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Group English class high efficiency

In order to improve the quality of education, reflect the teaching of new curriculum standard idea, currently we are actively exploring new classroom teaching modes of the six-step teaching method, advocated cooperative learning groups, efforts to improve efficiency, reduce the burden on students.
  Cooperative learning is one of the 21st century educational philosophy, the new curriculum standards initiative ", participation, cooperation and exchange of experience, practice learning. Cooperative learning is a good teaching in English classroom teaching. Because it can make more students in the class at the same time directly involved in activities, and can provide a form of interactive activities and creating a positive emotional atmosphere, so students have more opportunities to practice English, and can also give full play to their initiative and creativity.
  A cooperative learning, appropriate choice of content and stimulate students ' motivation Su said: "deep in the human mind has an ingrained set of needs, is that he is a discoverer, researcher, investigator, and in children's spiritual world, such needs are particularly strong. "The team was able to meet the needs of students learning.
  In cooperative learning groups, not individual success, only group the achievement of common goals. In order to arouse students ' enthusiasm for learning, as much as possible the creation of cooperative learning in the teaching opportunities. As the class, group, male and female, 22, of cooperative learning. However, and cannot be "cooperation and collaboration", you must select the appropriate elements of cooperation, to achieve "the team" essential characteristics-cooperation of validity.
  We generally use case, class preview the task assigned, leading to cooperative learning. As in teaching Book2 Unit5 Could you please clean your room? Prior to assigning tasks to students: List all of the chores, discuss what you like or dislike in Group of four, and then fill in the chart and give the simple reasons. Require students to ask each other at home doing housework, and express their views, talk about your likes to do housework and not what is like to do housework and explain the reasons. Through collaboration, so that is not the same as the students will be able to complete tasks and get a sense of accomplishment.
  Main theme in the teaching learning tasks, and enhancing cooperation. In teaching such as Book1 Unit8, How often do you exercise? Section b, to the students a task: to Interview each other. How often do you exercise? What sports do you play? How often do you eat vegetables /fruit /junk food? How many hours do you sleep every night? Then write down your own ideas individually with 50 words. student groups, the Panel members interviewed each other, especially for some students to eat junk food that unhealthy eating habits was critical and suggestions. Students in the relaxed atmosphere of joint participation, and equality and mutual assistance, and learned how to use English to describe the basic diet and comprehensive information, the ability to express thoughts in English.
  Second, enrich the content of cooperative learning, improving students ' cooperative learning initiative, emphasized not only the cooperation activities between teachers and students, and more emphasis on cooperation between students and student activities. May take the following forms of cooperative learning in classroom teaching:
  1. duty to cooperate. Each class has a certain team on duty in that group's turn to be on duty crew to complete the routine daily report and oral tasks to complete at least 5 sentences, the whole team must complete a Free talk mission. Other group members listen, ask, answer the tasks to be completed. Because team members have differences in achievement, self-confidence, ability, some team members cannot dictate tasks independently and assume the role of Free talk, but in the Group partners with the help and encouragement of some performed fairly well.
  2. show cooperation. Panel members old and new knowledge on a particular topic imagination by creating situations and dialog, and role play. Teaching JEFC Book I Unit 29 when Shopping, allows teams of teachers to create shopping scene, play salesman and all completed tasks relating to shopping terms of use.
  3. interview with cooperation. Each Member of the group to assume a role, journalists, reporters, presenters, inspectors, etc. Reporter is responsible for interviewing, the recorder is responsible for recording, the host is responsible for reporting to the class cooperation results of interview, Inspector is responsible to the group to ask questions, check the other Panel members are not loyal listeners. If the JEFC learning Book I Unit 25 What do you like? Allows students to interview other members of the group, and comprehensive reporting, inspection, common tasks.
  4. read together. JEFC textbook Book IB almost every unit has 1 to 3 read article. Collaborate on the articles adopted by the members of the Panel's question, raised a number of questions of cooperation check the reading of other groups, some oral task of text we need to collaborate on the article. JEFC Book IB Unit 27 Lesson 107 as teaching Jim's Day. Ask group members to complete my day oral tasks, a to I say, b he/she repeat c to the other group questions d check points.
  5. the "correct question" cooperation. English teaching in each unit there is an examination and analysis. Teachers assigned task is to ask the Group revised the wrong topic and random student. Students are faced with Group companions, also dared to question, while eugenics relishes that can serve as a small teacher, master in the peer education on both sides consolidating knowledge, problems can be discussed to explore or teacher of the class point.
  Third, try to create opportunities for cooperative learning groups to enable students to experience success in cooperative learning groups, students and teachers try to create a meaningful, real-life closely, can attract students ' interest in learning and language situation, meaningful practice. Topic the best students involved people and things around them, namely "topics return." In this way, students will find something to say in the discussion, you can bring the classroom into the real meaning of the language used, giving students the opportunity to experience success. Third book Lesson 10, can use multimedia show pictures, reflecting some inconsistent behavior on campus: People are doing bad things to the environment! Spitting, throwing rubbish about, using one-off chopsticks and cups, too much noise , drawing pictures on the wall , stepping into grass and so on 。 After the timely organization students for group discussion: 1. What things can harm the environment ? 2. What shall we do to protect the environment ? 3. What do you think we should do to improve our environment ? Then, answer questions in the form of competition groups. Every correct answer, make a note of a star of the group, and finally selected one or two, third. Students ' collective sense is particularly strong, no matter who wants to win glory for the team. They are enthusiastic, scrambling to raise their hands to speak, very active classroom atmosphere. Students both to consolidate the teaching content, and cultivated the ability to use English, but also enhance the collective cohesion.
  Four, establish a scientific evaluation system of cooperative learning cooperative learning cooperative learning is a guarantee of success for evaluation to the learning process evaluation combined with evaluation of learning outcomes, working group on collective evaluation combined with evaluation of group personal, focused process based on these assessment and evaluation group. Of course, individual participation, enthusiasm, ingenuity, and appropriate evaluation so that you can arouse the enthusiasm of individuals participating, increased competitive.
  Evaluation should take into account several factors: 1. the evaluation role to encourage the active participation of students. 2. the evaluation shall be objective and fair. 3. the evaluation should come in many forms, can be a member of the group self-assessment, peer assessment panel self-assessment and group peer review; evaluation between teachers and students, and so on.
  Anyway, group cooperation learning will personal Zhijian of competition into for group Zhijian of competition, helps training students of cooperation spirit and competition consciousness, helps aptitude, overcome class number more and students differences big to teaching brings of difficult, helps change traditional English class in the "teachers told, students listening to", and "teachers asked, students answer" of single of teaching mode, prompted students through independent learning, real in learning practice in the learned learning, willing to learning, experience success of happy, to promoted each students of progress, Improving the efficiency of teaching and cultivating students ' comprehensive ability in using language, self-learning ability, creative thinking, cooperation and co BACK