英国华威大学教授Joe Winston《戏剧运用于英语教学(阶段一)》

附录：Joe老师的教学计划（原文）

SHENZHEN TRAINING PROGRAMME, OCT 29TH - NOV 2ND  2017，

DRAMA FOR ENGLISH LANGUAGE TEACHING (DELT) IN THE EARLY YEARS

This five-day programme will concentrate on strategies for using drama to support the teaching of English to children of 4 – 6 years of age. Participants who attend the programme can expect to learn:

- A range of highly practical and playful drama activities directly transferable to the early years’ classroom;

- How to choose and adapt stories and picture books suitable for drama work with children in the early years;

- How to structure learning activities to maintain children’s engagement throughout a teaching session;

- How to structure English language learning as part of the drama work;

-  How to use drama to motivate children’s use of English in the kindergarten classroom;

- Manageable ways for children to perform for parents and other interested adults.

The sessions will be devised and taught by Professor Joe Winston of the University of Warwick, recognized internationally as a leading figure in the field of drama education with young children and in the use of drama to support language learning, including second language learning.

PLEASE NOTE:

This is a highly practical course and participants need to be dressed in comfortable clothing and be prepared to join in, physically and vocally, with the workshop activities.

The day-to-day programme is listed below. 

Day 1  Games, songs and stories … and Not Now, Bernard (David McKee)

We will begin by exploring a variety of games and songs, all suitable for children of this age, considering what and how they teach children about (a) doing drama and (b) listening, understanding and speaking English. We will also reflect upon how they can be adapted for different stories and language topics before moving on to work with the deceptively simple picture book, Not Now, Bernard. Here we will consider why it is so popular with young children, what it teaches us about their needs and examine a range of games and role play activities that will encourage children to engage with and build upon the language of the text. 

Day 2  We’re Going on a Bear Hunt (Michael Rosen and Helen Oxenbury)

This popular and well-known book is perfect for a range of drama and language activities. Our work today will take advantage of the book’s enjoyable use of repetitive and rhythmic language to encourage vocabulary and syntax development in young children. We will use a number of games that are intended to develop drama skills as well as English language. The work will be structured to include simple props that help structure the journey of the bear hunt within the workspace of the classroom. The scheme naturally evolves into a final performance for parents or other interested adults.

Day 3   Max and the Night  (Ed Vere)

Max is a kitten who doesn’t quite yet understand how the world works and this story follows his adventures as he tries to say good night to the moon. The workshop will explore a particular model of working with picture books, page by page, using a range of drama activities aimed at the learning of specific vocabulary and language patterns. The work will culminate in participants working in groups to make simple puppets and artefacts to perform a scripted version of the story.

Day 4   The Frog Prince (Brothers Grimm)

Today we will look at how we can use storytelling with puppets, dolls and props to encourage speaking and listening in English. We will examine a range of drama strategies that encourage simple improvisational uses of English and some simple writing activities; and how we can use simple forms of storytelling theatre to inspire children to engage physically and vocally, in English, with the world of the story.

Day 5   Developing your own drama scheme

For this final day, participants are asked to bring along a picture book that they are interested in developing into a DELT scheme for children of this age.

The day will begin with further input from the tutor on games and activities around a given story but will move on to encourage participants to consider what makes a good drama lesson; and how they can build coherent English language activities into their own drama teaching.

In small groups, you will choose one of these stories to work on and, drawing from the range of activities and approaches we have been following over the past few days, you will be given support in devising the outline of a scheme of work that you will be able to take away and use in your own context.