Individual accountability: Each group member should contribute to one part of the presentation or one comprehension question.
Criteria for success: Successful completion of group tasks with individual contributions.
Evaluation and student reflection: The teacher will monitor the groups by observing their presentation and participation. Students will also engage in individual self- evaluation, as well as group reflection, using individual accountability self-monitoring forms and cooperative group reflection forms.
Learning procedure is as follows:
i Cooperative preparation during pre-reading process
A. As usual, two learners give a free lecture at the beginning of the class. The two students give an impression of the title and their opinions towards their own new year’s resolution respectively.
B. Two cooperative groups present their findings of the following pre-arranged tasks:
1. Background information about the author, Will Stanton, American humorist writer.
2. Introduction of one book/article/lecture made by Will Stanton.
ⅱ While reading
A. One collaborative team presents discrimination of language pairs.
1. be filled with/be full of
2. continually/continuously
3. childish/childlike
4. eventful/eventual
B. One group gives explanations of the following phrases in the text
1. sneak up on
2. have the nerve to do something
3. in a poisonous mood
4. swear on
5. get mad
C. Collaborative worksheets about answering the comprehension questions are assigned to three groups.
1. Why does the main say “This year it’s going to be different?”
2. What sort of resolution had he made in previous years?
3. How does his New Year’s resolution for this year differ from previous ones?
4. What is his New Year’s resolution?
5. What’s the main idea of this article?
ⅲ Post reading
After teacher’s explanation and group work, additional after-reading questions are provided to new groups divided according to learners actual on the spot sitting to guarantee their understanding about the passage.
A. Group investigation in summarizing the passage
B. Describe the characteristics of the person: Will Stanton
C. After reading comprehensive questions.
According to the answers to the questionnaire, nearly 90% of the students are satisfied with the method of cooperative learning, which speeds up the reading material and prompt the efficiency and accuracy. Moreover, it adds more interest and challenge to the reading class, for which achievements and rewards will be based on both their team work as well as individuals.
3. 2 In speaking
Of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important. People who know a language are referred to as “speakers” of that language, as if speaking included all other kinds of knowing.
Classroom activities that develop learners’ ability to express themselves through speech would seem an important component of a language course. A successful speaking activity was characterized by
1. Learners talk a lot.
2. Participation is even.
3. Motivation is high.
4. Language is of an acceptable level.
Research design: Here the author invited one class as the object of the experiment. The students (majoring in food technological science, juniors, HNAU) have been used to the life and study atmosphere for three years. Although they have learned English for three years on campus, most of them are not satisfied with their oral English. They can not express their views towards subjects. Some claim that they are poor at oral competence; some claim that they do not find a way to oral English speaking. Some time later, some findings could reveal through several parts.
Procedure: This experiment contains several parts, from which the appropriateness of cooperative learning can be apparently seen.
A Dividing groups
The first step of cooperative learning approach is dividing groups. There are 25 students in the class and therefore they are divided into five groups, each containing five members. In the process of dividing groups, three elements should be taken into consideration [16].The first one is marks. Although marks could not reflect the ability of one student in every aspect, it is still a kind way to show ability. Students who have high marks show their good ability to learn a language, and those who have low marks show their shortcomings in learning language. So the teacher should divide these students into groups appropriately. The second one is personality. Personality is one of the most crucial elements in language learning, especially the oral English competence improvement. Since students may be extroverted or introverted, the teacher should pay more attention to their personality, avoiding putting all the talkative students together. The last element is gender. Since boys and girls are quite different in temper, all the boys or girls in the same group may give birth to some evitable quarrels. According to the above element, each group must have at least one talkative student, one extroverted student and one girl.
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