1. Several forms of cooperative learning

1. Collaborate with classmates to prepare pre-class speeches. "Free talk" a few minutes before class is a common format in class. The traditional practice is often that one student takes turns doing it every day, which is easy to become a formality. In order to make the content of the duty day rich and colorful, so that more students can get exercise, teachers can appropriately propose the theme of "free talk" in advance, so that students can process collectively on the basis of personal preparation, communicate with each other at the same table, and then take action in class Teachers designate reports for students or groups to perform in the form of collective performances. This can not only cultivate students' ability to use English, but also stimulate students' interest in learning English, and create an atmosphere of cooperative learning before class.

2. Work in groups to preview new lessons. The teacher tells the students the content and requirements of the preview in advance, and asks the students in the group to look up new words, preview dialogues or texts, and grammar points according to the requirements. After group discussion, difficult problems that cannot be solved in the group are made into a group note. Then you can listen to the teacher's comments in class and solve the doubts one by one. Since it is group work, teachers can sometimes put forward pre-study requirements that are slightly more difficult. This not only makes the class easier, but also makes students more enthusiastic about participating. Moreover, students can learn a lot of knowledge beyond books and expand their knowledge.

3. Collaboratively perform dialogue. After students learn a dialogue, they are usually asked to perform the role. If you simply read it from the text, it will easily make people feel boring. Teachers can organize students to compete in groups. The key to carrying out this activity is that the teacher cannot assign the task and start it immediately. Students should be given time to prepare. Finally, the best one should be selected based on comprehensive considerations such as whether the pronunciation is standard, whether the dialogue is emotional, whether the expression is natural, and whether the performance is appropriate. group. For the honor of the group, every student is not far behind. Generally speaking, students with good English scores are willing to take on roles with more complex content. Students with poor English scores are not to be outdone and work hard to play their roles well. Each group member can fully exercise their language skills in group activities. expressiveness. Finally, the teacher compares the performances of each group, praises the good ones, makes appropriate comments on the more typical problems, and helps the groups with deficient performances analyze the reasons, and guides them to carefully sum up their experiences and lessons and strive to perform better next time.

4. Collaboratively summarize knowledge. After introducing a dialogue or text, I often ask students to summarize the function or usage of a certain language structure in groups. For example, when teaching the daily communication phrase "Make a telephone call", I ask students to summarize the idioms used when making phone calls. After independent thinking and group discussion, students found that there are many specific phrases used when making phone calls, such as: to introduce yourself, say This is... or It's..., but not I am...; to ask the other party to wait, you can say Hold on. Please. To ask someone to answer the phone, you can say There's a call for you. etc. Students are more deeply impressed by the knowledge summarized through their own thinking and retain it more firmly.

5. Collaborate to complete assignments. Traditional English assignments are often completed in written form by students individually. The new curriculum standards require changing the single form of homework in the past and striving to diversify the homework. Such as dictating words and sentences, writing English compositions, communicating with foreign friends, reading English books, performing dialogues, making English greeting cards, editing English tabloids, etc. These assignments can be completed individually, but are more effective when done in groups. During the process of group cooperation, students develop a 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 the joy of doing homework.

6. Collaborate to correct errors. After each unit test, the teacher will review the test paper and analyze some common problems. However, since students have different types of wrong questions, it is impossible for teachers to explain all the questions in one class. What should we do? Students with good academic performance can be allowed to help students with poor academic performance in the group, and students with average academic performance can discuss with each other and jointly correct errors on the test paper. This can create an atmosphere of collaborative learning, exploration, and research among classmates and teachers and students, and establish a conversational and interactive teaching form.

7. Learn words cooperatively. In English teaching, vocabulary learning has always been a stumbling block for some students with weak foundations. However, due to tight teaching time and large number of students, it is difficult for teachers to provide tutoring one by one.

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 several students to learn words together. Students with better pronunciation will guide students with poor pronunciation, and finally a group competition will be organized. This can not only increase students' practice volume, but also reduce students' psychological burden and give full play to students' 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 supervise each other.

8. Collaborative writing. Writing classes can easily become boring for students. When teaching students to write an English letter introducing themselves, I arranged the following group tasks: ①Three minutes of independent thinking. Prepare for group discussion by having students consider the main tenses, format, and important phrases of the article. ② List the writing points collectively. First, let the average students determine the format and main phrases, encourage the poor students to boldly participate, and the excellent students propose solutions to the problems. ③The group reports the results of the discussion. Select one or two groups to give an oral report on the discussion results, and let other groups make comments and corrections. ④The teacher introduces the writing format and phrases to introduce yourself. ⑤Students write independently. ⑥Exchange and make corrections in groups.

2. Advantages of cooperative teaching:

1. "Cooperative learning" stimulates the enthusiasm of everyone in the students to participate.

Our teaching targets are a group of innocent, simple and lovely children. They have life and learning experiences that are characteristic of their age. They will show an eagerness to try the people, things and environments they are familiar with. "Cooperative Learning" provides every student with the space and atmosphere to demonstrate this "impulse". In a group with a significantly reduced number of people, they have no baggage or pressure and dare to ask and speak. Especially some "obscure" students who are more introverted and timid have also become bolder.

2. "Cooperative learning" cultivates students' innovative thinking.

Suhomlinsky said: "Students come to school not only to obtain a bag of knowledge, but more importantly to become smarter." In teaching, pay attention to multiple perspectives and multiple perspectives. Fangfang designs various thinking questions to develop students' transversal, analogical, reverse association and other thinking, so that students not only understand and master the content they have learned, but also use current knowledge and combine it with what they have learned to create, explore and cultivate innovation thinking and enhance innovation capabilities.

3. "Cooperative learning" shows the students' personality.

Adopting cooperative learning methods can increase opportunities for students to communicate, allowing them to discover everyone's strengths during cooperation, inspire each other, learn from each other, and learn from each other's strengths to offset their weaknesses, fully demonstrating their self-style. During teaching, I often give three or four minutes for students to have free talks and give students autonomy. They value this opportunity very much. After school, they have been actively looking for free talk partners, looking for materials, and making up dialogues. They will quarrel over the differences in writing dialogue, and they will cheer for getting a wonderful and different dialogue. Slowly, I discovered that the sentence patterns used by students to communicate changed from short to long, from simple to complex, and the content became richer and more exciting every time. What’s more interesting is that they will wear headgear or perform actions during the talk, which is lifelike and refreshing. It can be said that free talk is the best stage for students to consolidate their old knowledge and present new knowledge, and it is also the best stage for students to express their individuality. great opportunity.

4. “Cooperative learning” expands students’ space for free activities.

Practice has proven that cooperative learning is not only beneficial in class, but can also be extended outside class, making up for the time constraints in class and the regret that students have no time to perform, and plays a role in consolidating and strengthening classroom teaching. How to create a space for students to communicate in English after class? I often ask students to carry out the following activities: 1. Singing and recitation competitions. Before the competition, announce the project, date and requirements of the competition to all students in the class. During the preparation process, teachers should help students select materials, review manuscripts, and provide guidance. 2. Publish an English wall newspaper (tabloid). Each group of students publishes an English poster (tabloid) every semester and is required to write, edit and arrange it by themselves. Wall newspapers (tabloids) can be short stories, fairy tales, fables, riddles, small humors, biographies of celebrities, analysis of sick sentences, customs of a country, comic strips, etc. The form should be colorful, lively, illustrated, and eye-catching. 3. Collect English trademarks. It is a useful activity for learning English outside class.

Double Happiness on the cigarette box. White, Rabbit Candy on the candy wrapper. With a little help from the teacher, students will naturally understand the meaning of these trademarks. 4. English performances. Use the knowledge you have learned to perform self-written dialogue performances or formulate topics, let students perform dialogue performances, and conduct evaluation and scoring. Through performances, students have expanded their space for learning English, not only learned English, but also strengthened mutual communication and cooperation among group members, and improved their ability to use language.

Teaching practice has proven that effective group cooperative learning can not only increase students’ language practice and improve students’ ability to use language, but also cultivate students’ enthusiasm for independent learning and their ability to cooperate with others. It can provide each student with a large number of speaking opportunities. It allows a group of peers to exchange ideas face to face, improves students' sense of achievement and self-confidence in learning, and greatly mobilizes the enthusiasm for learning English.