hooray!
Hooray! B
Colette Aoun • Nicole Sarraf Boukidjian
Hooray!
Hooray!
Hooray! Let’s play! is a 3-level course for teaching English to very young learners. A
A
Hooray! Let’s play! aims to teach learning through play. Colette Aoun • Nicole Sarraf Boukidjian
Hooray! Let’s play! introduces basic listening and speaking skills to help
A very young children learn the basics of English.
Hooray! Let’s play! is a 3-level course for teaching English to very young learners.
Let’s play!
Hooray! Let’s play! aims to teach learning through play.
Hooray! Let’s play! introduces basic listening and speaking skills to help very young children learn the basics of English.
Let’s play!
Hooray!
Hooray! B
Colette Aoun • Nicole Sarraf Boukidjian
FOR THE STUDENT FOR THE TEACHER
CONTENTS
Let’s play!
2016 Hooray!
Hooray!
Hooray! Let’s play! is a 3-level course for teaching English to very young learners. A
Student’s Book
A
Hooray! Let’s play! aims to teach learning through play. Colette Aoun • Nicole Sarraf Boukidjian
FOR THE STUDENT FOR THE TEACHER Activity Book
Let’s play!
Hooray! Let’s play! introduces basic listening and speaking skills to help
A very young children learn the basics of English.
Hooray! Let’s play! is a 3-level course for teaching English to very young learners.
Let’s play!
Student’s Book
Activities
Hooray! Let’s play! aims to teach learning through play.
2 Class
Audio CDs Class Activity Book
& Projects
Let’s play!
Fine Motor Skills & Phonological Awareness
Audio CD
Activities
2 Class & Projects
Hooray! Let’s play!

Audio CDs Class
Fine Motor Skills & Phonological Awareness

Audio CD
FOR THE STUDENT FOR THE TEACHER
Let’s play!
DVD-ROM

with Teacher
Student’s Book
Training Video,
FOR THE STUDENT FOR THE TEACHER Activity Book
Let’s play!
Letters
DVD-ROM to parents,
with Teacher
Student’s Book
Student’s Book Worksheets
Activities Songs Training Video, for extra
2 Class
Audio CDs Activity Book
& Projects
Class
& Chants Letters
Audio CD to parents,
Worksheets
lessons
Audio CD Student’s Book
Science & Math

Songs for extra Teacher’s Book with notes, Activities & Projects Guide Interactive Book
Activities Stickers
& Chants lessons tapescripts and games for Whiteboards
2 Class & Projects

Audio CDs Class Audio CD
Science & Math

Audio CD Teacher’s Book with notes, Activities & Projects Guide Interactive Book
Stickers
DVD-ROM tapescripts and games for Whiteboards
Günter Gerngross • Herbert Puchta

with Teacher
Training Video,
Letters
DVD-ROM to parents,

with Teacher Worksheets
Student’s Book Training Video,
Songs for extra
& Chants Letters lessons
Audio CD to parents,
Songs for extra Teacher’s Book with notes, Activities & Projects Guide Interactive Book
Stickers Stickers
& Chants lessons tapescripts and games for Whiteboards
Audio CD
Technology Made Easy 2

Teacher’s Book with notes, Activities & Projects Guide Interactive Book
Stickers Stickers
tapescripts and games for Whiteboards

Activities & Projects Cartoon DVD Peter the Panda hand puppet Flashcards Story Cards

ISBN 978-3-85272-449-2
www.helblinglanguages.com
Stickers ISBN 978-3-85272-449-2
9 783852 724492
Stickers
9 783852 724492
ISBN 978-3-85272-449-2
ISBN 978-3-85272-449-2
Course Books
9 783852 724492
9 783852 724492
Mary Tomalin • Deborah Friedland
Hooray! Let’s play! 6

Jane Revell • Jeremy Harmer
AMERICAN
Jane Revell • Jeremy Harmer
AMERICAN
Jane Revell • Mary Tomalin
AMERICAN
Jane Revell • Mary Tomalin
AMERICAN
SURE 8
Amanda Maris with Jane Revell
AMERICAN advanced
AMERICAN upper
intermediate intermediate
pre-intermediate
elementary
For Real 12 beginner
Jetstream 14
American Jetstream 18
Real language &
Memory training
Real language &
Memory training
Real language &
Memory training Video
Real language &
Real language &
Real language & JETSTREAM Cloud
Memory training Video with LMS
JETSTREAM Cloud
with LMS
Video JETSTREAM Cloud Student’s Book
Grammar and Skills

with LMS
Video JETSTREAM Cloud Student’s Book
with LMS
JETSTREAM Cloud Student’s Book
with LMS
JETSTREAM Cloud Student’s Book
with LMS
Student’s Book
Student’s Book
Top Grammar Plus 22

Top Grammar 24
Grammar Practice 25
Top Up Your English 26
Grammar Gym 26
Get it Right! 27
Culture Courses
Talking Culture 27
World Around 28
Helbling Essentials
Business Essentials 29
Tourism Essentials 29
Graded Readers - The Thinking Train 30
Graded Readers - Helbling Young Readers 34
Graded Readers - Helbling Red Series 44
Graded Readers - Helbling Blue Series 60
Resource Books
101 Young Adult Novels 68
Act & Sing 68
The Photocopiable Resource Series 69
The Resourceful Teacher Series 70
Interviews 72
Disc (Audio CD,

HELBLING Newly
For teachers For students CD-ROM, DVD, British English
Placement Test published titles
DVD-ROM or hybrid)
Exam American
Cloud book E-reader Online training Big book
preparation English
Downloads Common European

Cyber
(pdf, word or audio Free play online Framework of
Homework
files) Reference
HELBLING LANGUAGES
English for Life

People learn English for a wide range of reasons:
to broaden their culture, to meet and communicate
with more people, to improve their professional MUCH MORE THAN
A SCHOOL SUBJECT
opportunities and because it is fun. English is much
more than a school subject, it is for life.
We believe in real-life solutions and create holistic

systems that connect all parts of the learning
equation in a meaningful way: from the learner
REAL-LIFE SOLUTIONS
to the teacher and the school administrator, the
learning purpose to the expected outcome, and the
methodology to international certification.
At Helbling Languages, systems thinking is an

integral part of our design process. Technology,
exam preparation, soft skills, learning styles and SYSTEMS THINKING
IS AN INTEGRAL PART
thinking skills are all seamlessly embedded into
OF OUR DESIGN PROCESS
each publication in order to guarantee the best
possible results time and time again.
Helbling e-zone, our educational platform, offers

cyber homework, online training and exam
preparation, as well as models of best practice TECHNOLOGY MADE EASY
for data-supported teaching, all on one Learning
System. Technology made easy!
Values and critical thinking are also an intrinsic

part of each one of our materials as we support
JOURNEY TO SUCCESS
our learners in their journey to become successful
social beings in an increasingly globalized world.
By learning English with Helbling Languages, we

trust your students will also learn to know themselves
and the world they live in, making English a key A KEY PART OF LIFE
part of their lives.
ELT CATALOGUE 2016 - 1

TECHNOLOGY MADE EASY
E-ZONE
the educational platform
is the Learning Management
System (LMS*) platform
developed by Helbling
Languages.
E-zone is a user-friendly online

platform for teachers and
students to support teaching
and learning.
Students register and complete
E-LEARNING DOWNLOADS
English activities online.
E-zone provides e-learning for most E-zone provides
Teachers can set up classes,
register their students, assign of Helbling titles downloadable resources
homework and set deadlines. • HELBLING Placement Test for all Helbling titles
Homework is corrected for STUDENTS
automatically and teachers can • CLOUD BOOKS for self-study
• Extra Practice
directly message their students • ONLINE TRAINING for self-study
online. • Audios
• E-READERS for self-study
for TEACHERS
• CYBER HOMEWORK for class-use • Worksheets
• PROJECTS for class-use • Answer Keys
• Audio/video
• Tutorials
• Training
WHY ? Students
• Thousands of exercises
• Exam preparation
• Automatic feedback
• Easy to use • Free
• Comprehensive Teachers
and systematic • Self-correcting activities
• Detailed progress reports
• Fast and easy access • Built-in message system
• Free
• Support
for everyone: School
Administrators
• No software installation
needed
• No tech support needed
• Individual solutions
for schools
• Free
* An LMS is a software application for the administration, documentation, tracking, reporting and delivery of e-learning education courses or training programs.
(source: Wikipedia)
2 - ELT CATALOGUE 2016

www.helbling-ezone.com
Data Supported Teaching

Supporting teaching using an online LMS is an effective way as teachers can now assess their students’ progress online and
to use technology to achieve optimal results for teachers and message them before class.
students. Having a student’s data to hand allows teachers to make
E-zone provides teachers with data about students’ progress and important decisions as to whether to move on, slow down or
results before they move to the next class. No more classroom review a point that students are struggling with.
time is wasted on correcting homework or going over mistakes,
How to integrate LMS

into your teaching INITIAL ASSESSMENT
1
HELBLING Placement Test
ASSESSMENT
PLANNING
Tests & Resources

Testbuilder
Scope & Sequence
Teacher’s Book
6 2
5 3
VIRTUAL CLASS
AND SELF-STUDY 4 CLASS ROUTINE
PRACTICE
LESSON
ENRICHMENT
Student’s Book & Workbook
• E-reader
• Projects
• Online Training • Resources
• Cyber Homework • Videos
• Student Downloads • Interactive Book for Whiteboards
• Teacher Downloads

TECHNOLOGY MADE EASY
e-learning
HELBLING PLACEMENT TEST ONLINE TRAINING CLOUD BOOK
Designed to give students and teachers Resources and interactive activities for individual An interactive version of the Student’s
of English a quick way of assessing student access. Book & Workbook, where students can
the approximate level of a student’s Includes: access all audio and video content at the
knowledge of English grammar and usage. · Listening for Communication & Exams click of a mouse or touch of a screen.
Available on e-zone. · Pronunciation Student can complete the activities, check
· Video activities their results and add their own notes.
· All exercises from the Cyber Homework in Available both on e-zone and as an
self-study mode. app.
Available both on e-zone and as an app.
E-READER CYBER HOMEWORK PROJECTS

Beautifully illustrated original stories with Interactive activities assigned to students by their Open-ended tasks on both cultural and global
audio recording for students to develop teacher within an online virtual classroom. Full results themes, where students can embed other
comprehension and overall language and feedback are automatically given as soon as the resources such as web links or files and share
skills. deadline fixed by the teacher has been reached. them with the teacher and their class.
Available both on e-zone and as an app. Available both on e-zone and as an app. Available on e-zone.

How to use e-zone

FOR FOR
TEACHERS STUDENTS
1) Register on e-zone Who are part of a virtual class (Class-use)

2) Create your class 1) Log in on e-zone using the access details
3) Add students to your class from your teacher
4) Generate access details for each student 2) Enter your access code, if required
5) Assign books to your class (you may be required to 3) Do the assigned homework
provide the access code for the product) 4) Get full results after the deadline
6) Preview and assign homework and fix the deadline
7) Check your students’ activities Who are studying on their own (Self-study)
8) Get detailed and printable progress reports 1) Register on e-zone
9) Write messages to your students and class 2) Select your book or course
3) Enter your access code, if required
4) Select and complete the activities
5) Get immediate feedback
FAQs
1. What are e-zone’s technical requirements? At the moment it is not possible for the system to recognize that
E-zone can be accessed from any device with Internet access the two accounts belong to the same person, but we are working
and from a standard browser (e.g. Firefox, MS Internet Explorer, in order to make it possible for the two accounts to be linked.
Google Chrome, etc.). The Flash plug-in is required. 9. What is an access code?
2. Can teachers also see student materials on e-zone? An access code is a number you find on the inside cover of
Yes: teachers can see all student materials, in addition to their your book. It allows you to unlock all the activities and resources
own resources and materials. Teachers can also access all available for your level. Users can see which product is linked
student apps. to their access code entering it in the Codes section in their
3. When creating a virtual class, do teachers have to e-zone accounts.
enter each student individually? 10. Is an access code required to unlock all the materials?
Teachers can either enter each student individually or import Not yet: at the moment not all the books have a code. But in the
CSV files when creating a class. future an access code will be required to unlock all materials.
4. If a teacher deletes their account from e-zone, will 11. Do access codes expire?
all of their class students’ accounts disappear? Yes: they expire in 24 months after first use.
Not necessarily: when a teacher deletes their account, it is 12. Can I install the Helbling apps on any device?
possible to decide whether to delete all of their class students’
Yes: Helbling apps are compatible with Windows, Mac OS, iOS
accounts, or turn them into self-registered students.
(iPad, iPhone, iPod touch) and Android.
5. Can teachers also assign homework to individual
students? 13. Where can I find the Helbling apps?
Yes: teachers can create classes with as many students as This depends on your operating system: apps for Windows
they want: just one, a small group or all of them, then they can and Mac OS are available on e-zone. Apps for Android and
assign Cyber Homework. iOS can be downloaded from the Play Store and the App Store.
6. Can students see their results immediately after 14. Can I work offline?
submitting their homework? Yes: once you have your Helbling app installed you don’t need
It depends on the settings the teacher has chosen: if instant to be online to work. If you do any of the activities offline on your
results are enabled, students will get detailed feedback, otherwise app, all data is saved and the content will be synchronized the
details will be available only after the deadline. next time you go online.
This setting can be changed in the ‘Class preferences’ section. 15. Is data-syncing also possible between e-zone and
7. Can students access materials in class-use and the Helbling apps?
self-study mode? Yes: e-zone and the apps are part of the same data storage
Yes: they can register individually and do the self-study activities, system. So if, for example, you add notes to the online Cloud
or use the login data they got from the teacher and do the class Book, you will find them the next time you access the Cloud
activities. Book app, regardless of the device you are using. You just
need to sync them!
8. Can the same person be both a class student and
an individual one?
This is possible. A student might register as an individual student, ANY FURTHER QUESTIONS?
then receive login details from their teacher (or vice versa). email us at multimedia@helblinglanguages.com

COURSE BOOKS
HOORAY! LET’S PLAY! FOR

Herbert Puchta and Günter Gerngross STUDENTS
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the child explore his/her surroundings and develop 9 783852

724492
logical thinking.
Hooray! Let’s Play!

Fine Motor Skills and Phonological Awareness Activity Books
The activities in the Fine Motor Skills and Phonological Awareness Activity Books
help the child to discover lines and letters and link letters to sounds in order to
decode words promoting a natural approach to reading development.
TEACHER’S GUIDES AVAILABLE

STUDENT’S BOOK ACTIVITIES & PROJECTS
Hooray!
B
Günter Gerngross • Herbert Puchta • Megan Cherry
The Student’s Book is organized into Two new and exciting Activities &
6 main units. Each of the units has 6 Projects books accompany Student’s
pull-out worksheets which include a: Books A and B with activity pages to
• chant; review and reinforce language and Let’s play!
• TPR (Total Physical Response) action vocabulary, plus CLIL-based projects Activities & Projects
story; to be done in class groups:
• song; Level A:
• listening comprehension; • scientific skills: moving air
Hooray!
A
Günter Gerngross • Herbert Puchta • Megan Cherry
• story/story song; • citizenship skills: road safety

• thinking skill. • sensory skills: identifying objects
The worksheets help students develop • scientific skills: investigating floating
their cognitive and fine motor skills via objects Let’s play!
colouring, tracing, drawing, matching • health/hygiene skills: how germs Activities & Projects
and sorting activities. spread
Also included is a final section focusing • scientific skills: different sounds
on festivals and celebrations plus an Level B:
Audio CD with all the songs and chants. • sensory skills: identifying fruits and
All tasks, song lyrics and story scripts vegetables
can be found on the back of the • language skills: a shopping role play
worksheets. • scientific skills: our body
• scientific skills: the life cycle of a
butterfly and a frog
• citizenship skills: different jobs
• scientific skills: the water cycle
TEACHER’S BOOK CARD SETS INTERACTIVE BOOK

The Teacher’s Book offers easy-to- The story cards can be used when FOR WHITEBOARDS HAND PUPPET
use suggestions on teaching young listening to and retelling the stories. The Interactive Book for Whiteboards Peter the Panda can be used to
learners successfully. It was written in The flashcards can be used to integrates all materials from the course introduce vocabulary, also for games
close collaboration with experienced introduce and practise key vocabulary within one easy-to-use CD-ROM, and other activities.
classroom teachers and provides a and to play games. allowing teachers to access course
variety of ideas for games plus practical materials quickly and easily. Lessons TEACHER TRAINING VIDEO
tips and pointers. It contains 2 Audio ACTIVITIES & PROJECTS GUIDE can be projected onto a whiteboard
T h e Te a c h e r Tr a i n i n g V i d e o
CDs plus a DVD-ROM with a letter where the class can work together to
The Activities & Projects Guide gives demonstrates a variety of ways of
teachers can use to write to parents complete the activities.
teachers suggestions on how to use teaching English to very young learners.
about their students’ progress in
the Activities & Projects book. It comes It shows author, Herbert Puchta,
class. Photocopiable worksheets for CARTOON DVD
with a Class Audio CD. working with groups of very young
Extra Lessons and a Training Video
Fully animated cartoon stories learners in different schools. Additional
for teachers are also included.
engage and motivate children. Story short excerpts explain how to use the
cards, Audio CDs and Worksheets TPR (Total Physical Response)
Also available Teacher’s Book
support and build on the cartoons to action stories and songs through
in Spanish (Libro del Profesor)
create a powerful learning experience. miming and acting.
for all levels.
HOORAY! / HOORAY! LET’S PLAY! STARTER LEVEL A LEVEL B

Peter the Panda hand puppet 978-3-85272-443-0 978-3-85272-443-0 978-3-85272-443-0
Student’s Book British English + Songs & Chants Audio CD 978-3-85272-444-7* 978-3-85272-449-2 978-3-85272-454-6
Student’s Book American English + Songs & Chants Audio CD 978-3-85272-490-4* 978-3-85272-492-8 978-3-85272-495-9
Teacher’s Book British English + class Audio CDs + DVD ROM** 978-3-85272-445-4 978-3-85272-450-8 978-3-85272-455-3
Teacher’s Book American English + class Audio CDs + DVD ROM** 978-3-85272-491-1 978-3-85272-493-5 978-3-85272-496-6
Activities & Projects British English - 978-3-85272-911-4 978-3-85272-912-1
Activities & Projects American English - 978-3-85272-964-0 978-3-85272-965-7
Activities & Projects Guide British & American English + Class Audio CD - 978-3-85272-921-3 978-3-85272-922-0
Math & Science Activity Book - 978-3-99045-455-8 978-3-99045-456-5
Math & Science Activity Book Teacher’s Guide - 978-3-99045-470-1 978-3-99045-471-8
Fine Motor Skills and Phonetic Awareness Activity Book - 978-3-99045-457-2 978-3-99045-458-9
Fine Motor Skills and Phonological Awareness Activity Book Teacher’s Guide - 978-3-99045-472-5 978-3-99045-473-2
Interactive Book for Whiteboards DVD-ROM British English 978-3-85272-446-1 978-3-85272-451-5 978-3-85272-456-0
Interactive Book for Whiteboards DVD-ROM American English 978-3-85272-447-8 978-3-85272-494-2 978-3-85272-497-3 * Songs Audio CD
Visual Pack *** British & American English 978-3-85272-534-5 978-3-85272-535-2 978-3-85272-536-9
** with teacher’s notes, phocopiables, editable
Cartoon DVD British & American English 978-3-85272-452-2 978-3-85272-457-7 letters to parents, teacher training video
Libro del Profesor (TB in Spanish) British English + class Audio CDs + DVD ROM** 978-3-85272-741-7 978-3-85272-739-4 978-3-85272-740-0
*** including story card, flashcards, hand puppet
Libro del Profesor (TB in Spanish) American English + class Audio CDs + DVD ROM** 978-3-85272-744-8 978-3-85272-742-4 978-3-85272-743-1 + cartoon DVD for level A and B only

COURSE BOOKS
SURE FOR
Martyn Hobbs and Julia Starr Keddle STUDENTS
BOOKS & CDS/DVDS
CEFR A1/B2 • Student’s Book
CEFR A1
• Workbook
Elementary
Martyn Hobbs - Julia Starr Keddle
or
The brand NEW
SURE
Student’s Book
SURE
& Workbook
• COMBO FULL
course for young Beginner
(Student’s Book & Workbook)
adult learners • Accuracy & fluency

focus
or
• Communication
videos
• COMBO SPLIT
• Cloud Book
(Student’s Book & Workbook A
on
and B)
CEF A1/A2
Elementary
Martyn Hobbs - Julia Starr Keddle Martyn Hobbs
- Julia Starr CEFR A1/A2
Keddle
SURE Elementary
SAURE
SURE
B
CEFR A1/A2
Student’s Book Studen t’s Book
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Martyn Hobbs
& Workbook Elementary
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SURE Elementa
Studen t’s Book
& Workbook
Elementary
Elementary • Accuracy &
focus
fluency
• Communication
fluency videos
• Accuracy &
focus • Cloud Book
on
• Communication
videos
• Accuracy & fluency • Cloud Book

on
focus
• Communication
videos
SURE is a new 4-level • Cloud Book

on
course book by successful

author team Martyn Hobbs
and Julia Starr Keddle for
today’s digitally native and
Pre-intermediate
CEF B1
globally aware students. Martyn Hobbs - Julia Starr Keddle
SURE presents appealing,

SURE
Student’s Book
SURE
contemporary themes & Workbook
integrated within a grammar Pre-intermediate
syllabus aligned with the • Accuracy & fluency

CEFR and Cambridge focus
• Communication
English (Key, Preliminary videos
Cloud Book
and First) plus Trinity (ISE I
FOR
Pre-intermediate
CEFR B2
and II) exams.

TEACHERS
SURE
SURE is the result of Student’s Book
SURE
& Workbook
extensive research carried out Intermediate
with students and teachers. BOOKS & CDS/DVDS
SURE is an effective tool • Accuracy & fluency
focus • Teacher’s Book + 3
for the classroom which • Communication
videos
Class Audio CDs + DVD +
also allows students to learn • Cloud Book
on
Testbuilder CD-ROM
autonomously at home. • Interactive Book for
SURE guarantees a smooth Whiteboards DVD-ROM
and systematic start to each
level thanks to its unique
syllabus which revises
previously learned language
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new topics.
CEFR & EXAMS
SURE BEGINNER SURE ELEMENTARY SURE PRE-INTERMEDIATE SURE INTERMEDIATE
CEFR A1 A1-A2 B1 Towards B2
EXAM • Towards Cambridge English: • Cambridge English: Key (KET) • Cambridge English: • Towards Cambridge English:
Key (KET) • Trinity ISE Foundation (GESE Preliminary (PET) First (FCE)
• Trinity GESE Grades 1-2 Grades 3-4) • Trinity ISE I (GESE Grades • Trinity ISE II (GESE Grades
5-6) 7-9)

STUDENT’S BOOK
ON
AND WORKBOOK
S t uden t-f r iendly
• Cloud Book (including material divided into
Student’s Book Wordlists) 6 modules contains
The interactive version of your a carefully structured
Student’s Book and Workbook with flow of activities:
all audios and video stories at the
• grammar presentations
click of a mouse or touch of a screen.
with heads-up grammar work;
• E-reader Beautifully illustrated • engaging communication and
stories for each level with audio skills lessons;
recordings.
• innovative accuracy and fluency
• Online Training Resources and section;
interactive activities for individual • fun Pinboard
student access.
- Listening for communication & Further practice in the integrated
exams (also available in American Workbook provides plenty of grammar
English) and vocabulary work, and exam-
- Pronunciation (also available in training reading and writing practice.
American English) 24 page Culture Dossier, and Grammar
- Video activities (for Reference section.
documentaries and vox-pops)
- Extra Practice: all exercises from
Cyber Homework in self-study mode
• Cyber Homework Interactive
activities assigned by the teacher
within a virtual classroom, with
automatic feedback. It includes
projects on both cultural and
global themes.
TEACHER’S BOOK TESTBUILDER CD-ROM INTERACTIVE BOOK

ON
+ CLASS CDS + VIDEOS Specially developed Basic, Progress FOR WHITEBOARDS DVD-ROM
SURE Teacher’s Book, written by Plus and Exams test provide sufficient SURE Interactive Book allows teachers
• HELBLING Placement Test well-known teachers and international challenge for teachers to effectively to use the course on their interactive
teacher trainers such as Terry Prosser evaluate student progress. SURE’s whiteboard.
• Video, grammar and
and Sarah Seven, is packed with fresh, editable Testbuilder means teachers The Interactive Book also includes
vocabulary worksheets practical ideas and activities that can tailor the tests themselves before complete video footage (video stories,
• Answer Keys really provide support and guidance printing. Tests are also available in documentaries, vox pops literature &
• Scope & Sequence for every lesson. Presentations and a ready-to-go print version. Teacher CLIL and viewpoint), class audios, test
communication dramas, documentaries resources and approximately two hours audios, Scope & Sequence, Tests and
• Wordlists and vox pops are also included. of listening material are also included. Resources.
SURE BEGINNER ELEMENTARY PRE-INTERMEDIATE INTERMEDIATE

Student’s Book + e-zone 978-3 -99045-064-2 978-3-99045-066-6 978-3-99045-068-0 978-3-99045-070-3
Workbook + e-zone 978-3-99045-065-9 978-3-99045-067-3 978-3-99045-069-7 978-3-99045-071-0
Teacher’s Book British English + e-zone with 3 Class Audio CDs + DVD + Testbuilder CD-ROM 978-3-99045-114-4 978-3-99045-132-8 978-3-99045-150-2 978-3-99045-168-7
Teacher’s Book American English + e-zone with 3 Class Audio CDs (in AE) + Testbuilder CD-ROM (in AE) + DVD 978-3-99045-115-1 978-3-99045-133-5 978-3-99045-151-9 978-3-99045-169-4
Interactive Book for Whiteboards British English DVD-ROM 978-3-99045-119-9 978-3-99045-137-3 978-3-99045-155-7 978-3-99045-173-1
Interactive Book for Whiteboards American English DVD-ROM 978-3-99045-120-5 978-3-99045-138-0 978-3-99045-156-4 978-3-99045-174-8
COMBO FULL VERSION
Student’s Book & Workbook + e-zone 978-3-85272-753-0 978-3-85272-755-4 978-3-85272-757-8 978-3-85272-759-2
Combo Teacher’s Book British English + e-zone with 3 Class Audio CDs + DVD + Testbuilder CD-ROM 978-3-85272-754-7 978-3-85272-756-1 978-3-85272-758-5 978-3-85272-760-8
Combo Teacher’s Book American English + e-zone with 3 Class Audio CDs (in AE) + Testbuilder CD-ROM (in AE) + DVD 978-3-85272-805-6 978-3-85272-807-0 978-3-85272-809-4 978-3-85272-811-7
COMBO SPLIT VERSION
Student’s Book & Workbook A + e-zone 978-3-85272-812-4 978-3-85272-814-8 978-3-85272-816-2 978-3-85272-818-6
Student’s Book & Workbook B + e-zone 978-3-85272-813-1 978-3-85272-815-5 978-3-85272-817-9 978-3-85272-836-0
Teacher’s Book A British English + e-zone with 2 Class Audio CDs + Testbuilder CD-ROM + DVD 978-3-85272-819-3 978-3-85272-821-6 978-3-85272-823-0 978-3-85272-825-4
Teacher’s Book B British English + e-zone with 2 Class Audio CDs 978-3-85272-820-9 978-3-85272-822-3 978-3-85272-824-7 978-3-85272-826-1
Teacher’s Book A American English + e-zone with 2 Class Audio CDs (in AE) + Testbuilder CD-ROM (in AE) + DVD 978-3-85272-827-8 978-3-85272-829-2 978-3-85272-831-5 978-3-85272-833-9
Teacher’s Book B American English + e-zone with 2 Class Audio CDs (in AE) 978-3-85272-828-5 978-3-85272-830-8 978-3-85272-832-2 978-3-85272-834-6

COURSE BOOKS
10 reasons to be sure with SURE
HEADS-UP COMMUNICATION
GRAMMAR FOCUS
helping students to really acquire putting communication at the heart
language of the lesson
1 2
3 4 5
BRUSH UP, MOVE ON ACCURACY FLUENCY

starting each level getting language right getting the message across
with the right language

NATURAL CULTURE DOSSIER LIVELY
LANGUAGE AND CLIL VOCABULARY
jam-packed with accessible six themes for today’s classroom – finding the right words
but real language rich in content-linked themes
6 7 8
9 10
VIDEOS & DOCUMENTARIES SYLLABUS, CEFR
& VOX POPS AND COMPETENCES
bringing language to life a solid skill based framework to
build on - preparing students for
exams right from the start
Keddl e
- Julia Starr
Be sure with
Martyn Hobbs
SURE
A QUICK TOUR
OF ALL FEATU
RES
LOOK
INSIDE
rs
adult learne
FOR ADDITIONAL INFORMATION ON THE SURE SERIES

course for young
THE brand NEW
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Starr nt’s
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SURE
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COURSE BOOKS
FOR REAL
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CEFR A1/B2
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Julia Starr Keddle
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Julia Starr Keddle
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objectives and an Get the grammar

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in-depth explanations and extensive practice
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on paper, on DVD, PLUS for the Student

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and speaking, CLIL and culture, literature extracts and songs
Online platform www.forreal.cc
and online – so you have

PLUS for the Teacher
INTERACTIvE BOOK for Interactive Whiteboards including:
• Interactive Student’s Book for use with the interactive whiteboard
• DVD with interesting real-life documentaries and activity pages online
the options, choice

• Testbuilder CD-ROM
FOR REAL Online EXTRA pronunciation, grammar, vocabulary, DVD activities, CLIL and tests
and variety you need. For the student

FOR REAL intermediate
Student’s Book & Workbook + LINKS
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For the teacher
FOR REAL intermediate Teacher’s Book
+ 3 Class CDs
+ INTERACTIVE BOOK DVD-ROM
FOR REAL intermediate Tests & Resources
+ Testbuilder CD-ROM/Audio CD
978-3-85272-257-3 978-3-85272-258-0 978-3-85272-259-7

lture
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GOR REAL INTERM SB-WB cover ITA+INT.indd 2 16/11/10 14:25
CEFR & EXAMS
FOR REAL BEGINNER FOR REAL ELEMENTARY FOR REAL PRE-INTERMEDIATE FOR REAL INTERMEDIATE
CEFR A1 A1-A2 B1 Towards B2

Starter A1; SB&WB A2 Starter A2; SB&WB B1
EXAM • Cambridge English: Key (KET) • Cambridge English: Key (KET) • Cambridge English: • Cambridge English: First (FCE)
• Trinity GESE Grades 1-2 • Trinity ISE Foundation (GESE Preliminary (PET) • Trinity ISE II (GESE Grades 7-9)
Grades 3-4) • Trinity ISE I (GESE Grades 5-6)

FOR
STUDENTS
BOOKS & CDS/DVDS STUDENT’S BOOK & WORKBOOK MAKE THE BEST START LINKS + LINKS AUDIO CD
• Student’s Book & Workbook + INTERACTIVE CD-ROM Elementary and Pre-Intermediate Explore a wide range of optional areas
• Starter Book Improving grammar, vocabulary and Packs also include Starter Books. in more detail, including: student
(for Elementary and communicative competences from A1 Ideal to help your students get into listening, exam preparation, stories,
Pre-Intermediate levels) to B2 levels through: their stride! songs, CLIL and culture.
• LINKS + LINKS audio CD • stimulating lessons; • Elementary option - students can
• emphasis on communication and revise CEFR A1 before starting For SPLIT EDITION OPTIONS
• Interactive CD-ROM Real Elementary
real language; For Real is also available in a 2-part
• clear and flexible structure; • Pre-Intermediate option - students and 3-part split edition for all levels.
can revise CEFR A2 before starting Each part contains the Student’s Book,
• Cambridge English: Key (KET),
ON For Real Pre-Intermediate Workbook and LINKS and corresponding
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www.helbling-ezone.com Trinity exam preparation; multimedia in one volume.
• CLIL & culture sections.
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Julia Starr Keddle
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BOOKS & CDS/DVDS TEACHER’S BOOKS
• Teacher’s Book + CLASS CDS
All you need to run your lessons
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(for Elementary, Pre-Intermediate
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and Intermediate levels)
cultural information.
• Interactive Books
• Testbuilder CD-ROM/Audio CD TESTS & RESOURCES
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Test as you go to track progress in
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• Answer Keys
FOR REAL BEGINNER ELEMENTARY PRE-INTERMEDIATE INTERMEDIATE

Student’s Pack
Student’s Book & Workbook + STARTER* + CD-ROM + LINKS + LINKS Audio CD 978-3-85272-429-4 978-3-85272-235-1* 978-3-85272-240-5* 978-3-85272-257-3
Teacher’s Book + 2 Class Audio CDs + Testbuilder CD-ROM/Audio CD 978-3-85272-431-7 - - -
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Interactive Book for Whiteboards DVD-ROM 978-3-85272-432-4 978-3-85272-563-5 978-3-85272-564-2 978-3-85272-565-9
COMBO 2-PART SPLIT
Student’s Book & Workbook A + STARTER* + CD-ROM + LINKS + LINKS Audio CD 978-3-85272-434-8 978-3-85272-375-4* 978-3-85272-379-2* 978-3-85272-399-0
Student’s Book & Workbook B + CD-ROM + LINKS + LINKS Audio CD 978-3-85272-435-5 978-3-85272-376-1 978-3-85272-380-8 978-3-85272-400-3
Teacher’s Book A + 2 Class Audio CDs + Testbuilder CD-ROM/Audio CD (**) 978-3-85272-436-2 978-3-85272-377-8 978-3-85272-381-5 978-3-85272-401-0
Teacher’s Book B + 2 Class Audio CDs + Testbuilder CD-ROM/Audio CD (**) 978-3-85272-437-9 978-3-85272-378-5 978-3-85272-382-2 978-3-85272-402-7
COMBO 3-PART SPLIT
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Student’s Book & Workbook + Links + CD-ROM/Links Audio CD [3] 978-3-85272-440-9 [1C] 978-3-85272-405-8 [2C] 978-3-85272-411-9 [3C] 978-3-85272-417-1
Teacher’s Book + 1 Class Audio CD + Testbuilder CD-ROM/Audio CD (**) [1] 978-3-85272-459-1 [1A] 978-3-85272-406-5 [2A] 978-3-85272-412-6 [3A] 978-3-85272-418-8
Teacher’s Book + 1 Class Audio CD + Testbuilder CD-ROM/Audio CD (**) [2] 978-3-85272-460-7 [1B] 978-3-85272-407-2 [2B] 978-3-85272-413-3 [3B] 978-3-85272-419-5
Teacher’s Book + 1 Class Audio CD + Testbuilder CD-ROM/Audio CD (**) [3] 978-3-85272-461-4 [1C] 978-3-85272-408-9 [2C] 978-3-85272-414-0 [3C] 978-3-85272-420-1
* STARTER available for Elementary and Pre-Intermediate levels

** Testbuilder CD-ROM/AUDIO CD only for Beginner level

COURSE BOOKS
JETSTREAM NEW
Jane Revell, Jeremy Harmer, Mary Tomalin,
Amanda Maris, Deborah Friedland
CEFR A1/C1
Everything you
need for adult
learners
Jetstream is a brand new

digital-age 6-level course for
adult learners. Its carefully
balanced pace and challenge
offer a learning experience
that is fun and motivating
and which prepares
students to use their English
effectively in work and life.
• Interesting contemporary
topics to get students
talking
• Balanced syllabus to
provide confidence
• Everyday English video,
with dialogue karaoke at
Beginner and Elementary
for realistic speaking
practice
• Extra online content for
individual or class use
• Workbook with revision
and practice, progress
checks and writing
skills development.
Upper-intermediate and available by February 2016
Advanced have writing
skills development in the
Student’s Book
• Comprehensive and
extensive support for
both newly-qualified and available by July 2016
experienced teachers – CEFR & EXAMS
in print and online TOEFL, TOEIC and IELTS exam practice also available
JETSTREAM JETSTREAM JETSTREAM JETSTREAM JETSTREAM JETSTREAM

BEGINNER ELEMENTARY PRE-INTERMEDIATE INTERMEDIATE UPPER INTERMEDIATE ADVANCED
CEFR A1 A1/A2 A2/B1 B1 B2 C1
EXAM • Towards • Cambridge • Cambridge • Cambridge • Cambridge • Towards

Cambridge English: Key (KET) English: English: English: First Cambridge
English: Key (KET) Preliminary (PET) Preliminary (PET) (FCE) English:
Advanced (CAE)

FOR
STUDENTS
BOOKS & CDS/DVDS
• Student’s Book
• Workbook + Audio CD
or
• COMBO FULL
or
• COMBO SPLIT
(Student’s Book & Workbook A
and B)
ON
• Cloud Book
(also available as an APP
for mobile devices)
• Online Training
· Pronunciation
· Exam Practice
· Extra Practice
• Cyber Homework
• CLIL Projects
CLOUD BOOK CYBER HOMEWORK PRONUNCIATION
• Mp3 audios
The interactive version of the Student’s Extra interactive activities covering Online pronunciation exercises focusing
Book and Workbook, where students listening, reading, grammar, vocabulary on common errors providing extra
can access all the audio and video and Everyday English dialogues, practice.
at the click of the mouse or touch of assigned by the teacher, with automatic
the screen. feedback. Also available in self-study EXAM PRACTICE
mode. Practice papers for Cambridge ESOL,
TOEFL, TOEIC and IELTS exam practice
also available.
FOR
TEACHERS Mary Tomali n
k
& Workboo
Jane Revell ∙
Student’s Book
book
& Work
elem enta ry A
Book
Stud ent’s
Jan e Rev
ell ∙ Mar y
Tom alin
BOOKS & CDS/DVDS

elemen tary
el em en
• Teacher’s Book + Class Audio CDs ta ry
B
ry
elem enta
e&
Real languag
memory training
Dialogu e karaoke
videos
Rea l lang
ON
JETSTR EAM Cloud mem ory uag e &
www.helbling-ezone.com Stud ent’s Book

trai ning
with LMS
& Work book Dial ogu
vide os e kara oke
JET STR
EAM Clou
Audio CD with LMS
with Workbook d
• Interactive Book for Whiteboards (including off-line Cloud Book, with Wor
St ud en
t’s
& Wo rk Bo ok
Videos, Testbuilder, Teacher’s Resources)
kbook Aud
io CD bo ok

• Downloadable Teacher’s Resources (including Teacher’s Book,
ALSO
Workbook Answer Keys, Scope & Sequence, Guide for new teachers with
Beginner and Elementary)
AVAILABLE!
• Testbuilder JETSTREAM
• mp3 audios 2-split Combo for all levels.
JETSTREAM BEGINNER ELEMENTARY PRE-INTERMEDIATE INTERMEDIATE UPPER-INTERMEDIATE ADVANCED

Student’s Book + e-zone 978-3-85272-971-8 978-3-85272-931-2 978-3-85272-979-4 978-3-85272-984-8 978-3-85272-989-3 978-3-85272-994-7
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Teacher’s Book + e-zone with 3 Class Audio CDs 978-3-85272-974-9 978-3-85272-977-0 978-3-85272-982-4 978-3-85272-987-9 978-3-85272-992-3 978-3-85272-997-8
COMBO FULL VERSION
Student’s Book & Workbook + WB Audio CD + e-zone 978-3-85272-973-2 978-3-85272-976-3 978-3-85272-981-7 978-3-85272-986-2 978-3-85272-991-6 978-3-85272-996-1
COMBO SPLIT VERSION
Student’s Book & Workbook A + WB Audio CD A + e-zone 978-3-99045-000-0 978-3-99045-006-2 978-3-99045-012-3 978-3-99045-018-5 978-3-99045-024-6 978-3-99045-030-7
Student’s Book & Workbook B + WB Audio CD B + e-zone 978-3-99045-003-1 978-3-99045-009-3 978-3-99045-015-4 978-3-99045-021-5 978-3-99045-027-7 978-3-99045-033-8
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COURSE BOOKS
JETSTREAM Let your English flow

YOU FIRST! THINKING AND MEMORY GRAMMAR IN USE
Boost students’ confidence by Encourage creative and critical thinking Clear, concise grammar is introduced
involving them and allowing them with THINK, GUESS and S – similar or gradually, in context with realistic
to use the language they already different exercises. Focus throughout and meaningful practice. There is
know. Helps the teacher to target the on memory training as a crucial frequent recycling and revision in the
teaching more effectively too! component in adult learning. The more review section every two units. At the
students exercise their memory in end of the Student’s Book, there is a
English, the more it will serve them in full Grammar Reference section.
other aspects of their life.
1 2 3
2 Family and home 5 1.29 Listen and circle the correct words. Check
your ideas in 4.
GRAMMAR 1
8 Read the information in 6 again and complete
I love this photo. It’s my wedding photo, so Pete and the table.
CEFR UNIT GRAMMAR: have;; possessive ‘s; there is / there are
VOCABULARY: family; rooms and furniture; places in town; large numbers I are now 1husband / uncle and 2daughter / wife. My
A1 FOCUS FUNCTIONS: talking about your family; describing your home; talking about places; asking for directions
3
grandfather / mother is on the right, next to me. HAVE
And just behind her is my 4sister / brother and her affirmative
5
daughter / son – he’s in black. And that’s my 6aunt /
I / you / we / they ________
Lesson 1 We have six children. father behind me – he’s Darth Vader! Next to him, on
the left, is my brother – he’s a Stormtrooper!
he / she / it ________
negative
I / you / we / they ________
he / she / it doesn’t have
questions and short answers
Do I / you / we / they have ...?
Yes, I do. / No, they don’t.
on the left on the right
Does he / she / it have ...?
Yes, he does. / No, she doesn’t.
A PAGE 133
9 1.30 Complete the conversations. Then listen

and check.
next to 1 WOMAN Paul, tell me about your family. Is it big?
behind
PAUL No, I 1________ brothers and sisters. But I
2
_______ five cousins.
6 Read the information. Complete the sentences 2 WOMAN Tan, do you have a big family?
below with the correct names. TAN Yes, I do. We 3________ six children and my
sister 4________ nine!
Do you have a big family?
GRAMMAR 2
Paul No, I don’t have a big
family. I’m an only child. POSSESSIVE ’S
But my aunt has two my sister’s son = the son of my sister (singular)
children and my uncle my brothers’ names = the names of my brothers
has three children. (plural)
A PAGE 133
You first! What do you think of this wedding? 10 Are these sentences true or false? Correct the
false sentences.
Tan Yes, I do. My husband 1 My nephew is my sister’s son.
and I are both 36. We 2 My aunt is my grandfather’s sister.
have three girls and 3 My uncle is my mother’s brother.
VOCABULARY Family 3 Put the words in 2 in pairs. Which word isn’t used?
three boys. My sister, Yi 4 My niece is my uncle’s daughter.
1 grandmother / ________  5 My cousin is my aunt’s daughter or son.
1 Work in pairs. Talk about the photo. Ling, and her husband
2 uncle / ________  have nine children.
1 Are you a Star Wars fan?
3 mother / ________ 
2 Who are the characters?
4 brother / ________ 
SPEAKING
2 1.28 Listen and repeat. 5 wife / ________  11 THINK Talk about the questions.
aunt brother daughter father grandfather 6 daughter / ________  1 What’s a big family? Five children? Six children?
grandmother husband mother parents 1 __________ has six children. 2 What’s a small family?
4 GUESS This is Sally and Pete’s wedding. Who are
‘I think a big family is five children or more.’
sister son uncle wife 2 __________’s uncle has three children.
the family members in their wedding photo?
3 __________ has five cousins.
‘ ’‘
Who’s this? I think it’s Sally’s mother.
’ 12 Ask and answer questions about your own
‘ ’
I agree. / No, I think it’s her sister. Let’s write ‘Sally’s sister’. 4 __________ has nine nephews and nieces.
families.
7 How many family words can you
remember?
16 Unit 2 Unit 2 17
4 5 6
MOTIVATING TOPICS SPEAKING BEYOND THE CLASSROOM
Motivation is key to learning! There are speaking activities at all The Explore and Movies and Music
JETSTREAM has been written to be stages of a lesson in JETSTREAM. features offer an opportunity for
highly motivating for students, and They range from carefully controlled students to go beyond the page and
includes interesting and relevant activities in Elementary to listening find out more about some aspect
topics, stimulating and thought- and reading texts that offer of the topic. They do the research
provoking photos and lots of opportunities for freer stimulating online, make notes and report back.
personalisation activities. discussion. There is a natural mixed-ability
element to this section.

FOCUS ON VOCABULARY DIALOGUE KARAOKE VIDEOS REVISION AND
JETSTREAM has a high vocabulary Dialogue karaoke videos provide CONSOLIDATION
input with plenty of practice and exciting practice in the everyday Review sections every two units
consolidation throughout. Flexible language that students need to contextualise the language through
Vocabulary PLUS pages can be used get around in English and interact reading or listening texts, allowing
in a variety of ways and provide with people. Students act out the students to consolidate and put
an opportunity for vocabulary conversations with the karaoke to use the language acquired. The
enrichment. video, where they take the role of Workbook provides further practice
one of the speakers. including a Review quiz and a Check
your progress test.
7 8 9
11 Vocabulary PLUS 11 Everyday English 6

PLACES BUYING A TICKET
1 Look at the list of places and answer the
questions.
bridge canal castle cathedral cave field lake
mosque motorway ocean tower valley
1 Which places are man-made and which are natural?

2 Are any of them both?
3 Are there any of these places in your home town?
4 Can you find all these places in the picture on the
right?
ADVENTURE PREPOSITIONS OF PLACE

4 3.35 Complete the article with the correct
2 Match words from A and B to make adventure
prepositions: on, in or at. Then listen and
activities.
check.
A bungee extreme hot-air rock scuba
EXTREME
skate white-water wind
1 3.36 6 Complete the conversation with these 3 3.37 6 Watch or listen and complete the
B ballooning boarding climbing diving
ironing jumping rafting surfing words. Then watch or listen and check. conversation with the correct numbers.
JACK How much is a return ticket to Edinburgh, please?
book both far money much return tickets
3 Match the activities in 2 with the photos. TICKET CLERK £ 1________.
JACK Two 1________ to Edinburgh, please. JACK Oh, that’s not too bad. How long does it take?
IRONING
a b c d TICKET CLERK Single or return? TICKET CLERK Just under 2________ hours.
JACK Um, 2________. How 3________ is that? JACK 3________ hours! The train only takes
TICKET CLERK Just a moment – that’s £173. 4
________.
JACK For 4________ of us? TICKET CLERK Yes, but it’s very expensive. The bus is
e f g h TICKET CLERK No, each. All together that’s – £346. much cheaper.
JACK Really? That’s a lot of 5________. How JACK What time does it leave?
Extreme ironing is a sport where people go
6
________ is it? TICKET CLERK 5________ o’clock at night. It’s
TICKET CLERK It’s a long way! But do you want some overnight.
to strange and sometimes dangerous locations
advice?
o F o CUS ON: go and iron clothes! Here are some of the places JACK What? 4 Act out the conversation in pairs or with the
a Write these words under the correct heading. where people have done their ironing: TICKET CLERK 7________ your tickets online – it’s a karaoke video.
Try to add one more word to each group. lot cheaper!
_____ a rock (see photo); 2_____ a bicycle;
1 5 Work out the answers to these questions.
a trip bike wind surfing climbing university
the United States a journey a course skiing 3
_____ a canoe; 4_____ the top of a mountain; 2 Act out the first four lines of the conversation. 1 What is the difference in price between the train
the supermarket tram Change the destination, the number and type and the bus for a) one person b) two people?
5
_____ a cave; 6_____ the middle of a
of tickets and the cost. 2 What time does the bus arrive?
go by go on go to go motorway; _____ skis; _____ the bottom of a
7 8
car holiday Vladivostok scuba diving

lake; 9_____ a cliff; 10_____ a surfboard; 11_____ ‘
A ticket to Budapest, please.
’ ‘
Single or return?
’ 3 What time does the 06.30 train arrive?
the roof of their house. 6 Which do you think is the best way to travel to
b Complete the sentences with the correct form De-stress! Edinburgh? Why?
of an expression with go. So where don’t these people iron? When you come
They don’t iron 12_____ home!
1 I usually ________ bus. to class, start your
journey at least ten
> we don’t say ... we say ...
2 I hate ________ long journeys. Have a good travel. Have a good
minutes early.
3 I’ve never ________ Antarctica. trip / journey.
5 Ask and answer the questions.
4 I ________ sailing last weekend. They’ve gone in Poland. They’ve gone to Poland.
1 Have you ever done your ironing in any of the
Find out the best way to get to They went with their car. They went by car.
c Tick the sentences that are true for you. places in the article?
Rewrite the others so they are true. Timbuktu from where you live. Have you gone to India? Have you been to India?
2 Where do you usually do it?
104 Unit 11 Unit 11 105
10 11
CROSS CULTURE STORIES
A regular feature offering an opportunity to reflect on and Four lively new stories written specifically for
discuss cultural differences and similarities worldwide. There JETSTREAM provide practice in extensive reading, where
is usually a short reading text with a task, often leading to a students can read for meaning and pleasure without
discussion and a comparison with the students’ own culture. necessarily studying the text in detail.
Friedland
Maris ∙ Deborah
Harmer ∙ Amanda
Tomalin ∙ Jeremy
Jane Revell ∙ Mary
LOOK
RES INSIDE
OF ALL FEATU
A QUICK TOUR
ERS
for ADULT LEARN
6-level course
FOR ADDITIONAL INFORMATION ON THE JETSTREAM SERIES

The brand new
Student’s Book
∙
Jane Revell
Book
Jane Revell ∙
Mary Tomalin
Student’s
PLEASE GO TO www.helblinglanguages.com/jetstream
Maris
da pre-intermediat
Aman e
pre-intermediate
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Real language

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Jeremy Mary
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Real y trainin ent’ Tomalin
Memor e ∙ Deborah
Stud
Book
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ue upper intermediate
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Dialog
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upper intermediate
advan
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advanced
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ISBN 978-3-99045-072-7
intermedia
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Everyday English Everyday
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t’s Book

COURSE BOOKS
AMERICAN JETSTREAM NEW

Jane Revell, Jeremy Harmer, Mary Tomalin,
Amanda Maris, Deborah Friedland
CEFR A1/C1
Everything you
need for adult
learners
American Jetstream: our

brand new digital age 6-level
course for adult learners –
now fully adapted for the
American English market. Its
carefully balanced pace and
challenge offer a learning
experience that is fun and
motivating and which prepares
students to use their English
effectively in work and life.
• Interesting contemporary
topics to get students talking
• Balanced syllabus to
provide confidence and
set realistic expectations
• Language in Action pages available in July 2016
highlighting visual literacy
• Extra online content for
individual or class use
• Workbook with revision
and practice, progress available in 2017
checks and writing
skills development.
Upper-intermediate and
Advanced have writing PLUS
available in 2017
skills development in the
Engaging video with
Student’s Book
• Comprehensive and dynamic situations for
extensive support for both achievable skill building.
newly-qualified and
experienced teachers –
in print and online CEFR & EXAMS
JETSTREAM JETSTREAM JETSTREAM JETSTREAM JETSTREAM JETSTREAM

BEGINNER ELEMENTARY PRE-INTERMEDIATE INTERMEDIATE UPPER INTERMEDIATE ADVANCED
CEFR A1 A1/A2 A2/B1 B1 B2 C1
EXAM • Towards • Cambridge • Cambridge • Cambridge • Cambridge • Towards

Cambridge English: Key (KET) English: English: English: First Cambridge
English: Key (KET) Preliminary (PET) Preliminary (PET) (FCE) English:
Advanced (CAE)
• IELTS • TOEIC • TOEIC, TOEFL • IELTS, TOEFL • IELTS, TOEFL • IELTS, TOEFL

FOR
STUDENTS
BOOKS & CDS/DVDS
• Student’s Book
• Workbook + Audio CD
or
• COMBO FULL
or
• COMBO SPLIT
(Student’s Book & Workbook A and B)
ON
CLOUD BOOK PRONUNCIATION
The interactive version of the Student’s Online pronunciation exercises focusing
• Cloud Book Book and Workbook, where students on common errors providing extra
(also available as an APP for mobile devices) can access all the audio and video practice.
at the click of the mouse or touch of
• Online Training
the screen. EXAM PRACTICE
· Pronunciation
· Exam Practice Practice papers for Cambridge ESOL,
· Extra Practice CYBER HOMEWORK TOEFL, TOEIC and IELTS exam practice
Extra interactive activities covering also available.
• Cyber Homework
listening, reading, grammar, vocabulary
• CLIL Projects and Everyday English dialogues,
• Mp3 audios assigned by the teacher, with automatic
feedback. Also available in self-study
mode.
FOR
TEACHERS
BOOKS & CDS/DVDS
• Teacher’s Book + Class Audio CDs
ON www.helbling-ezone.com
• Interactive Book for Whiteboards (including off-line Cloud Book,

Videos, Testbuilder, Teacher’s Resources)
• Downloadable Teacher’s Resources (including Teacher’s Book,
ALSO
Workbook Answer Keys, Scope & Sequence, Guide for new teachers with
Beginner and Elementary)
AVAILABLE!
• Testbuilder AMERICAN JETSTREAM
• mp3 audios 2-split Combo for all levels.
AMERICAN JETSTREAM BEGINNER ELEMENTARY PRE-INTERMEDIATE INTERMEDIATE UPPER-INTERMEDIATE ADVANCED

Student’s Book + e-zone 978-3-99045-359-9 978-3-99045-362-9 978-3-99045-365-0 978-3-99045-371-1 978-3-99045-371-1 978-3-99045-374-2
Workbook + WB Audio CD + e-zone 978-3-99045-360-5 978-3-99045-363-6 978-3-99045-366-7 978-3-99045-369-8 978-3-99045-372-8 978-3-99045-375-9
COMBO FULL VERSION
Student’s Book & Workbook + WB Audio CD + e-zone 978-3-99045-425-1 978-3-99045-430-5 978-3-99045-435-0 978-3-99045-440-4 978-3-99045-445-9 978-3-99045-450-3
COMBO SPLIT VERSION
Student’s Book & Workbook A + WB Audio CD A + e-zone 978-3-99045-426-8 978-3-99045-431-2 978-3-99045-436-7 978-3-99045-441-1 978-3-99045-446-6 978-3-99045-451-0
Student’s Book & Workbook B + WB Audio CD B + e-zone 978-3-99045-427-5 978-3-99045-432-9 978-3-99045-437-4 978-3-99045-442-8 978-3-99045-447-3 978-3-99045-452-7
Teacher’s Book A + e-zone with 2 Class Audio CDs 978-3-99045-428-2 978-3-99045-433-6 978-3-99045-438-1 978-3-99045-443-5 978-3-99045-448-0 978-3-99045-453-4
Teacher’s Book B + e-zone with 2 Class Audio CDs 978-3-99045-429-9 978-3-99045-434-3 978-3-99045-439-8 978-3-99045-444-2 978-3-99045-449-7 978-3-99045-454-1

COURSE BOOKS
JETSTREAM Let your English flow

YOU FIRST! MOTIVATING TOPICS GRAMMAR IN FOCUS
Builds up students’ confidence by Motivation is key to learning! Clear, concise grammar is carefully
involving them and encouraging them JETSTREAM has been written to be introduced in context and includes
to use the language they already highly motivating for students and realistic and meaningful practice.
know. Helps the teacher introduce includes interesting and relevant There is frequent recycling within
the topic more effectively, too! topics, stimulating and thought- units and in the review section every
provoking images, and lots of two units. At the end of the Student’s
personalization activities. Book, there is a full Grammar
Reference section.
1 2 3
4 How we live
GRAMMAR: present perfect vs past simple; for and since; already, yet, just
READING
4. Read the article on page 36 and describe Fergus and Dan in one or two sentences.
5. What did you find out about Fergus and these things? Talk about them. Then read and check your
CEFR UNIT VOCABULARY: technology; household items; household tasks
answers.
A2 FOCUS FUNCTIONS: opening and closing a conversation
1. computers 2. cell phones 3. text messages 4. YouTube 5. blogs
Lesson 1 Have you ever written a blog? 6. THINK Ask and answer the questions.
1. Why does Fergus think it’s wrong to use an e-reader? Do you agree?
2. Do you think it’s better to call people than to text?
You first!
How many hours a day
do you spend online?
Today GRAMMAR
TECHNOLOGY
7. Find examples of the present perfect and past simple in the 8. Underline the past participles
Opposites attract!
article. Then complete the table with the correct words. in the table above. What is the
un infinitive of each verb?
əʊfəʊb/ no
obe /ˈtekn
technoph dislikes BY DAN GREEN PRESENT PERFECT (HAVE + PAST PARTICIPLE)
who fears or 9. Complete the rules with the
[C] a person ology, especially FERGUS AND I have been friends for a long time, affirmative Fergus 1.______ used a cell phone.
correct tense.
ed tec hn
advanc but we’re very different in our attitudes towards negative He 2.______ watched anything on YouTube.
1. We use the ______________
computers technology. I’m a journalist; I know I spend questions 3.
______ Fergus read a blog? Yes, he has. / No he to talk about the past in general,
too much time online – face-to-face contact is 4.
______. 5.______ you ever written a blog? without giving details.
important! But technology is a wonderful tool No, I 6.______ never written a blog.
2. We use the ______________
and I can’t imagine life without it. PAST SIMPLE to say when something happened,
Fergus is an artist and he is the complete
affirmative Fergus 7.______ a cell phone yesterday. or give details.
opposite. He has never used a computer. Five
negative He 8.______ text Dan yesterday. 3. We use ever and never with the
years ago, a friend gave him an old desktop
computer and he put it at the back of a closet.
questions When 9.______ Fergus _____ Dan’s blog? _____________.
Has Fergus ever used a cell phone? Yes, he A PAGE 138
has – he called me on one yesterday. But he
never texts with it. “Phone calls are so much
more personal,” he says. How does Fergus
LISTENING
A
survive without the Internet? I’ve no idea, but
he does!
Fergus doesn’t understand what Facebook is
10. GUESS What do you think has happened in each photo?
B
and he hasn’t watched anything on YouTube. He
11. 1.41 Listen to two conversations and check your ideas.
VOCABULARY Technology thinks it’s wrong to use an e-reader because it
isn’t good for publishers. He has read a blog – 12. Listen again and make notes about how you think each
1. Read the definition above. Do you know anyone who last week I showed him my latest one. conversation ends.
is a technophobe? OK, that’s enough about Fergus – I need to
13. Work in groups. Discuss your ideas and decide which ending
get back online!
2. Read the quiz below. Do you know the meaning of the is the best.
words in bold?
14. Write questions with ever.
1. publish / book online? 4. write / a blog?
How technological are you? 2. send / e-mail / wrong person? 5. try / online dating?
1. Do you have more IT gadgets and equipment than most people? 3. receive / text / stranger? 6. lose / cell phone?
2. Is your smartphone with you at all times?
3. When you buy or download a new piece of software or hardware, do you learn how to use it quickly? SPEAKING * 12,000
Did you know? In a survey of
people aged 18 and older in
4. Is social media important to you? 15. EVERYBODY UP! Find someone who has done the things eight countries, 60% of young adults
5. Do you read blogs? Do you write one? in Exercise 14. Write two more questions. Ask for details. said people depend on technology too
6. Do you spend a lot of time surfing the net? much. 70% said it is good for personal
7. When a computer or printer has a problem, can you fix it without help? 16. Work in groups. Talk about this statement from the article. relationships. The Italians and Japanese
Technology is a wonderful tool, and I can’t imagine life without it. are the most negative about it.
3. Do the quiz with a partner. How many questions did you answer “yes” to? Five or more “yes” 1. Do you agree with the statement?
answers mean you’re very good with technology. 2. Do you think it’s easy to survive without the Internet today?
3. Is technology good for personal relationships? How important is face-to-face contact?
36 Unit
Unit44
36 Unit 23 Unit
Unit
Unit
Unit324
4 37
4 5 6
THINKING AND MEMORY FOCUS ON VOCABULARY SPEAKING
Frequent focus on memory training JETSTREAM has a high vocabulary There are speaking activities
is a crucial component in adult input with plenty of practice and interwoven into all parts of the
learning. Regular exercises targeting consolidation. Flexible Vocabulary lessons in JETSTREAM. They range
memory skills encourage creative PLUS pages can be used in a variety from carefully controlled activities to
and critical thinking. The more of ways and provide an opportunity listening and reading texts that offer
students exercise their memory in for vocabulary enrichment and opportunities for freer stimulating
English, the more it will serve them further practice. discussion.
in other aspects of their life.

REVIEW AND CONSOLIDATION CROSS CULTURE LANGUAGE IN ACTION
Review sections every two units A regular feature offering an FOR VIDEO AND AUDIO
contextualize the language through opportunity to reflect on and discuss All NEW video featuring engaging
reading or listening texts and cultural differences and similarities situations with familiar characters in
facilitate the consolidation of the worldwide. There is usually a visually appealing settings. Students
language introduced in the units. The short reading text with a task, are exposed to everyday language
Workbook provides further practice often leading to a discussion and a that they can practice on their own
with a Review Quiz and a Check Your comparison with the students’ own with the accompanying audio.
Progress Test. culture.
7 8 9
7 8 REVIEW
9
UNITS
& Language in Action
SHOPPING AND TALKING ABOUT CLOTHES
DANA KATE
It’s hot
1. Look at the photos.
What clothing items do you see?
in the kitchen
2. Describe the clothing in Exercise 1.
Say the colors, sizes, and number of items.
3. 3.11 6 Watch or listen to the first part

of the conversation. Answer the questions.
TV
shows about food are very popular, and they often have 1. Where was Dana before the art gallery?
a celebrity chef. The chefs need to be lively and confident 2. Why does she need to change?
and, of course, their dishes need to be tasty! Here are some 3. What’s surprising?
famous names. 4. What clothes does Dana try on?
5. Does Kate have her size?
YOTAM OTTOLENGHI is from the Middle East. He lives in London
and cooks Middle Eastern food “with a difference”. He isn’t a 4. What items from Exercise 1 does Dana find?
vegetarian, but he’s famous for his delicious vegetable dishes. 5. 3.11 6 Watch or listen to the second part of the conversation. What words do Kate and Dana use
RACHAEL RAY talks fast and loudly and Americans love her. to describe the dress and the shoes? Put (D) or (S) next to the words.
A lot of her recipes are very easy, and you can cook them in half
expensive high not too bad great perfect not for sale gorgeous
an hour. Just put some onions, fish, and lemon in a dish, and
that’s dinner! A B C D E F
Top French chef JEAN-CHRISTOPHE NOVELLI wants people to
cook healthily. “You can make delicious food without much salt or
fat,” he says.
NIGELLA LAWSON is a British chef. Her recipes are delicious and
6. Work in pairs. Watch and listen again, and then look at the pictures of other clothing items. Use Kate
she’s very beautiful, with long dark hair. She’s famous for her love and Dana’s expressions to talk about them.
of food. Does the dish need more sugar? Put it in!
Look at the price tag! But that’s so expensive! Can I try on ...? What size are they?
MARIO BATALI is a top American chef. He often adds
interesting ingredients to traditional Italian recipes, and he is Let’s see how they look. How do they feel? They’re not for sale!
famous for his orange cake with olive oil!
7. Match the questions and answers. Practice them with a partner.
1. Do you need any help? a) Yes, the fitting room’s over there.
1. Read the article about celebrity chefs. Underline 3. Write complete sentences with some or any and the 2. Do you have any bathing suits? b) No, cash.
words and phrases that describe personality correct form of the verbs. 3. Do you have this jacket in a medium? c) They’re five dollars.
and physical appearance. 1. Nigella Lawson / make / very sweet desserts 4. What size are you? d) I’m just looking. Thank you.
2. Read the article again and answer the questions. 2. there / be / wonderful food shows / TV 5. Can I try these shoes on? e) No, we only have large sizes left.
3. Rachael Ray / have / difficult recipes? 6. How much are these sunglasses? f) Look at the price tag.
According to the article, who ...
4. there / be / olive oil / Mario Batali’s famous orange cake? 7. How much are these tights? g) I think I'm a size 6.
1. doesn’t think much about calories?
5. this easy recipe / not have / flour / in it 8. Are you paying by debit or credit card? h) Yes, they’re in the back.
2. cooks healthy food?
6. Novelli / use / butter / in this appetizer? 8. Write S (Sales assistant) or C (Customer) next to each question and answer in Exercise 7.
3. doesn’t cook just meat and fish?
4. changes traditional dishes? EXPLORE ONLINE Write four I like a lot your She works at the I haven’t to wear
5. makes easy recipes? sentences about a celebrity chef in your country. we don’t say ... a jean jacket. moment. a uniform.
6. is very lively? Use the article to help you. jeans / a pair of I like your jacket She’s working at I don’t have to
we say ... jeans a lot. the moment. wear a uniform.
78 Units 7 & 8 | REVIEW Unit 9 87
10 11
BEYOND THE CLASSROOM STORIES
The Explore Online feature offers an opportunity for students Four lively new stories written specifically for
to go beyond the page and find out more about some aspect JETSTREAM provide practice in extensive reading where
of the topic. They do the research online, make notes and students can read for meaning and pleasure without
report back. There is a natural mixed-ability element to this necessarily studying the text in detail.
section which leads nicely to project work outside of class.
∙ Deborah Friedland
∙ Amanda Maris
∙ Jeremy Harmer
Mary Tomalin
Jane Revell ∙
FEATURES
A QUICK TOUR OF ALL
FOR ADDITIONAL INFORMATION ON THE AMERICAN JETSTREAM SERIES

S
for ADULT LEARNER
6-level course
The brand new
PLEASE GO TO www.helblinglanguages.com/jetstream_ae
ISBN 978-3-99045-460-2

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GET IT RIGHT!
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Get it RIGHT! 2 (PET)!
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TALKING CULTURE
CULTURE COURSES
culture
TALKING Maria Cleary
Maria Cleary
Maria Cleary
CEFR A1/A2
culture
TALKING
TALKING culture
Maria Cleary
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Cambridge English:
Each module is divided into two levels.
Level 1 introduces culture at an elementary level (CEF A1).
Level 2 encourages students to develop their knowledge of the topic as their language
teenagers and to give them

skills improve (CEF A2).
book for young

Each page is full of useful and interesting material chosen to appeal to young teenagers
and to give them an insight into life in the English-speaking world.
an insight into life in the TALKING Culture is accompanied by a hybrid CD-ROM containing a selection of
entertaining and motivating games to test students’ understanding of the language and
teenagers
ideas presented in each section. It also includes all audio tracks of the book.
English-speaking world. The complete audio script and the answers to all the activities in the book are available on
www.talkingculture.com
The four skills (reading, ISBN 978-3-902504-90-6 With A
writing, speaking and listening)

udio CD
9 783902 504906
are developed systematically

throughout the book.
FOR FOR
Talking Culture is a flexible
culture course for young
The modules cover STUDENTS TEACHERS
the following themes:
teenagers learning English • Geography
by Maria Cleary. • Sport BOOKS & CDS/DVDS ON
Talking Culture contains • School • Student’s Book www.helbling-ezone.com
6 self-contained modules • Festivals • CD-ROM/Audio CD • Answer Keys

dealing with a specific theme. • Food
Each spread is full of useful • Entertainment
and interesting information, ON
TALKING CULTURE • Dedicated website

Student’s Book + CD-ROM 978-3-902504-90-6

CULTURE COURSES
WORLD AROUND
Maria Cleary
CEFR B1/B2
Culture course
book with CLIL
for teenagers
World Around is a World Around takes

completely new and students on an exciting
updated edition of the and enriching journey
popular and unique course throughout the
REAL WORLD, a culture English-speaking world
course for teenagers where they learn about
by Maria Cleary. new cultures while gaining
World Around is packed a deeper insight
with up-to-date facts and into their own.
key issues and information
from the English-speaking Cambridge English:
world, plus innovative EXAM Preliminary (PET)
illustrated history pages.
FOR
STUDENTS
BOOKS & CDS/DVDS CLIL REAL TEXTS FLEXIBLE
• Student’s Book Teachers can introduce Content and World Around has a wide range of World Around is suitable for all
• Audio CD Language Integrated Learning (CLIL) informative and imaginative real texts teaching and learning styles. It is
in subjects such as Maths, Geography, that have been specially chosen and organised in 12 self-contained units
Music, Science and Technology using devised to appeal to and motivate each focusing on a specific country
the twelve dedicated CLIL pages. teenage readers. or area of the English-speaking world.
ON Each unit contains 3 distinct routes -
World Around is accompanied by a
www.helbling-ezone.com Identity, Lifestyles, Issues, allowing you
Student’s Audio CD. ARTS
to explore the book as you choose for
• Dedicated website E x tracts from literature and
80-90 hours of class work with extra
contemporary arts introduce students
material in the Teacher’s Book and on
to literature from the English-speaking
the website.
world and provide further reading and
listening practice.
FOR
TEACHERS
BOOKS & CDS/DVDS ON
• Teacher’s Book www.helbling-ezone.com
• Teacher’s Audio CD
• Teacher’s Book
• Answer Keys
WORLD AROUND
Student’s Book + Audio CD 978-88-95225-06-7
Teacher’s Book + Audio CD 978-88-95225-07-4

HELBLING ESSENTIALS
HELBLING ESSENTIALS
Lucy Becker and Carol Frain
CEFR A1/B1
Specific
language and
communication
skills needed for
a chosen career
BUSINESS ESSENTIALS TOURISM ESSENTIALS

Business Essentials, Tourism Essentials,
by Lucy Becker and Carol by Lucy Becker and Carol
Frain, is a basic skills-based Frain, is a basic skills-based
book offering effective book offering effective
language practice for language practice for
students of business. students of tourism.
The 15 units cover a wide It covers a wide range
range of topics from of useful topics such as
the world of work, from cooking, making hotel
telephone calls to job reservations and applying for
applications. jobs.
Business Essentials Tourism Essentials
gives students gives students
the basic language the essential language
and communication skills and communication skills
that they need at work. that they need to work
• 15 work-related topics; in the tourism sector.
• Clear presentation • Interesting, up-to-date topics;
of subject-specific • Emphasis on communication
vocabulary; and real language;
• Simple, authentic texts • Clear presentation of
and diagrams; vocabulary;
• Regular listening • Contemporary, authentic texts;
exercises; • Regular listening practice;
• Focus on useful language; • Focus on useful language;
• Integrated workbook. • Integrated workbook.
PLUS Audio CD containing PLUS Audio CD containing
recordings of real-life recordings of real-life
business situations. situations.
Cambridge English:
EXAM Key (KET) FOR FOR
+ Preliminary (PET) STUDENTS TEACHERS
BOOKS & CDS/DVDS ON ON
• Student’s Book www.helbling-ezone.com www.helbling-ezone.com
• Audio CD
• Extra Activities • Answer Keys
ESSENTIALS
BUSINESS Student’s Book + Audio CD 978-3-85272-569-7
TOURISM Student’s Book + Audio CD 978-3-85272-570-3

GRADED READERS
THE THINKING
TRAIN
NEW
Welcome to The Thinking The Thinking Train stories

Train, a unique brand new will encourage a love of
series of picture books reading and promote
which focus on the thoughtful interaction with
development of children’s books while developing
thinking skills through the children’s thinking skills.
use of stories. The activities, in carefully
graded English, will
When children are involved
automatically develop and
in thinking and also in talking
practise their language AT THE ZOO
about their thinking with
skills, too. Herbert Puchta
others, they reach higher
and Günter Gerngross
levels of achievement in the
future as well as developing When Lizzie and her mum go to the zoo,
they see lots of different animals. Lizzie
superior thinking skills.
loves looking at the animals as they show
her what they can do. That night when
Lizzie goes to bed, she thinks about her
Written by world-renowned author team day. And she realises she can do lots of
Herbert Puchta and Günter Gerngross, special things, too!
and activities deviced by Marion Williams.
Level A
TEACHER’S GUIDE 32 pages
Written by Herbert Puchta ISBN 978-3-99045-302-5
and Marion Williams
A practical free resource packed

with information on individual
thinking skills plus a selection of GET ON THE
expansion activities and games THINKING TRAIN!
in order to make the most of If you’re interested in developing thinking
each title with the class. skills with your class, our photocopiable
resource book Teaching Young Learners to
The guide also includes photocopiable Think offers 80 activities with extensive notes
worksheets and a handy checklist for the and expansion ideas.
teacher in order to track students’ progress. (go to page 69)
TEACHER’S GUIDE ONLINE SOON
LANGUAGE & EXAMS EXAM
Level A Level B Level C Level D Level E

Cambridge Young Cambridge Young Cambridge Young Cambridge Young Cambridge Young
Learners English: Starters Learners English: Starters Learners English: Starters Learners English: Movers Learners English: Movers
Trinity: 1 Trinity: 1 Trinity: 1 Trinity: 2 Trinity: 2/3
Alphabet; Colours; Clothes; Farm animals; Ecology 1; Garden and Bodies; Directions; Dreams; Ecology 2;
Countries; Faces; Festivals; Games; nature; Helping at home; Emotions 1; Family; Health; Emotions 2; Fashion;
Greetings; Numbers Houses and rooms; Jobs; Places; Months; Town 2; Transport Holidays; Music; TV
1-10; Pets; School things; Numbers after 10; Parties; Pocket money; Sports;
Snacks; Toys; School subjects; Seasons; Town 1
Wild animals (zoo and Weather
jungle)

www.helblingreaders.com/thethinkingtrain
NEW NEW NEW NEW
WHAT ARE YOU DOING, ROBERTO’S BACKPACK A PROBLEM THE JAGUAR

DANIEL? Herbert Puchta FOR PRINCE PERCY AND THE COW
Herbert Puchta and Günter Gerngross and Günter Gerngross Herbert Puchta and Günter Gerngross Herbert Puchta and Günter Gerngross
Mum, Dad and Rosie want Daniel to help, When Roberto is ten years old he begins Prince Percy is handsome and clever A jaguar kills a cow in a village near a reserve
but he’s always busy. He’s busy playing to help his dad. After school he goes to and kind, but he is also poor. One day in Brazil. The family who own the cow think
games on his computer. One evening the field and takes Dad’s goats home. he finds out about a very special contest. that men from other villages are setting traps
Rosie has an idea. Now when Daniel Roberto likes his new job, but he likes The winner can marry beautiful Princess for deer. Is this why the jaguar is looking for
wants some help, they say that they are doing other things, too. Soon Roberto’s Isabel. When Prince Percy wins, the king food in the village? Paulo and Catrina,
all busy. What happens? And can Daniel dad is unhappy with him. Then his sister isn’t very happy. What happens when the together with their two friends, decide to
change and become more helpful? Andrea has an idea. king sets Prince Percy another problem? do something about the problem.
Level B Level C Level D Level E

32 pages 32 pages 32 pages 32 pages
ISBN 978-3-99045-303-2 ISBN 978-3-99045-304-79 ISBN 978-3-99045-305-6 ISBN 978-3-99045-306-3
AFTER READING
6 Animals help us a lot. Which animals give us these things?

Draw lines.
E
feathers
A
eggs
cream cheese
milk
D
C
B
wool
The activity pages develop the theme of the stories and promote
specific thinking skills.

GRADED READERS
HELBLING READERS THE THINKING TRAIN
AVAILABLE IN SPRING 2016 THE IMPORTANCE

TH E TH
IN KI NG TR
AI N
A
OF THINKING SKILLS
Level
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and make intelligent decisions, and to
enable them to face new and unpredicted
Starters
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problems and find the best ways of

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LET’S PLAY!
SAMPLE
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in thinking and also in talking about their
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thinking with others, they reach higher
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as developing superior thinking skills.
THE SEEDS
14:32
The following thinking skills are activated

throughout the series: assessing, cause
and effect, choosing, comparing and
Level contrasting, creating associations,
creative thinking, drawing conclusions,
A YEAR WITHOUT MUM finding evidence, following instructions,
grouping round a theme, matching,
making connections, making decisions,
Level making judgements, noticing similarities
RUBY RUNS THE RACE and differences, planning, predicting,
problem solving, sequencing, sorting
and categorising, spatial awareness,
understanding social needs and people’s
feelings and using mindmaps.
In the courtyard
of the castle
there is a big
rock. At the front
of the rock there’s
a small hole.
And there is
another hole at
the back.
‘Take this thread and put it through

the rock,’ says the king. ‘Do that,
and you can marry my daughter.’
THINK
How can you put the thread

through the hole?
On-page activities get the children to relate what is happening in

the story to their own experience and encourage them to solve
problems along with the characters.

FREE ONLINE
GAMES
Play individual games
or motivating classroom
team challenges.
FREE ONLINE
WORKSHEETS
WHAT ARE
YOU
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and in the kitchen – Point to the do in this room?
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GRADED READERS
HELBLING
YOUNG READERS
CLASSICS
A new series of best-loved groups and language

classic fairytales, myths functions.
and legends from all over
Accompanying interactive
the world retold with all the
whiteboard compatible
magic of the original for
CD-ROM/Audio CDs include
young learners of English.
a complete reading of the
Engaging stories story, chants and games
with beautiful full-colour and a link to the Young
illustrations, specially written Readers website. THE HARE
to appeal to young learners AND THE TORTOISE
All materials use an open Retold by Richard Northcott
of English, introduce high-
type font which has been The hare can do lots of things. He can
frequency words in order to
devised to help children jump and run. He’s fast. The tortoise can’t
promote fluency from
with reading difficulties. run. He’s slow. One day the fast hare
an early age.
and the slow tortoise have a race. The
Each story is carefully
CD-ROM/Audio CD hare runs fast, he can’t see the tortoise.
graded and language is And he’s tired... surely there is time for
presented both as lexical for each title
the hare to have a rest. What happens
when the hare falls asleep? And can the
tortoise be the winner?
MORE FOR STUDENTS

• Beautifully illustrated stories Level A CLIL Civics | Reading
• Activities with a TPR dynamic learning approach 32 pages
ISBN 978-3-85272-778-3
• Open-out vocabulary flaps on each book
• Open-type font to make reading accessible to students with
reading difficulties
• CD-ROM with interactive learning games, karaoke chant
and audio dictionary
BUILDIN
Young G
• Fun online project pages
L ea r n
COGNITers
I
MORE FOR TEACHERS
• Language highlighted at a glance for easy preparation
TOOLS VE
• Visual CLIL pointers
• Big Books for shared reading
• Free downloadable worksheets with Cambridge Young
Learners English practise
• Downloadable Flashcards and Guide to using Flashcards
LANGUAGE & EXAMS EXAM
Level a Level b Level c Level d Level e

Cambridge Young Cambridge Young Cambridge Young Cambridge Young Cambridge Young
Learners English: Starters Learners English: Starters Learners English: Starters Learners English: Movers Learners English: Movers
Trinity: 1 Trinity: 1 Trinity: 1 Trinity: 2 Trinity: 2/3
Alphabet; Colours; Clothes; Farm animals; Ecology 1; Garden and Bodies; Directions; Dreams; Ecology 2;
Countries; Faces; Festivals; Games; nature; Helping at home; Emotions 1; Family; Health; Emotions 2; Fashion;
Greetings; Numbers Houses and rooms; Jobs; Places; Months; Town 2; Transport Holidays; Music; TV
1-10; Pets; School things; Numbers after 10; Parties; Pocket money; Sports;
Snacks; Toys; School subjects; Seasons; Town 1
Wild animals (zoo and Weather
jungle)

www.helblingyoungreaders.com
NEW NEW NEW
THE THREE GOATS LITTLE RED RIDING HOOD THE LEOPARD PEACH BOY
Retold by Richard Northcott Retold by Richard Northcott AND THE MONKEY Retold by Richard Northcott
Big Goat, Middle Goat and Little Goat are Today Little Red Riding Hood is visiting Retold by Richard Northcott Long ago in Japan, an old man and
hungry. And there’s lots of grass on the her grandmother in the forest. In the It’s morning in the jungle and leopard woman find a baby boy in a peach. They
hill on the other side of the bridge. But forest there is a woodcutter and… there’s is hungry and his favourite breakfast is call the baby Momotaro, which means
there’s a mean and nasty troll under the a big, bad wolf. Be careful, Little Red monkeys. But leopard falls into a well and ‘peach boy’ in Japanese. The years pass
bridge. How can the three goats cross Riding Hood! What happens when she only baby monkey can help him. and Momotaro grows up. One day he
the bridge and eat the grass? Find out arrives at Grandmother’s house? And can Can baby monkey pull leopard out of takes his sword and goes off to fi ght
in this classic story. the woodcutter arrive in time to save the the well? And is leopard really monkey’s the ogres who are taking the people’s
little girl and her grandmother? friend? Find out in this classic African folk treasure. Who can help Momotaro find
tale of how a clever little animal can trick the ogres’ island’? And what happens
a big fierce one. when he arrives there? Find out in one
of the most famous Japanese folktales.
Level A CLIL Reading | Civics Level B CLIL Reading | Drama Level B CLIL Geography | Science Level C CLIL History | Geography
LET'S READ CLASSICS

Classic tales for children are a fundamental part of our
history. They have evolved over the years from oral tales
told by the fireside to carefully illustrated stories with
printed words becoming works of art for children to share
with others or to savour on their own.
Helbling Young Readers Classics embody and promote
universal moral values – values that are timeless and
increasingly more important in our rapidly changing world.
By reading Helbling Young Readers Classics children
will be captivated and fascinated by stories they may
know in their own language. This will further facilitate
comprehension and understanding, turning the chosen
title into an important tool for language learning.

GRADED READERS
HELBLING YOUNG READERS - CLASSICS
NEW
THE FISHERMAN THE SELFISH GIANT THESEUS BEAUTY

AND HIS WIFE Oscar Wilde AND THE MINOTAUR AND THE BEAST
Retold by Richard Northcott When the Selfish Giant sees the children Retold by Richard Northcott Retold by Richard Northcott
One day the fisherman catches a magic in his garden, he is angry and he builds a Bad King Minos, of Crete has a terrible When Beauty’s father picks a
fish. When he tells his wife she asks high wall. Now the children have nowhere monster, called the minotaur. When the rose for his daughter he makes
the fish for a nice house. Then she to play. Spring comes, but in the Giant’s minotaur is hungry King Minos asks King the owner of the rosebush, a terrible
wants a castle. And then she wants to garden it is still winter. One morning the Aegeus to send him seven young men beast, very angry. In payment for the
become queen. What happens when Giant wakes up and he has a wonderful and seven young women for his monster rose Beauty must leave her family and
the fisherman’s wife keeps asking for surprise. What does the Giant see in his to eat. Then, one day, King Aegeus’ son go to live in the beast’s castle.
more things? Does the fish listen to the garden that morning? And how does it Theseus decides to go to Crete and In time Beauty and the beast become
fisherman’s wife? change him forever? kill the minotaur. What happens when friends. Then one day Beauty’s father
Theseus arrives in Crete? And can he falls ill and she returns home to look
kill the terrible monster? after him. Does she return to the beast?
Level C CLIL Geography | Reading Level C CLIL Reading | Civics Level D CLIL Geography | History Level E CLIL Art | Reading
NEW
Put your head

on the ground.
What can you hear?
LUSMORE
AND THE FAIRIES
Retold by Richard Northcott
Lusmore lives in a small village in Ireland.
He has a big hump on his back and people
laugh at him and say bad things. Lusmore Lusmore yawned. He put his head Lusmore looked at the road. Nobody
on his hands and closed his eyes. was there. Then Lusmore put
is sad. One evening Lusmore is coming Then he heard something. He sat up his head on the ground and listened.
home from the market when he hears and listened. People were singing! ‘There are people singing inside
the fairies singing. What happens when ‘Who’s there?’ said Lusmore. the hill,’ said Lusmore.
Lusmore joins them? And how do the
fairies change Lusmore’s life forever? 10 11
ON-PAGE ACTIVITIES
Fun on-page activities stimulate communication and get the readers to
relate the stories to their own experiences.
Level C CLIL Reading | Music

32 pages
ISBN 978-3-99045-264-6

FICTION
An exciting series of original Accompanying interactive
graded readers for Primary whiteboard compatible
Schools in 5 levels. CD-ROMs include a
complete reading of the
Engaging stories with
story, chants and games
beautiful full-colour
and a link to the Young
illustrations, specially written
Readers website.
to appeal to young learners
of English, introduce high- All materials use an open
frequency words in order type font which has been
to promote fluency from an devised to help children CAN I PLAY? THE BEACH
early age. with reading difficulties. Rick Sampedro Rick Sampedro
Each story is carefully It is Billy’s first day at school. Anna is very happy. It is a beautiful day.
graded and language He is happy and he wants to play with A perfect day for the beach.
CD-ROM/Audio CD the other children. But when Billy asks But Nina is not happy. She is on a boat,
is presented both
for each title if he can play, each child answers him far from the beach.
as lexical groups and in a different language. Billy is sad, he This is the story of two little girls, and
language functions. can’t play with anyone. how a place can mean very different
Then, Lorenzo becomes Billy’s friend things to different people.
and soon everyone is playing together.
Helbling Young Readers Level A CLIL Civics | Reading Level A CLIL Geography | Civics
are also available as Big Books: 32 pages 32 pages
ideal for shared reading. ISBN 978-3-85272-243-6 ISBN 978-3-85272-523-9
ISBN 978-3-85272-722-6
7 BENEFITS OF EARLY READING
+ Greatly helps to expand vocabulary

+ Fosters deep and natural interest
and love for language
+ Increases attention span

+ Enhances memory and levels
of retention
+ Develops the imagination

and creative thinking
+ Creates a stimulating learning

environment PICTURE DICTIONARY
Open-out flaps with picture dictionary, structures,
lexis, a letter to the reader and CLIL links.
+ Anchors new words and structures
in a meaningful way

GRADED READERS
HELBLING YOUNG READERS - FICTION
THE BIG FIRE THE BIG WAVE A CHRISTMAS PRESENT DAD FOR SALE
Rick Sampedro Stefanella Ebhardt FOR BARNEY BUNNY Andrés Pi Andreu
It is a lovely day in the jungle. The grass Pat’s best friend is a little goldfish called Maria Cleary ‘Dad, I don’t love you anymore.’
is green and the sky is blue. The animals Ermy. One day they go to the beach. They It’s Christmas Eve and Mother Bunny ‘You don’t love me?’ asks Dad.
are all happy together. are happy, they like the sea. is busy getting everything ready for ‘You don’t let me put jam in the fish tank.
But, what is that? Now the sky is orange Then a big wave comes and takes Ermy Christmas. The bunnies aren’t helping And you don’t let me sleep in the dog bed.’
and there is smoke. Oh, no! There is a away. Away from the beach, and away so she sends them out to play. Poor Dad. No one loves him anymore.
terrible fire. from her best friend Pat. Barney, the baby bunny, can’t play any of Does he have to go to the Dad shop?
Can the little birds stop the fire? And who What happens? Can Pat and Ermy find the games. But on Christmas Day Mother Find out in this charming story about love.
can help them? each other once more? Bunny has a special present for him and
all her other children.
Level A CLIL Geography | Science Level A CLIL Maths | Science Level B CLIL Reading Level B CLIL Civics | Reading
ISBN 978-3-85272-721-9 ISBN 978-3-85272-724-0
STRUCTURES
All language exercised in each book is highlighted as either new or recycled from
a lower level. There is always a perfect balance of new and revised structures
in order to enhance and reinforce learning.
CLIL
Helbling Young Readers draw links with other classroom topics,
developing cross-curricular skills and making the most of real
classroom learning and time. If you are reading Sam and the Sunflower
Seeds with your pupils you can immediately see you can also use it
in Science and Reading class.

THE KITE FREDDY SAM AND THE THE SUN IS BROKEN

Rick Sampedro THE FROG PRINCE SUNFLOWER SEEDS Andrés Pi Andreu
Ehud and Elisa like flying kites. One windy Maria Cleary Maria Cleary Today is the little girl’s birthday.
day Ehud’s kite goes up and he can’t see Freddy the frog is very happy. He likes his Sam loves visiting his grandad in the She closes her eyes and blows out the
it. Ehud is sad. Then it comes down in life and the pond and he likes Francesca, country and playing in the sunflower candles on her birthday cake and makes
Elisa’s garden. the prettiest frog in the woods. fi elds. One day, Sam’s grandad gives a wish. Suddenly lots of strange things
Elisa gives Ehud his kite and he is happy. One Friday evening Freddy is waiting Sam some sunflower seeds. Sam plants start happening but Mum and Dad can’t
But then Ehud and Elisa look at their for Francesca when he hears a strange his seeds and he waters them carefully. see them.
fathers. Their fathers aren’t friends. sound. It’s Princess Priscilla and she is But the seeds do not grow. Can Grandad Can the little girl convince her parents
They are sad. Can the children think of a not very happy. But then Princess Priscilla help his seeds to grow? that she is not silly? And what happens
way to make everyone happy? has an idea and Freddy’s life changes when the sun goes down?
forever... or does it?
Level B CLIL Art | Geography Level C CLIL Science | Civics Level C CLIL Reading | Science Level C CLIL Art | Reading
ISBN 978-3-85272-723-3 ISBN 978-3-85272-725-7
MULTIMEDIA
A dedicated website packed with additional resources:
• Browsable samples • Downloadable activities
• Worksheets • Answer Keys
• Project pages
CD-ROM/AUDIO CD
An IWB-compatible student’s CD-ROM with:
• Interactive language games
• Karaoke chants
• Story-sequencing activities
• Dictations
• Dictionary with interactive listening activities
• Full recording of the story plus activities

GRADED READERS
HELBLING YOUNG READERS - FICTION
THE THIRSTY TREE FAT CAT’S BUSY DAY HENRY HARRIS MOONY GOES ON HOLIDAY
Adrián N. Bravi Maria Cleary HATES HAITCHES Dilys Ross
It is summer and it is very hot. The tree Mum, Dad, Emily and Baby are all out Maria Cleary Moony lives on the moon. Every day is the
on top of the hill is very thirsty. Its leaves and Fat Cat is sleeping in peace. Bang! Henry Harris can’t say the letter ‘H’. same: he cleans his home, he waters his
are brown and there is no water to drink. Suddenly there is a noise in the kitchen. He hates haitches more than he hates garden, then he goes for a walk.
Then the tree sees Cloudbreak, a little There is a thief in the house and Fat Cat homework or horrible Hannah Hunter Moony is bored. He wants to hear noise
bird. is the only one who can stop him! who laughs at him. and see people. He wants to go to Earth.
Can Cloudbreak help the tree to find What is Fat Cat’s plan? And can he save Then one day something happens to One day, Alex the astronaut arrives and
some water? Mum’s jewellery? Henry’s best friend, Harry. What happens agrees to take Moony home with him.
when Henry helps Harry? What happens when Moony arrives on
Earth? What surprises does he find? And
what does Moony decide to do: stay on
Earth or go back to the moon?
Level C CLIL Geography | Science Level D CLIL Civics | Reading Level D CLIL Civics | Reading Level D CLIL Science | Geography
ISBN 978-3-85272-726-4 ISBN 978-3-85272-728-8 ISBN 978-3-85272-727-1
Find a rubber.
Throw it up into the air.
Can you catch it?
Can you now hand it to a friend?
“What’s that?” say the mothers.

“Look out!” shouts Skater Boy as he races
under the climbing frame.
He catches Baby just before he falls.
“Just in time,” says Skater Boy and he
hands Baby to his mother.
22 23
A fun TPR approach to guarantee optimal learning.

SKATER BOY FOOD FOR THE WINTER LOLA IN THE UPSIDE DOWN
Maria Cleary Rick Sampedro LAND OF FIRE Rick Sampedro
All the mothers are afraid of Skater Boy. It is a cold hard winter and there are not Rick Sampedro It’s a lovely sunny day in Loony Town.
He’s the fastest kid in town. But all the enough nuts and seeds for the animals A long time ago there was a girl called The sky is blue and Kate and Charlie
children love Skater Boy because he’s in the forest. Lola. Lola lived with her family in the are playing in the park. But when Kate
the fastest kid in town. They are all weak and hungry... all except Selk’nam tribe, in a beautiful land near looks up she sees a fish flying in the sky.
One day, while the mothers are planning Chippy and his family. They have got lots the end of the world. Then the mice start chasing the cats and
to catch Skater Boy something terrible of food for the winter. One day when Lola is with the Yamana the cats start chasing the dogs.
happens. Baby climbs and climbs to the But something terrible happens and tribe in the south of the land, a big ship The world is upside down! Now Kate and
top of the climbing frame. And Skater Chippy soon learns that sharing is best. arrives. Charlie must put everything back in its
Boy is the only one who can save him. Who is on the ship? And how will they place again.
change Lola’s land forever?
Level D CLIL Civics | Reading Level E CLIL Geography | Science Level E CLIL Geography | History Level E CLIL Civics | Science
ISBN 978-3-85272-730-1
LOST ON THE COAST

Rick & Steve Sampedro
A baby whale is stranded on a beach
after an oil spill. It is hot and the whale
can’t breathe. Lots of people come to
look but no-one knows what to do until
Rawiri arrives. Rawiri has got a plan.
Is his plan good enough to save the
whale?
LANGUAGE
Language is presented both as lexical groups and language functions. On-page activities
often link in with other curricular subjects and allow the readers to interact with the story.
Before and after reading activities preteach and practise words and structures and provide
skills and pronunciation practice. Level E CLIL Geography | Science
32 pages
ISBN 978-3-85272-247-4
ISBN 978-3-85272-729-5

GRADED READERS
FREE ONLINE HELB

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Beauty and the
Play Station Pro
Beast • How to use your Flashcards
ject
e
Drama • How to use your Big Books
east
Beauty
an d the B Perform the
You need:
play of Beauty and the
Beast. • How to help your child read in English
A PLAY The playscript
Bea
from the intern
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Costumes
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Props
A letter
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in an env bag se’s hoo
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Charac
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castle Table and chair 1 Download the Bea
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cas tle or a
big pict
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Read it aloud from the internet.
st e
A model beast Some roses Colou
Beauty r sister sk for the
in class.
r th
s olde A ma 2 Decide who em
Beauty’ sister mirror is
s oldest A hand A mirror Help each othergoing to play each part. ask th
Beauty’ to learn your en cu
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The bea i es.
Collect furnitu Make a mask for the beast. it ou
tman Confett t.
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Stageh e. scene many times.
side of the stag beast. 5 Decide when
eith er and the you are going to perfor
1 stand on Beauty tickets, poster
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and family to s and programmes. Invite yourplay. Make
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Storyte effect:
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Project pages with extras needed

to complete all tasks. Video overview of the main features
and how to use them with your students.
Can I Play?
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Rick Sampedro
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Answer
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Key
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Can I Play?
Cambridge YLE:
Starters Read
ing and Writing
Rick Sampedro 1 A 8, B 4,
C 4, D 4 , E 8, F 4, G
8, H 8
2 A 4, B 8, C
ing and Writing 8, D 4, E 8, F
Starters Read 8, G 8, H 4
Cambridge YLE: 3 A pink, B orang
H white, I red e, C purple, D brown, E green
(8). , F blue, G yellow
tick 4) or a cross
(4) ,
1 Read. Put a
B This is a kite. A
A This is a B p
schoolbag. C
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D This is a koala p D i
This is a ball.
b r o
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H This is Billy. l G
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or a cross (8).
2 Read . Put a tick (4) e i
kite. t
B This is a red
A This is I r e d
a blue kite.
w
D This is a yello
C This is a
schoolbag.
purple key.
F This is a
E This is an pink crayon.
orange ball.
H This is a
G This is an . green crayon. © Helbling Language
s 2012
orange koala
s 2012
© Helbling Language
Photocopiable worksheets and teaching notes

with Cambridge ESOL YLE Exam Practice.
Go to the Young Readers category on our blog

for all the latest theory plus lesson plans and
HELBLING YOUNG READERS GUIDES (free downloads) interviews with the authors and illustrators.
How to use your Helbling Young Readers Flashcards 978-3-85272-736-3
How to use your Big Books 978-3-85272-394-5
blog.helblingreaders.com
How to help your child read in English 978-3-99045-093-2

BIG BOOKS
Specially
devised for
shared reading
FOR TEACHERS
Helbling Young Readers
Big Books make reading
a fun experience while
being a powerful tool
for language learning.
Maxi-format illustrations
will captivate any class
or group and enlarged text
will allow children to see
and follow words as they are
pointed to and read by the
teacher.
Helbling Young Readers FOR
CONFID
MOTIVA ENT
Big Books will bring
reading to life for all
children in your classes. READERTED
They are an ideal way to S
make reading a shared
experience and fun group
situations will then help
develop confident and
motivated individual readers.
Why shared reading

and interactive
reading aloud
makes a difference
• Children love a good story and the attention
of being read to personally.
• Children feel involved in the action and they even

forget that it is a formal teaching situation.
• Comprehension is almost immediate, with instant

clarification and support from the teacher.
• As children observe and listen they develop

strategies for of listening and speaking situations.
• Helps in teaching frequently used vocabulary.
• Encourages initiative in the form of prediction,

observation, connection, clarifying, asking
questions, making comments, entering a story
world and using their own imagination. • Size: 35x47 cm
• Encourages and breaks down barriers for children • Pages: 24 (story only)
struggling to read. • Picture dictionary
• Quick guide in book
• Story available as MP3 download
www.helblingyoungreaders.com • Downloadable Guide to using Big Books

GRADED READERS
HELBLING
RED SERIES
CLASSICS
A series of well-known understanding, and draw
classic stories by links with the students’
world-famous authors own lives, while detailed
that have been chosen, Before and After Reading
and adapted, to appeal activities help and check
to young teenagers. understanding.
Careful selection of stories A clear introduction gives
with suitable content information about the
and language level has author.
allowed the flavour of the PETER PAN
originals to remain. J. M. Barrie
Audio CD Adapted by Geraldine Sweeney
Reflection Boxes Recording in British English
throughout the stories help for each title
Peter Pan visits the nursery of the Darling
children, Wendy, John and Michael, every
night when they are sleeping. One night
they wake up and Peter teaches them to fly.
Together they fly off to Never-Never Land
Written by Alan Pulverness, where they find the Lost Boys, mermaids,
the well-known specialist Indians and pirates. However, the leader
and enthusiast in literature of the pirates, the terrible Captain Hook,
in ELT. wants to kill Peter and capture the children.
Can they defeat him and return home to
their parents in London?
New Reading Matters with lots Level 1 - A1 Adventure | Fantasy

of great new innovative ideas 74 pages
for using graded readers both ISBN 978-3-85272-299-3
in class and as part of an
extensive reading programme.
Includes a Book Club Starter
Kit to make reading an
integral part of your students’
learning.
ISBN 978-3-85272-012-8
CEFR, STRUCTURES & EXAMS
CEFR LEVEL 1 - A1 LEVEL 2 - A1/A2 LEVEL 3 - A2
EXAM Cambridge English: Key (KET) for Schools Cambridge English: Key (KET) for Schools Cambridge English: Key (KET) for Schools
Trinity GESE Grades 1-2 Trinity ISE Foundation (GESE Grades 2-3) Trinity ISE Foundation (GESE Grades 3-4)
a, an; adjectives; adverbs of frequency; a lot of, not much, not many; cardinal/ordinal numbers; ever/never;
can; countable and uncountable nouns; adverbs of manner; and, so, but, because; must/should need to/have to; one/ones;
demonstrative adjectives and pronouns; be going to; comparative; have to/must; prepositions of time, place and movement;
have got; How much/many?; imperatives; mustn’t; past continuous; past simple; present perfect; present perfect v. past simple;
like/love/hate/don’t like doing; past simple v. past continuous; present continuous for future; question tags;
subject and object pronouns; plural nouns; possessive pronouns; superlative; reflexive pronouns; relative pronouns who,
possessive’s; possessive adjectives; to for purpose which, that; so do I/neither do I;
present continuous; present simple; too plus adjective; indefinite pronouns; will;
question words; short answers; some/any; would like
the; there is/are

www.helblingreaders.com
THE FISHERMAN THE HAPPY PRINCE THE HOUND THE PRINCE

AND HIS SOUL AND THE NIGHTINGALE OF THE BASKERVILLES AND THE PAUPER
Oscar Wilde AND THE ROSE Arthur Conan Doyle Mark Twain
Adapted by Frances Mariani Oscar Wilde Adapted by Geraldine Sweeney Adapted by Alex McLeod
Recording in British English Adapted by Maria Cleary Recording in British English Recording in British English
When the Fisherman catches a beautiful Recording in British English Sir Charles Baskerville is found dead with A prince and a poor boy meet. They look
mermaid in his nets he falls in love with In The Happy Prince a little swallow stops the footprints of a huge dog beside his very similar and become friends.
her. He wants to marry her but first he on its journey towards the sun and helps body. Everyone thinks that the hound of They want to understand each other’s
must send away his Soul. a big-hearted Prince to bring happiness the Baskervilles, the terrible dog that lives so they exchange clothes. But the
How can he send away his Soul? And can to his people. has cursed the Baskerville family for boys’ game soon becomes a reality. No
his body and Soul live apart? Find out In The Nightingale and the Rose a centuries, is to blame. Sherlock Holmes one knows who is the prince and who
in this beautiful story about the nature songbird understands more about love and Doctor Watson go to investigate the is the pauper?
of love. than a man does. murder. Will they find the murderer before Can Prince Edward and Tom Canty ever
the last surviving member of the family go back to their normal lives?
is killed?
Level 1 - A1 Human interest | Love Level 1 - A1 Friendship | Human interest Level 1 - A1 Horror | Mystery Level 1 - A1 Friendship | Human interest
A wide range of Before Reading activities introduces new

words and puts the four language skills into practice.
Before Reading
Before Reading 3 Match the words with the pictures.
3 1 Look at this map of London. Listen and number the places on the map. a) woods b) barn c) royal boat
d) bridge e) market f) Westminster Abbey
1 2 3
Pudding Lane
London Bridge
The river Thames

4 5 6
The palace of Westminster 4 Use the words from Exercise 3 to complete the sentences below.
Westminster Abbey
a) Miles Hendon lives in an inn on a …………… on the river
Thames.
4 2 Listen and match the characters with the places on the map. Write
b) The …………… is busy, there are lots of people buying and
the correct place under each character.
selling things.
A B C c) Edward sleeps in a …………… with a mouse and a calf.
d) Tom goes on a …………… …………… on the river to the
Tower of London.
e) The coronation takes place in …………… …………… .
f) John Canty hides in the …………… outside the city.
Tom Canty Prince Edward Miles Hendon
............................ ............................ ............................

10 11
The Prince and the Pauper RED.indd 10 11/09/13 11:22 The Prince and the Pauper RED.indd 11 11/09/13 11:22

GRADED READERS
HELBLING READERS RED SERIES - CLASSICS
NEW
THE RAILWAY CHILDREN THE WIND THE WONDERFUL ALICE’S ADVENTURES

Edith Nesbit IN THE WILLOWS WIZARD OF OZ IN WONDERLAND
Adapted by Jennifer Gascoigne Kenneth Graham L. Frank Baum Lewis Carroll
Recording in British English Adapted by Geraldine Sweeney Adapted by Jennifer Gascoigne Adapted by Jennifer Gascoigne
Bobbie, Peter and Phyllis live happily in Recording in British English Recording in British English Recording in British English
London with their parents. One day their When Mole wakes up after winter he Dorothy thinks she is lost when a terrible It is a hot afternoon and Alice is bored.
father is taken to prison and the children meets friendly Rat and wise Badger. cyclone carries her and her dog Toto to She follows a White Rabbit down a rabbit
move to the countryside with their mother Together the three friends start on a the magical Land of Oz. So she decides hole and arrives in a strange place called
to make a new life. There isn’t much money series of adventures as they try to keep to go to the Emerald City and ask the Wonderland. Here nothing is as it seems:
and the children are worried about their the not-so-clever Toad out of trouble. Wizard of Oz to help her go home again. animals can talk, cakes and drinks can
father. They spend a lot of time by the Can Toad’s friends help him? Find out On the way she meets the Scarecrow, the make you bigger and smaller and the
railway watching and waving at the trains in this classic story of adventure and Tin Woodman and the Cowardly Lion who Queen of Hearts can cut off your head.
that go to London. A nice old gentleman friendship. all have a special wish to ask the Wizard. Can Alice find her way home again?
waves back and Bobbie has an idea. Find Will the Wizard make their wishes come
out in this fun story full of love and hope. true? And will Dorothy find her way home?
Level 1 - A1 Adventure | Family Level 1 - A1 Adventure | Friendship Level 1 - A1 Fantasy | Friendship Level 2 - A1/A2 Fantasy | Human interest
After Reading activities develop understanding

of the plot, theme and characters in the story.
After Reading
Characters
1 Unjumble the words and match them to the characters.
a) BAGHEERA b) BALOO c) AKELA
d) SHERE KHAN e) TABAQUI f) MOWGLI
1 lfow ……………................…..
2 areb ……………................…..
3 ackjal ……………................…..
4 t h e r p a n ……………................…..
5 nam ……………................…..
6 igter ……………................…..
2 Fill in the gaps in the passage about Mowgli using the words in
the box below.
family gently eat brave Frog alone wolves
One night, two (a) ……….. find a baby in the jungle. Mother Wolf
likes him because he is (b) ………... . Father Wolf likes him too.
Reflection Boxes throughout the text allow the readers to
stop and think about the story and draw links between 78
the themes explored and their own lives and experiences.

ANNE OF GREEN GABLES BLACK BEAUTY LITTLE WOMEN ROBIN HOOD

ANNE ARRIVES Anna Sewell Louisa May Alcott Howard Pyle
Lucy Maud Montgomery Adapted by Geraldine Sweeney Adapted by Jennifer Gascoigne Adapted by Scott Lauder & Walter McGregor
Adapted by Nicole Harrick Recording in British English Recording in American English Recording in British English
Recording in American English The much-loved children’s story of a This is the much-loved story of the four The Sheriff of Nottingham is Robin Hood’s
When Matthew and Marilla decide to horse, Black Beauty. Black Beauty begins March sisters. Meg is the eldest and is greatest enemy. He hates Robin because
adopt a child to help them at their farm, his life in a loving home. about to fall in love. Then there’s tomboy Robin is an outlaw. But most of all, the
Green Gables, they specifically ask for But when his owners have to sell him, Jo who wants to be a writer. Kind Beth sheriff hates Robin because everyone
a boy. But when Matthew goes to Bright his fortune changes. As Black Beauty who always puts other people before else loves him.
River Station to collect the child, he gets moves from home to home and job to herself, and finally there’s Amy, the Does the Sheriff of Nottingham catch
a shock. job, he often suffers bad treatment and youngest and most precocious. Robin Hood and his Merry Men? Do they
What do Matthew and Marilla decide to living conditions. Although times are difficult and their remain outlaws forever? Or does the good
do? Do they keep the child? This child But Black Beauty still dreams of the happy father is away at war, they never forget King Richard save them?
is certainly very different. life he had as a young foal. their sense of fun. Growing up is not
always easy but it is very rewarding.
Level 2 - A1/A2 Family | Friendship Level 2 - A1/A2 Human interest | Nature Level 2 - A1/A2 Family | Friendship Level 2 - A1/A2 Adventure | Traditional
e r v e r y tenderly
panth me way
that
a i d t he black t h e s a
a m a n
s
cub,” THe ReD tFLoWeR o y o u r men in m u s t go back
u are basaidc k ers.•.Yo u
9 “Oh, yo a y y o u
“Oh,myouuare
gocub,”
sta man
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the blacku panther thtenderly
r inbtherovery
a
9
ed MenMen are your brothers. l.”that

“And on o myItoreturned gtolemy. jungle. unmust ciway
“And one day you must go back to your men same
j u n t h e C oYou go back
ed t them, if you are not e d ininthe Council.”
I return not kill
killed
o u a r e
, if y “But why does the Council want to kill me?” asked Mowgli.
to them “Look at me,” said Bagheera. And Mowgli looked at him steadily•
between the eyes. The big panther turned his head away in half
a minute.
“That is why,” he said, shifting• his paw on the leaves. “Not even MOWGLI’S BROTHERS
I can look you between your eyes. And I was born among men. Rudyard Kipling
And I love you, Little Brother. The others hate• you because their
eyes cannot meet yours. Adapted by Maria Cleary
Recording in British English
When Mother Wolf finds a baby outside
Listen to the story on the Audio CD her cave she decides to keep him and
and do the activities. raise him with her own cubs. But not
everyone in the jungle wants Mowgli and
soon he has to learn to defend himself
against the cruel tiger Shere Khan and
his followers.
y
Glossar
• hate: opposite of love • steadily: without moving or looking
• shifting: moving away
• tenderly: gently; with love
52
Level 2 - A1/A2 Adventure | Friendship

Mowgli's Brothers.indd 52 12/03/14 13:20
84 pages
ISBN 978-3-85272-051-7

GRADED READERS
NEW
THE BOSCOMBE VALLEY THE RED-HEADED LEAGUE THE SECRET GARDEN A CHRISTMAS CAROL
MYSTERY Arthur Conan Doyle Frances Hodgson Burnett Charles Dickens
Arthur Conan Doyle Adapted by Maria Cleary Adapted by Geraldine Sweeney Adapted by Elspeth Rawstron
Adapted by Geraldine Sweeney Recording in British English Recording in British English Recording in British English
Recording in British English When legendary detective Sherlock When Mary Lennox’s parents die in Ebenezer Scrooge is a mean and
Sherlock Holmes and Dr Watson are in the Holmes and his trusted friend, Dr Watson, India, she moves to England to live in miserable man with no friends.
Boscombe Valley to investigate a murder. are asked to investigate a mysterious her uncle’s enormous manor. Mary is sad One cold Christmas Eve three ghosts visit
James McCarthy’s father is found dead organisation, the Red-headed League, and lonely but one day she finds an old him and take him on a frightening journey
by the Boscombe Valley Pool and many they find that there is more to the key to a secret garden that no one goes to show him what is wrong with his life.
people think that that James McCarthy organisation than meets the eye. into and a whole new world of magic and Can Scrooge change and learn to become
is the murderer. But there is one person enchantment opens up to her. Before long a better person?
who believes that James McCarthy is Mary learns to make friends for the first
innocent. time. Can the garden bring back the love
Can Sherlock Holmes help solve another that is missing from their lives?
mystery? Can he find the real murderer?
Level 2 - A1/A2 Detective | Mystery Level 2 - A1/A2 Detective | Mystery Level 2 - A1/A2Friendship | Human interest Level 3 - A2 Human interest | Mystery
The Boscombe Valley Mystery
‘I see. But why did he talk about a rat, then?’ I asked.

Sherlock Holmes took a piece of paper from his pocket and
put it on the table.
‘This is a map of Australia,’ he said. He put his hand over part
of the map. ‘Now, Watson, what can you read there?’ he asked me.
‘ARAT,’ I read.
‘And now?’ Holmes moved his hand.
‘BALLARAT,’ I read.
‘Yes. That was the word the man said. It is a place called Ballarat.
His son only heard the ‘rat’ part of the word. Old Mr McCarthy was
trying to say where his murderer was from, the town of Ballarat.’
‘That’s wonderful, Holmes!’ I exclaimed•.
BALLARAT
Do some research on the Internet in small groups.
What type of town is Ballarat today?
Look for information and photos.
y
Glossar
exclaimed: said with excitement
50 51
Lots of ideas for classroom discussion.

NEW
ANNE OF GREEN GABLES GULLIVER’S TRAVELS OLIVER TWIST THE ADVENTURES

ANNE GROWS UP Jonathan Swift Charles Dickens OF HUCKLEBERRY FINN
Lucy Maud Montgomery Adapted by Beverley Young Adapted by Janet Olearski Mark Twain
Adapted by Nicole Harrick Recording in British English Recording in British English Adapted by Jennifer Gascoigne
Recording in American English Lemuel Gulliver travels the world as Born in a workhouse, the little orphan Recording in American English
As Anne grows up Matthew and Marilla a ship’s doctor. Each of his journeys Oliver Twist survives with little food or Huckleberry Finn has a hard life with
become even more glad that Anne brings Gulliver to strange lands with love. He runs away to London and finds a his father until an adventure with Tom
came to Green Gables. Of course Anne even stranger inhabitants. People smaller place to stay with Fagin and his ‘family’. Sawyer changes everything. But when
still makes mistakes and has a vivid than his thumb and giants that can crush But Oliver soon realizes that Fagin wants Huck’s dad returns and kidnaps him, he
imagination but she learns from her him as they walk. Islands floating in the him to become a thief and he tries to decides to escape with runaway slave,
mistakes and uses her imagination to sky and places where horses are more run away. Jim. Life on the run is not easy and Huck
help her in life and in her studies. Follow civilized than humans. Gulliver soon Can Oliver escape a life of crime? and Jim get into lots of trouble. Will Tom
Anne as she grows up into a fun-loving, learns that there are many different ways Who is the mysterious Monks? And what arrive in time to help Huck save Jim from
clever, young woman. of living, and that what we accept to be is his connection with Oliver? slavery? And what will happen to Huck
good is not always the only alternative. when his father finds him?
Level 3 - A2 Family | Friendship Level 3 - A2 Human interest | Travel Level 3 - A2 Adventure | Human interest Level 3 - A2 Friendship | Humour
HELBLING READERS
HELBLING BLOG
3 ‘Tom!’
No answer. READERS
‘Tom!’
No answer. BLOG
The Adventures of Tom Sawyer
Chapter 1
Go to our Readers Blog
3 ‘Tom!’
No answer.
‘Tom!’
for lots of ideas and lesson plans
for your Classic Readers.
No answer.
‘What’s that boy doing? Tom!’
The old lady went to the door and looked out at the garden.
No Tom.
‘Tom!’
There was a noise behind her. She turned just in time to catch•
Tom by his belt• and stop him.
‘What were you doing in that cupboard?’
‘Nothing.’
‘Nothing! Look at your hands and your mouth. What is that?’
‘II don’t know, Aunt.’
‘Well, I know. It’s jam•. I’ve told you forty times that I’ll beat
you if you don’t leave that jam alone. Give me that stick.’
‘Look behind you, Aunt!’
She turned round quickly and lifted up her skirt, and the boy
ran away.
His Aunt Polly stood surprised, and then laughed.
‘What a boy! I really don’t know what to do. I should beat him
when he does wrong. But he’s my dead sister’s boy, and I don’t
like to hit him.’
Glossary
• belt: • jam: fruit boiled with sugar and then
• catch: hold in your hands put on bread and cakes
12 13
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ww
helblingreaders.com
Dedicated website with browsable samples. blog.helblingreaders.com

GRADED READERS
THE ADVENTURES THE STOLEN TREASURE ISLAND WHITE FANG

OF TOM SAWYER WHITE ELEPHANT Robert Louis Stevenson Jack London
Mark Twain Mark Twain Adapted by David A. Hill Adapted by David A. Hill
Adapted by David A. Hill Adapted by Maria Cleary Recording in British English Recording in American English
Recording in American English Recording in British English When the terrible pirate Bill Bones dies, White Fang is born part-dog, part-wolf, in
The best-loved story of Tom Sawyer and A white elephant travelling from Asia to young Jim Hawkins is left with the key to the cold and snowy Northland of Alaska.
his friends Huck Finn and Joe Harper, Britain as a present for the Queen goes a fortune: the long-lost map of Treasure He soon learns the laws of nature and
as they grow up along the banks of the missing in New York. Chief Inspector Island. Jim sets off on an incredible before long he and his mother, Kiche,
Mississippi river. They run away to be Blunt of the New York Police Department adventure with his trusted friends to find are fighting for survival. One day a native
pirates and come back in time for their puts all of his men on the case and the hidden treasure. They do not realize American, Gray Beaver, recognises Kiche
own funerals, they witness a murder and promises to find the thieves. that their crew is made up of pirates and and soon the mother and cub become his
they find treasure. Are the city’s best policemen and a their leader is the most infamous and property. White Fang learns that men
Join them for fun and adventure and some reward of $100,000 enough to get the cruel pirate of them all... Long John Silver. have laws, too, that can be both fair and
difficult lessons in growing up. elephant back? Will Jim and his friends outwit the pirates cruel. But will White Fang ever learn to
and get the treasure? trust or love men?
Level 3 - A2 Friendship | Humour Level 3 - A2 Detective | Humour Level 3 - A2 Adventure | Travel Level 3 - A2 Adventure | Nature
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The educational platform
FREE DEDICATED INTERACTIVE PLATFORM
• Includes Teacher tools for creating cyber homework
and class tasks, plus Student tools for interactive
self-study
• Feedback reports to check students’ progress
• Timesaving self-correcting interactive exercises
• Downloadable worksheets and tests
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FICTION
Original Stories
A series of original fiction
specially devised for young
teenage students of English.
Written by renowned
EFL authors these stories
combine easy-to-understand
language with exciting
plots to appeal to younger
readers.
A NEW HOME FOR SOCKS DAN
Antoinette Moses AND THE VILLAGE FÊTE
Audio CD Recording in British English Richard MacAndrew
for each title Recording in British English
When Penny moves from her home in the
village to a new house in the city she has It’s the day of the Steeple Compton village
to leave her friends and pet dog behind. fête and everyone is happy. Everyone
One day, after school, Penny finds a little except Sue Barrington, the new girl in
puppy in the park. He is small and dirty town. Sue’s friend Dan is worried.
The unconscious process
and very frightened. Penny calls him Dan finds out that someone called
of language acquisition, Socks. But Penny’s new house is small Nemesis is bullying Sue and he decides
such as occurs when reading and Socks can’t stay with her. to help.
for pleasure, is more successful Can Penny find a new home for Socks? Who can Nemesis be? And why does he
and longer lasting, or she want to hurt Sue?
than conscious learning. Only Dan the detective and his dog Dylan
can find out.
Dr Stephen Krashen
Linguist and educationalist Level 1 - A1 Friendship | Human interest Level 1 - A1 Detective | Mystery
72 pages 72 pages
ISBN 978-3-85272-291-7 ISBN 978-3-85272-787-5
Before Reading
Guess! Who does Dan help?
What type of person is Ronnie?
DAN THE DETECTIVE

A great series of stories at 3
levels (1, 2 and 3), following the
adventures of British teenager
Dan Parks, and his friend Sue
Barrington as they solve a number
of mysteries... all with the help of
their beloved dogs: Dylan and
Charlie.
Introductory poster-pages and
decision boxes throughout the
text make these fun, stimulating
and student-friendly reads by
award-winning ELT author, Richard
MacAndrew.
6 7

GRADED READERS
HELBLING READERS RED SERIES - FICTION Original Stories
NEXT DOOR DAN PRINCESS ON THE RUN THE ANTI-BULLY SQUAD

Robert Campbell AND THE MISSING DOGS Paul Davenport Rick Sampedro
Recording in British English Richard MacAndrew Recording in British English Recording in British English
When a new family with a twin brother Recording in British English King Alexander wants his daughter, When a pair of bullies hurt Arjun, the
and sister move next door to Eoin, strange When Mrs Jackson’s pet dog Basil goes Princess Priscilla, to marry his best friend, youngest boy in class, Tom, Ziggy
things start to happen. The kids at school missing, Dan Parks realizes immediately Lord Huntingdon. But the princess has and Tara decide that it is time to do
make fun of the twins and say that they that something strange is going on. other plans. She is in love with Toby, a something. They set up the Anti-bully
are from another planet. But Eoin decides Then when he sees thieves taking his best young and handsome servant at the Royal Squad but they soon discover that the
to find out where they really come from. friend Sue’s dog, Charlie, he knows that Palace. Priscilla and Toby decide to run bullies are prepared to do anything to
there is definitely a mystery to be solved. away together, but life on the run is not get their own way.
Who is taking the dogs and can Dan and what the princess expected. Can they find a way to stop the bullies
Dylan save them before it is too late? before it is too late?
Level 1 - A1 Friendship | Mystery Level 2 - A1/A2 Detective | Mystery Level 2 - A1/A2 Friendship | Love Level 2 - A1/A2 Friendship | Sport
Meet the Author

Hello, Janet, can you tell us a little about
yourself?
I was born in London and grew up there. I studied
languages at the University of Edinburgh in
Scotland. I trained as• an English teacher and
I taught English in Italy and a number of other
countries. A few years ago I got a job in Abu
Dhabi in the United Arab Emirates, and that’s
where I am now.
Where do you get the ideas for your stories?

I have always loved writing and I am constantly looking for interesting
news items• that I can use in my stories. I keep cuttings• from newspapers
and I carry a notebook with me at all times so that I can immediately
write down any stories that come into my head or that people tell me.
THE TIME CAPSULE How did you think of this story?

In my school and university holidays, I had a lot of part-time• jobs,
Robert Campbell including one – which was not so pleasant – in a fish and chip shop.
As for football… well, I don’t play it myself, but I love to watch a good
Recording in British English game. I’ve found that wherever you go in the world, you will always find
someone who loves football as much as my hero Gary does.
Jan makes a time capsule for her History
Why did you write this story?
project and buries it beside the apple I wanted to show that sometimes we have to work hard to get the things
tree in her garden. Then one night during we want in life. The rewards• are great when we make the effort.
a terrible storm something strange

happens. Jan travels through time.
y
Is she in the future? Or is she in the past? Glossar
• cuttings: stories you cut from a • rewards: prizes etc., for doing
And how can she get back to the present? newspaper something well
• items: (here) stories • trained as: learned to be
• part-time: not a full day or week
Level 2 - A1/A2 Friendship | Mystery

Meet the authors and discover what inspires them
96 pages and read their advice on writing your own story.
ISBN 978-3-85272-283-2

NEW NEW
DAN AND THE DAN AND THE STUBS GROWS UP TWINS

ISLAND MYSTERY HONG KONG MYSTERY Paul Davenport Janet Olearski
Richard MacAndrew Richard MacAndrew Recording in American English Recording in British English
Recording in British English Recording in British English Fifteen-year-old Jay Stone is good- Tim is determined to win the Arkwright
Dan and Sue are on holiday in Bute, Dan and Sue are on holiday in Hong Kong, looking, athletic and he has got lots of Student of the Year award and take his
a quiet island off the west coast of visiting Sue’s grandparents. While they friends. There’s just one problem. mother on the first prize trip to Disneyland
Scotland. One evening when they are out are sightseeing they notice an ivory shop Jay’s legs are short, so short that the Paris. He starts a Keep Arkwright Tidy
walking with their dogs they notice some and Dan goes in to ask some questions. other kids call him ‘Stubs’. When Jay campaign and everything is looking good.
men putting boxes on a boat. What’s in Later they see some men going into the gets a surprise place on the school’s However, one day Tim and his friend
the boxes? Why are they putting them in same shop with a bag. What’s in the American Football team, some of the William get into trouble in the park. How
the boat? And where’s the boat going? bag? Why are they going in and out of older members decide to teach him a can Tim win the prize now? Maybe he
the shop with bags? lesson. Can Jay ignore their comments can blame his mystery twin brother...
about his legs and keep the place on
the team?
Level 3 - A2 Detective | Mystery Level 3 - A2 Detective | Mystery Level 3 - A2 Friendship | Sport Level 3 - A2 Friendship | Mystery
Pair work provides real language work

while developing core speaking skills.
MR FOOTBALL
Janet Olearski
Gary is fifteen and he wants to become a
professional footballer, just like his dad.
When three students from Gary’s school
HELPING PEOPLE get the opportunity to win a place in
Crossbridge Football Academy, Gary
Have you ever helped someone?
What did you do and why did you do it? automatically thinks he will be one of
In pairs or groups write the dialogue of the situation then them. But things aren’t always as simple
act it out. as they seem...
How are Matt, Joe and Karen going to help Gary?
How do you think Gary feels about their plan to help him?
When is it not a good idea to help someone?
Give an example.
Level 3 - A2 Friendship | Sport

96 pages
ISBN 978-3-85272-159-0

GRADED READERS
HELBLING READERS RED SERIES - FICTION Graphic Stories
FICTION
Graphic Stories
A lively series of fully
illustrated stories centred
around a group of friends,
allowing young readers
to identify with both the
characters and the stories.
Exciting double-page
cartoon spreads feature
real dialogue for a
communicative approach. DAVID HOLLY’S NEW FRIEND
AND THE GREAT DETECTIVE Martyn Hobbs
Stimulating Before
Martyn Hobbs Recording in British English
and After Reading
Recording in British English Holly’s mum and dad spend all their
pages help and check
David dreams of becoming a great time working and her sister is always
understanding with
detective like David Delgado, the hero in her room.
Cambridge English:
of his stories. Holly is sad and lonely. Then she has
Key (KET) and Trinity Levels a great idea: she can get a new friend.
When thieves take Jack’s bike David
1 to 4 style activities decides to help him find it. Can David Can Holly and her friends convince her
and an Exit Test. find it and be a great detective like David mum, dad and sister to let her get a dog?
Delgado?
Audio CD
for each title
Level 1 - A1 Detective | Friendship Level 1 - A1 Friendship | Human interest

64 pages 64 pages
ISBN 978-3-85272-016-6 ISBN 978-3-85272-334-1
Cambridge English: Key (KET) and Trinity GESE

Levels 1-4 type activites.

JACK’S ENDLESS SUMMER ZADIE’S BIG DAY GRACE, ROMEO, HOLLY THE ECO WARRIOR
Martyn Hobbs Martyn Hobbs JULIET AND FRED Martyn Hobbs
Recording in British English Recording in British English Martyn Hobbs Recording in British English
It’s summer and it’s too hot to do Zadie is the best footballer on the school Recording in British English Holly’s favourite place is the tree house
anything. Jack doesn’t know what to team. She is also the best skater in the Grace is always good at everything. in the old oak tree in her garden.
do. He goes to the park, he goes to the park. She is good at the piano. She is good When her father decides to cut down
pool, he meets his friends. This summer When a new boy at school challenges at the violin. She is good at most of her the tree to build an office, she starts an
is really boring. her to a skating competition on the same subjects at school. And she is a great unusual protest and moves out of her
Then one evening some boys hurt a hawk. day as an important football final, Zadie actor and dancer, too. home and into the tree house.
Jack is the only person who can help. accepts. But at the moment, Grace can’t do Who will win the battle of the tree?
Suddenly Jack’s summer isn’t boring Can Zadie be both Queen of the Skate anything well. Why can’t she do her
any more. Park and Champion on the Pitch? homework and learn the lines for the
play? Is she in love? Only David can
help her.
Level 1 - A1 Ecology | Human interest Level 1 - A1 Friendship | Sport Level 2 - A1/A2 Friendship | Love Level 2 - A1/A2 Ecology | Friendship
The Graphic Stories feature lively cartoon spreads

for a contemporary communicative approach.
A wide choice of illustrated activities helps and

checks understanding.

GRADED READERS
HELBLING READERS RED SERIES - FICTION Graphic Stories
JACK AND THE RICKY’S BIG IDEA DAVID GRACE

WESTBOURNE FAIR Martyn Hobbs AND THE BLACK CORSAIR AND THE DOUBLE LIFE
Martyn Hobbs Recording in British English Martyn Hobbs Martyn Hobbs
Recording in British English Ricky has a big idea: he wants to make Recording in British English Recording in British English
The Westbourne Fair is coming to town his own reality TV programme. He buys It’s not a good day for David. It’s his Grace’s mum wants her daughter to study
and it is Jack’s favourite moment of the a series of small video cameras and he mum’s birthday but she rushes out hard for her piano exam. But Grace wants
year. But when he gets into trouble at secretly films his family and friends. without seeing his presents. It’s raining to spend all her free time practising with
school his parents say that he can’t go But, when he looks at the footage it is all and he falls and hurts himself on his her band – the Garage Girls.
to the Fair. very boring. So Ricky decides to make way into school. The lessons are either How long can she keep her secret from
Jack decides to go to the Fair anyway and his video more interesting. Soon strange impossible or boring and he leaves his her mum? And what will her mum do if
he learns that there are more important things are happening both at Ricky’s lunch at home. He feels very sorry for she finds out?
things in life than having fun. home and school. himself. Daniel the Black Corsair is feeling
But Ricky’s friends aren’t very happy. sorry for himself, too. He’s lost and lonely
Can Ricky be a good friend and become and far from home. Can David and Daniel
a filmmaker, too? feel happy again?
Level 2 - A1/A2 Friendship | School Level 2 - A1/A2Friendship | Human interest Level 3 - A2 Adventure | Fantasy Level 3 - A2 Friendship | Music
Jack and the Westbourne Fair
Jack had to get away from the It was him!

headmaster. He was pushing his way The poster said that he was missing. And the police were looking
through a group of adults when he saw for him!
a notice on the wall. There were people Suddenly the world started spinning• very quickly and Jack heard a
standing in front of it. Jack couldn’t see loud sound in his ears like a powerful wind. He put his hand on the
it clearly, but it wasn’t a normal poster wall to keep his balance.
for a concert or a disco. It said: He was a wanted criminal•!
Then he looked around him. Families and friends were looking at the
POLICE NOTICE notice or just walking past, excited by the fair, and thinking about
which ride to go on next. They weren’t looking at him.
Then he read the word: This was his chance.
He had to move quickly.
MISSING• He had to escape!
And under that he saw a part

of a photo. It was a boy with
dark hair. And then he saw the
Real characters the readers
name, or at least the first name. can identify and grow with.
The rest of it was blocked• by
a child. It said:
JACK
And he froze•.
37

Reading about a
group of young
people in a series
allows readers to identify with
the characters and relate the
issues in the stories to their
own lives, helping them make
connections and solve problems.
Each episode contributes to a
RICKY ZADIE’S LAST RACE
larger story or theme allowing
AND THE AMERICAN GIRL Martyn Hobbs the reader to see him/herself
Martyn Hobbs Recording in British English within a wider, more holistic
Recording in British English Zadie lives for sport. From football to context.
Ricky is a bit of a genius at school. running, it’s the biggest thing in her life.
He never thinks of anything except maths Zadie is preparing for a big race – a race
and computers. That is, until he meets she really wants to win. But one evening
Alexis, a beautiful American girl visiting while she is out training, she is involved
his town. Is Ricky a genius in love, too? in an accident – and she finds herself in
a race of life and death.
Will she win the biggest race of her life?
Level 3 - A2 Friendship | Love Level 3 - A2 Friendship | Sport

64 pages 64 pages
ISBN 978-3-902504-20-3 ISBN 978-3-85272-584-0
The spreads are fully dramatised on the Audio CD.

GRADED READERS
HELBLING READERS RED SERIES - FICTION Short Reads
FICTION
Short Stories
Beautifully illustrated short
books that even the most
reluctant student will easily
read in one sitting.
A wide variety of Before
and After Reading
activities, with interesting
and fun Fact Files
exploring the issues raised,
contemporary culture, FIREBALL’S HEART THE CLEVER WOMAN
internet projects Herbert Puchta Herbert Puchta
and extra listening activities. Recording in British English Recording in British English
The manageable length Chief Wise Owl’s people always tell the Sean Murphy is looking forward to coming
(32 pages) means that even truth. But Chief Strong Buffalo doesn’t home after work. He’s tired and wants
less able students believe him. He thinks of a plan to get to relax with a good book. But when he
Dark Eyes, the Indian who looks after all gets home there is so much noise that
get a real sense of progress
of the tribe’s horses, to tell a lie. he can’t relax. So Sean decides to ask
and achievement. Can Dark Eyes win the test or is Chief Linda McCormack to help him.
Strong Buffalo right?
Audio CD
for each title
Level 1 - A1 Myth | Traditional Level 1 - A1 Human interest | Humour

32 pages 32 pages
ISBN 978-3-85272-003-6 ISBN 978-3-85272-027-2
Cross-curricular Fact Files develop themes

from the book and give cultural information.
Lots of ideas for individual projects.

THE AFRICAN MASK THE SURPRISE THE LOST SMILE THE SPRING CUP
Günter Gerngross Günter Gerngross Christian Holzmann Christian Holzmann
Recording in British English Recording in British English Recording in British English Recording in British English
Janet gets a letter out of the blue from her When Aunt Elizabeth comes back from One night Sarah and Ben have the same If Caroline doesn’t win the Spring Cup
old boyfriend Donald McKinnon. Greenland she has a very strange present dream: the Lord of Tears is going to take her father will sell her beloved horse,
He invites her to visit him in Scotland for Roger and Helen: a big egg. over the world and make everyone sad. Applewind. But how can she win when
but when she gets there strange things One day when they are eating dinner the But Sarah and Ben know how to stop him. she has to compete against Sophie and
start to happen. egg starts to crack open. Together they set off on a journey to find her horse Blossom? They always come
Why do people rush off when they hear What’s inside? the Lord of Tears and bring happiness first!
Donald’s name? Why is Donald so sad? back to the world.
And what has Donald’s African mask got
to do with all this?
Level 2 - A1/A2 Mystery | Travel Level 2 - A1/A2 Humour | Mystery Level 3 - A2 Fantasy | Mystery Level 3 - A2 Friendship | Mystery
Check new words and phrases in the glossary on each page.

GRADED READERS
HELBLING
BLUE SERIES
CLASSICS
A series of well-known Reflection Boxes
classic stories by world- throughout the stories draw
famous authors that have links between the themes
been chosen, and adapted, explored and the students’
to appeal to teenage and own experience.
young adult readers.
Careful selection of stories
with suitable content and Audio CD
language level has allowed for each title
the flavour of the originals to DRACULA
remain. Bram Stoker
Adapted by David A. Hill
Written by Alan Pulverness, Jonathan Harker travels to Transylvania
the well-known specialist to see a local nobleman, Count Dracula.
and enthusiast in literature Jonathan realises that things are not
in ELT. what they seem at Castle Dracula and,
before he knows it, his nightmare begins.
Soon Jonathan and his friends and family
are battling for their lives against the
New Reading Matters with lots terrible Count in a race of good against
evil that will bring them from Transylvania
of great new innovative ideas
to London and across Europe once more
for using graded readers both to the Black Sea. Can Jonathan and his
in class and as part of an friends destroy Dracula?
extensive reading programme.
Level 4 - A2/B1 Horror | Mystery
Includes a Book Club Starter 96 pages
Kit to make reading an ISBN 978-3-85272-302-0
integral part of your students’
learning.
ISBN 978-3-85272-012-8
CEFR, STRUCTURES & EXAMS
CEFR LEVEL 4 - A2/B1
EXAM Cambridge English: Preliminary (PET) for Schools

Trinity ISE FOundation/ISE I (GESE Grades 4-5)
causative have; could/was able to/managed to;
first conditional; futures together; had to/didn’t have to; EMMA
how long…?; make and let; may/can/could for permission; Jane Austen
might for future possibility; present and past passive; Adapted by Elspeth Rawstron
present perfect plus yet, already, just; shall/could for
offers; want/ask/tell someone to do something Emma is beautiful, clever, rich, happy and
never wants to get married. She enjoys
CEFR LEVEL 5 - B1 match-making her friends in the village
of Highbury but slowly seems to lose
her touch as complications begin with
Frank, Harriet, Jane and Mr Knightley.
EXAM Cambridge English: Preliminary (PET) for Schools
No one seems to love the person Emma
Trinity ISE I (GESE 5-6) thinks they should. Will Emma continue
defining relative clauses; future continuous; modal verb her game of match-making? And will
would; non-defining relative clauses; past perfect; present herself ever fall in love?
perfect continuous; present perfect future; reported
speech/verbs/questions; second conditional (wish);
Level 4 - A2/B1 Human interest | Love
used to/used to doing; used to/would; second conditional
84 pages
ISBN 978-3-85272-949-7

NEW
GREAT EXPECTATIONS JANE EYRE THE CALL OF THE WILD THE GARDEN PARTY
Charles Dickens Charlotte Brontë Jack London AND SIXPENCE
Adapted by Jennifer Gascoigne Adapted by Frances Mariani Adapted by David A. Hill Katherine Mansfield
Recording in British English Recording in British English Recording in American English Adapted by David A. Hill
When poor orphan Pip falls in love with Poor orphan Jane Eyre lives an unhappy Buck leads a good life in California, but Recording in British English
the rich and beautiful Estella he never childhood. Hated by her guardian aunt one day he is stolen and taken to the In The Garden Party, Laura is excited
imagines that he, too, one day will have and cousins, she is sent to the strict and harsh and freezing Yukon to work as a about her mother’s annual garden party
money. After Mr Jaggers tells Pip he loveless Lowood School. sledge dog. Here Buck must learn to fight until she discovers that a man has died
has great expectations and a secret But life at school improves, though Jane for his survival. close to the family’s home.
rich benefactor, Pip moves to London still longs for friendship and love. Can he rise above his enemies and In Sixpence, when Dicky, an active,
and starts a new life as a gentleman. Jane becomes governess at Thornfield become the master of his world once exuberant young boy, accidentally
He hopes to win Estella’s heart but soon Hall, where she meets the charismatic again? breaks a plate, is his mother her usual
learns that money is not the only answer. Mr Rochester. understanding self, or does she give in
Why does Estella always make Pip suffer? Has she found the love she has been to interfering Mrs Spears’ pressure to
Who is Pip’s secret benefactor? waiting for? punish him?
Level 4 - A2/B1 Family | Love Level 4 - A2/B1 Family | Love Level 4 - A2/B1 Adventure | Nature Level 4 - A2/B1 Human interest | Stories
Think about the story and make

connections with real life.
Internet-based projects.

GRADED READERS
HELBLING READERS BLUE SERIES - CLASSICS
THE LAST THE LEGEND THE PICTURE WUTHERING HEIGHTS

OF THE MOHICANS OF SLEEPY HOLLOW OF DORIAN GRAY Emily Brontë
James Fenimore Cooper Washington Irving Oscar Wilde Adapted by Jennifer Gascoigne
Adapted by Janet Olearski Adapted by Janet Olearski Adapted by Elspeth Rawstron Recording in British English
Recording in American English Recording in American English Recording in British English Heathcliff, an orphan, is raised by Mr
In America, during the French and This is the story of Ichabod Crane, a Artist Basil Hallward sees Dorian Gray at Earnshaw with his own children, Hindley
Indian wars, two young women, Cora superstitious schoolmaster who arrives a party and suddenly feels that something and Catherine. Hindley hates him but his
and Alice, set off on a dangerous journey in Sleepy Hollow. Ichabod falls in love with bad is going to happen. But then the passionate sister Catherine becomes his
to be reunited with their father Colonel Katrina van Tassel, a wealthy farmer’s young and handsome Dorian becomes close friend, and they fall deeply in love.
Munro. They are aided by Hawkeye, a daughter, but he must compete with his friend and Basil paints the most When Catherine decides to marry Edgar
brave frontier scout, and Chingackgook the strong, handsome Brom Bones for wonderful picture of him. What does Linton instead of Heathcliff, Heathcliff’s
and Uncas, his Mohican companions. her hand. When Ichabod is invited to a Dorian wish for when he sees his picture? terrible revenge destroys everyone’s lives.
party at Katrina’s house, will he convince Will Heathcliff and Catherine ever find
On their way they must escape from the And why does Dorian then hide his picture
the young girl to marry him? And how peace in this masterpiece of love and
cruel Huron Magua and the French army. for no one to see?
does the terrifying ‘Headless Horseman’
Will they get to Fort Edward and safety? hatred?
change his life forever?
Level 4 - A2/B1 Adventure | Nature Level 4 - A2/B1 Horror | Humour Level 4 - A2/B1 Human interest | Mystery Level 4 - A2/B1 Family | Love
HELBLING READERS on E-ZONE

The educational platform
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helbling-ezone.com

NEW
DAISY MILLER FRANKENSTEIN HEART OF DARKNESS TALES OF MYSTERY

Henry James Mary Shelley Joseph Conrad Edgar Allan Poe
Adapted by Janet Olearski Adapted by David A. Hill Adapted by David A. Hill Adapted by Janet Olearski | Recording in
Recording in American English Recording in British English Recording in British English British English
When beautiful young American Daisy A young scientist, Victor Frankenstein, When Marlow, an experienced sailor, goes The Fall of the House of Usher describes
Miller travels to Europe with her wealthy becomes obsessed with creating life. to Africa as the captain of a steamboat the final days of a tormented and tragic
but unaristocratic mother, her innocent He works feverishly in isolation for on the Congo River, the journey has a family.
and friendly manner makes her more months until the fatal evening arrives profound effect on him. As Marlow sails In The Oval Portrait a brilliant but
enemies than friends. and he finally meets his own creation. further down the river and into the heart obsessed artist sacrifices love for art.
Victor, however, is disgusted by the of the African continent to bring back And in The Masque of the Red Death
monster he has created and rejects it ivory and a brilliant but mysterious agent Prince Prospero tries to escape with his
immediately. The monster, rejected by his called Mr Kurtz, he feels he is travelling friends from a terrible disease that is
own creator and then all of humankind, further and further into the heart of killing everyone in their land.
goes from sadness to anger and then darkness. What is this darkness? What
wants revenge. powers of darkness take Mr Kurtz?
Level 5 - B1 Human interest | Love Level 5 - B1 Adventure | Horror Level 5 - B1 Adventure | Horror Level 5 - B1 Horror | Mystery
Listen to the story on the Audio CD

and do the activities.
3 In the year 17--
Russia to find a way across the North Pole and into the Pacific Ocean. He
wanted to be the first person Introduction to travel there by ship. He had been on many
dangerous voyagesIn the
3 year 17--•, an explorer, Robert Walton, travelled from England to
Russia to find a way across the North Pole and into the Pacific Ocean. He
wanted to be the first person to travel there by ship. He had been on many
dangerous voyages•, and studied mathematics, science and medicine. Walton
often wrote letters to his sister in England to tell her about his travels. In
one particular letter her told her a strange and terrifying story full of horror,
agony• and anguish•.
August 5th, 17--

My dear sister,
Something strange happened to us this week. Our ship was surrounded by ice and
a thick fog. When the fog lifted, in the distance we saw a very large man on a sledge•
pulled by dogs. He was travelling away from us. This was amazing because we were
several hundred kilometres from land and other civilisation. The next morning the ice
broke up, and while the sailors were getting ready to sail, they saw another man on a
piece of ice! The man was frozen, thin and very tired. We immediately invited him to
join our ship, but he said he first wanted to know where the ship was going. We told
him we were going to the North Pole and he agreed to join us.
He said he was following someone who had run away from him. I told him about
the very large man we had seen the day before. He became excited and asked me lots
of questions. Then he told me his story, as a warning• to me and to all men. So now,
dear sister, I will tell you the story that the man told me.
y
Glossar
• 17--: exact date not known • voyages: long sea journeys
• agony: pain • warning: indication of possible
• anguish: worry and sadness danger
• sledge: vehicle for travelling over
snow
12 13

GRADED READERS
HELBLING READERS BLUE SERIES - CLASSICS
THE CANTERVILLE GHOST THE GREAT GATSBY THE STRANGE CASE TWELVE YEARS A SLAVE
Oscar Wilde F. Scott Fitzgerald OF DOCTOR JEKYLL Solomon Northup
Adapted by David A. Hill Adapted by David A. Hill & MR HYDE Adapted by David A. Hill
Recording in American English Recording in American English Robert Louis Stevenson Recording in British English
When an American family buy an old Jay Gatsby is the man who has everything: Adapted by Les Kirkham e Sandra Oddy Solomon Northup was kidnapped as a free
English mansion, they also inherit its money, influential friends and fabulous Recording in British English man and sold into slavery. This is his story
terrible ghost. parties. Day and night his Long Island When respectable Dr Jekyll starts of his twelve years as a slave. Solomon
The ghost sets about frightening the new mansion is full of beautiful people associating with the mysterious Mr Hyde, paints a clear picture of the life of a slave,
owners, but the Americans don’t frighten laughing and dancing and talking about his friends become increasingly worried. the endless work and the cruel treatment,
easily and the ghost gets more than he their mysterious host. But the rich and Who is Hyde and why do all the people he where people are treated without any
had bargained for. handsome Gatsby always seems to be meets dislike him? Stevenson’s classic humanity. Find out how Solomon was
alone in the crowd and there always seems tale of the human capacity for evil is retold kidnapped, about his terrible journey
to be something missing from his life. What with all the tension and Gothic drama of South and his three very different masters.
is the secret from Gatsby’s past? And the original story. How did Solomon survive? And how did
what does he silently hope will fill his life? Solomon become a free man once more?
Level 5 - B1 Horror | Mystery Level 5 - B1 Human interest | Mystery Level 5 - B1 Horror | Mystery Level 5 - B1 Biography | Society
A detailed introduction gives background information

on both the author and the social and literary context
in which the story is set.
About the Author

Virginia Woolf was born on 25th January
1882 in London. Her parents were wealthy
and their home was comfortable. Virginia
grew up surrounded by books and intelligent
conversation.
Virginia Woolf had a tragic life. Many of the
people closest to her died prematurely• and
she suffered a number of nervous breakdowns• throughout her life.
TO THE LIGHTHOUSE After her father’s death in 1904, Virginia moved to the Bloomsbury
Virginia Woolf area of London. Here, with her brother and friends, she helped form
the Bloomsbury Group. The group was an intellectual circle of writers
Adapted by Elspeth Rawstron and artists who greatly influenced cultural attitudes in Britain in the
Recording in British English early 20th century.
In 1912, Virginia married Leonard Woolf. He was the stable• presence
Mrs Ramsey has gathered her friends and that Virginia needed. Virginia Woolf is acknowledged as one of the
family around her in the family’s summer greatest innovators in the English language and is a leading writer of
the Modernist movement. She used a literary device called ‘stream of
house on the Isle of Skye. As the children consciousness’• to give voice to her characters’ thoughts.
play and the adults paint, talk and think, She wrote nine novels, two biographies, a volume of short stories, five
the relationships between them develop volumes of collected essays and reviews, and a volume of selections
from her diary. Her most famous novels are: Mrs. Dalloway, To the
and change. Lighthouse and A Room of One’s Own.
Can true happiness ever be achieved or In March 1941, Virginia drowned herself• in a river near her East
is it destined to exist only as a poignant Sussex home. In a letter to her husband she said that she felt she was
going insane• and she did not want to spoil his life, too.
memory?
y
Glossar
• drowned herself: killed herself by • prematurely: early; before the usual
going underwater time
• insane: mad • stable: calm and unchanging
• nervous breakdowns: periods of • stream of consciousness: a style of
Level 5 - B1 Art | Human interest mental illness writing that describes the continuous
flow of thoughts of a person
88 pages
ISBN 978-3-85272-304-4

FICTION
Original Stories in order to ensure the reader
enjoys every moment
of the read.
A series of beautifully
Reflection Boxes
illustrated original fiction
throughout the stories draw
by top international EFL
links with the students’ own
authors.
lives.
Specially commissioned
books by award-winning
authors for a choice of
compelling teen-relevant
stories with a controlled
level of language, content Audio CD OPERATION OSPREY THE BOY
and narrative devices for each title David A. Hill WHO COULD FLY
Recording in British English David A. Hill
Don and Mike are best friends. They both Recording in British English
live in the sleepy town of Saltley and No one knows where Michael comes
they both love birdwatching. Their lives from or who his parents are.
suddenly become exciting when Mike One day he starts to grow wings and
spots a pair of osprey at a nearby lake. his life changes forever. Michael moves
Once you learn to read
The boys decide to protect the birds so from hospitals to research clinics to life
you will be forever free. that they can make a nest. in isolation on a remote island.
But when Mr Roberts takes an interest Will he ever manage to have a normal life?
Frederick Douglass in the birds the boys become suspicious.
US statesman and former slave
Level 4 - A2/B1 Nature | Thriller Level 4 - A2/B1 Human interest | Thriller

76 pages 92 pages
ISBN 978-3-85272-007-4 ISBN 978-3-85272-158-3
NEW
Links to other curricular subjects (CLIL) in the
activity pages.
JAM
Frank Brennan
Anne Banks struggles to make ends meet.
There is never quite enough money to buy
everything she needs for her two teenage
children. Gus keeps growing and wants a
football kit and Ellie keeps changing the
colour of her hair and wants to buy more
make-up. One day their luck changes
when Rose Stanway, their neighbour,
offers to teach Gus how to make her
extra special jam. How can it make a
difference to the Banks’ lives and maybe
solve their problems?
Level 4 - A2/B1 Family | Human interest

68 pages
ISBN 978-3-99045-255-4

GRADED READERS
HELBLING READERS BLUE SERIES - FICTION
NEW
THE GREEN ROOM THE KINGDOM FATHER AND SON DANGER IN THE SUN
Robert Campbell OF THE SNOW LEOPARD Frank Brennan Antoinette Moses
Recording in British English Elspeth Rawstron Recording in British English Recording in British English
Laura’s dream is to become a famous Recording in British English Have you ever wondered what a rock Jake hasn’t seen his archaeologist father
actress. When she auditions for The This year Tom is really excited about star’s life can be like? When Nic Wild for fi ve years, but now he is going to
Green Room summer school she meets Christmas. He is going to spend the from the Wild Kats asks his son Andy to spend his summer holiday with him in
Nathan, who shares her dream. holidays with his friend Mahir in the perform with him at a concert in Paris, Greece. Jake arrives in Athens airport,
But Laura and Nathan both have secrets. Kingdom of the Snow Leopard. little does he know that terrible things are but his father is nowhere to be seen.
That summer at The Green Room Laura He even has a special invitation from about to happen to him. Where is Alan When the local police show little interest
and Nathan grow up and learn that that Mahir’s father, the King. But someone Carver, Nic’s manager, when he needs in the case Jake decides to investigate his
it is better to tell the truth and keep their is following the boys on their journey him most? How does Andy save the day father’s disappearance himself.
acting for the stage. and Tom is worried that he wants to with his accountancy skills?
hurt them.
What happens when they get there?
Level 4 - A2/B1 Human interest | Love Level 4 - A2/B1 Thriller | Travel Level 4 - A2/B1 Adventure | Thriller Level 5 - B1 Adventure | Thriller
MYSTERY AT THE MILL Reflection Boxes throughout the text

Elspeth Rawstron allow the students to stop and think
Recording in British English about the story and draw links between
When Caterina finds her great-great the themes explored and their own lives
grandmother’s diary in the attic she reads and experiences.
about her difficult life as a child worker
in the local mill. Caterina starts thinking
and soon she has started a campaign
against a local boutique that sells cheap
fashionable clothes.
However the shop belongs to Jake’s Uncle
Sanjit. Can Caterina convince Sanjit to sell
ethically made clothes? And are Sanjit’s
suppliers what they seem?
Level 5 - B1 Human interest | Mystery

80 pages
ISBN 978-3-85272-470-6

NEW NEW
THE MYSTERY RED WATER THE ALBATROSS THE RIGHT THING

OF THE THREE DOMES Antoinette Moses Scott Lauder & Walter MacGregor Scott Lauder & Walter McGregor
Elspeth Rawstron Recording in British English Recording in American English Recording in British English
Recording in British English When teen hackers Tricia and Daniel Levy, an old Greek sailor, takes on his When Josh meets Trish and Suzi at their
Architecture student, Sibel Karaman, discover that a local company could be last job and discovers that the cargo on first day of college in London, little do
receives a letter from Great-Uncle Ismail involved in a sinister plot to trade carbon, board is not what he expected. they know that they will soon be swept
on the day of his death. He leaves her a they suddenly find that their lives are Molly, an American teenager finds a body up into a mystery involving the British
mystery to solve which takes her and in danger. on the beach when she’s walking her dog. and Yolandan governments. Luckily for
Aunt Sofia on a wonderful adventure to How is Tricia’s father involved? Can Tricia What happens when Levy tells the them, Morrow, a British Security Service
three beautiful cities: London, Venice and protect her family and Daniel? captain? Why does the body disappear? agent, takes them under his wing. But by
Istanbul. Can Sibel solve the mystery of the And how are Levy and Molly connected? doing so he has to decide what is the right
three domes and find the very special place thing to do. What will Morrow’s decision
that Uncle Ismail had in mind for her? Join mean for him? Only Control can decide.
her, Aunt Sibel and her four friends Holly,
Anna, Hermione and Jake on their journey.
Level 5 - B1 Thriller | Travel Level 5 - B1 Ecology | Thriller Level 5 - B1 Adventure | Thriller Level 5 - B1 Mistery | Thriller
An interview with the author adds interesting

information on how the story was written.
Meet the Author

Dear Jack, tell us a little about yourself.
I was born in the North of England and studied
German and Russian at Liverpool University. After
graduation• I spent several years travelling around
the world, teaching English to finance• the trips.
I then went back to England to do a postgraduate•
course at London University. I came to Brazil in
1976 and have lived and worked here, teaching and writing, ever since.
When did you start writing stories?

My first story was published in 1999. This is now my tenth book.
THE COCONUT SELLER
How do you think of your stories? Jack Scholes
Stories are around us all the time, often begging• to be written, but we
rarely take much notice of them. Stories seem to find me, rather than me
Recording in American English
consciously looking for one. My inspiration often comes from a real event.
Bruno, a poor coconut seller from the
What is the message in this story?
There are several messages in the story, but I think the most powerful one favela, meets Clara, a beautiful rich girl
can be summed up• in the words of the English teacher in the film Dead
Poets Society - “Seize• the day! Make your lives extraordinary!” We can from Rio de Janeiro’s wealthy Ipanema
change things. We can live the life we want and realize our full potential.
area, and they fall in love. But Clara’s
Have you any other stories planned for the future?
Yes, I have a file full of ideas for stories.
father doesn’t approve and stops the
relationship.
Glossar
y Then Zeca, a criminal from Bruno’s past,
• begging: (here) asking
• finance: get money for
• graduation: when you get a degree at
• postgraduate: detailed studies after a
degree
• seize: take with force
tries to blackmail Bruno into helping him
a university • summed up: said in few words
make some easy money. Can Bruno stop
6
Zeca, save Clara and convince Clara’s
Appealing illustrations and thought-provoking father that he is right for his daughter?
activities promote a humanistic and affective
approach to reading.
Level 5 - B1 Human interest | Love
68 pages
ISBN 978-3-85272-303-7

RESOURCE BOOKS
101 YOUNG ADULT NOVELS

Christian Holzmann
CEFR B1+
An anthology • To help you choose

appropriate material
of young adult for your young adult class;
novels • To help you find
FOR TEACHERS
appropriate tasks
to use in your (in moderation);
English class • To show that reading
for pleasure is FUN;
• To show that reading
101 Young Adult Novels opens doors to other
for your English language worlds and other cultures;
class, by Christian • To show that reading
Holzmann, is a unique can be highly motivational
anthology of young adult when learning a foreign
novels to read in class or as language;
part of an extensive reading • To show that reading
programme. 101 books, offers you some great
chosen for you and indexed language input;
by both level and keywords.
Lively double-page spreads
include excerpts to give a
feel for each book plus lots
of information on how to Dedicated website
extend the student’s reading 101yans.com 101 YOUNG ADULT NOVELS
experience. 101 Young Adult Novels 978-3-85272-571-0
ACT & SING

Günter Gerngross and Anette Claus
CEFR A1/A2
Act & Sing is a 2-volume Plus an Audio CD with full

primary teacher’s resource musical accompaniment,
by Günter Gerngross instrumental versions and a
and Anette Claus reading of each play.
with a set of mini-musical
plays to act out Act & Sing 1:
and sing in class. • Help for Father Christmas
Each volume includes • Easter eggs surprise
three fun musical plays
• Help from friends
in easy English, to promote
multisensory learning Act & Sing 2:
and help young learners
• Halloween!
remember and pronounce
new words and phrases. • Where’s your ticket,
The book also contains Father Christmas?
full teaching and performing • Clever Easter rabbits
notes, scores, scripts
and photocopiable pages Cambridge English:
with lyrics, picture EXAM YLE
dictionaries and masks. ACT & SING 1 2
Act & Sing + Audio CD 978-3-85272-228-3 978-3-85272-229-0

THE PHOTOCOPIABLE
RESOURCE SERIES
CEFR A1/B2+
Resource books TEACHING GET ON STAGE!

YOUNG LEARNERS by Herbert Puchta, Günter
for creative TO THINK Gerngross and Matthew Devitt
FOR TEACHERS
teachers by Herbert Puchta,
Marion Williams THE PHOTOCOPIABLE RESOURCE Series
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 Herbert Puchta • Günter Gerngross • Matthew Devitt
instructions explaining how each activity works in class.
Herbert Puchta - Günter Gerngross - Matthew Devitt

The Photocopiable THE PHOTOCOPIABLE RESOURCE Series
The Photocopiable Resource Series is written by leading ELT authors and offers teachers, teacher
Get on Stage!
Resource Series
trainers and teacher trainees lots of ready-to-use and innovative language learning materials with detailed Herbert Puchta • Marion Williams
instructions explaining how each activity works in class. 21 sketches and plays for young learners and teens
Teaching Young
is a new series of resource Learners to Think
Herbert Puchta - Marion Williams

Herbert Günter Matthew
books for teachers

Puchta Gerngross Devitt
ELT-Activities for young learners aged 6 - 12

Get on Stage! is a photocopiable resource book with 21 sketches and plays for young learners and teens.
The book is organised in 4 clear sections to meet all your drama needs:
with creative activities

• short humorous sketches
• medium-length sketches
• medium-length plays
• teen dramas
Herbert Marion
Puchta Williams The DVD contains videos of 3 sample plays, audio recordings of 11 plays, plus a film of co-author Matthew Devitt,
to copy and use in class.

a professional actor and director, rehearsing a play with a group of students.
Teaching Young Learners to Think

The introduction to the book gives a clear rationale on why and how to use plays in ELT, plus a range of useful
and practical tips and suggestions on how to stage a play. A variety of photocopiable sheets allow students to
Get on Stage!
Teaching Young Learners to Think offers 80 lessons with photocopiable worksheets devised to develop key check comprehension and practise key language.
thinking and language skills in young children.
A selection of activities, organised in categories from basic to higher-order thinking skills, engage young learners ISBN 978-3-85272-248-1
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.
tion in
Ideal for use in ELT classes, bilingual programmes and CLIL-based curricula.
The Photocopiable Innovaresources

9 783852 722481
r
teache
Resource Series
ISBN 978-3-85272-428-7
with DVD + Audio CD
is written by leading ELT

9 783852 724287
Get on Stage! is a photocopiable

authors and offers teachers, HELBLING_TYLT Covers B.indd 1 22/11/11 10:56
with 21 original sketches and

teacher trainers and teacher plays for young learners and
Teaching Young Learners to
trainees lots of ready-to-use Think offers 80 activities with teens. A DVD contains videos
and innovative language of three sample plays and a film
photocopiable worksheets and
session with co-author Matthew
learning materials easy-to-follow teacher’s notes,
Devitt. The book explains how to
with detailed instructions specifically designed to develop
use plays and gives tips on how
children’s language competence
explaining how each activity while promoting basic thinking to stage a play. Photocopiable
works in class. sheets help students check
skills.
comprehension and practise
key language. The Audio CD has
recordings of 11 of the plays.
ISBN 978-3-85272-428-7 ISBN 978-3-85272-248-1
SOMETHING TO SAY GRAMMAR TRADITIONAL

by Tessa Woodward, SONGS & RAPS FOLK SONGS
Seth Lindstromberg by Herbert Puchta, by David A. Hill,
Matthew Devitt, Günter Gerngross Andrew C. Rouse
and Christian Holzmann
Tessa Woodward • Seth Lindstromberg

Something THE PHOTOCOPIABLE RESOURCE Series
Herbert Puchta - Günter Gerngross - Christian Holzmann - Matthew Devitt
The Photocopiable Resource Series is written by leading ELT authors and offers teachers, teacher Herbert Puchta • Günter Gerngross
to say
trainers and teacher trainees lots of ready-to-use and innovative language learning materials with detailed
instructions explaining how each activity works in class.
Christian Holzmann • Matthew Devitt
Ready-to-use speaking activities

Grammar
Songs & Raps
For young learners and early teens
Herbert Günter Christian Matthew

Puchta Gerngross Holzmann Devitt
KE OF E
DU D IN
E
Grammar Songs & Raps covers key grammar structures at A1 and A2.
H
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ho
28 original songs and raps, one per grammar structure, present key grammar items, and allow students to practise
BU
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them in fun, dynamic and multi-sensory ways helping them remember the structures better and anchoring them
H
in their long-term memory.

RG
Grammar Songs & Raps

HR
The book contains photocopiable worksheets, and is accompanied by 2 audio CDs with all the songs and raps.
S
The second CD includes a CD-ROM part with printable Flashcards. Each song and rap has clear, step-by-step
teaching notes, including lead-in activities, listening tasks, follow-up activities and games.
ENG
DS
AR
2014
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ISBN 978-3-85272-423-2
W
SH
LA OK
NG
UAGE BO
9 783852 724232
Something to Say is designed to with 2 Audio CDs/CD-ROM
help develop automatic fluency,

HELBLING_Grammar Sons Raps Covers B/M.indd 2 03/01/12 14:42
Traditional Folk Songs is a

a key element in successful Grammar Songs & Raps offers collection of 15 well-known songs
speaking skills. The activities 28 original songs and raps, from Britain and Ireland for EFL
help students express their one per grammar structure, teachers. Each song includes a
creative and imaginative sides for presenting and practising set of worksheets that explore
while consolidating their control key grammar structures in fun, background, lyrics and rhythm
of grammatical structures and dynamic and multi-sensory ways. plus CLIL, language, vocabulary
expanding their English lexical The book includes photocopiable and structures. The CD-ROM
base. For low intermediate to worksheets, and 2 Audio CDs. includes recordings and printable
advanced learners. The second CD includes printable lyrics for all songs along with audio
Flashcards. The book is aimed at and video links to performances by
CEFR levels A1 and A2. well-known musicians. The book
is aimed at B1 learners and above.
ISBN 978-3-85272-780-6 ISBN 978-3-85272-423-2 ISBN 978-3-85272-433-1

RESOURCE BOOKS
THE RESOURCEFUL
TEACHER SERIES
CEFR A1/B2+
ENGLISH FROM WHITEBOARDS
THROUGH DRAMA TO WEB 2.0
Great teachers’ by Susan Hillyard by Daniel Martín
FOR TEACHERS
handbooks THE RESOURCEFUL TEACHER Series THE RESOURCEFUL TEACHER Series
with lots of
Daniel Martín
inspiring ideas
Daniel Martín
Susan Hillyard
FROM
ENGLISH WHITEBOARDS
THROUGH DRAMA TO WEB 2.0
Activities for the inclusive ELT class Activating language skills with new technologies
The Resourceful Teacher areas, such as linguistics,

Series is a series of pedagogy and cognitive
FROM WHITEBOARDS TO WEB 2.0

handbooks for teachers psychology, and shows
with innovative activities them practical ways of using
and techniques written by key findings in these areas
leading names in the field. to enrich their own teaching.
The Resourceful Teacher Many of the activities
Series offers teachers, are photocopiable and
English through Drama From Whiteboards to Web 2.0
teacher trainers and teacher accompanied by multimedia. explores new ways of changing links interactive whiteboards and
trainees a discussion of new the dynamics of your inclusive the internet to make language
developments in various cla s s ro om to move from “I learning activities both fun and
can’t” to “I can!” by introducing effective. It guides teachers to the
FREOEAD
a h u g e va r i e t y o f e xc i t i n g most popular and user-friendly
Drama experiences. Through web tools to create activities for
DOWNL encouraging students, whatever students both inside and outside
Sample activities their difficulties, to find their the classroom. It provides links to
from each book are available at personal voice and their self video tutorials.
expression through their natural
www.helblinglanguages.com creativity, they will be motivated Dedicated website:
www.helblinglanguages.com/fromwhiteboards
to develop their language skills.
ISBN 978-3-99045-409-1 ISBN 978-3-85272-939-8
THE PRINCIPLED
I have to express my admiration for
COMMUNICATIVE
Helbling Languages for publishing their APPROACH
Resourceful Teacher Series at a time when by Jane Arnold, Zoltán Dörnyei
a lot of cutting back is taking place. Not only that, and Chaz Pugliese
they are producing them swiftly and efficiently, THE RESOURCEFUL TEACHER Series
and in such diverse areas as interactive
Jane Arnold • Zoltán Dörnyei • Chaz Pugliese
whiteboards, self-esteem and art. [...] Jane Arnold • Zoltán Dörnyei • Chaz Pugliese
Mike Burghall THE PRINCIPLED

COMMUNICATIVE
Madrid, Spain for ENGLISH TEACHING PROFESSIONAL APPROACH
Seven criteria for success
DGC E U B T Q Y
Y HC GM F
... “ D K V
THE PRINCIPLED COMMUNICATIVE APPROACH
“
LX J G O X
KWIS
The Resourceful Teacher series stimulates
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the mind and imagination of learners of English, ! ; HF Z CG
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from beginners to advanced, enhancing both U
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motivation and potential.

Gillian Evans
TESOL France Executive Committee
A fresh take on communicative
language teaching, based
on cutting-edge research in
The Resourceful Teacher Series provides language psychology and linguistics: a
teachers with a great many useful, innovative ways unique blend of theory embedded
to make the classroom a real learning environment. in practice. The authors present
seven key principles that underlie
A wonderful contribution to ELT. effective communicative teaching,
Carmen Fonseca and illustrate these principles with
75 practical classroom activities.
English Department, University of Huelva, Spain
ISBN 978-3-85272-938-1

MIND THE APP! WRITING STORIES LANGUAGE HUNGRY! THINKING
by Thomas Strasser by David A. Hill and Andrew Wright by Tim Murphey IN THE EFL CLASS
by Tessa Woodward
THE RESOURCEFUL TEACHER Series THE RESOURCEFUL TEACHER Series
THE RESOURCEFUL TEACHER Series
One of the secrets of teaching a foreign language successfully lies in balancing routine classroom work with innovative and
creative activities and techniques. This new series offers teachers, teacher trainers and teacher trainees a discussion of new
developments in various areas, such as linguistics, pedagogy and cognitive psychology, and shows them practical ways of
using key findings in these areas to enrich their own teaching.
Andrew Wright - David A. Hill

Thomas Strasser
Tessa Woodward
Andrew Wright
David A. Hill
Mind the App! Writing Stories THINKING

inspiring internet tools andAndrew
activities to engage your students
Wright and David A. Hill are both teacher trainers and writers of inspiring teaching materials.
IN THE EFL CLASS
Developing language skills through story making Activities for blending language learning and thinking
believe
Writing Stories
imagine
Writing Stories confirms the thinking behind the Resourceful Teacher series that there’s more than one way
to recreate the fun and challenge of learning. This book capitalises on the idea that from our earliest moments
understand
we learnt from stories. We learnt about life and love, and comedy and tragedy; through stories we learnt not only
about our culture and our language, but also we learnt the language itself.
Writing Stories takes you and your EFL/ESL students off on an adventurous voyage of discovery to another world
of learning. It starts with the idea of enhancing your classroom atmosphere in simple yet effective ways, and
reflect
progresses to things you can do to help your students’ language learning become swifter, deeper and longer-lasting.
The activities in Writing Stories are most suited to teenagers, young adults and adults from the lower intermediate
level upwards, but they can easily be adapted - like the stories themselves - for younger learners.
ISBN 978-3-85272-055-5
thoughts
plans ideas
FOR TEACHERS
dreams
9 783852 720555
A wide variety of useful web A n exc i t i n g r e s o u r c e b o o k How to learn in an effective way Over 30 well-thought out tips for
applications. Activities help based on the presumption that while exploiting your brain’s teachers plus over 85 practical
students understand how the storytelling is a fundamental part potential. How not to waste time activities for language classes.
apps work. Video tutorials and of life and language learning. and resources and increase Downloadable handouts also
updated app links available online. your fun and success within the available.
classroom.
ENGLISH THROUGH TEACHING GRAMMAR MULTIPLE ACTIVITIES

ART CREATIVELY INTELLIGENCES IN EFL FOR INTERACTIVE
by Peter Grundy, Hania Bociek by Herbert Puchta, Günter by Herbert Puchta WHITEBOARDS
and Kevin Parker Gerngross and Scott Thornbury and Mario Rinvolucri by Daniel Martín
assroom work with innovative and
eacher trainees a discussion of new
and shows them practical ways of
P. Grundy - H. Bociek - K. Parker
Peter Grundy
Hania Bociek
Kevin Parker
English through ART

100 activities to develop language skills
vities to foster real
d easy-to-do creative work.
n in a creative, enjoyable and
onal book.
of art in the National Museum

English through ART
a visual path of discovery which
n be done by every student
reproductions to use alongside

dapted and used for different
FL/ESL, CLIL and Art and Design
pep your lessons up, stimulate
y engaging, term-length project,
helblinglanguages.com
With CD-ROM
100 creative activities taking Lessons and activities for A concise overview of the latest Contains 95 stimulating activities
students on a visual path of everyday use to stimulate the findings in the field of multiple to ensure maximum use of your
discovery. CD-ROM contains imagination, humour and creativity intelligences; 74 easy-to-follow interactive whiteboard within your
50 ar tistic Masterpiece plus of your students and increase teaching recipes to help you get English language class.
photocopiable materials also the effectiveness of grammar the most out of your class.
available. Ideal for CLIL. practice.
TEACHING CHUNKS IMAGINE THAT! CREATIVE WRITING SEEDS OF CONFIDENCE

OF LANGUAGE by Jane Arnold, Herbert Puchta by Mario Rinvolucri by Verónica de Andrés
by Frank Boers and Mario Rinvolucri and Christine Frank and Jane Arnold
and Seth Lindstromberg
Seeds of Veronica de Andrés

Jane Arnold
confidence
Self-esteem activities for the EFL classroom
understanding learning
trust abilities development
words joy happiness
creativity imagination
growth possibilities
With CD-ROM
A motivating resource book based Explores new ways to enliven your Over 80 inspiring activities to Provides teachers with useful
on the fundamental assumptions classroom by opening ‘the mind’s stimulate students to write in background information on self-
of the so-called lexical (or ‘chunk eye, ear and heart’ with motivating English. Lessons are based esteem plus a wealth of practical
teaching’) approach. activities for your students. on ‘real’ writing (a meaningful ideas for developing confidence
message, either from the student and language skills.
to him/herself or to a real recipient).

INTERVIEWS
ELgazette The newspaper for English language and international education

INTERVIEWS
TAKING STUDENTS
SERIOUSLY
Authors Jane Revell Jeremy: Speaking personally, I am thrilled to
join a project with such clear vision. As to our
We encourage students to think about the
stories and conversations they encounter
and Jeremy Harmer publishers, I find their approach refreshingly and try to reconstruct them. It is good for
human in the current climate. brain processing, but also helps them
explain to Melanie remember key language.
Butler why You always start off a topic
teachers must win with the student – what was
the thinking behind that?
The course stretches
from A1 to C1.
their students’ Jeremy: One thing that Which levels do you
personally most
emotional involvement the whole ‘ teaching
unplugged’ movement enjoy writing for?
from the start has reminded us of is Jeremy: In general
that student stories and my ‘happy’ levels
student ‘texts’ are a – are intermediate and
I think this is the first time you two have perhaps the – vital resource upper intermediate.
ever worked together, but can either of in a classroom. They have So much to play with,
you remember when you first met? to be accessed first. If we so much to play for! Jane: I
Jeremy: I think I first met Jane many years want student engagement, then actually like the lower levels.
ago when she was part of a British Council getting their emotional involvement I really enjoy the challenge of
film team that came to Guadalajara, where I from the start is vital. providing students with interesting
was director of the Instituto Anglo Mexicano Jane: Yes, and it also serves as a diagnostic ideas to explore and engaging activities to
de Cultura. They were filming our teachers. oppor tunity for the teacher: it shows do, even though they have minimal language.
Jane: Yes, we were there to make some video everybody right away what language students
teacher-training materials called Teaching already have, and what they still need. What was most difficult about the project
and Learning in Focus. What I remember and what was the most fun?
most about that encounter is energetically I know Jeremy is passionate about taking Jane: Most difficult was too much to do
dancing to Laura Branigan’s ‘Gloria’. Not sure the course outside the coursebook – using in too little time. I would have liked more
I could do that now! films, music, the web. Why do you think time to think. And to talk to my co-author!
that is so important? Most fun was researching topics and then
What have you discovered about each Jane: Because it motivates students, transforming that research into an engaging
other from being co-authors? encourages them to be independent and gives and flowing lesson.
Jeremy: I have discovered that Jane is full them a sense of achievement. And if they get Jeremy: The most fun was finding topics and
of rich and sometimes idiosyncratic ideas interested in the topics – which we hope they designing activities which we hope students
for topics, and that this, combined with her will – it’s something they will really enjoy. will enjoy and learn from. The hardest thing was
powerful languagelearning focus, makes her Jeremy: You can’t keep everything between finding topics and designing activities which
an ideal co-author. the covers, not in an age of YouTube and we hope students will enjoy and learn from.
Jane: What I like about Jeremy Facebook. We aim to encourage
is that he’s very creative students to engage more and What would you like each student to take
about finding new ways of more with the online world – in away from the course?
doing things. He pushes English, of course. Jeremy: Interesting stories and topics and the
the boundaries. At remembered language they used to access
the same time he’s One thing that struck me those topics.
very open to other is the work on memory
people’s ideas too Jane: Totally agree!
– I understand that Jane
(namely mine!) and championed that. I’m
ver y suppor tive as sure we have all read
a co-author. I think
Boo k
by now that memory is a

Stu den t’s
we share not just an muscle that needs to be Jer emy Ha

approach to teaching – trained.
rm er ∙ Jan
e Re vell
above all about interesting

content – but also a wider world Jane: Absolutely, use it or lose
view, and that shows in the material. it. In the book we suggest exercises in te rm ed ia
te
where students are asked to recall words or
te
facts or recreate pictures, and there are more

inte rme dia
I was struck by the books’ freshness memory games to be found in the teacher’s
of design and the nifty new ideas. How guide. Improving your memory in one area
much do you think that is due to the will improve it generally in your life, so it’s an
cosmopolitan publishing team? important thing to do.
Jane: Oh they’re a wonderful team! Terrifically Jeremy: Successful memorisation is a crucial Rea l lan gua
me mo ry tra ge &
dynamic and very open-minded. I think component in language learning (as Earl
inin g
Eve ryd ay
that’s why we’ve been able to be a bit more
Eng lish
vid eos
Stevick reminded us all those years ago).
adventurous. And we’re made to feel valued I was thrilled to see Jane’s focus on that.
JET STR EAM
wit h LM S Clo ud
as authors. St ud en t’s
Bo ok

INTERVIEWS
BE SURE
WITH SURE
Interview with authors
Martyn Hobbs and
ry
Mar tyn Hob
Elementa
bs - Juli a
Starr Ked CEF A1/A
dle 2
Julia Starr Keddle SURE
SURE
Stu den t’s
& Wo rkb Book
ook
by Jack Scholes
Elementa
ry
• Accurac
y & fluency
focus
• Commun
ication
videos
• Cloud Boo
k
JS: The course books and materials you functional expressions - Core Phrases – fact, teens are
on
write are mainly for teens and young adult helping students understand and use them reading all the
learners of English. How do you ensure in guided communicative activities. time b u t it ’s
that you are in close touch with the reality MH: Understanding conversation at natural online and on
of their lives and lifestyles to make the speed is probably the biggest challenge for their mobiles!
content relevant for them? language learners. In Sure Intermediate we We ne e d to
JSK: Even teaching or parenting teenagers created Viewpoints, videos where young tap into that
or young adults doesn’t necessarily qualify people discuss questions in unscripted desire to read,
you with a ‘certificate’ in ‘teenagehood’! And conversations. To make this a positive, useful explore students’
of course, we can’t substitute the teacher’s experience we provide lots of support, our reading experiences in their own language,
own awareness of their students’ needs, aim being to sensitise students to natural and find ways to get them doing the same
but as writers we have the time and skills to discourse. Our philosophy is that students in English!
search out topics and ideas that will interest only gradually acquire this essential element
and inspire. We keep our eyes and ears open of fluency but that they need constant, JS: How has your writing been influenced
and stay informed about the changing world organized exposure to gradually acquire by modern technologies and this digitally
and youth culture so that the materials we their own working set of chunks. native generation who spend a lot of time
write are relevant and the teacher can focus JSK: It’s not enough to learn dictionary-style on their own using technology, and how
on teaching. It’s fun being a ‘surrogate teen’! pronunciation and intonation. The real world do you see the future of course books in
Living in a university city, we rub shoulders is a lot more varied than that! To help students an era when information is accessible at
with young people and discover what interests encounter a variety of accents we find actors the click of a button?
them. and vox pop interviewees with accents from JSK: It is often said that our teens are
different regions, including foreign accents. digital natives – but in fact we are all living
JS: To what extent do you think their In this way, while students learn to use a in the same fast-moving digital world! And
“reality” and the topics they enjoy should standard version, they will not be thrown by unfortunately, along with the benefits, it tends
be the focus of our classes? Should we not individual speakers’ idiosyncrasies. to reduce our ability to concentrate and focus.
also teach English and skills in English that We swipe, we click, we share. We move on. In
will also be useful to them in the future, JS: How important is teaching English our books we work with this ‘new’ attention
when they are older and their interests in a range of global cultures, and what is span by offering stimulating visual encounters
are very different from now? the role of interculture? to grab and hold student interest.
MH: The bedrock of our courses is always MH: Video is an ideal medium to present MH: Of course, we know that to appeal
language – vocabulary, grammar, phonology, a rich multifaceted cultural viewpoint. to students and give them a rich learning
communication, context and usage, the four Documentaries are fun to watch (and make!) environment we need to provide them with
skills, accuracy, fluency, and so on. You and packed with cultural information, and we digital resources. The interactive whiteboard
can compare these elements to a theatrical can present varied themes - ranging from New provides the teacher with an up-to-date
production – the direction, the lights, the York to an awesome MRF recycling plant to flexible resource with an effective interface for
set, the costumes, music and choreography. the summer solstice at Stonehenge. Video the 21st century classroom. Cyberhomework
There’s so much more going on ‘behind the dramas can show students living their lives in allows students to share their homework with
scenes’ than just the actors on stage. But English-speaking contexts with lots of visual the teacher, and a wide range of activities
the audience responds to the show! In the clues for students to unpack. Literature is a online appeals in the digital world students
same way, our topics and materials are the unique pathway to culture. At Intermediate inhabit. In this way, students can learn by
‘show’ that attracts students, captures their level we developed literature documentaries doing what they like best.
attention, and creates, as in the theatre, a exploring key writers and movements in
genuine response. context and performance. JS: Finally, if you were to give one piece
of advice to teachers of teens and young
JS: How can we best teach authentic, JS: We know how important reading is for adult learners what would it be?
natural-sounding language with all the developing all language skills and fluency. JSK: Listen to the students. Respect their
qualities of real language used by native Teachers often complain that students opinions.
speakers of English from around the don’t read enough, even in their native MH: See every student as an individual. And
world? language, so how can we motivate and above all, have fun!
JSK: Teenagers have far more exposure to encourage students to read in English?
real language outside the classroom than in JSK: It can be challenging to get teens to
it and instinctively sense when language is ‘read’ in their own language, let alone in
old and tired and school-booky! We gather a foreign language. But as educators, we
together carefully selected, high frequency, tend to think reading happens in a book. In Read the full interview in New Routes magazine
by Disal (Jan 16 issue) at www.disal.com.br/newr/

INTERVIEWS

INTERVIEWS
TEACHING TOTS
‘TOOLS FOR THE MIND’
Melanie Butler asks The series is co-authored with Günter
Gerngross – someone you have co-written
Well it is, of course – but that’s only part of the
learning. What seems to have been forgotten
author Herbert Puchta with for years. What do you think is the is that when James Asher developed the
secret of a great authoring partnership? method he stressed the importance of
about the benefits For me the secret is not a secret really – it’s all what he called ‘novel’ instructions, in other
to preschoolers of about synergy, and I’ve been fortunate enough words instructions students have never heard
before, such as in the case of the sentences
being taught a foreign to work with excellent co-authors on all my
projects. Günter and I go back many years – we above, a new instruction like Jump to the door.
language started out more than thirty years ago doing Remember that the students have learnt Jump
and Touch the door, but never a combination
various classroom research projects together.
I remember opportunities galore for watching of the two. Watching a four-year-old decoding
You’ve never been one to fear controversy, each other teach, and then discussing for the meaning of that sentence and seeing them
and here you are launching a new series two or three hours a single lesson one of us understand the new instruction and carrying
Hooray! Let’s Play! for preschool kids had given. That, and the regular in-depth it out is one of the most rewarding teaching
when some people in northern Europe are interviews we carried out with the students experiences I have come across. And, taking
questioning the advisability of getting this of those classes, have helped us to get a seriously what neuro-biologists tell us, this is
age group to learn a foreign language at all. rather profound understanding of how how the brain’s own reward system kicks into
When I look at the majority of concepts and young learners and teenagers tick. Another action. And if that is not a clear and positive
materials for teaching English at kindergarten area of strength is our expertise in creating answer to whether it makes sense to teach
level, I’m not surprised that some people are imaginative stories together. Very young English to very young learners, I don’t know
sceptical. I’m referring here to behaviouristic learners need stories that fulfil certain criteria, what would be!
learning models galore, stories that are as Kieran Egan so convincingly shows in
nothing else but vehicles for getting language Teaching as Story Telling. The child’s brain is I am fascinated by the approaches you
across to the child (and hence don’t deserve ‘wired for story’, and stories are another key use to vocabulary teaching. Educational
to be called stories) and not infrequently source for cognitive development. psychologists say that vocabulary is the
classroom situations where four- and five- single hardest thing to overtly teach to this
year-olds are tormented with tracing and One of the methodologies you use is age group, even in their mother tongue.
copying English words – although they haven’t Total Physical Response (TPR). Why did What do you think is the key thing about
reached literacy in their mother tongue yet! you choose it and how easy is it to fit in teaching new words to very young kids?
with more conventional approaches for It’s fascinating that people learn finger rhymes
What do you think preschool kids can get teaching this age group? as three-year-olds that they still remember
from learning a second language? For me, TPR is not an unconventional method when they are 103, without practising them
It all depends on the teaching approach. If the when it comes to teaching the very young. In at all for the greater part of their lives! That
goal of teaching very young learners is self- fact I believe it gets very close to how they is because nursery rhymes are learnt in an
directed learning rather than trying to entertain learn language in the first place. However, atmosphere of love, and in a multi-sensory
them through an attention-grabbing approach, TPR is often understood – wrongly – as a way, and hence get remembered because
then children will learn a great deal of language method where learners simply imitate the strong neural networks get formed. It was
and at the same time learn about the world – teacher’s actions and instructions. In other more than twenty years ago when Günter
by learning to understand meaningful stories, words, the teacher gives instructions and Gerngross and I started experimenting
to give one example. To name another, their models sentences such as Stand up; Walk with multi-sensory vocabulary teaching
pronunciation will get very close to the models forward; Jump; Touch the door; etc. And many techniques. The approach we have developed
they enjoy imitating. And there is a lot more: teachers believe the consists of a well-balanced mix of mime,
learning a second language can contribute objective of TPR the use of auditory sub-modalities [volume,
significantly to the development of children’s is for students to tempo, pitch, etc.], visualisation techniques
cognitive tools. In the same way as physical be able to finally and lip-reading, among other things. This
tools extend what we can do with our hands, carry out those may sound very complex, but as everyone
tools for the mind extend children’s cognitive instructions can see on the Hooray! Let’s Play! Teacher
capabilities. Without them, children will not be on their own, Training Video clips (that can also be found on
able to pay attention, will have poor memory without the YouTube) the techniques we recommend are
skills, and will not be able to engage in abstract teacher giving fun for the children and at the same time lead
thinking. All that can be developed at the them a model to an amazing long-term memory retention
same time as children’s foreign language of the actions. of lexis.
skills.
A
Hooray!
oss • Herbert Puchta
Günter Gerngr
Hooray!
.
to very young learners
for teaching English of English.
is a 3-level course learn the basics
Hooray! Let’s play! through play.
skills to help very
young children
aims to teach learning
Hooray! Let’s play! listening and speaking
Let’s play!
introduces basic
Let’s play!
Student’s Book
Student’s Book
ER
FOR THE TEACH
NT
FOR THE STUDE Activities
& Projects
Class
Audio CD
2 Class
Audio CDs
DVD-ROM
with Teacher
Training Video,
Letters
to parents,
Worksheets
for extra
lessons Interactive Book
Guide s
Activities & Projects for Whiteboard
Songs
Student’s Book & Chants
Audio CD with notes,
Teacher’s Book
games
tapescripts and
Stickers
Günter Gerngros
Stickers
British English
Story Cards
Flashcards
hand puppet
Peter the Panda
Cartoon DVD 5272-449-2
ts Audio CD
ISBN 978-3-8
With Songs & Chan

Activities & Projects 04/08/14 16:15
guage s.com
www. helbli nglan
724492
9 783852

4.indd 1
_Cover_BrE 2013
85272-449-2_HLP_A_SB
INTERVIEWS
PERSONAL, PRACTICAL
AND PRINCIPLED
Jack Scholes asks and when I spent some time as a Fulbright
scholar at UCLA in the early 1990s Marianne
me in taking on this task. They both have a
highly creative materials-writing talent backed
author Zoltán Dörnyei Celce-Murcia, my wife and I developed a up by a great deal of practical experience
comprehensive model for describing the in language teaching and teacher training.
about his unique components of communicative competence. Together we made a real international team –
approach to language Some of the main ideas for the principled an American living in Spain, an Italian living in
communicative approach started to emerge France and a Hungarian living in the UK. All we
learning at that point, but the seven principles in their needed was a suitable publisher, and Helbling
current form are the results of a later effort: ten embraced the project right from the beginning.
How did an English language teacher from years later I revisited the question of SLA in We were very pleased about that because we
Hungary get interested in psycholinguistics a major survey of the psychological literature thought that with its innovative and creative
and become professor of psycholinguistics which I conducted with the aim of summarising edge The Resourceful Teacher series is the
at the University of Nottingham? what cutting- edge psychological theories ideal context for the novel evidence-based
can contribute to our understanding of SLA. teaching approach we are recommending.
I started out as a teacher of English and The result was a book- length summary, The
came to a point when instinctively I knew Psychology of Second Language Acquisition
what would work in my classes and what Another research interest you have
(OUP, 2009), and the current form of the concerns the interrelationship of religion
not, yet I could not explain why. I realised principled communicative approach is a
that to move forward I needed to and second language acquisition. Could
summary of what I understand to be you please elaborate on this?
understand the linguistic and the best practices of language
psychological processes My main interest in this comes from the belief
instruction according to
underlying second that if we can bring together different aspects
the theoretical insights.
language acquisition of our identity – such as our personal and
This was, therefore,
(SLA). I applied to study professional selves – this fusion can generate
genuine researchled
applied linguistics at a powerful motivational drive that we can
theory construction.
a PhD level, but at then harness for different applied purposes,
The seven principles
that time – the mid- such as the study of foreign languages. I
are broad ma xims
1980s – this discipline have been particularly curious about how
because I wanted
was not recognised in faith – in my case, Christianity – can impact
to focus on the most
Hungary as a proper on SLA, but the integration of the personal
solid tried-and-tested
PhD subject. So I and professional spheres of one’s life can
knowledge in scholarship
selected what I thought also involve other personal aspects such as
that is likely to stand the
was the closest field, penchants, hobbies, passions, basic likes
test of time. However, I hope
psycholinguistics, and ended and dislikes – areas that are sometimes
that exactly because of their
up doing my linguistics studies at summarised under the term transportable
robust nature, the principles can
a department of psychology. It was a identities. In this sense this research direction
usefully orientate language professionals in
curious combination at the time, but the dual is closely related to the first principle of
developing a language teaching methodology
background of linguistics and psychology the principled communicative approach,
that is fitting for the 21st century.
turned out to be a real asset in my future the personal significance principle, which
professional development. concerns the striving to make language
Your new book, co-authored with Jane teaching personally meaningful for the
How did I end up in the UK? It’s mainly due Arnold and Chaz Pugliese is called The
to my wife Sarah, who is English and whom I students in the spirit of student-centred
Principled Communicative Approach. How learning that characterised communicative
met when I was on a scholarship in England in does the book present and explore these
1987. She was a modern languages specialist, language teaching right from the beginning.
seven principles?
and when I returned to Hungary she came with
me and started to teach English in Budapest. Because my theory was genuinely applied both
We spent ten years living there, but for family in terms of its nature and its objectives, it lent
reasons we moved to the UK in 1998 and itself to being implemented in actual classroom
contexts. Personally I have always been fond THE RES
settled in the Nottingham area, where Sarah OURCEF
UL TEAC
liese
of the recipe book format developed in the HER Serie

s
Cha z Pug
grew up and where her parents lived.

late 1970s by Alan Maley, Mario Rinvolucri
Dör nyei •
Jane Arn
old • Zoltán
and their colleagues and associates – a great Dörnyei •
Chaz Puglie
THE PRIN
se
ld • Zolt án
You believe that communicative language

teaching could do with some revitalisation,
genre because it not only offers a very practical
COMMU CIPLED
Jane Arno
an you offer seven maxims which you

classroom resource for teachers but it is also
APPROAC ICATIVE N
one of the most effective ways of disseminating
refer to as ‘the principled communicative new ideas within the teaching professions. It
Seven crite
ria fo
H
r succ
approach’. Could you briefly explain these? DGC ess
appeared an obvious way of implementing the
C E UB
CH
Although I am perhaps best known for my principled communicative approach to design Y H GM F T Q Y

V
APP ROA
.“ D
research on language learning motivation, I sets of classroom activities that exemplify each L X J ..G
O X
K
S
“
ICATIV E
have always had an interest in communicative of the seven principles. I was fortunate that KW NB
D COM MUN
language teaching. I have done extensive two wonderful professionals I knew from the ! ; HF I Z CG
C ABZ!“
NCI PLE
research on communication strategies, past, Jane and Chaz, enthusiastically joined UAA “
CSW; F
THE PRI
FG @ LE
U
MS X A
FIRST PRINCIPLES Zoltán Dörnyei’s approach is based on ‘the best practices of language instruction
according to the theoretical insights’

INTERVIEWS

INTERVIEWS
IT ALL STARTED
WITH A STORY...
Melanie Butler ‘When I moved into writing and publishing
and we had a chance to develop a series
The focus on listening also features in the
writing and editing.
and Maria Cleary, of stories for young learners, I leapt at it. It ‘It’s part of the process – the story must work
was something I had been doing in practice
author and series for years.’
when it’s read aloud. You need to hear the
rhythm, the words that fall in together, the
editor of Helbling The series is designed to start with very young stress. I read aloud everything I get sent.
Young Readers, children, normally when they have mastered
reading in their first language at around five or
‘I do read to groups in school – we have a
reading club where we’re based – and I can
discuss stories, six. So how did she come up with a syllabus? see when something works, the little bright
pictures, sounds and ‘The way I went about it was to ask, what
would interest children at different ages? I
eyes listening to key words.’
As one of the authors in her own series, she
the importance of started with vocabulary. I asked what lexical sends her own stories out to be read aloud,
groups are relevant and the type of language
Henry Harris and his that we used was built on that, a sort of lexical
‘to friends, people I trust.’
Haitches approach. We wanted language that kids We’ve talked about stories, and pictures
could take ownership of, that was significant and rhythm and rhyme. But what about
for the age group, and that they could use characters?
For Maria Cleary everything
quite naturally.’
starts with the story. I tell Of the characters in her own stories, for
her the tale of how, Preparing for the project, she began example, which one does she like best: Fat
when I came to looking at reading research, Cat, Henry Harris or Barney Bunny? ‘Oh
prepare for this influenced by approaches such Henry, I love Henry – he was my first. I was
interview, I found as Kieran Egan’s Imaginative planning the reader series when an illustrator
her readers had Education, and became friend, Lorenzo Sabbattini, decided to enter
disappeared convinced that ‘there are a a competition and asked me to give him a
from my desk lot of things in the research story – as sort of an excuse as an illustration.
a n d, d e s p i te which make sense in ELT’. We were very self-indulgent. The original
turning the Getting children to use Henry was much too difficult for readers of
of f i c e up s i de the pictures to help them the Helbling Young Readers series – there
down, we could decode the meaning, for were too many pages and too many horrible
example, and getting them
EL people
not find them. things happening. But Henry is the one I love
Then over the to use actions – the books most – especially the uncensored Henry!
weekend a Gazette begin and end with sections of
staffer found them in his games and activities, and the stories
themselves are sprinkled with quick
It all started with a sto

small daughter’s bedroom –
she had come into the office and, activities and personalised questions: ‘listen
finding the pretty books, taken them home. and point’, ‘are you afraid of the dark?’
Maria Cleary every-
‘How lovely,’ says Maria in her soft Irish lilt. I tell her I am fascinated by the importance of
starts with the story.
‘Can we mention that in the interview? It is sound in the series. There is a CD-Rom with
her the tale of how,
such a good story.’ each book, lots of chants and songs in the
e to prepare for this
found her readers
eared from my desk
Melanie Butler and Maria Cleary, author and series editor of Helbling You
The editor of the Helbling Young Readers
activity sections, while the stories themselves
are stuffed full of rhyme, assonance and
e turning the office discuss stories, pictures, sounds and the importance of Henry Harris and
series insists, ‘If you want to capture children’s
attention, tell them a story. Storytelling is
alliteration. Even the book titles play with
sound: Sam and the Sunflower Seeds, for
n, we could not find
an excellent first way of negotiating a example, or, my personal favourite, Henry
over the weekend a
foreign language: it’s a format they already Harris Hates Haitches.
fer found them in his publishing and we had a chance alo
recognise, it uses natural language. Repetition ‘Part of this is conscious,’ Maria tells me, ‘and
hter’s bedroom – she to develop a series of stories for rhy
is a natural part of children’s stories, using part of it is unconscious. Rhyme, rhythm and
into the office and, young learners, I leapt at it. It tog
language they have already come across and alliteration play a huge part in the success of
pretty books, taken was something I had been doing eve
using something a little bit new – just perfect all children’s stories – we remember words
‘How lovely,’ says in practice for years.’
when you are teaching a language.’ ‘
r soft Irish lilt. ‘Can The series is designed to start that rhyme better than words that don’t.’ –w
n that in the inter- Maria’s very
with firstyoung
very experience
children,ofnor-
teaching The CDs are designed to reinforce that – we
uch a good story.’language mally was withthey
when smallhavechildren when she
mastered helping non-native teachers who aren’t som
or of the Helbling workedreading
as a nanny
in their in first
Italylanguage
while at college.
at confident in reading, and allowing children eye
ders series insists, When
‘If she came
around fiveback to the
or six. So country,
how didwhere to hear the stories again at home. A
o capture children’s she still
shelives,
comeasupanwith EFLa teacher
syllabus?she found ow
‘If children like a story, they’ll listen to it again
herself teaching
l them a story. Story- ‘The wayadults. I went ‘Iabout
enjoyed
it was it a lot,’ sto
and again.’ It also helps in getting children
she
excellent first way of says, but she gravitated
to ask, what would interest chil- back towards frie
decode a non-phonemic language such as
younger learners. ‘I’ve always
ages? loved the buzz
Courtesy Helbling Languages
a foreign language: dren at different I started English to hear it as they read. W

at they already rec- and the feedback and the
with vocabulary. I asked what physical way they and
Courtesy Maria Cleary
ses natural language. react,’ lexical

she laughs.
groups are relevant and rhy
s a natural part of the type of language that we act
ories, using language used was built on that, a sort ow
already come acrossHAITCH FOR HELP Maria Cleary (left) reveals how Henry helped her Helbling Young Readers series
of lexical approach. We wanted one
omething a little bit language that kids could take He
perfect when you are ownership of, that was signifi- ‘
anguage.’ cant for the 2016
76 - ELT CATALOGUE age group, and that HAITCH FOR HELP Maria Cleary (left) reveals how Henry helped her Helbling Young Readers series wa
very first experience they could use quite naturally.’ rea
Cambridge English exams: YLE KEY PRELIMINARY FIRST ADVANCED
BOOKS BY LEVEL page CEFR A1 CEFR A2 CEFR B1 CEFR B2 CEFR C1

COURSES
Hooray! Let’s Play! 6
Sure 8
For Real 12
Jetstream* 14
American Jetstream* 18
GRAMMAR & SKILLS
Top Grammar Plus 22
Top Grammar 24
Grammar Practice 25
Top Up Your English 26
Grammar Gym 26
Get it Right! 27
CULTURE COURSES
Talking Culture 27
World Around 28
ESP
Business Essentials 29
Tourism Essentials 29
GRADED READERS
The Thinking Train 30
HELBLING Young Readers 34
Red Series 44
Blue Series 60
RESOURCE BOOKS
101 Young Adult Novels 68
Act & Sing 68
* TOEFL, TOEIC and IELTS exam practice also available.

HELBLING LANGUAGES
HELBLING COMMUNITY
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blog.helblingreaders.com
ISBN 978-3-99045-461-9
100 Clements Road

London SE16 4DG - UK
info@helblinglanguages.com
9 783990 454619

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HELBLING

Hooray! Let’s play!

Fine Motor Skills & Phonological Awareness

Hooray! Let’s play!

Audio CD Student’s Book

Science & Math

Hooray! Let’s play!

Science & Math

Günter Gerngross • Herbert Puchta

Günter Gerngross • Herbert Puchta

Technology Made Easy 2

Günter Gerngross • Herbert Puchta

Günter Gerngross • Herbert Puchta

Mary Tomalin • Deborah Friedland

Hooray! Let’s play! 6

Grammar and Skills

Top Grammar Plus 22

Graded Readers - The Thinking Train 30

Graded Readers - Helbling Young Readers 34

Graded Readers - Helbling Red Series 44

Graded Readers - Helbling Blue Series 60

Disc (Audio CD,

Downloads Common European

English for Life

We believe in real-life solutions and create holistic

At Helbling Languages, systems thinking is an

Helbling e-zone, our educational platform, offers

Values and critical thinking are also an intrinsic

By learning English with Helbling Languages, we

ELT CATALOGUE 2016 - 1

E-zone is a user-friendly online

2 - ELT CATALOGUE 2016

Data Supported Teaching

How to integrate LMS

Tests & Resources

ELT CATALOGUE 2016 - 3

E-READER CYBER HOMEWORK PROJECTS

4 - ELT CATALOGUE 2016

How to use e-zone

1) Register on e-zone Who are part of a virtual class (Class-use)

ELT CATALOGUE 2016 - 5

HOORAY! LET’S PLAY! FOR

• Activities & Projects

HOORAY! LET’S PLAY!

• promotes multisensory learning;

• is fun and easy to teach;

is a 3-level course 04/08/14

materials – books, DVDs, Audio

and Günter Gerngross. • introduces four delightful characters

– Peter the Panda, Rosie the

This exciting and innovative

Rabbit, Connie the Crocodile and

course offers pupils

Hooray! Let’s play! B

FOR THE STUDENT

BOOKS & CDS/DVDS

HRH THE DUKE

OF EDINBURGH • Teacher’s Book

With Songs & Chants Audio CD British English

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