 |
|
|
Item Details
| Title:
|
OXFORD ENGLISH QUEST: Y3/P4: COMPANION 1
|
| By: |
Sarah Fleming |
| Format: |
Paperback |
| List price:
|
£14.00 |
| Our price: |
£12.25 |
| Discount: |
|
| You save:
|
£1.75 |
|
|
|
|
|
| ISBN 10: |
0198348886 |
| ISBN 13: |
9780198348887 |
| Availability: |
Usually dispatched within 1-3 weeks.
 Delivery
rates
|
| Stock: |
Currently 0 available |
| Publisher: |
OXFORD UNIVERSITY PRESS |
| Pub. date: |
5 May, 2005 |
| Series: |
Oxford English Quest |
| Pages: |
96 |
| Description: |
An English resource that provides texts for reading and comprehension, and activities to improve children's writing. This work includes units cluster objectives under themes to contextualise learning and help children remember and apply skills and knowledge. The structure is designed to support cross-curricular approaches to teaching. |
| Synopsis: |
Oxford English Quest is an exciting English resource that provides quality complete texts for shared reading and comprehension, and activities to improve the quality of children's writing. Texts are carefully differentiated to provide for a range of levels in the classroom. Through studying the texts, children will learn techniques to apply to their own writing. Each year group has a CD-ROM with Powerpoint texts for shared work, a Companion with short stories, non-fiction texts and poetry covering all required text types, and a Pupil Book with differentiated activities to support comprehension, grammar, speaking and listening, and drama. The Teacher's Resource Kit contains the CD-ROM, clear overviews of the unit objectives, and comprehensive teaching notes. Each year group is provided with six units, two per term, with each unit representing 10+ weeks' work. |
| Illustrations: |
in full colour |
| Publication: |
UK |
| Imprint: |
Oxford University Press |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|