Chris Green – författare

Help your students develop the skills and understanding to succeed in IGCSE® Literature in English. The Student Book provides an ideal companion to the Cambridge IGCSE® and IGCSE® (9–1) course for first examination in 2020, giving students the tools they need to tackle their own set texts in depth and tackle examinations with confidence.Exam Board: Cambridge Assessment International EducationLevel & Subject: IGCSE Literature in English (0475), IGCSE (9–1) Literature in English (0992)First teaching: September 2018 First examination: June 2020This title is endorsed by Cambridge Assessment International Education. Build the fundamental skills and understanding: The first part of the book introduces the essential skills, concepts and terminology. The second part of the book shows students how to apply these skills to poetry, prose and drama.Help all students make good progress. Chapters move from teaching the underlying skills and concepts to asking students to apply them in passage-based, discursive and unseen tasks. Regular ‘Check your progress’ features help your classes to measure their progress, while annotated responses show them how to improve.Support all learners with clear differentiation. Introductory chapters build learners’ confidence, the main chapters offer greater depth, while extension lessons help all students reach their full potential.Practical for the classroom: the book is clearly organised into lessons and packed with activity. Each two- or four-page section in our Student Book is supported by a double-page lesson plan in the Teacher Guide.Engage students with rich, varied, text extracts from a variety of periods and cultures. Texts representing the different genres in the syllabus allow students to compare writers’ choices and their effects.Flexible for teachers: the clear book structure and lesson headings allow teachers to dip in to find lessons to build into their own schemes of work.

The Collins Cambridge IGCSE® Literature in English Teacher Guide supports the Student Book, giving teachers everything they need to teach the Cambridge IGCSE® and IGCSE® (9–1) syllabuses (0475 and 0922) for first examination in 2020.Exam Board: Cambridge Assessment International EducationLevel & Subject: IGCSE Literature in English (0475), IGCSE (9–1) Literature in English (0992)First teaching: September 2018 First examination: June 2020 Comprehensive support for the 2020 syllabuses and examination formats.Support student progress with teaching sequences that follow the structure of the Student Book, moving from building the key skills in comprehension, close analysis and interpretation to applying these skills to specific exam and coursework tasks.Save time on planning and preparation with expert support from Anna Gregory, an experienced examiner and trainer. The Teacher Guide includes a two-year scheme of work and differentiated lesson plans, worksheets and PowerPoints for every two- or four-page section of the Student Book.Adapt the resources to the needs of your classes with printable PDFs and editable Word and PowerPoint files.This title is endorsed by Cambridge Assessment International Education for teacher support.

Help your students develop the skills to succeed in Cambridge IGCSE™ Literature in English. The Student’s Book provides an ideal companion to the Cambridge IGCSE™ (9–1) and O Level Literature in English syllabuses (0475, 0992, 2010) for examination from 2028, giving students the tools to explore set texts and analyse unseen texts with confidence.This title is endorsed for the Cambridge Pathway to support the full Cambridge IGCSE™, IGCSE™ (9–1) and O Level Literature in English syllabuses (0475/0992/2010), for examination from 2028.This second edition has been updated to align with the revised syllabus and assessment, with a brand-new chapter on coursework. It includes a refreshed selection of poetry, fiction and drama from around the world. Progressive skills development: The first part of the book introduces the essential skills, concepts and terminology. The second part of the book shows students how to apply these skills to poetry, prose, drama, unseen texts and coursework tasks.Opportunities for growth: Regular ‘Check your progress’ features help students measure their progress, while annotated sample responses show them how to improve.Support and extension: Introductory chapters on key concepts and skills build learners’ confidence, while the main chapters offer greater depth on each form, with focused tasks to help all students reach their full potential.Practical for the classroom: the book is clearly organised into lessons and packed with activity. Each two- or four-page section in the Student’s Book is supported by a double-page lesson plan in the Teacher’s Guide.Engaging and varied texts: Appeal to students with a refreshed selection of rich, diverse text extracts from a variety of periods and cultures. Texts representing the different forms and genres in the syllabus allow students to compare writers’ choices and their effects.Flexible use: the clear book structure and lesson headings allow teachers to dip in to find lessons to build into their own schemes of work.Trusted authors: Crafted by an expert team with years of classroom experience, this resource delivers effective teaching strategies to drive student success.

The Collins Cambridge IGCSE™ Literature in English Teacher’s Guide supports the Student’s Book, giving teachers everything they need to teach the essential skills and concepts in the Cambridge IGCSE™ and IGCSE™ (9–1) and O Level Literature syllabuses (0475, 0922, 2010) for examination from 2028. Comprehensive course overview: Equips teachers with thorough support for the 2028 syllabuses and assessment formats.Aligned structure: Support student progress with teaching sequences that follow the structure of the Student’s Book, moving from building the key skills in comprehension, close analysis and interpretation, to applying these skills to specific examination and coursework tasks.Detailed lesson plans: Save time on planning and preparation with expert support from experienced teachers and syllabus experts. The Teacher’s Guide includes a two-year scheme of work and differentiated lesson plans, worksheets and PowerPoints for every two- or four-page section of the Student’s Book.Pick up and teach or personalise: Adapt the resources to the needs of your classes with printable PDFs and editable Word and PowerPoint files.The Teacher’s Guide has not been through the Cambridge endorsement process. The Student Book is fully endorsed for the Cambridge Pathway.

MyMaths for Key Stage 3 is the brand new course that works with MyMaths to fully deliver the new curriculum, allowing you to finally replace your tired old Framework materials. With a truly differentiated structure so all abilities can access the new curriculum, the course is underpinned by a 'learn it once and learn it well' philosophy that enables coherent teaching and learning. All resources are written by teachers for teachers, so you can be confident that it will work practically in the classroom. This teacher companion is for teachers of higher ability students starting KS3. It contains customisable lesson plans, providing practical guidance based on classroom needs, as well as medium- and long-term plans to offer a viable replacement for the Framework. For the more experienced teacher, the Lesson-at-a-Glance feature provides a snapshot of quick ideas on how to approach a lesson. Furthermore, the unique attainment profiling provides essential practical guidance on measuring your more able students' progression. A focus on transition from KS2, with key knowledge identified, ensures your most able students have firm foundations; and a focus on mathematical literacy helps ensure that students communicate effectively using maths, which is essential for GCSE. Finally the direct links to MyMaths throughout uniquely allow you to integrate this powerful tool into your everyday classroom delivery.

MyMaths for Key Stage 3 is the brand new course that works with MyMaths to fully deliver the new curriculum, allowing you to finally replace your tired old Framework materials. With a truly differentiated structure so ll abilities can access the new curriculum, the course is underpinned by a 'learn it once and learn it well' philosophy that enables coherent teaching and learning. All resources are written by teachers for teachers, so you can be confident that it will work practically in the classroom.This teacher companion is for teachers of higher ability students moving through KS3. It contains customisable lesson plans, providing practical guidance based on classroom needs, as well as medium- and long-term plans to offer a viable replacement for the Framework. For the more experienced teacher, the Lesson-at-a-Glance feature provides a snapshot of quick ideas on how to approach a lesson. Furthermore, the unique attainment profiling provides essential practical guidance on measuring your more able students' progression. A focus on intervention, with popular misconceptions identified, ensures all your students have the opportunity to succeed; and a focus on mathematical literacy helps ensure that students communicate effectively using maths, which is essential for GCSE. Finally the direct links to MyMaths throughout uniquely allow you to integrate this powerful tool into your everyday classroom delivery.

MyMaths for Key Stage 3 is the brand new course that works with MyMaths to fully deliver the new curriculum, allowing you to finally replace your tired old Framework materials. With a truly differentiated structure so all abilities can access the new curriculum, the course is underpinned by a 'learn it once and learn it well' philosophy that enables coherent teaching and learning. All resources are written by teachers for teachers, so you can be confident that it will work practically in the classroom.This teacher companion is for teachers of higher ability students approaching the end of KS3. It contains customisable lesson plans, providing practical guidance based on classroom needs, as well as medium- and long-term plans to offer a viable replacement for the Framework. For the more experienced teacher, the Lesson-at-a-Glance feature provides quick ideas on how to approach a lesson. Furthermore, the unique attainment profiling provides practical guidance on measuring your average ability students' progression. A focus on transition to GCSE ensures your most able students have the opportunity to achieve top grades; and a further focus on mathematical literacy helps ensure that students communicate effectively using maths, which is essential for GCSE. Finally the direct links to MyMaths throughout uniquely allow you to integrate this powerful tool into your everyday classroom delivery.

Long before the Norman Conquest of 1066, England saw periods of profound change that transformed the landscape and the identities of those who occupied it. The Bronze and Iron Ages saw the introduction of now-familiar animals and plants, such as sheep, horses, wheat, and oats, as well as new forms of production and exchange and the first laying out of substantial fields and trackways, which continued into the earliest Romano-British landscapes. The Anglo-Saxon period saw the creation of new villages based around church and manor, with ridge and furrow cultivation strips still preserved today. The basis for this volume is The English Landscapes and Identities project, which synthesised all the major available sources of information on English archaeology to examine this crucial period of landscape history from the middle Bronze Age (c. 1500 BC) to the Domesday survey (c. 1086 AD). It looks at the nature of archaeological work undertaken across England to assess its strengths and weaknesses when writing long-term histories. Among many other topics it examines the interaction of ecology and human action in shaping the landscape; issues of movement across the landscape in various periods; changing forms of food over time; an understanding of spatial scale; and questions of enclosing and naming the landscape, culminating in a discussion of the links between landscape and identity. The result is the first comprehensive account of the English landscape over a crucial 2500-year period. It also offers a celebration of many centuries of archaeological work, especially the intensive large-scale investigations that have taken place since the 1960s and transformed our understanding of England's past.

Anyone who wants to know what is really happening in schools - behind all the hype and political rhetoric about the privatizing reforms in education - should read this book. It clarifies how private interests are influencing the public education process and investigates Labour's successes and failures.In plain English, it shows how schools are set up, run and held to account through testing and inspection and how they make judgements about the relative merits of different schools’ performances. It also indicates ways in which ordinary people can participate in shaping the future of education in order to achieve progress and better standards of achievement from schools and the education service generally.This is essential reading for all those concerned about the new future of our education system and of our children.

Anyone who wants to know what is really happening in schools - behind all the hype and political rhetoric about the privatizing reforms in education - should read this book. It clarifies how private interests are influencing the public education process and investigates Labour's successes and failures.In plain English, it shows how schools are set up, run and held to account through testing and inspection and how they make judgements about the relative merits of different schools’ performances. It also indicates ways in which ordinary people can participate in shaping the future of education in order to achieve progress and better standards of achievement from schools and the education service generally.This is essential reading for all those concerned about the new future of our education system and of our children.

Neuropsychology offers a broad introduction to neuropsychology, functional neuroanatomy, neuropathology, clinical assessment, and the behavioural sequelae associated with neurological disturbance. It provides understanding of the common neurological disorders and enables informed choices in care. Important insight into differential diagnosis is given, as well as help to extend and support the health care role through an introduction to basic bed-side assessment techniques and their interpretation. It provides knowledge to assist health professionals in empowering patients in their recovery or rehabilitation and is an essential workplace manual.

Short listed for the Best Football Book in the 2010 British Sport Book Awards The way Britain develops its top football talent is a hot topic of debate. The failure of all four of the UK's national teams to reach the 2008 European Championships and the ever-increasing reliance of England's top clubs on foreign talent underlines an undisputable fact: that Britain now lags well behind the world's top countries in producing the best footballers, despite having the wealthiest league in the world and untold riches at the game's disposal. Every Boy's Dream: England's Football Future on the Line investigates why - despite unprecedented expenditure on a huge overhaul of youth development in the past decade - British football continues to fail to nurture top-class football talent. With some 10,000 boys in the system at any time - and less than one per cent of those boys likely to make it as professional footballers - there is a real need for a long, hard look at our domestic football development system. Who funds the system? How are the boys recruited? Who is responsible for their coaching and what qualifications do they have for the job?Who looks after their welfare, ensuring they are enjoying the sport and still keeping up with their schooling while under the clubs' stewardship? What happens when the boys don't make the cut and are released by the clubs? Every Boy's Dream does not pull any punches. It lays the blame at the doors of the authorities in charge of youth football. But, rather than just listing the faults of system - which are many, as the hard-hitting real-life examples demonstrate - it provides tales of inspiration and a blueprint for the future of the national game. It is the most thorough book ever written about football youth development, and cracks through the age-old veneer of perceived wisdom that has stifled debate on the subject.

“The Southern Poetry Anthology, Volume III, second edition, edited with passion and precision, in collaboration with Texas Review Press, transcends the stereotypes surrounding Appalachia, revealing the true diversity and complexity of Appalachia’s poetic voices. Commitment to showcasing the rich and rewarding literary landscape reflects the evolving spirit of this beautiful region. This anthology serves as a testament to the resilience and beauty found in the works of Appalachian poets, painting a vivid picture of a culture that defies easy categorization. Through carefully selected poems, this edition weaves a tapestry that is as vibrant as it is complicated, offering readers a deeper understanding of Appalachia’s multifaceted identity: nuances, complexities, and sheer beauty that define Contemporary Appalachia. Embark on a literary journey that honors tradition while embracing the contemporary, as The Southern Poetry Anthology, Volume III, invites readers to explore the heart and soul of a region that defies stereotypes and resonates with authenticity.” - William Wright, Series Editor

On the Day of Pentecost, when the apostle Peter addressed the crowd, the people were 'cut to the heart' and asked how they should respond to what they had just heard (Acts 2:37). According to the letter to the Hebrews, 'the word of God is alive and active. Sharper than any double-edged sword, it penetrates even to dividing soul and spirit, joints and marrow; it judges the thoughts and attitudes of the heart' (Heb. 4:12).However, while God's Word is sharp, teachers and preachers of the Bible can too easily make it blunt. The Word is fresh, but it can be made stale. The Word is living, but it can be stifled. As a result, our practice does not 'cut to the heart' and transform lives in the way that it should.Chris Green has observed that while there is an enormous range of contemporary resources on teaching and preaching the Bible, from the complex issues of hermeneutics, through careful exegetical practice, to debates about style and communication, there are far fewer on the issue of application, and what God intends to do through his inspired Word. So he seeks to place something at that point of study and preparation, to encourage further reflection.We need to find out more about how the Bible says people are to change to become more Christ-like; we need to go back to the Bible and discover what it says about what it is for.The issues touched by 'application' range deep and wide. Green's focus is on personal and corporate application to Christians, and his exploration is structured under six questions. Why has God given us a relevant Bible? How is the Bible supposed to be relevant? How does the Bible apply the Bible? How does it address the heart, engage our attention and apply to different kinds of people?All teachers and preachers of the living and active Word of God will benefit from Green's distinctive and accessible study of principles, patterns and parameters for application.

Discover the legacy of Michael J. Ovey, Principal of Oak Hill College, through a collection of his profound writings and lectures that shaped evangelical thought.Michael J. Ovey (1958-2017) served as the greatly loved and respected Principal of Oak Hill College, London, from 2007 until his unexpected and untimely death. He joined the faculty of Oak Hill in 1998 and completed a PhD in the field of trinitarian theology. He wrote few books: it was said that his students were his writing. This volume collects articles and lectures that demonstrate the depth and breadth of his intellect and originality.For Mike Ovey, in the same way that the earth is a 'Goldilocks planet', with conditions 'just right' to sustain life, so for theology we need a 'Goldilocks zone' which is 'just right', encompassing both 'local' and 'global' theologies. This is unpacked in the first item of this collection, which consists of fifteen 'Off the Record' articles for the online journal Themelios, seven Cambridge Papers, two essays on the gospel and the atonement, and three lectures given at the Global Anglican Futures Conference (GAFCON). There are introductory pieces by Mark Thompson and Chris Green and an afterword by Dan Strange. Peter Jensen's sermon at the thanksgiving service for Mike's life and ministry is also included.This collection shows why Mike Ovey's contribution to evangelical Christianity was so widely appreciated in the UK and around the world.

Pastors face two temptations when they consider church leadership: one, common in more culturally conservative churches, is simply to preach faithfully and assume that that alone is adequate Christian leadership; the other, common in more culturally contemporary churches, is to apply secular business wisdom, but uncritically. The books published mirror the two camps.Both drive a wedge between the Bible and leadership.What if the gift of leadership was a clear outworking of biblical teaching? What if there is in the Bible a consistent pattern of human communities flourishing under the good rule of God’s Word. Drawing on years of teaching and ministry, Chris Green shows us how, as Mike Ovey put it, Christian leaders can be God's best possible gift to flourishing communities.

Are Christians free to declare that their beliefs are true, and that other views are not, in a pluralistic society where 'tolerance' is such an accepted norm?In the New Testament, do the Synoptic Gospels and John, or the Synoptic Gospels and Paul, or indeed Paul and Jesus, have such mutually exclusive views that they are not coherent in diversity, but actually divergent?These questions are subjected to penetrating, rigorous analysis in essays from the Ninth Oak Hill Annual School of Theology.

The Bible begins and ends with God dwelling with his people, from Adam and Eve in the garden of Eden, to the great multitude in the New Jerusalem in the book of Revelation. At each step, God gathered his people together, to speak to them, hear from them, and change them to be more like him. God assembling his people, whom he loves, is what the Bible calls 'church'.The church should aspire to be a group of vibrant, loving, risk-everything people who are passionately committed to living out the values of God's Word and looking forward to the new creation. Churches and their pastors and leaders need to hear what the Bible says about who they are and what they are to do.Chris Green takes 'the message of the church' to mean, first, that the church has a message, which is that God has saved his people through Christ; second, that the church is the created and saved result of that message; and third, that the church is a message, which is that he has saved broken people like us, and by belonging to his people we are trying to respond to him in the ways he requires. His stimulating and insightful exposition begins with a survey of the church 'from eternity, to Eden, to exodus, to exile, to eternity', and then focuses on various dimensions of the church's life and ministry, including its worship, unity, maturity, servants, gifts, holiness, boundaries and future.

Teaching Leadership is written to help people who teach, coach, or train to build leadership capacity in others.The book is for anyone who wants to teach leadership more effectively using three proven methods that make learning more interactive, experiential and impactful. It's unique among leadership books in that it details the how of teaching leadership, and not just the what. Teaching Leadership is a comprehensive guide to the Kansas Leadership Center teaching, training, facilitating and coaching methods/ideas. This publication includes the KLC curriculum, case studies and overview of case-in-point teaching method.