Teaching Reading Shakespeare is warmly and clearly communicated, and gives ownership of ideas and activities to teachers by open and explicit discussion. John Haddon creates a strong sense of community with teachers, raising many significant and difficult issues, and performing a vital and timely service in doing so. - Simon Thomson, Globe Education, Shakespeare’s Globe John Haddon offers creative, systematic and challenging approaches which don’t bypass the text but engage children with it. He analyses difficulty rather than ignoring it, marrying his own academic understanding with real sensitivity to the pupils’ reactions, and providing practical solutions. - Trevor Wright, Senior Lecturer in Secondary English, University of Worcester, and author of 'How to be a Brilliant English Teacher', also by Routledge. Teaching Reading Shakespeare is for all training and practising secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to ‘do’ Shakespeare. Providing a practical and critical discussion of the ways in which Shakespeare’s plays present problems to the young reader, the book considers how these difficulties might be overcome. It provides guidance on: confronting language difficulties, including ‘old words’, meaning, grammar, rhetoric and allusion; reading the plays as scripts for performance at Key Stage 3 and beyond; using conversation analysis in helping to read and teach Shakespeare; reading the plays in contextual, interpretive and linguistic frameworks required by examinations at GCSE and A Level. At once practical and principled, analytical and anecdotal, drawing on a wide range of critical reading and many examples of classroom encounters between Shakespeare and young readers, Teaching Reading Shakespeare encourages teachers to develop a more informed, reflective and exploratory approach to Shakespeare in schools.
When our Lord's disciples came to Him regarding prayer, they did not ask Him to teach them how to pray, but rather they asked Him to teach them to pray. Obviously even those closest to Christ needed to learn to pray. And so do we. Here, some of our best Bible teachers and expositors give us instruction on prayer, from why we should pray, to what prayer is, how it ties in with God's sovereignty, what it means to pray in Jesus' name, what it means to hallow God's name, and why God is to be the focus of our prayers, not ourselves. These, and many other topics, are addressed in this helpful book.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
John H. Leith's classic examination of what it means to become a member of the church. This study was designed for junior high communicant classes, but is also an excellent resource for church officer training and new member classes--for adults and young people alike. Leith confronts the choices and questions that arise for young people, or anyone for that matter, trying to understand their place in the priesthood of all believers. He enlightens readers to the meaning of the church while he explores the vows taken by those entering the communing fellowship of the church, the nature and faith of the church, and the worship and work of the church.
John H. Leith gives a passionate and informed interpretation of the state of theological education in the United States. Fifty years ago, he writes, it was necessary to gain freedom for the study of the faith. Over the course of five decades, he asserts, freedom "for" the faith became freedom "from" the faith. Leith is Pemberton Professor of Theology Emeritus at Union Theological Seminary in Virginia.
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