The Application of Cooperative Learning in English Reading class.docx
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The Application of Cooperative Learning in English Reading class.docx
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TheApplicationofCooperativeLearninginEnglishReadingclass
作者:
强萍
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.
Example :
StudentBook4,Module2TheOlympicGames
Atfirst ,theteacherdividestheclassintoseveralgroups,eachgroupconsistingofsixmembers.Eachstudentisresponsibleforlearningonesectionofthereadingtextandpresentingtheoutcomestotheothergroupmembers.Studentswholearnthesamesectionofthereadingtextget
togethertoformthe“expertgroup”.Thentheyreturntotheirowncooperativegrouptoteachtheothermemberswhattheyhavelearned.Inordertohelpthestudentsunderstandthereadingtextcomprehensively,theteacherofferssomequestionsabouttheOlympicsGames.Thequestionsare
allrelatedtotheOlympicGames.Thestudentsshouldgraspthecultureandbackgroundinformation
oftheOlympicGames.Culturalfactorsareimportantforstudents
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