Oxford Discover 1 Writing and Spelling

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Oxford Discover 1 Writing and Spelling

Format: Paperback

Imaginative stories, opinion essays, process reports. How do you help your students write engaging, interesting, well-structured pieces of writing? How do you help them organize their ideas and successfully follow the writing process?

  • Language Level: A1
  • ISBN: 978-0-19-427856-0
  • Pages: 48
  • Binding: Paperback

Oxford Discover Writing and Spelling introduces students to a wide range of creative and academic text types and guides them through the writing process. It takes them from thinking and planning through to writing and then editing.

think > plan > write > edit

This native speaker approach to writing is supported with useful spelling strategies, providing students with all the tools they need to write confidently in English.

Use alongside Oxford Discover or on its own to help your students develop their writing skills.

Educational discount pricing

K12 schools, college bookstores, and other educational institutions with an Oxford account will receive an educational discount when placing their order through our Customer Service department.

Please call Customer Service at 800-542-2442 (8am - 6pm EST, Monday to Friday). You need an Oxford account to receive the discounted price.

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  • Student Book
  • Teaching Notes and Answer Keys

Key features

  • A wide range of creative and academic text types
  • Four stage writing process used by native speakers
  • Step by step support for brainstorming and organising ideas
  • Graphic organizers and planning tools such as word webs, time lines, story maps, and Venn diagrams
  • Lots of opportunities for students to personalise their writing
  • Spelling Master Class with strategies to work out how to spell and remember words
  • Use alongside Oxford Discover or on its own


How do you motivate your students to learn and think in English?

Would you like your students to be more involved in class? Oxford Discover uses inquiry-based learning to tap into students' natural curiosity. This approach enables them to ask their own questions, find their own answers and explore the world around them.

How are seasons different? Why do we need plants? What do different cultures give to the world?

Every pair of units starts with a Big Question like these. Each one is linked to a school subject – social studies, art, science, math, or music.

A big picture and video introduce the topic and the Big Question. Students then answer supporting questions that encourage them to think about the topic and the Big Question more deeply. Next, a Big Question Chart asks students to assess what they know and what they want to know.

As students continue, they discover many answers to the Big Question. They read authentic fiction and nonfiction texts that offer different views on the topic. Summative projects let students gather together what they have learned and present it in a creative way. Finally, students write what they have learned on the Big Question Chart.

A controlled vocabulary and grammar syllabus gives students the language support they need to explore and discuss each topic and Big Question. Oxford Discover builds strong communication skills as students listen, speak, read, and write throughout each unit.

All the way through, students develop the important skills of critical thinking, creativity, and collaboration throughout each unit, preparing them for the demands of the 21st century.

Oxford Discover gives teachers the tools they need to create young thinkers with great futures.


“This school year, we’ve been using the Oxford Discover series in primary and we are positive we made the right decision. Teachers, parents and students love the material.”
Miss Brenda Méndez, Colegio Benedictino, Mexico

“When I have used other coursebooks, it has been very difficult to get my students to talk and write based on the things they learned. It is much easier with Oxford Discover.”
Ms Seojung Kim, Yooseok Elementary School, Korea

“The videos are a good way to introduce the topic. I have noticed that students in a natural way start talking about what they already know and what they want to know.

My students share their projects with the class. They really enjoy it. At the beginning they would get nervous or shy, but now I can tell they really enjoy sharing their work.”
Miss Martha Grajeda, Colegio Leonardo Da Vinci, Mexico