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The only new KS3 Spanish

course on the market

in on your students’
needs for KS3 Spanish
with fully integrated video drama

Zoom español is an inspiring new two-part Spanish course


offering fresh, exciting material and a fully integrated
video drama for the whole ability range at Key Stage 3.

l  ully flexible with clear routes through for


F
students following either two-year or three-year
courses so students and teachers know exactly
what to cover.
l I ntegrated video drama makes the language
relevant to students and provides a real insight into
life in the Spanish-speaking world.
l National Curriculum levels on the page show

progression and motivate your students.
l Delivers the revised KS3 Programme of Study,

PLTS and the Renewed Framework.
l Graded progression leading to Level 6+ by the

end of KS3.

2
Captivate your students, whatever
their starting point!
Full of inspiring activities linked to a video drama about four teenagers from
Barcelona, this brand new KS3 course boosts motivation in your classroom and
provides a real insight into life in the Spanish-speaking world.

Contents Think skills boxes develop


language-learning skills and support PLTS
Student Book 1
0 Me presento
1A Me describo Plenty of engaging activities to support
1B El cole listening, reading, speaking and writing

2A Mi semana
2B Donde vivo yo
3A Me gusta comer… Clearly labelled two- or three-year route,
including an extra double-page spread
3B Las vacaciones per unit for students following three-year
4A Lo pasaste bien? courses
4B La vida tecno

Student Book 2
0 Soy yo Part 1 Student Book
1A La vida en familia
1B La moda 1A.5 La En
❯❯❯ hora y ellugares
otros horario❯❯❯
leer Descifra y completa.
2A Me gusta hacer 4
Vocabulary: recognise words for additional animals, countries
and nationalities Work out the nationalities within the snake. Use the
the table following the example.

2B Vacaciones en Madrid nípolacorumanomarro


uista quís o
paq m al
3A Los deportes
3B La orientación Nati

4A El medio ambiente Country País


Soy .

I am / we are Soy / somos de ...

4B El mundo hispano from ...


I live / we live in ...
Vivo / vivimos
en ...
Pakistan Paquistán paquistaní p
polaco
har
cuc
es
1 Escucha y verifica. ¿Qué falta?
Les is checking what animals he has on FarmSpace.
ha
blar

5 ¡Bingo!
Bingo with a twist! Write nine nationalities you
Which animals has he forgotten? NC 1–2
have learnt on these pages and pages 28 and
cribir 29. Take turns to call out a full sentence.
es
2 ¡Traduce!
Translate! Ejemplo: Soy galesa.
NC 1–2
Ejemplo: 1 dos serpientes verdes
1 two green snakes 4 five brown goats
2 three black sheep 5 six black and white cows
3 four white guinea pigs 6 seven yellow ducks

See the
leer

3 Empareja.
Do you know the colours of these countries’ flags?
país bandera
Match each description to a flag.

age
1 Paquistán verde y blanca
Ejemplo: 1 a

back p ng
2 Marruecos roja
a b c d 3 Polonia blanca y roja
4 Rumanía azul, amarilla y roja

eri
5 Senegal verde, amarilla y roja

for ord
e f g h
6 Somalia azul y blanca
7 Turquía roja y blanca

details
j
8 Estados Unidos azul, blanca y roja
i
9 India naranja, blanca y verde
10 Grecia azul y blanca

32 treinta y dos See Zoom OxBox See Zoom OxBox

Sample pages from Zoom español Student Book 1

2
Part 1 Student Book

1A.4 La horaeres?
¿Cómo y el horario Me describo 1A.4
leer ¿Qué dicen las chicas?
Vocabulary: describe yourself and others
Grammar: use quantifiers to enhance description
5 Look at what the boys say. What would the girls say?
Skills: extend sentences using simple connectives
Tengo el pelo Soy alto. Soy gordo.
rubio, largo y liso. Soy delgado. Soy alta.
rubio
pelirrojo Soy bajo.
castaño No soy ni alto ni bajo,
1 2 3
largo ni gordo ni delgado:
corto soy de talla mediana.
liso
rizado
€ ondulado
de punta
4 5 6 7 8
1 2 3 4 1 2 3 4

leer

cuc
har
6 Empareja los contrarios. ¿Qué significan?
Find the 8 pairs of opposite personality adjectives.
es
1 Escucha y elige.
Listen to these customers. Which wig have they bought?
What do they mean? Use a dictionary to help you.

Ejemplo: a 4
Gramática ➞ p.168
ordenado/a paciente
leer simpático/a Use quantifiers to extend your writing and reach a
2 ¿Qué significa ...?
With the help of the wig shop, work out the English meaning of
To say your hair is neither short nor
long you say: No tengo el pelo ni
antipático/a
estudioso/a higher level:
largo ni corto. demasiado too
the words in the vocabulary box. desordenado/a
testarudo/a muy very
leer impaciente
3 ¿Verdad o mentira?
Look at the dark room. Is it true or false? Correct the false
extrovertido/a
bastante
un poco
quite
a little
inteligente
sentences. tímido/a
flexible bobo/a cuc
har
Ejemplo: 1 Mentira: Tengo los ojos verdes.
1 Tengo los ojos marrones. 4 Tengo los ojos azules.
maduro/a inmaduro/a
es
7 Escucha. ¿Es el chico a o el chico b?
Listen and decide who is being described.
perezoso/a
2 Tengo los ojos negros. 5 Tengo los ojos marrones. List the adjectives used.
3 Tengo los ojos verdes. 6 Tengo los ojos grises. cuc
har

cribir Prepare a written description of one of your


es
8 Describe al otro chico.
es
4 ¿Cómo eres? ¡Descríbete!
teachers. In small groups take it in turns to share
Describe the other boy.

Challenge
NC 3
Use the vocabulary you have learnt on this page to write a short
NC 2 your description out loud and work out who
description of yourself.
others have described. a b
Try using one or more of these connectives to
Llevo gafas Tengo barba extend your writing further:
pero but
también also
Llevo bigote Tengo pecas
sin embargo however NC 2–3

30 treinta See Zoom OxBox See Zoom OxBox treinta y uno 31

Sample pages from Zoom español Student Book 1

Me describo 1A.5
thin the snake. Use them to complete
ple.

tado
unidensetu
rco
Each unit links to a video clip and video
oes ind
noma
rroq
uí somalísenega lé sg
r i eg io blog about four teenagers from Barcelona

Nationality (I am / we are ...) / Nacionalidad

Soy ... Somos ...

paquistaní paquistaní paquistanís paquistanís


polaco

Write what these young people would say and


e nationalities you
invent one other character. Pay attention to word
Challenge

nd pages 28 and
order and agreement.
ll sentence.
Example: Me llamo Layla, tengo trece años y mi
cumpleaños es el tres de enero. Vivo en España pero
soy marroquí. Hablo inglés y español y tengo tres
gatos negros. NC 2–3

treinta y tres 33

Sample screen from Zoom español interactive OxBox CD-ROM 1

3
Helps with progression
Zoom works for the whole ability range and includes graded progression
leading to Level 6+ by the end of KS3. The books include differentiated extension
material for lower and higher ability students at the end of each unit. Plus, National
Curriculum levels on the page show progression and motivate your students.

Part 1 Student Book

1A.6 Labolengua Me describo 1A.6


Aprender – Spelling, quantifiers and connectives
Comprender – Possessive adjectives and verbs
C Spelling
1 Add the correct possessive Remember, in Spanish it is a spelling error to use a capital letter for
A Possessive adjectives adjective. months of the year, days of the week, nationalities and languages
Singular (one thing Plural (two or more Example: 1 mi unless these are at the beginning of a sentence.
owned) things owned)
1 my rat ➝ rata
my mi ➝ mi perro mis ➝ mis perros
2 his rabbit ➝ 4 Rewrite these sentences, correcting the errors where necessary.
more owners) (1 owner)

conejo
Singular

your tu ➝ tu perro tus ➝ tus perros


3 your (plural) mother ➝ Example: 1 Vivo en Inglaterra pero soy español.
his/her/your (formal) su ➝ su perro sus ➝ sus perros
1 Vivo en Inglaterra pero soy Español.
our nuestro ➝ nuestro perro nuestros ➝ nuestros perros 4 my parents ➝ padres 2 Hoy es Martes tres de octubre.
Plural (2 or

nuestra ➝ nuestra rata nuestras ➝ nuestras ratas


3 Abril es mi mes favorito.
your vuestro ➝ vuestro perro vuestros ➝ vuestros perros 4 En Agosto visito a mis abuelos en Italia pero no hablo Italiano.
vuestra ➝ vuestra rata vuestras ➝ vuestras ratas
their/your (formal) su ➝ su perro sus ➝ sus perros
D Quantifiers and connectives
Me llamo Phoebe. Soy
These help you improve the quality of your Spanish and achieve a
2 Look at this table and the table americana. Vivo en Cana
B Verbs – present tense higher level. Use them frequently to avoid short repetitive sentences. dá.
on page 29. Can you identify the Soy alta. Soy delgada.
un poco a little y and Soy
Regular pattern? Based on what you see, simpática. Soy estudiosa.
bastante quite pero but
write rules to explain how regular Soy divertida. Tengo un
muy very también also
Pronombres verbs work.
demasiado too sin embargo however
perro. Es viejo. Es bobo.
personales –AR –ER –IR Es grande.
(Who?) 3 Write in Spanish.
Ejemplo: Ejemplo: Ejemplo: Example: 1 Beben Coca-Cola.
cocinar (to speak) leer (to learn) escribir (to live)
1 They drink coke. 5 Improve Phoebe’s work by rewriting what she says using quantifiers
yo cocino leo escribo and connectives. You should use at least five different ones.
2 We listen to rap music.
Singular

tú cocinas lees escribes 3 You (singular) teach French.


él/ella cocina lee escribe 4 She calls her sister on the Hablar – Pronunciation
nosotros/as cocinamos leemos escribimos phone.
Plural

vosotros/as cocináis leéis escribís Pablo


E Pronunciation – the letter c
ellos/as cocinan leen escriben The pronunciation of the letter c has the same pattern in Spanish as it
does in English:
The multiple kingdoms of verbs cat, cot and cue but celery and cinema
The correct way of pronouncing ce and ci in Spanish is like the ‘th’ in
‘theatre’. However, in most Latin American countries and even in the
South of Spain, people pronounce ce and ci almost like se and si.

6 Listen to these phrases. Which of the two boys is speaking?


Pablo is South American, and Jordi is from Spain.

Jordi

34 treinta y cuatro See Zoom OxBox See Zoom OxBox treinta y cinco 35

Sample pages from Zoom español Student Book 2

Pages at the end of every unit dedicated to


grammar, study skills and pronunciation support

More on the web…


Visit www.oxfordsecondary.co.uk/zoomespanol
and download more samples.

4
Audio CDs
Audio CDs provide lots of interesting, authentic dialogues
to support the Student Books giving your students a good
model for German pronunciation. Go online to hear samples
at www.oxfordsecondary.co.uk/zoomespanol.

Part 2 Student Book

1B.3 ¿Me queda bien? La El cole 1B.3


moda

Vocabulary: buy clothes, say what size you are and how well clothes fit blar Vestido (mujer)
4
ha
Grammar: demonstrative adjectives ¿Qué talla usas? ¿Qué número calzas?
Reino Unido España
Skills: understand Spanish clothes sizes: number revision A ¿Qué talla usas de vestido?
B La cuarenta y dos. 8 34
me gusta A ¿Qué número calzas de zapátos? 10 36
este vestido Me encanta B El treinta y nueve. 12 38
prefiero ese abrigo
14 40
aquel jersey leer

5 Mira los dibujos. ¿Verdadero o falso? 16 42

1 El traje le queda muy bien al chico.


Camisa
2 Las sandalias son un poco grandes para la señora.
(hombre)
3 La camiseta es demasiado holgada para la chica.
4 Los pantalones son muy largos. Reino Unido España
Ese traje 15 38
me parece bastante 15½ 39
ajustado. No le queda
muy bien, señor. 16 40
Pues, quizás 16½ 41
estos pantalones no 17 42
me quedan bien. Son
un poco largos...
Zapátos
cuc
har
Reino Unido España
es
1 Escucha y decide. ¿Este, ese o aquel? Gramática ➞ p.000
4 37
¡ Ja, ja!
Ejemplo: 1 Esa camiseta es
Demonstrative pronouns 5 38
cribir demasiado holgada!
es
2 Completa las frases. este, ese, aquel – this, that, that over there
Where we have one way of saying “that”, in
Te queda fatal! ¡ Qué lastima,
6 39
señora! Las sandalias le 7 40
1 Quiero probar camisa. (this) Spanish they have two, one for that close by, quedan perfectamente – pero 8 41
2 Me gusta mucho vestido rojo. (that close) and one for that far over there. son un poco pequeñas.
Me gusta este vestido – I like this dress. 9 42
3 No me gusta nada jersey – ¡qué feo! (that far)
Me gusta ese vestido – I like that dress.
4 ¿Te gustan vaqueros? (those close)
Me gusta aquel vestido – I like that dress
5 ¿Quieres probar botas? (those far) over there. ¿Qué talla usas? corto/a
6 Me encantan guantes. (these) The endings of demonstrative adjectives ¿Qué número holgado/a
must change if the noun they are with is calzas? ajustado/a
7 ¡ sombrero es horrible! (this)
masculine, feminine or plural: (Quiero) probar quedar bien
8 camiseta es muy bonita. (that far) largo/a
blar this that (close) that (far)
3
ha
Juega con tu compañero o un grupo. ms este ese aquel
¿Qué quieres?
fs esta esa aquella
Ejemplo: A Quiero ese lápiz. With a friend or a small group,
these those (close) those (far) Gramática ➞ p.000 prepare and perform a role play
Challenge

B ¿Este lápiz rojo?


A No, ese lápiz verde. mpl estos esos aquellos in a clothes shop. What do you
me queda bien – it suits me How do you say:
like, this one or that one?
This works a bit like me gusta. it doesn’t suit me / they don’t suit me
fpl estas esas aquellas Which colour and which style?
So: Look back at the pictures.
What size are you? Are there
te queda bien – it suits you
any problems?
le queda bien – it suits him (or her) NC 3–4

44 cuarenta y cuatro See Zoom OxBox See Zoom OxBox cuarenta y cinco 45

Sample pages from Zoom español Student Book 2

NC levels on the page for productive


and more challenging activities give an
indication of your students’ progress

5
A variety of approaches to suit
every learner
The course is packed with support and a variety of approaches to help you
adapt the resources to suit the needs of your classroom.

Foundation Workbook 1 Higher Workbook 1


Ideal for homework
1A.4 ¿Cómo eres? and further practice 1A.4 ¿Cómo eres?
either during or
outside of lesson time

1 Listen to the descriptions of agents X, Y, Z and 0. Write the correct


letter under each picture. Full of extra listening, 1 Listen to the descriptions of agents X, Y, Z and 0. Write the correct
letter under each picture.

2 Read, and draw the disguise on each agent. reading, writing and 2 Read the descriptions. Then draw the disguise on each agent.
Agente X Agente X
Tiene una barba blanca y larga. speaking material to Tiene una barba blanca y larga.
Agente Y
Agente Y una peluca – a wig
reinforce and support
rubio – blond Tiene un bigote negro.
Tiene un bigote negro. castano– brown
Agente Z una peluca – a wig Agente Z

the grammar, topics


Lleva gafas.
Lleva gafas.
Agente 0
Agente 0
Tiene una barba negra, un bigote y pecas.
Tiene una barba negra, un bigote y pecas.
Lleva una peluca larga y rubia, y gafas. and skills covered in Lleva una peluca larga y rubia, y gafas.

the Student Book 3 Listen. Which agent has been caught?

gafas bigote barba pecas peluca 4 Draw a picture of yourself before and after a disguise. Write a description
in Spanish.
3 Listen. Which agent has been caught?

4 Draw and label in Spanish a picture of yourself before and after a disguise. Differentiated
workbooks ensure
your students are fully
engaged and working 19
diecinueve 19
at just the right pace
diecinueve

Sample page from Zoom espanol and level Sample page from Zoom espanol
Foundation Workbook 1 Higher Workbook 1

Teacher Book 1
1A Me describo Me describo 1A
1A.4 ¿Cómo eres? páginas 30–31 AT 3.2 3 ¿Verdad o mentira?
AT 1.3 7 Escucha. ¿Es el chico a o el chico b?
Students look at the illustration and answer ‘true’ or
‘false’ to each of the statements. Students listen and note down who is being
described. They also make a list of all of the
Planner Starters
• Display some adjectives from the spread in the
Answers: adjectives they hear.
1 Mentira: Tengo los ojos verdes. 2 Verdad; 3 Mentira: Tengo
Objectives masculine form. Give students a time limit (of your los ojos azules. 4 Mentira: Tengo los ojos grises. 5 Verdad; 6
• describe yourself and others choosing) to write down the feminine and plural Mentira: Tengo los ojos rojos. CD 1, track 33 página 31, actividad 7
• use quantifiers to enhance description forms of the adjectives listed. Check answers as a
• extend sentences using simple connectives

class.
Play a ‘description’ game as a class. Ask students
¿Pepe? ¿Cómo es Pepe? Bueno, ummm… la verdad
es que es bastante inteligente pero no es ni estudioso
AT 3.2 4 ¿Cómo eres? ¡Descríbete!
Resources to think of a famous person. Explain that they are Students use the vocabulary they have learnt on ni responsable y eso puede ser un problema. En mi
PLTS
Students’ Book, pages 30–31 going to pretend to be this person and will describe the page to write a description of themselves. opinión, pienso que Pepe es un poco inmaduro para su
CD 1, tracks 32–33 themselves (as the famous person). They write the edad: siempre discute con sus padres y es demasiado
Foundation Workbook, page 19 description out on paper first. A volunteer reads out testarudo. Deberías ver su dormitorio… ¡buff! Es super
Higher Workbook, page 19 his/her description. The class tries to guess who he/ AT 3.2 5 ¿Qué dicen las chicas? desordenado. ¡Ah! Y es muy, ¡pero que muy perezoso!
Foundation Workbook audio, tracks 23–24 she is pretending to be. Students look at what the boys say. They then
Higher Workbook audio, tracks 24–25 • Call out a personality trait, e.g. inteligente and ask note down what the girls would say. Answer:
Interactive OxBox, Unit 1A students to give you the opposite trait, e.g. bobo/a. Person being described: Pepe; He is quite intelligent
Copymasters X The first student to answer correctly gets to call out Answers: (inteligente), but isn’t studious (estudioso) or responsible
Assessment X the next trait, and so on. 1 Soy alta. 2 Soy baja. 3 Soy gorda. 4 Soy delgada. 5 No soy ni (responsable); a little bit immature (inmaduro); too stubborn
alta ni baja, ni gorda ni delgada: soy de talla mediana. (testarudo); untidy (desordenado); lazy (perezoso)
Key language Plenaries
el pelo; largo; corto; liso; rizado; ondulado; de punta; • Challenge students to write five sentences using AT 2.3 8 Describe al otro chico.
los ojos; bigote; barba; pecas; llevo gafas; alto/a; bajo/a; quantifiers to make them more sophisticated. PLTS Gramática Students describe the boy from the other photo.
delgado/a; gordo/a; de talla mediana ordenado/a; Compare the sentences which include quantifiers Explain to students that quantifiers are words
desordenado/a; simpático/a; antipático/a; paciente; with sentences without these to illustrate the such as ‘very’, ‘too’, ‘quite’, ‘a little’, ‘extremely’, etc. AT
4.2–3
Challenge
impaciente; estudioso/a; perezoso/a; testarudo/a; difference they can make. Encourage them to think about the difference Students use what they have learnt in the spread
extrovertido/a; tímido/a; inteligente; bobo/a; maduro/a; • Challenge students to come up with the most these could make in an English sentence. Explain
PLTS
to prepare a written description of one of their
inmaduro/a unusual description (physical and personality). that it is by using words such as these that they teachers. In small groups, they take it in turns to
will get higher marks in Spanish. read their description out loud and work out who
Grammar Homework/Self-study others have described. Remind students to try to
• use quantifiers to enhance description Activity 2: Students write a sentence describing their
own hair. More able students can also describe other
use one or more of the connectives listed.
AT 3.2 6 Empareja los contrarios. ¿Qué significan?
Renewed Framework references people’s hair. Provide less able students with a model Students find the eight pairs of opposite
1.1, 1.5, 2.1, 2.4, 4.3, 4.4, 5.1, 5.4, 5.8 sentence to adapt. personality adjectives and then note down what

Contains all the notes, answers and


Challenge: Students go on to describe a nightmare they mean. They can use a dictionary to help
PLTS teacher. They should be as creative as possible. them.
Activity 4: Reflective learners
Grammar: Reflective learners
Challenge: Creative thinkers; Reflective learners
Answers:
ordenado/a – tidy
simpático/a – friendly
desordenado/a – untidy
antipático/a – unfriendly
transcripts that you need
paciente – patient impaciente – impatient
Answers:
estudioso/a – studious perezoso/a – lazy
AT 1.2 1 Escucha y elige. a 4; b 5; c 8; d 2; e 6; f 1; g 3; h 7
extrovertido/a – outgoing tímido/a – shy
Students listen to the customers and note down
inteligente – intelligent bobo/a – silly
which of the wigs they have bought.
AT 3.2 2 ¿Qué significa...? flexible – easy-going testarudo/a – stubborn
Students draw upon what they have heard in maduro/a – mature inmaduro/a – immature
CD 1, track 32 página 30, actividad 1 Activity 1 to work out the English meaning of the
words in the vocabulary box.
a Tengo el pelo pelirrojo, largo y rizado.
b Tengo el pelo castaño, largo y liso.
c Tengo el pelo negro de punta. Answers:
d Tengo el pelo rubio, corto y liso. rubio – blond; pelirrojo – red-headed; castaño – brunette;
e Tengo el pelo castaño, corto y ondulado. largo – long; corto – short; liso – straight; rizado – curly;
f
g
La peluca me ha costado 55€.
Tengo el pelo pelirrojo, largo y ondulado.
ondulado – wavy; de punta – spiky
Plenty of planning material to
h Tengo el pelo negro, corto y rizado.

save you time: schemes of work,


58 59
unit contents plans, two-year and
Sample pages from Zoom espanol Teacher Book 1 three-year teaching route plans and
Renewed Framework references
6
Easy-to-customize software t us
Contac ox
Our popular OxBox CD-ROMs include lesson planning, classroom OxB
for an
resources, assessment, and they really work in the classroom. You can
m o n s tration
add in your own resources to personalise both teaching and learning. de

Interactive OxBox CD-ROM 1 Contains a wealth of extra material


for your students to access at home
or in school from the VLE

Sample screen from Zoom español Interactive OxBox CD-ROM 1

Each unit links to a video drama about four


Sample screen from Zoom español Interactive OxBox CD-ROM 1
teenagers from Barcelona providing students
with a real insight into Spanish life
Interactive OxBox CD-ROMs include:
l grammar presentations

l copymasters for further practice of all core areas

l record and playback activities

l pronunciation practice

l interactive games and activities, audio files for


Provides a full range of formative and
summative assessments in speaking, listening, the Student Book and copymasters
reading and writing

Assessment OxBox CD-ROM 1


Closely monitor your students’ progress – tests can
be printed out or administered electronically for
ease of use, and give an indication of the NC levels
that your students are working at

“We use the OxBox – it is


great! It presents material
and offers lots of practice!”
Nick Ullman, Head of Modern Languages,
Sample screen from Zoom español Assessment OxBox CD-ROM 1 Billericay School, Essex
7
Course structure and ordering details
Student Foundation Higher Teacher Audio Interactive Assessment
Books Workbooks Workbooks Books CDs OxBox CD-ROMs OxBox CD-ROMs
Part 1

Student Book 1 Foundation Workbook 1 Higher Workbook 1 Teacher Book 1 Audio CDs 1 Interactive OxBox Assessment OxBox
978 019 912754 2 (8 pack) (8 pack) 978 019 912758 0 (set of 4 CDs) CD-ROM 1 CD-ROM 1
978 019 912814 3 978 019 912815 0 978 019 912757 3 978 019 912760 3 978 019 912761 0
Part 2

Student Book 2 Foundation Workbook 2 Higher Workbook 2 Teacher Book 2 Audio CDs 2 Interactive OxBox Assessment OxBox
978 019 912762 7 (8 pack) (8 pack) 978 019 912766 5 (set of 4 CDs) CD-ROM 2 CD-ROM 2
978 019 912816 7 978 019 912817 4 978 019 912765 8 978 019 912768 9 978 019 912769 6

Don’t forget your We’re also publishing new


dictionaries... resources for KS3 German…
Oxford First Learner’s Spanish
Order your Evaluation Packs now!
Dictionary - a simple approach
for very first learners Zoom Deutsch Evaluation Pack 1
978 019 912744 3
978 019 912774 0
Oxford Learner’s Spanish Zoom Deutsch Evaluation Pack 2
Dictionary - ideal for ages 11-16
978 019 911646 1
978 019 912783 2

Your next steps...


l Contact us to place your order using the details at the bottom of this page.
l Take a look at the additional resources for 30 days’ free inspection or approval
by contacting us using the details at the bottom of this page.
l Request a visit from your local Educational Consultant – call 01536 452620 or
visit www.oxfordschools.co.uk/repfinder.
l Visit our evaluation website at www.oxfordsecondary.uk/zoomespanol to
find out more, download additional sample material or order online.

tel 01536 452620 email schools.enquiries.uk@oup.com


1
K37745

fax 01865 313472 web www.oxfordsecondary.uk/zoomespanol