2011年8月31日 星期三
讀者劇場教學(Readers Theater)
一、讀者劇場基本理念
什麼讀者劇場呢?簡單的來說，讀者劇場就是「將故事或一段富含情節內容，以聲音表情豐富的變化表演出來一段戲劇，稱之為讀者劇場，英文為Readers Theater簡稱RT」。讀者劇場最大特色為「演員將故事的情節依不同角色的發聲，將故事呈現出來」。讀者劇場是一種以文本為主的發聲閱讀活動，讀者利用口語說故事。在劇場型式方面，RT是最簡單的劇場型式，學生容易表演，2人或2人以上即可演出，不像戲劇應用許多背景道具、化妝、燈光、服裝等舞台效果。讀者劇場可以快速讓學生體驗戲劇劇場的活動。
讀者劇場在學習應用層次方面，成功大學鄒文莉教授做了一個很好的解釋「RT是一種可以引起高度動機的學習策略，它結合了發音閱讀、文學，和戲劇於語言學習中。RT的戲劇成分使學生了解到閱讀是一種具有實驗性的活動--學生可以試著用不同的朗讀方式，來詮釋不同的意義。透過音量高低，重音和語調，RT讀者深入所讀內容，賦予文字及角色生命。」
最後，以美國國家閱讀委員會(National
Reading Panel)對流利度的定義做個簡單結論，其定義流利度為「快速、正確、帶有感情的朗讀」。而讀這劇場(RT)正可以快速又有趣達到這一項流利度指標，不難發現為何目前讀者劇場可風行在各校園，因此台灣目前有越來越多學校與班級，逐步推行讀者劇場教學。
二、讀者劇場主要分四部份
(Bachers,1993; Busching,1981; Cook &
Mayer,1983)
1.選擇題材
2.編寫劇本
3.演練修飾
4.朗讀表演
三、選擇題材
(一)課本改編成讀者劇場劇本
老師們可將現有的英語教材改編讀者劇場劇本，將課文內容加
入情緒、聲效等改編成適合學生的讀者劇場劇本。另外，老師
也可引導學生，將課文內容，加入學生的創意，改編成簡易的
讀者劇場劇本。
(二)其他讀者劇場劇本
老師可至網站參考劇本，或參考坊間適合學生的讀書與劇本。在挑選劇本方面，最重要需挑選適合學生程度的內容，若是中低年級的學生，劇本內容應選擇簡易句型、重複句型的劇本以及趣味性高的劇本等為考量，高年級學生，劇本選擇較多元，難易度適中、劇情引人入勝，更易引發學生學習動機。
四、編寫劇本
(一)改編劇本步驟
1.挑選對話豐富的故事讀本
2.編排角色(Character)秘訣
3.增加音效，活化劇本
4.設計表情肢體動作
(二)自編劇本
1.選定主題
富發展性、趣味性與戲劇性
2.角色豐富多元
角色以5至8人為佳
3.劇本加入創意元素
學生可模仿的聲音、韻文或簡易動作等
4.劇本中重要故事句型重複齊唸
重複句型能突顯故事重要情節與句型，重複齊唸可增加讀者劇
場的魅力
5.自編與改寫劇本訣竅-5W1H法
When-劇本時間，發生年代
Where-發生地點與場景
Who- 劇中人物與角色
What-故事內容與主要事件
Why-故事發生的原因與相互影響
How-故事情節
五、演練修飾
(一)教學活動-聲音表情變變變
聲音表情的變化是讓讀者劇場豐富的關鍵，可先用全班式的聲 音表情暖身活動，學生能體驗不同的聲音變化，也能啟發學生創造不同的聲音表情表現。
(二)熟悉劇本
老師在引導學生唸讀劇本時，有以下方法：
1.班級齊唸
2.分組輪唸
3.分段輪唸等方式
(三)RT教學技巧
1. Underline(example)
學生以彩虹筆或螢光筆將自己唸讀的部分畫底線。
2. Expression
Note
包含表情或動作的句型中，加入表示情感的詞語。
3.
Script Exchange
學生可交換劇本扮演不同的角色，學習不同的單字與句型。
4.
Script Folders
將劇本置於檔案夾中，讓學生易於翻頁，增加表演的順暢性。
六、朗讀表演
(一)RT表演比賽實況報導
1.問好與介紹自己的角色
2.隊形以半圓形、弧形或一橫列面對觀眾
3.使用譜架
譜架能放置劇本，讓學生雙手淨空，方便做動作
4.謝幕
結束時，囑咐學生面帶微笑謝幕，及安靜的走下舞台。
(二)RT表演呈現重點與訓練技巧
1.音量適宜
2.發音清楚
3.面部表情豐富
Reader's Theater
Reader's Theater has become really popular in the last couple years as a way to practice and perfect student's fluency and speaking skills. There are many different ways to use RT in the classroom. I have heard of some teachers using it in small groups during guided reading as a center activity. Students practice throughout the period and then perform it for the whole class at the end of reading time or recording themselves on tape. Below I will share how I learned to do RT.
Day one: I introduce the scripts. I like to use scripts that are based on pictures books (like A Porcupine Named Fluffy and Dogs Breath ). First I read the picture books and we discuss the stories and any twists or interesting pictures. Then I will read aloud the script as a model for the children on how a fluent reader would sound.. If there is anytime left kids each get a script and read the WHOLE thing independently.
Day two: Kids sit in a small circle (about 5 or so) and read the script. No assigned parts, they just read whatever part comes next. It is pretty much round robin. Generally I do not do round robin, but for this activity I think it serves its purpose. I purposely DON'T assign parts yet because I want all the students to practice first. Then at the end of the day I try to let the kids pick the parts they want. Sometimes two or three kids will want the same part so I get them to choose a number between 1 and 10. The child with the number closest to the one I secretly choose, gets the part.
Day three and four: Practice, Practice, Practice! We practice introducing the play (I usually give this to the student with the smallest part), introducing ourselves and parts (My name is ___ and I will be playing the part of the big bad wolf.), and standing up in our chairs and sitting! I like to line up the chairs and as students say their parts they stand up. We practice standing up first, then saying our part!
Day five: Performance! We try to perform for a younger class, like a kindergarten or first grade class.
Make one copy of the script per child as well as 3 extras. I will then highlight one part per script. I will try to select scripts with a small number of parts so I can have about 2 or 3 groups.
Pass out the scripts on Mondays. Students will STAPLE the top left corner INTO their agendas (with my help I am sure!) so it doesn't get lost. Students will be asked/ told NOT to pull the script out so that it does not get lost!!!
I will check agendas Tuesday- Fridays for a parent signature. Those without signatures will have study hall. They can practice in study hall.
On Fridays, students will meet in their groups for about 15 minutes to get it all together (However, I will give them a few more minutes the first go around!)
Students will perform for each other!
A few years ago we had Readers Theater as a Special (like PE, Art) with the Reading Specialist. It was awesome and the kids loved it!Here is how she organized a week and how I have copied her. I usually do Readers Theater as a whole group. Normally, because of class size we generally have two groups with a different script each. Normally I start Reader's Theater on a Monday and we perform on Friday. I have found that a week is just enough time and students don't get bored. Fridays are usually good days for other classes to come watch the performance. So far I have been pleased with the organization and "flow" of doing it this way.
Day one: I introduce the scripts. I like to use scripts that are based on pictures books (like A Porcupine Named Fluffy and Dogs Breath ). First I read the picture books and we discuss the stories and any twists or interesting pictures. Then I will read aloud the script as a model for the children on how a fluent reader would sound.. If there is anytime left kids each get a script and read the WHOLE thing independently.
I really talk up how actors practice the parts over and over to get it just right. They may try saying things different ways to see how it sounds. We are not memorizing these scripts but perfecting our voices.
Day two: Kids sit in a small circle (about 5 or so) and read the script. No assigned parts, they just read whatever part comes next. It is pretty much round robin. Generally I do not do round robin, but for this activity I think it serves its purpose. I purposely DON'T assign parts yet because I want all the students to practice first. Then at the end of the day I try to let the kids pick the parts they want. Sometimes two or three kids will want the same part so I get them to choose a number between 1 and 10. The child with the number closest to the one I secretly choose, gets the part. Day three and four: Practice, Practice, Practice! We practice introducing the play (I usually give this to the student with the smallest part), introducing ourselves and parts (My name is ___ and I will be playing the part of the big bad wolf.), and standing up in our chairs and sitting! I like to line up the chairs and as students say their parts they stand up. We practice standing up first, then saying our part!
Since I have two groups going at the same time, I work with one while the other practices and then I switch.
A great activity to do on these days is to video tape each performance (make sure you have permission to videoed each child first!). Then watch the video as a whole class. Take the time to compliment each other and share what we liked. Then give time for students to brainstorm ways to make the performance better.
Day five: Performance! We try to perform for a younger class, like a kindergarten or first grade class.
Last semester I read an article about improving fluency in the classroom. I have often heard of using reader's theater, but was intrigued by this new twist. The teacher randomly passed out reader's theater scripts on Monday. Each script had one part highlighted.Students were to take to script home and practice it each night with a parent or adult. The adult then signed off that the child had practiced. This was the only practice that was done. Then on Fridays students were given a short amount of time to work out the kinks (10-15 minutes from what I gathered) and then it was show time! The students performed the reader's theaters for each other.
The kids seemed to enjoy this because they liked to perform and it was exciting! However, she also had students buddy read, and complete time reading passages. The reader's theater didn't do it all! All this really impacted students fluency and comprehension.
So I figured, I could actually do this. It would take very little time to implement. I will pass them out on Monday morning during our class meetings and give students time to chat about them and practice (10 minutes tops- we have our specials EARLY!) Then it would be nightly homework. I don't want to make anymore copies than necessary (because the scripts are going to REALLY max out my copy count) so I will ask parents to sign the student's agenda each night they read. If they don't read and practice AND have a signature, no recess the next day (This is a grade level procedure. No homework= no recess).
As far as organizing this, I will:
Make one copy of the script per child as well as 3 extras. I will then highlight one part per script. I will try to select scripts with a small number of parts so I can have about 2 or 3 groups. Pass out the scripts on Mondays. Students will STAPLE the top left corner INTO their agendas (with my help I am sure!) so it doesn't get lost. Students will be asked/ told NOT to pull the script out so that it does not get lost!!! I will check agendas Tuesday- Fridays for a parent signature. Those without signatures will have study hall. They can practice in study hall. On Fridays, students will meet in their groups for about 15 minutes to get it all together (However, I will give them a few more minutes the first go around!) Students will perform for each other!
Since I teach two classes Language Arts we will alternate weeks, to reduce copying. I have also recruited some other teachers on my grade level to do this as well, so we can share the copies (and copy counts!). Most of the reader's theaters will be adaptations of picture books (since these are the most available). I was thinking, if I am feeling frisky, it would be nice to send home a copy of the picture book with one student a night and then have the students rotate the book so they could all read it before performing. But, I am not guaranteeing anything!!!
Here are some websites with FREE scripts:
Pages and pages of readers theaters to down load
Another great ones with tips on using RT.
Lots of different resources for all ages.
Excellent!!!!!
A few holiday and fractured fairy tales.
Readers Theaters from PBS.
several short readers theater
讀者劇場RT Live Show! ◎ 張琬琦(moji)
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)、(
)…等，皆由學生自由發揮創意。
何謂讀者劇場（Reader's theater）？
在教室中實施讀者劇場............................文∕國立嘉義大學國民教育研究所 曾惠蘭
壹
| 何謂讀者劇場（Reader theater）？ |
壹 何謂讀者劇場（Reader theater）？
「讀者劇場」是讓學生練習講述故事、詩、笑話、劇本、演講或適當文本，直到學生能夠以流暢、有感情的閱讀方式來對觀眾表達，讀者劇場希望用最少的道具及動作，但重點是讓參與者藉由閱讀來傳達文本的意義(Worthy & Prater,2002)；而Routman(1991)將讀者劇場定義為「從敘述文中創作劇本，並表演給觀眾看」，可視劇本的大小及學生的程度，將學生分為小組表演或全班表演；而藉由這種閱讀方式，所有的學生都有機會練習、成功的進行，並增加自己的自信心。
貳
| 為何要進行讀者劇場？ |
讀者劇場最大的優點之一，就是可以增加學生閱讀的流暢度；閱讀時沒有了流暢度，即使是世界上最好的書，其中的想像、幽默都只是一團亂的文字罷了(Blau,2001)。
而什麼是流暢的閱讀？Samuels(引自Tyler & Chard, 2000)認為流暢的閱讀者「可以自動的進行解碼，並可將注意力放在文章的理解上」；Blau(2001)認為流暢閱讀的定義之一，就是有能力用了解而有感情的方式來朗讀；而Worthy & Prater(2002)則認為流暢的閱讀是指學生能用適當的速度閱讀，而非只是唸得很快，但卻不了解意義。
至於流暢的閱讀與對文本的理解間存在著什麼關係呢？有的學者(Anderson, Wilkinson, & Mason,1991:Hoffman, & Isaacs,1991)認為，因為讀者對文本有良好的理解，而導致流暢的閱讀；也有些學者(Deno,1985；Reutzel & Hollingsworth, 1993；Staryter & Allington,1991)認為，因為流暢的閱讀而導致對文本的良好理解；更有學者(Strecker , Roser,& Martinez,1998)認
為，閱讀的流暢度及對文章的理解兩者間的關係是交互作用的。而不論閱讀的流暢度及對文章的理解兩者間的關係是何者受到影響，可確定的是兩者之間的確有密不可分的關係。
而教師若想增進學生的閱讀流暢度的話，「讀者劇場」是不二法門，因為在「讀者劇場」的活動中，閱讀是自然的發生在準備表演的脈絡中；學生第一次會自己默讀或兩人一組來閱讀文章，接著，會整組一起練習，並輪流擔任不同的角色來體驗不同角色的感情、情緒、人格；最後，在表演給觀眾看時會再唸一次；由此可見，讀者劇場是引起學生多次閱讀文章動機的方式，並從中獲益，增加閱讀的流暢度。
二、增加學生的社會互動
讀者劇場的另一個優點是發展人際互動的社交合作技巧，也可幫助害羞的孩童克服困境。學生藉由跟同儕一起朗讀、合作，而不會覺得孤立、寂寞；許多學生也因為可以和同儕合作，而因此有高度參與的動機(Tyler & Chard,2000)；「劇本」這種文體對害羞的學生是最有用的，因為學生是一起朗讀文章，而非自己一個人朗讀；而且每個學生負責一個部分，大家輪流朗讀，學生有機會可以休息，對較害羞的學生而言，壓力也會比較小。
參
| 如何進行讀者劇場？ |
一、準備工作
（一）向學生介紹、討論讀者劇場的概念，並區辨其與戲劇的不同
因為讀者劇場是種口頭表演劇本的方式，在這個活動中的重點是透過感情和音調來表達意義。所以焦點是學生用口語表現劇本，而非記憶它，故學生不會有壓力，沒有複雜的道具、死背的臺詞或其他複雜的程序。
（二）挑選劇本
劇本的發展有許多方式：
1教師由現有的劇本中選擇，或由教師撰寫。教師在挑選或撰寫劇本時，須考慮的因素有：
(1) 教師要確認所選的書適合學生閱讀：小心的選擇閱讀的文本，盡量包含廣泛的文體，找出可以吸引學生並引起他們興趣的閱讀材料。
(2) 考慮學生的年紀：對中學生而言，與真實的人生相關的故事較佳，當學生評估故事時，同時就會討論關於性別、種族、自我認同……等議題，對於處於尋求自我、表達需求的青少年而言，正適合他們；對較年幼的學生而言，可多採用動物、童話、魔幻……等內容。
2.讓孩子選書來發展成劇本：可由學生自行從他們所喜歡的書中挑選一個章節出來，當成劇本。
3.由學生寫劇本：若學生已熟悉了讀者劇場，教師可以讓學生試著寫劇本，則學生可整合閱讀、寫作、思考的技巧，讓學生試著將故事分成簡單的劇本，學生可練習基本的讀寫活動，例如：描述角色、情節、場景、結構……等。
而不論是用何種方式來發展劇本，要注意的是，挑選的故事最好要包含有趣的角色、大量的對話、懸疑的情節、特別的結尾。
（三） 讓每個兒童都有劇本的副本
決定要採用的劇本後，教師必須確認是否班上每個學生都有劇本的副本，讓兒童找出對白的部分(包括旁白)、對話的段落。
二、進行讀者劇場
（一）教師示範
為了能流暢的閱讀，學生應先聽過並了解何謂流暢的閱讀，最有力的方式就是教師先示範朗讀。故進行讀者劇場的第一步，即教師示範；教師可在朗讀時，示範給學生看，使學生了解何謂流暢的、有感情的閱讀方式，之後，讓學生一起朗讀其中一個段落，並讓學生輪流閱讀劇本中不同的部分。
（二）分配角色
可由教師指定劇本中的角色，或由學生自己選擇或輪流扮演角色。兒童在知道自己所扮演的角色後，讓每個學生找到自己的角色之對話部分，並標示起來。
（三）練習
要注意的是，學生要有足夠的練習，直到他們可以流暢的閱讀自己的部分。
不論是團體練習或個別練習，師生都需要時間去計畫、建立規則及適當的行為。教師可能要花上幾個禮拜解釋、示範角色、引導練習，讓活動的流程能順利進行；當學生知道要為成功的表演準備什麼時，學生就會有動機去一起積極的練習，這也讓教師可一組一組的指導、傾聽並當學生練習時，給予傾聽及回饋。而除了在學校練習之外，也可讓兒童將劇本帶回家，讓家人扮演其他角色；與家人一起練習，不但可增進閱讀的流暢度，更可培養親子關係。
（四） 進行讀者劇場
當學生練習到可以進行流暢的閱讀時，就可以讓學生表演了，而沒有表演的學生就是觀眾，也可邀請家長來參觀。
在讀者劇場中重要的是要幫助觀眾想像，不論是觀眾或表演者，都需要用想像力來幫忙創造角色及故事場景；故教師須鼓勵學生用聲音、音調來表達感情、情緒、故事氣氛。
在進行表演時，讓表演的學生站在教室前排成一直線，面對觀眾，讓學生在脖子上掛上角色的名字；或讓學生在輪到自己的角色時站著唸，當其他人坐著，自己站著時，會凸顯學生所扮演的角色之重要性，可讓學生輪流成為那個「重要的人」，藉此，也可培養學生的自信心；當然，也可播放音樂當背景。重點是鼓勵表演的學生跟觀眾要有視線的接觸，當開始表演時，手中劇本的高度不應超過胸膛，以免遮住臉部，並時常的看向觀眾。
三、引導後續的討論
表演後，教師可跟學生討論：角色的描寫有多麼不同？如何修改得更精緻？而如果劇本夠短，時間又允許，可就同一個劇本進行第二次、第三次的表演，讓學生輪流擔任不同角色，並加入討論後所提出的意見，讓學生更有興趣，也讓讀者劇場的活動更為精緻化。
肆
| 結語 |
2011年7月1日 星期五
提升國中小英語文教學成效」【英語聽說教學與多元評量】
壹、 參加對象：國民教育輔導團國中小英語文學習領域依據：
一、100年教育部補助辦理精進教學要點，
二、99學年度教育部課程與教學輔導年度輔導工作計畫，
三、100年本縣國民教育輔導團年度輔導工作計畫。
貳、 目標：
一、促進縣內國中小英語文領域輔導員與教師英語教學專業發展，增進學生英語學習能力的培養，以提升英語教學效能與品質。
二、輔助國中小輔導團完成推動縣內教師專業發展知能與精進教學效能。
三、提升國中小輔導員及英語教師在英語聽說教學與多元評量之專業知能。
參、 實施辦法：
一、指導單位：教育部
二、主辦單位：屏東縣政府
三、承辦單位：屏東縣潮州國小
四、辦理日期：100年07月07日(星期四)
五、輔導員
屏北區：里港、屏東、內埔視導區國中小英語教師
屏東縣英語專長替代役男
六、活動地點：潮州國小
七、課程內容：
| 日期/時間 | 組別 | 課程主題 | 辦理型式 | 講師 |
| 100.07.07(四)－09:00~12:00 | 國中組 | 英語聽說教學與多元評量 | 研習 | 高雄師範大學 石素錦教授 |
| 100.07.07(四)－13:30~16:30 | 國小組 | 英語聽說教學與多元評量 | 研習 | 高雄師範大學 石素錦教授 |
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