{"product_id":"english-is-english-for-the-australian-curriculum-year-10-print-ebookplus","title":"English Is... English for the Australian Curriculum Year 10 - Print \u0026 eBookPLUS","description":"\u003cp\u003e\u003cimg alt=\"Australian Curriculum English Jacaranda\" class=\"alignleft size-full wp-image-65372\" height=\"132\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/Australian-Curriculum-English-Jacaranda.png?v=1781101238\" width=\"680\"\u003e\u003c\/p\u003e\n\n\u003cdiv class=\"clear\"\u003e\n\u003cem\u003eEnglish is…\u003c\/em\u003e series uses a \u003cb\u003ecreative approach to learning\u003c\/b\u003e to inspire students to embrace the English language in all its variations and develop \u003cb\u003ekey skills in reading, understanding and creating\u003c\/b\u003e. It includes structured inquiry into the big ideas or concepts that support English, underpinned by the skills needed for \u003cb\u003eliterate citizenship\u003c\/b\u003e.\n\n\u003chr\u003e\n\u003ch2\u003eEnglish Is ... English for the Australian Curriculum Year 10 \u0026amp; eBookPLUS\u003c\/h2\u003e\n\u003cb\u003eKEY FEATURES\u003c\/b\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFull coverage of the \u003cstrong\u003eAustralian Curriculum: English\u003c\/strong\u003e content descriptions allows students to achieve year level standards\u003c\/li\u003e\n\t\u003cli\u003eThe text is always at the centre of the learning\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eDifferentiated activities\u003c\/strong\u003e provide all students with an entry point to the texts through a Getting started, Working through and Going further grading\u003c\/li\u003e\n\t\u003cli\u003eSub-unit structure allows for a \u003cstrong\u003edip-in, dip-out approach\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWordsmiths or mini-workshops\u003c\/strong\u003e drill down to teach key skills in a Tell me, Show me, Let me do it process\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eReady to Read\u003c\/strong\u003e prepares less able readers to engage with the texts\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eAsian and Indigenous texts\u003c\/strong\u003e are featured along with classic, world, Australian and contemporary texts\u003c\/li\u003e\n\t\u003cli\u003e'Need to know' explains \u003cstrong\u003ekey terms\u003c\/strong\u003e at point of need so that students learn \u003cstrong\u003eEnglish's metalanguage\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eLanguage, Literature and Literacy\u003c\/strong\u003e links connect to the \u003cstrong\u003eAustralian Curriculum\u003c\/strong\u003e content descriptions\u003c\/li\u003e\n\t\u003cli\u003eWide \u003cstrong\u003evariety of assessment options\u003c\/strong\u003e at the end of every unit with rubrics to guide students\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cem\u003eEnglish Is ... English for the Australian Curriculum Year 10 \u0026amp; eBookPLUS\u003c\/em\u003e is a hard-copy student text accompanied by eBookPLUS. \u003cimg alt=\"\" height=\"30\" src=\"http:\/\/www.wiley.com\/\/legacy\/Australia\/JacResources\/eBookPLUS_logo.jpg\" width=\"80\"\u003e \u003cstrong\u003eeBookPLUS resources include\u003c\/strong\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAccess from any \u003cstrong\u003edigital device:\u003c\/strong\u003e PC\/MAC\/iPad\/Android Tablet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWorksheets\u003c\/strong\u003e - Word documents designed for easy customisation and editing.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eInteractivities and games\u003c\/strong\u003e to reinforce and enhance student learning.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eeLessons\u003c\/strong\u003e - engaging video clips and supporting material.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWeblinks\u003c\/strong\u003e to relevant support material on the internet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cb\u003eProjectsPLUS\u003c\/b\u003e - unique \u003cb\u003eICT-based projects\u003c\/b\u003e that provide opportunities for students to demonstrate creativity, thinking skills and teamwork.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eContents\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAbout eBookPLUS ix\u003c\/li\u003e\n\t\u003cli\u003eHow to use this book x\u003c\/li\u003e\n\t\u003cli\u003eAcknowledgements xii\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 1 English — Change and Continuity 1\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does the English language and its history reveal who we are and what we value? 1\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 2\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.1 The history of English 3\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat’s so special about English? 3\u003c\/li\u003e\n\t\t\u003cli\u003eOld English: The Seafarer 3\u003c\/li\u003e\n\t\t\u003cli\u003eOld English: Beowulf 7\u003c\/li\u003e\n\t\t\u003cli\u003eBeowulf on the big screen 10\u003c\/li\u003e\n\t\t\u003cli\u003eWriting that packs a punch 11\u003c\/li\u003e\n\t\t\u003cli\u003eFrench influences on English language 13\u003c\/li\u003e\n\t\t\u003cli\u003eMiddle English emerges 14\u003c\/li\u003e\n\t\t\u003cli\u003eThe Pardoner’s Tale 14\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Greek and Latin roots 17\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.2 Technology and language change 19\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do new technologies alter language? 19\u003c\/li\u003e\n\t\t\u003cli\u003eWeird words 20\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The future of the English language 23\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.3 Language and identity 24\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does our language express our sense of identity? 24\u003c\/li\u003e\n\t\t\u003cli\u003eTalkin’ Ostrayan 24\u003c\/li\u003e\n\t\t\u003cli\u003eA distinctive Australian voice 24\u003c\/li\u003e\n\t\t\u003cli\u003eEnglish and Indigenous Australia 26\u003c\/li\u003e\n\t\t\u003cli\u003eWhat’s in a name? 28\u003c\/li\u003e\n\t\t\u003cli\u003eTeen-speak 29\u003c\/li\u003e\n\t\t\u003cli\u003eReally cool 31\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Denotation, connotation and euphemism 32\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 33\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 2 Adaptations and transformations 35\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are valued texts adapted or transformed for new contexts? 35\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 36\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.1 Drawing on Shakespeare 37\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy are there so many adaptations of Shakespeare’s plays? 37\u003c\/li\u003e\n\t\t\u003cli\u003eShakespeare goes intertextual 39\u003c\/li\u003e\n\t\t\u003cli\u003eA poetic adaptation of Romeo and Juliet 42\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Counting the beat 44\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.2 Creating a classic ‘brand’ 46\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat gives classic texts their enduring value? 46\u003c\/li\u003e\n\t\t\u003cli\u003eThe original book 46\u003c\/li\u003e\n\t\t\u003cli\u003ePride, prejudice and popcorn 51\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Active and passive voice 53\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.3 Creating alternative meanings 54\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can texts be altered to reflect new values and beliefs? 54\u003c\/li\u003e\n\t\t\u003cli\u003eClassic picture books 57\u003c\/li\u003e\n\t\t\u003cli\u003eTurning to the big screen 59\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Americanising English 61\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 62\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 3 Text in Context 63\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy is context central to the production and reception of a text? 63\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 64\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.1 What is context? 65\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does context influence both the creator of the text and the audience? 65\u003c\/li\u003e\n\t\t\u003cli\u003ePositioning 66\u003c\/li\u003e\n\t\t\u003cli\u003eCultural context: time\/era 68\u003c\/li\u003e\n\t\t\u003cli\u003eContext of situation: theme in a novel 68\u003c\/li\u003e\n\t\t\u003cli\u003eAvatar — theme in a film 73\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The skill of debating 74\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.2 The context of place 76\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow is context conveyed through setting? 76\u003c\/li\u003e\n\t\t\u003cli\u003eOf Mice and Men 76\u003c\/li\u003e\n\t\t\u003cli\u003eAvatar — setting in a film 80\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Impressionistic description 82\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.3 The context of social circumstances 83\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do a society’s prevailing beliefs and values relate to context? 83\u003c\/li\u003e\n\t\t\u003cli\u003eSocial circumstances 83\u003c\/li\u003e\n\t\t\u003cli\u003eThe person telling the story 83\u003c\/li\u003e\n\t\t\u003cli\u003eCreating the context for a great story 89\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing an analytical response 94\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 96\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 4 Artistry 97\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers capture powerful moments that move us? 97\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 98\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.1 Creating a narrative persona 99\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers craft a persona and voice to engage their audience? 99\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Establishing a persona 104\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.2 Structure: orientation, conflict and climax 107\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do great writers experiment with structure? 107\u003c\/li\u003e\n\t\t\u003cli\u003eOrientation 107\u003c\/li\u003e\n\t\t\u003cli\u003eConflict 109\u003c\/li\u003e\n\t\t\u003cli\u003eClimax 112\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The narrative arc 115\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.3 Developing style 118\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does a writer create a distinctive style? 118\u003c\/li\u003e\n\t\t\u003cli\u003eStyle in a prose novel 118\u003c\/li\u003e\n\t\t\u003cli\u003eStyle in a verse novel 121\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Imagery, symbols and motifs 124\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 126\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 5 Manipulation 127\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers and composers manipulate us through texts? 127\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 128\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.1 The fiction writer as manipulator 129\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do fiction writers influence our responses to their narrative? 129\u003c\/li\u003e\n\t\t\u003cli\u003eManipulating through dialogue 133\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using dialogue to maintain reader interest 139\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.2 The non-fiction writer as manipulator 141\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do non-fiction writers influence our perceptions? 141\u003c\/li\u003e\n\t\t\u003cli\u003eSimilar views; different tones 144\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Perfecting the witty one-liner 147\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.3 The visual artist as manipulator 148\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can visual images and plays upon words manipulate us? 148\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . How punctuation makes meaning 152\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 153\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 6 Curtain up! 155\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do performers interpret, craft and engage? 155\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 156\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.1 Understanding performance 157\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do characters create performance? 157\u003c\/li\u003e\n\t\t\u003cli\u003eMapping a character 157\u003c\/li\u003e\n\t\t\u003cli\u003eObjectives in action 158\u003c\/li\u003e\n\t\t\u003cli\u003eHow do performers reveal their characters? 160\u003c\/li\u003e\n\t\t\u003cli\u003eWhat can words tell us? 163\u003c\/li\u003e\n\t\t\u003cli\u003eA new character 164\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Understanding conflict 165\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.2 Analysing performance 167\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we analyse a specific play? 167\u003c\/li\u003e\n\t\t\u003cli\u003eThe tragedy of Macbeth 167\u003c\/li\u003e\n\t\t\u003cli\u003eTragedy in text 168\u003c\/li\u003e\n\t\t\u003cli\u003eThe structure of tragedy 170\u003c\/li\u003e\n\t\t\u003cli\u003eCharacters in Macbeth 172\u003c\/li\u003e\n\t\t\u003cli\u003eCharacter in focus: Lady Macbeth 173\u003c\/li\u003e\n\t\t\u003cli\u003eThree witches 175\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Textual interventions 177\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.3 Creating performance 179\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we use text to create performance? 179\u003c\/li\u003e\n\t\t\u003cli\u003eAct III, Scene ii 180\u003c\/li\u003e\n\t\t\u003cli\u003eGuilty or not? Creating a new text for performance 182\u003c\/li\u003e\n\t\t\u003cli\u003eLaw and order 184\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Blocking and emotional interpretation 186\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 189\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 7 People and Places 191\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are people and places represented through language and images? 191\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 192\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.1 Representing places 193\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are representations constructed? 193\u003c\/li\u003e\n\t\t\u003cli\u003eTravel tales online 196\u003c\/li\u003e\n\t\t\u003cli\u003eFeature articles on travel 198\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Choosing language to craft the imagery of place 201\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.2 Representing ethics 203\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do representations shape reader responses to ethical issues? 203\u003c\/li\u003e\n\t\t\u003cli\u003eRepresenting the ethics of voluntourism 206\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Citing the work of others in your writing 210\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.3 Representing people 212\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do documentary film-makers represent people? 212\u003c\/li\u003e\n\t\t\u003cli\u003eConstructing an image 217\u003c\/li\u003e\n\t\t\u003cli\u003eConstructing representations through dialogue 219\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Analysing representations in documentary 222\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 223\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eProjects Plus 225\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eLiterary appreciation 226\u003c\/li\u003e\n\t\t\u003cli\u003eWish you were here 228\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003eGlossary 230\u003c\/li\u003e\n\t\u003cli\u003eSubject index 233\u003c\/li\u003e\n\t\u003cli\u003eAuthor\/Title index 236\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/div\u003e\n\n\u003chr\u003e\n\u003ch2\u003eView Other Year Levels in the 'English Is ... English for the Australian Curriculum' Series\u003c\/h2\u003e\n\n\u003cp\u003e\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 7 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 8 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 9 \u003c\/a\u003e\u003c\/p\u003e","brand":"Jacaranda","offers":[{"title":"Year 10","offer_id":53558878535953,"sku":"9781742467856","price":80.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/9781742467856.jpg?v=1778753934","url":"https:\/\/www.teachersuperstore.com.au\/products\/english-is-english-for-the-australian-curriculum-year-10-print-ebookplus","provider":"Teacher Superstore","version":"1.0","type":"link"}