Sie sind auf Seite 1von 8

 2011 Course Guide

A truly international
11–16 English programme
Designed specifically for the
international classroom
The most diverse world literature
and non-fiction sourced from
across the globe
Comprehensive teaching support
with audio resources
Supports your EAL students in
listen
ning and
speaking, writing, listening and
ngg
vocabulary building
“Oxford English: an international approach
is essential for international students.”
Dr S J Tariq, Lilongwe Private School, Malawi

www.oxfordsecondary.co.uk/oeia
2
Course Structure
11 – 12 years 12 – 13 years 13 – 14 years 14 – 16 years
Students’ Books

978 019 912664 4 £12.50 978 019 912665 1 £12.50 978 019 912666 8 £12.50 978 019 912667 5 £15.75
Teacher’s Guides

01991164
0199116423
164
642
423
4223
23 019911642
0199116423
164
6423
423
23
3 0199116
0199116423
911642
16
642
423
42
23
3 0199
01
0199116423
9116
16
64
6423
423
423
3
u dio C D

u dio C D

u dio C D

u dio C D
sA

sA

sA

sA
de

de

de

de
lu lu lu lu
Inc Inc Inc Inc

978 019 912668 2 £31.50 978 019 912670 5 £31.50 978 019 912669 9 £31.50 978 019 912671 2 £31.50
Workbooks

978 019 912723 8 £6.25 978 019 912724 5 £6.25 978 019 912725 2 £6.25 978 019 912726 9 £6.25

Evaluation Packs –
try it out free for 30 days
“I personally think it is exciting
Evaluation Pack for ages 11 – 14
978 019 912950 8 £50.00 Save over £25.00!
and brings alive to the class the
Includes Students’ Books 1 – 3, Teacher’s Guide 2 and Workbook 2 different parts of the world our
Evaluation Pack for ages 14 – 16 students are drawn from.”
978 019 912951 5 £35.00 Save over £15.00!
Includes Students’ Book 4, Teacher’s Guide 4 and Exam Greg Ward, Turku International School, Finland
Workbook for IGCSE English as a Second Language
Suitable for native
speakers and high-level
A truly international EAL students
11 – 16 English programme
Teaching English in the international classroom can be a challenge,
particularly if you need to stretch and support both native speakers
and second language learners with mixed abilities. Oxford English:
an international approach was created with this in mind, and it
addresses all the issues that confront international English teachers:

? 
         All this plus…
    

 Thematic,
 Oxford English was designed for international students and cross-curricular
incorporates a  
       – both approach ties
 
   age-appropriate levels. For example, together learning
Students’ Book 4 covers India, Italy, Zimbabwe, the Solomon with relatable
 
 
   themes, perfect for
MYP

?            Extension tasks


  
   and Workbook
activities support
 Genuinely interesting       
and challenge all
     will catch students’ attention.
ability levels

   
 " 
1940s Iran or an account from residents of Baghdad who
 Essential teacher

#$%&&'
support, including
rubrics, to enhance
?   
        your teaching
       !     
 Focus on speaking
 "        
( 
) and writing,
techniques, and     in the Workbooks guide tackling the most
students through compositions, strengthening their skills. important areas
for language
development
?   #$%   &   
transition onto native language resources?

 $  
       into both the
Students’ Books and the Workbooks to support EAL students
and ' . Plus,     (   )*
accompany all the Teacher’s Guides, providing a welcome
break from functional EAL recordings.

1
Students’ Books
Rachel Redford, Eve Sullivan

7KHEHVWÀFWLRQDQGQRQÀFWLRQ
with a truly international outlook
* *$+  
* 
poems, autobiographies, reports, letters, reviews,
editorials and factual content from around the
world – brought together at the right level
to challenge your students.

-(   


approach relates English to
Truly international content,
to stimulate students all
wider global issues, tying
together learning
Students’ Book 1 (ages 11 – 12)
over the world
Feeding the world 5
F
Feeding
di the
th world
5 How can we make sure that there is
Portrait of the Week
This picture was painted by the Italian artist Giuseppe
Arcimboldo in 1573. He has created something that is part
portrait, and part still life painting! How many fruits,
GLOSSARY
A proverb is a short statement
that expresses a wise truth.
A still life is an arrangement of
enough food for everyone? vegetables and other foods can you see in it? Read one person’s objects. In French, such
imaginative description of this painting below. It was written paintings are called nature-
In this unit you will: for a series called ‘Portrait of the Week’ in a newspaper. morte, which translates as
‘dead nature’. What is the term
Experience Read Create for ‘still life’ in your language?
 Korea  a Portrait of the Week  a Painting of the Week Chapter openers help
In ancient Greek mythology, a
 Brazil  prose fiction  diary entries introduce the unit topic,
chimera was a fire-breathing
monster made up of different
 Malawi  a web advertisement  a poem including the range of
animal parts. The word is used
 French, Italian and  a travel diary to describe fantastic creatures
Dutch paintings  a poem texts to be studied, and
of the imagination.
stimulate discussion to
bring out key vocabulary
Give me a fish and I eat for a day; Glossaries highlight challenging
teach me to fish and I eat for a lifetime. key words, building vocabulary
Chinese proverb
A variety of mediums keeps
learning interesting, holding
students’ attention The map feature
Wordpool
helps make the
texts meaningful
Discuss the meaning for
of the
following words taken from
students, activating
the extract on this page.
Summer by Giuseppe Arcimboldo.
previousemptiness
knowledge and
to disconcert
This is someone and no
one. The dark space of
his
provoking
eerie
discussion
reveals an emptiness with eyes

A TTalking
in his shell of summer
is disconcerting and eerie fruits that freak
The world we live in has abundant and varied alking points . He is a freak, a chimera.
of wheat, figs, plums, Constructed fate
things for people to eat. There are thousands pomegranates, peaches,
1 What do you think the Chinese
Chine proverbb melon, this is like an imag pears and sinister
upon thousands of fruits, vegetables, meats, above means? e from a folk song or sinis
– the king of summer who ter tale
fish, spices, herbs and grains which humans se fate is to be burnt at savage
2 What do you think it must be like to have of August in some sava the end
enjoy eating. Many people work hard to farm ge rite. Make your own word pool of
hardly any food?
the land, tend to livestock and fish the seas, yet Jonathan Jones, The Guar any other unfamiliar words
3 Why do you think some people in the world dian, ‘Portrait of the Week you come across.
the world does not manage to provide enough No. 72’
enouggh to eat?
do not have enough
72 food for everyone who needs it. 73

Theme:
Them
Th
hem
eme:
e: FFeeding
eed
eeding tthe
ding
di he w
he world
orld
or ld
Wordpools facilitate discussion around tricky vocabulary,
catering to a wide range of language levels

Want to build “ We have been using Part 1 in our classrooms and have been
on this material? very impressed with the results. This series is excellent for
Flip to page 5 to see some teaching IB/MYP classes. As we are working on a nutrition
linked exercises and activitiess project we found Unit 5 Feeding the world so much fun!”
from Workbook 1. Margaret Lally, St Margaret’s School, Chile

2 Teaching IGCSE? Go online to see how Oxford English: an international approach


Students’ Book 2 (ages 12 – 13)
Looking back 8

Pilgrim’s tales: The Canterbury Tales Before the printing press


F m The Cante
Fro
From
Fr n rbur
rburyy Tale
rbu Ta
T les by G
Geoff
eoffrey
ffreyy Chau
h cer Looking closely B re the
Befo the print
print
inting
in pres
ing re s bbecame
ame com mmon
mo foror prin
pr tingg boobooks
ks Word origins
Ge rey Chauuce
Geoff cer (134 46–14
–1400)00 is the
00) the great
great
re estt Engl
English
ishh poet of thee in
nEEur
urop
urope
r e in the
h fifteeenth and d six
sixteen
teenth
th centu
centu
n uries
rriess, oral
oral (spok
(spok
spo en)
en manuscript means ‘written by
1 Find two examples
l off trad
raditio
aditio
itions
ns of
of story-
story-
ry-tell
telling
tell ing
n were common.
common on
Middd lee Agess and
n oneon off his
his most
most
os famo
famousus works
workk is The h Cant
he n erbu
er ryy hand’ in Latin, and is often
nouns which haven’t
Talees (13
(1387–1 – 392)
–1 92 . TThiis is a coll
collect
ectionn of storie
ies toldd by
by member
memberss shortened to ‘ms’.
changed in modern B
Book s such
su ass The Cant
Canterbu
erbury
ry Tale
Tales were very
ve y eexpen
xpennsive as
off a pil
p grimage
pi age trav
tr ellingg from
om Sout
Southwa
hwarkk in Lonndon too CCante
nterburry in
English. th wer
they w e wrritte
itten ou
ut by han
hand.
d. The
The p
people who
h wrowrote
te these
these
e
K , En
Ke
Kent Englan
gland.
d. It
It is wri
written
tten in Midd
Middlee Engli
English.
sh. Belo
Below w is a versi
version
on of
of thhe
2 Find four examples of manuscri
manu c pts also dec
decorat
orated
ed them
them very bea
beautif
utiffully wit
withh Chapter openers help
p em wit
poem withh a mode
modern rn trans
translati
lation
on to
to help you.
yo Who do you you think
think the
illu
lustra
stra
r tion
t ns annd decora
decorative
tive bor
border
ders and pat
pattern
ternss as in the
Millere
Mill e was?
ere nouns which you can
recognise as modern exam
x mple
p o on this pagee.
introduce the unit topic,
 Th
Thee Mill ere 
illere English but which are including the range of
spelled differently.
Illustrating a manuscript
Ful byg he was
Ful was of
of brawn,
brawn, and eek of bone
on s.
SSele
Sel
elect a tex
ext you
you have
have writt
written
en for
for this
this texts
Word to beopeners
origins
Chapter studied, and
providehelp
fascinating
Very
ry big he was of muscle
muscle and also
also off bones
bones 3 Find two examples of
words which you do not uni . Wr
unit W
Write it out in
in your
your best
best stimulate the
commentary
introduce discussion
on unit
languageto history,
topic,
That
Th
hat pr
proved
v wel, for over
over al the
therr he cam
cam,, haa writ
hand w ing, g tak
g, a ing
n care wit
with
h th
t e
Tha
That
That was clearl
clearl
le y shown
shown because
because w
wherever he went
went
think exist in today’s
English. pl ementt of the
plac h wor
w ds.
bring out
including key vocabulary
helping students
the range see
ofhow
Att wrast
A rastlyng
lynge he wol
wolde
de have
have alwe
alweyy the
the ram.
ram. 4 What sort of man do you  IInclude ima
im ges and deco
decorati
rative
ve texts atolanguage evolves
be studied, and
Att wr
wrestli
estli
t ng he would
would alway
alwayss have
have thee priz
prizee think the miller was? features
feat u in you your dra
draft.
ft.
What sort of travelling
 Di
Disi play the man
manuscr
uscr
script
ipt on a
stimulate discussion to
He wass short
short
o -sho
-sholdre
ldred,
d, brood
brood
o , a thik
h ke knarr
knarre;
e;
He was
was hea
h vy-sh
vy-shoulde
ouldered,
red, broad a rough
h man
man
companion would he
have been?
back
ackgrou
ground d board
ard or fram
frame,
e, and
and bring out key vocabulary
p ent
pres
pre nt it to
to yyour class
class..
5 T
Ther was no dore tha
h t he no
nolde
de heve
hevee of hare,
hare, 5 Each pilgrim in The The map feature
Canterbury Tales tells a
There
The
here w
was no door
door which
which he could
could not
not p
pull from
from its
its hinges
hinges
g
story. What sort of story helps make the
Or breke it att a ren
O renenyn
enyngg with
with his
his heed.
heed. do you think the miller texts meaningful for
Orr br
b eak itt by runnin
runningg at it with
with his
his head.
head. will tell?
students,
The mapactivating
feature
His berd as any
an sowe
we or fox was reed
reed,,
His beard
beard
d llike any sow orr fox
o o was
was red,
red,
d previous
helpsknowledge
make the and
And
nd ther
thereto
eto broo
r d, as
as thoug
though itt were a spade
a . provoking discussion
texts meaningful for
And
n also broad
broad
d aass tho
hough
ugh it
it were
were a spade.
spade.
p
Looking closely boxes promote students, activating
Upon
pon the cop rig
right
ht of
of his
his nose
nose he
he hade
hade
On the
the very
very top off h
o his nose he had
had close reading of the text, previous knowledge and
100 Aw
werte, and tthereon
o sto
t od a tof
o t of her
heris,
is, reinforcing language and provoking discussion
A wart and
an d on it stood
stood a tuft
tuft o
of hair
i s, vocabulary skills
Reed
e as the
h brus
brustles
tles of a sowes
sowes erys
erys. An illus
llustrate
tratedd manus
manuscript
cript of
146 Red
ed as tthe bristtles of a sow’
s s ears.
ear T Cante
The Canterbury
rbury Tales
Tales.. 147

Theme:
Them
Th
hem
eme:
e: LLooking
ook
oo king back
king
ki bac
ack
k

Comprehension questions encourage critical


/ *   ;
strengthening written and verbal expression
Students’ Book 4 (ages 14 – 16)
Money 1

How powerful is money? Looking closely


H powe
Ho
How powerful
rful
rfu
f iis mone
mo yy?? The Americ
mon American
eric
r an th mon
the mone
n y I make
mak for o the
th goo
goodd of my fell
fe ow
w man 1 The poet uses are very simple words. How many words have more
busi
busi
s ness
nessman
man John
Joh D. Rock ockefel
efel
efeller,
f ler,
l who
wh earearned
n his
ned i acco
ccordin
rdingg to the dic
i tate
tat s off my cons
conscien
cien
e ce.’ than two syllables? What effect do you think this simple language has
f une
fort n from
om oil
oil,, beecame
cam th
the
h wor o ld’s
d ric
d’s richest
hest man a on the point that the poet is making?
What
hat dic
d tate
tatess might
might
gh thos
osee bbe? Think
Think about the
an the
and th first
rstt Ame
A rica
Am c n wo
orth
rt moree than a bi bill
illion
io 2 If the poet had used more complex language, imagery and sentence
advantages and disadvant
v agesges of aspi
aspiring
ring to grea
eaat
dol ars. He
doll H had
ha this to say: ‘I believe it is my dut utyy structure, what difference do you think it would have made to the
wealth
wealth as
as you read the follo
ollowing
wing poe
poems.
ms.
to make mone
mon y and still more ore mon
money ey and
and to
to uuse effectiveness of his poem?

Poem
The foll
Th ol owin
w g poem
poem isis writte
writtenn bby the Ame
America
ricann poet
poet Wil
William Heyen.. What
Wh are Comprehension
the ques
que tionss about
about the glob
glo al econo
e onomy
my whichh this pooem
m raises?
s?
1 Explain where the dollars come from and where they go in lines 1–8.
ò The Glo
G bal yô
a Economy 2 What answers would you give to the four questions in lines 9–12?
3 What is the answer to the final question?
You’
ou vee got
got a dollar.
lar. You dep
deposit
osi it in yourr savi
savings
ngs
4 What do you think is the point of William Heyen’s poem?
acco
cc unt.
nt Now
N you’v
’ve got
ot a dollar
ar and thee ban
ba k’s’s got a
doll
dollar. 5 How would you describe the tone of the poem? Thematic approach
The
Th
h bank
n loans
lo ns a dol
dollar
lar to Joe’s
Joe’s Con
Constructio
ion.
n. Now
N w raises interesting
5 You’
o ve got a d
ou’ dollar, the
h ban
ank’s
k’s got a dollar
dollar,, and
a d Joe’s got Talking points questions, piquing
ad
do
ollar
lar.
The US dollar note is often referred to as a greenback, based on its students’ interest and
distinctive colour marking. In your group, discuss the issues raised by
JJoee buys a board
board from Hirohi
o to Lumber. Now Hiroh
hito’
ito’ss
the poem and the cartoon on this page.
page
adding relevancy
got a dollar
dollar too
too.

W e did
Wher did you
you get
get your
your dolla
ollar?
r?
1
10 How
w much
m money
money is
is there
t re in the
the world?
Plenty of Talking points will get
Wh
Who
Who’
h ’s go
ho g t it?
students talking, developing their
Wher
h e iss it?
it
 ;*; 


What
hat hap
happene
p d to all thee tre
trees?
es?
Willii am Heyen
W He yen
en

8 9

Theme:
Them
Th
hem
eme:
e: M
Money
oney
on ey

Part 4 matches up with IGCSE English curricula – www.oxfordsecondary.co.uk/oeia 3


Teacher’s Guides
Patricia Mertin 0199
0199116423
1991164
1642
64
6423
423
23
23 0199
0199116423
911642
1164
16423
6423
6423
423
3

(YHU\WKLQJ\RXQHHGIRUKLJKLPSDFW

u dio C D

u dio C D
sA

sA
de

de
lu lu
Inc Inc

KLJKLQWHUHVWDQGKDVVOHIUHHOHVVRQV
Essential support for language development and
writing skills, including linked audio readings on CD to 01991164
0199116423
9116
16
6423
6423
642
423 0199116
0199116423
11
16423
16
164
642
64
64
423
4223
3

enhance listening comprehension. Plus rubrics


to support your assessment and plenty of

u dio C D

u dio CD
sA

sA
de

de
lu lu
Inc Inc

photocopiable activities.

Concisely summarises relevant Students’


Teacher’s Guide 3 (ages 13 – 14)
Book material, easing lesson planning
Unit focus L Being free 5
5 Being free What is it like to be in hiding? about how she might have escaped and what kind of
Reading text: Incidents in the Life of a adventures she may have had on her way to freedom.
Reading Texts Slave Girl Let them write an ending to Harriet’s story and share
Ask the students if they know anything about slaves in their ideas in a class discussion if appropriate.
Opening quotation – from The Fiction – extract from If Only Papa Poetry by Kocho Racin and James
Social Contract by Jean Jacques Hadn’t Danced by Patricia Berry the southern states of America. Read the introduction Writing an informal letter
Rousseau McCormick together and encourage the students to share their Ask the students to write an informal letter as if they
Autobiography – excerpt from
answers. Let them calculate how long ago this happened, are Harriet and they are writing to her children.
Poetry – ‘Secret Country’ by Adrian Add: One Day in the Life of Ivan Incidents in the Life of a Slave
and then work out how old they would be in 27 years Remember she can see her children every day from
Mitchell Denisovich by Alexander Girl by Harriett Jacobs
if they became slaves from today. Encourage them to her hiding place, but they have no idea that she is
Solzhenitsyn Extension reading – extract from look closely at the illustration of Harriet and ask them there. They can
n use the information from the story to
Watership Down by Richard Adams if they can think of some adjectives to describe the kind help them.
of person she may be just from her appearance.
Reading
Extension reaading: Watership Down texts are
Before reading or listening to the text, ask the students Chapter openers help
to read the first sentence only of each paragraph and accompanied by exercises
If any studentts have prepared a presentation on
Students will:
then try to describe what the story will be about and introduce the unit topic,
England, they could
c present it to the class now. Read
Discuss in pairs or small groups Write journal entries and activities designed to
the extract togeether or listen to it on the CD. Establish
what kind of life Harriet led. Then assign a paragraph
including the range of
whether any off the students have ever read or heard
and report back to the class Write from an animal’s point of view to each group or pair. They should read the paragraph build concrete skills,
of Watership Down, and if so, gather any information
carefully together and then think of a title for it. They texts to be studied, and
should also list any words which are new to them.
and share with
or develop language
h the class. Read the introduction text
stimulate discussion to
together beforee beginning, as this will put the story
Before Beginning the unit text and concentrate on establishing the main ideas. If After they have had enough time to work on this, let them into context. Discuss
D comprehension
the Word origins and complete
Ask the students what it means to be free. Ask them to they like to draw, they could sketch some pictures to listen to the text without following in their books, before the Comprehen bring out key vocabulary
nsion questions as a class.
note down their ideas before beginning a discussion. illustrate what they hear as this will help some students reading it together. When reading it, take a paragraph at
Ask them if they know of any people who were not free? to focus on the story. At the end ask them about what Writing form ann animal’s point of view
a time and allow the group or pair to give their title and
According to their previous knowledge, ideas such as they have heard and let them share their knowledge and Ask the students to create a piece of writing from an
explain why they chose it. They can then also help their
slavery or prisoners of war may be offered. understanding. Then read the text with the students, animal’s point of view. Before they begin to write,
peers with any new vocabulary. After working through
or ask them read in pairs if their language is strong students should research and observe an animal to
Read the introductory text together and check for the text together, let the students listen to it once more
enough. understand how it behaves. It may be that the students
understanding, before going on to discuss the Talking before completing the exercises in the book.
choose a family pet to study, or visit a local animal
point. Then ask the students to copy down the quotation After the text has been read and understood, work on Writing a story ending sanctuary for inspiration. If this isn’t possible, students
from the United Nations Declaration of Human Rights. the Looking closely activity. Encourage the students After reading the text, we learn that Harriet eventually can study animals in films, on the internet, or in relevant
After checking that they have understood what it means to examine the language used, especially the use of escaped to New York. The students could think books to help them with their piece of writing.
in a short discussion, ask them to think about whether similes in the first question. Ask the student’s to think
or not this is really true. If appropriate, ask them to of other similes to describe the things or people in the
story. They should then complete the Comprehension
write a reflection about it.
exercise in writing.


  )
 
Reading text: If only Papa hadn’t danced
Read the introduction together and talk about how
Additional activity to augment lessons or easy ways
the family might feel after walking for two days before
Let the students work in pairs and make a time line
of the events in the story. They should also add the
to challenge your most able
finally reaching the borders of a safe country. Establish
emotions which the family felt after each event took
how would they feel in this situation and collect their
place. When these have been checked ask the students
ideas.
to write a summary of the story in their own words,
To begin with, read the text to the class. At this point remembering to include the descriptions of emotions
the students should just listen without following the which they have noted.

20 21
COPYRIGHT OUP. PHOTOCOPYING PROHIBITED

Rubric for essay writing


Theme:
Th
h B
Being
i ffree content
structure
Very good Grammar/spelling
L Interesting relevant
L Thesis statement
ideas, described with L Accurate grammar,
detail. L Strong introduction,
L Varied sentence
clear paragraph
L Lively or original structure
structure, good links,

Listen to literature
vocabulary used
L no spelling mistakes.
appropriately L effective conclusion
satisfactory
L Some interesting ideas,
L Opening sentence and
relevant detail L Some minor
conclusion offered but
3URIHVVLRQDOO\UHDGOLWHUDWXUHDQG L Varied vocabulary
generally used
not very effective
L
grammatical errors
some variety in
L Paragraphs
QRQÀFWLRQZLOOEULQJ\RXUOHVVRQVWROLIH Needs more work
effectively
L Effective links
L
sentence structure
some spelling mistakes
L Few ideas, little detail,

Examples include:
L Weak opening, no clear
some irrelevant details L Too many grammar
conclusion
errors
L Limited or repetitive
L Clear paragraphs and

‘My Early Days’ by Nelson Mandela


vocabulary L Simple sentence
effective structure
structure with little
missing structure
variety

¶,7RR6LQJ$PHULFD·E\Langston Hughes L spelling mistakes

¶$URXQGWKH:RUOGLQ(LJKW\'D\V·E\Jules Verne
¶,5RERW·E\ Isaac Asimov
4
Workbooks
Mark Saunders, Chris Akhurst

Guidance and practice to build the


best written skills
Contains the integrated language practice, vocabulary
acquisition, grammar and writing frames your students

 +*

and develop strong written expression.

Preliminary exercises help to get students


thinking about the subject matter, breaking it
down into useful and functional segments
Workbook 1 (ages 11 – 12)

Linked exercises and


activities build on the
Students’ Book material,
extending comprehension

Extension activities
retain an international
context, stretching your
most able

Theme: FFeeding
Th di the
th world
ld
“It lends the MYP English Programme a degree of structure,
ZLWKRXWORVLQJDQ\RIWKHÁH[LELOLW\WREULQJLQ\RXURZQLGHDV”
Andrew Macoustra, International School of the Hannover Region, Germany

“The Workbook is a great combination of writing, grammar and vocabulary


building activities. It is right at their level, and it incorporates multiple intelligences.”
Kathleen Jasonides, American Community School of Athens, Greece

Have IGCSE English as a Second Language students? Exam Workbook 4 has been developed
LQOLQHZLWKWKHH[DPVSHFLÀFDWLRQ²JRRQOLQHWRÀQGRXWPRUHwww.oxfordsecondary.co.uk/oeia
5
#
      
Oxford English: an international approach is arranged thematically,
which easily relates to a huge number of longer texts.
% .  8  :  
Deborah Ellis Geraldine McCaughrean
-  
* $ * Haoyou embarks on a career in kite riding
  $*   #
 to save his mother from an awful second
Changing Places unit in Students’ Book marriage, tying in to the unit on Flying
1, which also contains an extract from in Students’ Book 2. This unit also has an
Ellis’s Mud City. It could also be used by extract from Khaled Hosseini’s The Kite
 ?% ?@  
 *
 Runner, useful for comparing Chinese
the unit on Peace in Students’ Book 2. and Afghan kite traditions.

978 019 832980 0 £7.99 Ages 11–12 978 019 832636 6 £7.99 Ages 12 – 13

% 9 #   9 :  ;


   <:##     
     ,

The next step Evaluate free for 30 days or place your order
&RPSOHWHWRSODFHDȧUPRUGHU
7LFNKHUHWRRUGHUDQLQVSHFWLRQFRS\
Title ISBN Price I/C* Qty Total
+     , 
Part 1: for 11 – 12 years
Name
Evaluation Pack for ages 11 – 14 978 019 912950 8 £50.00
Students’ Book 1 978 019 912664 4 £12.50
Position
Teacher’s Guide 1 978 019 912668 2 £31.50
Workbook 1 978 019 912723 8 £6.25
School Name
Part 2: for 12 – 13 years
Students’ Book 2 978 019 912665 1 £12.50
School Address
Teacher’s Guide 2 978 019 912670 5 £31.50
Workbook 2 978 019 912724 5 £6.25
Part 3: for 13 – 14 years
Students’ Book 3 978 019 912666 8 £12.50
Teacher’s Guide 3 978 019 912669 9 £31.50
Workbook 3 978 019 912725 2 £6.25
Part 4: for 14 – 16 years
Evaluation Pack for ages 14 – 16 978 019 912951 5 £35.00
Country
Students’ Book 4 978 019 912667 5 £15.75
Teacher’s Guide 4 978 019 912671 2 £31.50
Email address †
Exam Workbook 4 for IGCSE English 978 019 912726 9 £6.25
as a Second Language † By giving us your email address you are agreeing to us sending you emails about relevant OUP
Oxford Rollercoasters 
 
)<( 


 

 
=>

The Breadwinner 978 019 832980 0 £7.99


The Kite Rider 978 019 832636 6 £7.99
* Inspection copies are posted free of charge anywhere in the world so you can trial
Subtotal ($@&
J(( 
$
 
Discount** ** *  /10% on orders £350+, 12.5% on £750+, 15% on £1,000+, 17.5% on £2,000+
and 20% on £2,500+.
Postage#
9LVLW    ,=  # +  ,  0235 78Overseas schools should add 10% for
postage and packaging on orders up to £1,000 (minimum charge £4.25). For orders in
Total
WRȧQG\RXUORFDOVDOHVUHSUHVHQWDWLYH excess of £1,000, please contact us for costs.

1 tel +44 (0)1536 452620 email schools.enquiries.uk@oup.com


K37600

fax +44 (0) 1865 313472 web www.oxfordsecondary.co.uk/oeia