The Application of Cooperative Learning in English Reading classWord文档下载推荐.docx

The Application of Cooperative Learning in English Reading classWord文档下载推荐.docx

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来源：

《校园英语·

中旬》2016年第06期

【Abstract】Cooperativelearningisacreativeandeffectiveteachingtheoryandstrategysystem，inwhichsometeachingmethodslikeGroupInvestigationandJigsawcaneffectivelyhelptheEnglishteaching.ItprovidesmoreopportunitiesforstudentstobalanceinputandoutputoftheEnglishreadinglearning.

【Keywords】Cooperativelearning；

EnglishReadingclass；

Application

1.Thenecessityofusingcooperativelearninginreadingclass

InEnglishreadingclass ，themostimportantpartistextlearning.Intraditionalreadingteaching，theteacheralwaystranslatesthereadingtextword-by-wordfromthebeginningtotheend.Whilecooperativelearninginvolvesthelearner-centeredcharacteristicsandthefocusoncooperative

effortsofstudents.Whenstudentslearntogetheringroup，seachothertolearnthetext.

theywillsharetheinformationandhelp

2.TheapplicationofcooperativelearninginEnglishreadingclass

2.1Pre-readingstage

Inpre-readingstage ，studentspreviewthetextandmakefullpreparationbeforetheylearntogetherinclassroom.Thegoalofthepre-readingstageistoaccumulatevocabularyandbackgroundknowledgeforthefuturereading.Thestudentswhoknowgratenumberofvocabularyandbackgroundinformation；

theycanreadfasterandmoreeasily.Theteacheraskseachgrouptoprepareforthereading.Then，thegroupmemberswithdifferenttasksunderthehelpofthegroupleaderstarttopreparematerialsandinformation.

Example ：

Student’sBook1Module5NelsonMandela-amodernheroQuestionI.whodoyouthinkisagreatperson ？

Giveyourreason.

QuestionII.Findoutthedifferencesbetweenafamouspersonandagreatperson.QuestionIII.Howmanypartscanthetextaredividedinto ？

Aftertheteacheroffersthequestions ，studentsaredividedintoseveralgroupstofindthe

answertothequestionsandeverygroupselectedareporterandarecorderfortheirpresentation.

WhenthestudentsanswerthequestionIIandquestionII，Itheydiscusseachotherandtherecorder

writesdowntheinformationandthedifferentanswersonthepaper.Finall，ytheteacherchoosedifferentgrouptoanswerdifferentquestion.Theclassatmosphereisverylivelyandthestudentsaremoreactivethanbefore.

Thecooperativelearningusedinpre-readingcanhelpstudentsevaluatewhatpriorknowledgetheyhavebeingtaughtandestablishtheirpurposeforreading.ItshowsthatthestudentsareabletosearchforresourcematerialsandthatGroupInvestigationmodeliseffectiveinfindingthebackgroundinformation.

2.2While-readingstage

Withthepreparationmadeinpre-readingstage ，withthehelpoftheteacher，thestudentsareguidedtograspthewholetextentirelyinwhile-readingstage.Itiswell-knownthatwhile-readingisthecenterofreadingcomprehension.Inwhile-readingstage，theteacherintendstomakethestudentscomprehendthewholetextcompletely，masterreadingskillsandstrategies.Whenanewreadingtextislearnt，theteacheralwaysasksstudentrepresentativestopresenttheirgroups’topic

beforetheclass.Therehaveseveralcooperativeactivitiesforstudentstodointheprocessofreading.Learningwithpartnersmakestheactivitiesmoreinterestinganduseful.Theactivitiesareasfollows.

Activityone ：

Studentsreadthetextorallytotheirpartners.Andthenthepartnerstaketurnsreadingeachparagraphaloud.

Activitytwo ：

Duringpartnerreading，thestudentsareaskedtodosomeskimmingandscanningreadingtomasterthereadingcontentanddiscusstogethertogetthemainideaofeachparagraph.

Activitythree ：

Carefulreadingisforthefurthercomprehensionofthetexts.Thestudentsaregivenexercisesthatfocusoncomprehensionofthetext.Theseexercisesconsiststrueorfalsequestions，wh-questionsandretelling.Duringtheprocessofcarefulreading，theteacherwillgivesomeexplanations，checktheteam’sanswers，pointoutmistakes，andevaluatethegroupperformance.

StudentBook4，Module2TheOlympicGames

Atfirst ，theteacherdividestheclassintoseveralgroups，eachgroupconsistingofsixmembers.Eachstudentisresponsibleforlearningonesectionofthereadingtextandpresentingtheoutcomestotheothergroupmembers.Studentswholearnthesamesectionofthereadingtextget

togethertoformthe“expertgroup”.Thentheyreturntotheirowncooperativegrouptoteachtheothermemberswhattheyhavelearned.Inordertohelpthestudentsunderstandthereadingtextcomprehensively，theteacherofferssomequestionsabouttheOlympicsGames.Thequestionsare

allrelatedtotheOlympicGames.Thestudentsshouldgraspthecultureandbackgroundinformation

oftheOlympicGames.Culturalfactorsareimportantforstudents