1. Prepare the speech at the same table before class. "Free talk" a few minutes before class is a common form in class. The traditional practice is often that a student takes turns to do it every day, which is easy to become a mere formality. In order to enrich the content of duty and make more students get exercise, teachers can appropriately put forward the theme of "free talk" in advance, so that students can collectively process and communicate at the same table on the basis of personal preparation, and then take the form of teachers' assigned reports to students or class collective performances. This can not only cultivate students' ability to use English, but also stimulate students' interest in learning English and create a cooperative learning atmosphere before class.
2. Preview the new lesson in groups. The teacher tells the students the content and requirements of preview in advance, so that the students in the group can refer to the new words and preview the dialogue or text and grammar points as required. After group discussion, difficult problems that cannot be solved in the group can be made into group notes. Then you can listen to the teacher's comments in class and answer your doubts one by one. Because it is a group cooperation, teachers can sometimes ask for a slightly more difficult preview. In this way, not only the class is relaxed, but also the students' enthusiasm for participation is high. But also can learn a lot of knowledge outside books and expand students' knowledge.
3. Cooperate to perform the dialogue. After learning a dialogue, students are usually asked to play roles. If you simply look at books, it is easy to get bored. Teachers can organize students to compete in groups. The key to this activity is that the teacher can't do it immediately after assigning tasks, so students should have time to prepare. Finally, the best combination is selected from pronunciation standard, emotional dialogue, natural expression and proper performance. For the sake of collective honor, every student doesn't want to fall behind. Generally speaking, students with good English scores are willing to take on complicated roles, while students with poor English scores are not to be outdone. They try their best to play their role, and each team member can fully exercise his language expression ability in group activities. Finally, the teachers compare the performance of each group, praise the good ones, make appropriate comments on typical problems, help the poor groups analyze the reasons, and guide them to sum up their experiences and lessons seriously, so as to strive for better performance next time.
4. Collaborate to sum up knowledge. After introducing the dialogue or text, I often ask students to summarize the function or usage of a language structure in groups. For example, when teaching the daily communication phrase "make a phone call", I ask students to summarize the idioms when making a phone call. After independent thinking and group discussion, students find that there are many specific terms on the phone, such as: self-introduction should be said to be ... or ... not me ...; ; Just a moment, please. Put someone on the phone and say there's a call for you. And so on. Students are more impressed with the knowledge summed up by their own thinking and have a stronger memory.
5. Cooperate to finish the homework. Traditional English homework is often written by students alone. The new curriculum standard requires changing the single form of homework in the past and striving for diversification of homework. Such as dictation of words and sentences, writing English essays, communicating with foreign friends, reading English books, performing dialogues, making English greeting cards and editing English tabloids. These assignments can be done individually, but group cooperation is better. In the process of group cooperation, students cultivate the sense of cooperation and team spirit, feel the power of collective wisdom, share the joy of success, and truly experience the joy of learning and doing homework. ?
6. Cooperate to correct mistakes. After each unit test, the teacher will comment on the test paper and analyze some common problems. However, due to the different types of students' wrong questions, it is impossible for teachers to explain all the questions in one class. What can we do? Let the students with good academic performance help the students with poor academic performance in the group, and the students with medium academic performance can discuss with each other. This can create an atmosphere in which students, teachers and students study, explore and study problems together, and establish a dialogue and interactive teaching form.
7. Cooperative learning of words. In English teaching, vocabulary learning has always been a stumbling block for some students with weak foundation. However, due to the tight teaching time and the large number of students, it is difficult for teachers to give face-to-face counseling. At this time, teachers can give full play to the advantages of group cooperative learning, first check the pronunciation of some students, and then organize some students to learn words. Students with good pronunciation will guide students with poor pronunciation, and finally organize group competitions. This can not only increase students' practicality, but also reduce their psychological burden and give full play to their subjective initiative. We will see that students who are usually afraid of memorizing words are also very active at this time, and the team members help, encourage and urge each other.
8. Cooperative writing. Writing classes can easily make students feel bored. When teaching students to write an English letter introducing themselves, I arranged the following group tasks: ① Think independently for three minutes. Ask the students to think about the main tense, format and important phrases of the article to prepare for the group discussion. ② List the main points of writing collectively. First of all, let ordinary students determine the format and main phrases, encourage poor students to participate boldly, and excellent students put forward solutions to problems. ③ The group reports the discussion results. Choose one or two groups to report the discussion results orally, so that other groups can evaluate and correct them. (4) The teacher introduces the letter format and his own phrases. ⑤ Students write independently. ⑥ group exchange correction.
Second, the advantages of cooperative teaching:
1. "Cooperative learning" mobilized the enthusiasm of all students.
The object of our teaching is a group of naive, simple and lovely children. They have their own life and learning experiences, and they will show an impulse to try people, things and environments they are familiar with. "Cooperative learning" provides every student with a space and atmosphere to show this impulse. In the group whose number is obviously reduced, they have no burden and pressure, and dare to ask and speak, especially some introverted and less courageous "unknown" students become bold.
2. "Cooperative learning" cultivates students' innovative thinking.
Suhomlinski said: "Students come to school not only to get a knowledge bag, but also to become smarter." In teaching, we should pay attention to designing various thinking problems from multiple angles and directions, and give full play to students' horizontal thinking, analogy thinking and reverse association thinking, so that students can not only understand and master what they have learned, but also use what they have learned to create and explore, cultivate innovative thinking and enhance their innovative ability.
3. "Cooperative learning" highlights students' personality.
Adopting cooperative learning can increase students' communication opportunities, let them discover everyone's strengths in cooperation, inspire each other, learn from each other's strengths and fully display their own style. In teaching, I often spare three or four minutes to let students speak freely and give them autonomy. They attach great importance to this opportunity. After class, they have been actively looking for partners to talk freely, looking for materials and making up dialogues. They will be flushed because of the differences in writing dialogue, and even cheer for a wonderful and unique dialogue. Slowly, I found that the sentence patterns of students' communication are from short to long, from simple to complex, and the content is richer and more exciting every time. What's more interesting is that when they speak, they will wear headdresses or cooperate with actions, which is vivid and refreshing. It can be said that free conversation is the best stage for students to consolidate old knowledge and present new knowledge, and it is also an excellent opportunity for students to display their individuality.
4. "Cooperative learning" expands the space for students' free activities.
Practice has proved that cooperative learning is not only beneficial to the classroom, but also can be extended to extracurricular activities, which makes up for the regret that students have no time to perform in class and plays a role in consolidating and strengthening classroom teaching. How to create an English communication space for students after class? I often ask students to do the following activities: 1. Singing and reading competitions. Announce the events, dates and requirements of the competition to the whole class before the competition. In the process of preparing for the exam, teachers should help students to select materials, review manuscripts and give guidance. 2. Publish English wall newspaper (tabloid). Each group of students publishes an English wall newspaper (tabloid) every semester, requiring self-writing, self-editing and self-arrangement. Wall newspapers (tabloids) can be short stories, fairy tales, fables, riddles, small humor, biographies of celebrities, analysis of sick sentences, ethnic customs, cartoons and so on. , colorful, lively, illustrated, beautiful form. 3. Collect English trademarks. Learning English after class is a beneficial activity. Double happiness on the cigarette case. White rabbit candy on candy paper. When the teacher pulls it out a little, the students will naturally understand the meaning of these trademarks. 4. English performance. Make a dialogue performance or draw up a topic with what you have learned, and ask the students to make a dialogue performance, compare and score. Through the performance, the students expanded the space of learning English, not only learned English, but also strengthened the communication and cooperation among the group members and improved their ability to use the language.
Teaching practice has proved that effective group cooperative learning can not only increase students' language practice and improve their ability to use language, but also cultivate students' enthusiasm for autonomous learning and their ability to cooperate with others. It can provide a large number of opportunities for each student to speak, make a group of peers exchange ideas face to face, improve students' sense of accomplishment and self-confidence, and greatly mobilize their enthusiasm for learning English.