cooperativelearning聯(lián)合國(guó)教科文組織為２１世紀(jì)提出了教育的四大支柱：

１

Whytogroup?Learntoknow;Learntodo;Learntolivetogether;Learntobe小組活動(dòng)是培養(yǎng)學(xué)生合作意識(shí)與能力的重要途徑．（學(xué)會(huì)求知）（學(xué)會(huì)做事）（學(xué)會(huì)合作）（學(xué)會(huì)生存與發(fā)展）一、正相互依賴：(PositiveInterdependence)小組成員之間的一種積極的相互關(guān)系，每個(gè)成員都要為其所在小組和其他同伴的學(xué)習(xí)負(fù)責(zé)。二、個(gè)人責(zé)任：

（PersonalResponsibility)小組中每個(gè)成員都必須承擔(dān)一定的義務(wù)，小組的成功取決于所有成員個(gè)人的學(xué)習(xí)。三、期望所有學(xué)生都能夠有效溝通：社交技能。這是學(xué)生合作的方法。

(Interpersonal＆SmallGroupSkill)合作學(xué)習(xí)（Cooperativelearning）

的五個(gè)基本要素四、

面對(duì)面地激勵(lì)互動(dòng)(FacetoFace

PromotiveInteraction)五、混合編組/團(tuán)體歷程(GroupProcessing)盡量保證一個(gè)小組內(nèi)成員各具特色，能夠相互取長(zhǎng)補(bǔ)短，即成員是異質(zhì)的、互補(bǔ)的。以此保證小組成員的多樣性，使小組活動(dòng)中有更多、更豐富的信息輸入和輸出，可以激發(fā)出更多的觀點(diǎn)，使小組形成更深入、更全面的認(rèn)識(shí)。合作學(xué)習(xí)（Cooperativelearning）

的五個(gè)基本要素１、教師存有過(guò)高的期望。２、缺少學(xué)生合作行為的養(yǎng)育過(guò)程。３、缺少合作行動(dòng)的課堂氛圍。４、缺少合作行為行動(dòng)激勵(lì)機(jī)制。５、缺少必要的示范。６、缺乏合作行為的原動(dòng)力。７、缺少必要的準(zhǔn)備。小組合作活動(dòng)失敗或低效的原因Shaping:長(zhǎng)線行動(dòng)，不成熟到成熟?？荚嚺c分?jǐn)?shù)的激勵(lì)效應(yīng)是小組活動(dòng)的重大障礙。把小組合作表現(xiàn)作為評(píng)價(jià)的目標(biāo)，由此會(huì)形成持久的向心力。背單詞、讀課文、做習(xí)題等活動(dòng)沒(méi)有解決生活沖突的原動(dòng)力。教師學(xué)生都要有準(zhǔn)備：材料、工具，場(chǎng)地，預(yù)先熟悉課題，事先籌劃，分工，攜帶必要的參考書等。一是召集人，負(fù)責(zé)組織小組討論，鼓勵(lì)人人發(fā)言，尤其注意要防范“話霸”；二是記錄人，負(fù)責(zé)用文字或圖畫清晰呈現(xiàn)發(fā)言人觀點(diǎn)思想和要點(diǎn)；三是發(fā)言人，負(fù)責(zé)代表小組匯報(bào)討論的結(jié)果；四是記時(shí)員，保證每一位成員都有發(fā)言時(shí)間，提醒超時(shí)者。五是噪音控制員，提醒本組成員聲音不要過(guò)高。一個(gè)小組的分工：

1、學(xué)生參與小組活動(dòng)時(shí)的抵觸情緒

對(duì)策：一定的時(shí)間周期，體驗(yàn)一個(gè)從陌生到熟悉，從不習(xí)慣到習(xí)慣，從懷疑、觀望到嘗試、投入的過(guò)程。 教師應(yīng)該表示理解，營(yíng)造寬松、安全的學(xué)習(xí)氛圍。不要批判、揭露學(xué)習(xí)者的問(wèn)題，也不要包辦代替要求學(xué)生以開(kāi)放的心態(tài)參加小組活動(dòng)，主動(dòng)分享，積極合作2、學(xué)生參與小組活動(dòng)時(shí)的積極性不高對(duì)策：設(shè)法建立信任交代活動(dòng)規(guī)則，平等參與，角色輪換；小組不要太大；根據(jù)具體情況進(jìn)行同質(zhì)和異質(zhì)分組；先做起來(lái)，不要講太多理論；在做中態(tài)度會(huì)改變；在小組內(nèi)觀察，鼓勵(lì)某些人先發(fā)言；埋“種子”，警惕“釘子戶”。1.優(yōu)化小組活動(dòng)流程

教師布置任務(wù)→個(gè)體獨(dú)立思考→小組內(nèi)討論→小組代表匯報(bào)→組內(nèi)成員補(bǔ)充→教師或?qū)W生評(píng)價(jià)２.平時(shí)強(qiáng)調(diào)小組活動(dòng)的意義，將“是否有效運(yùn)用英語(yǔ)進(jìn)行交流和合作”作為評(píng)價(jià)小組活動(dòng)成功與否的重要依據(jù)。３.根據(jù)學(xué)生的生活經(jīng)驗(yàn)、興趣愛(ài)好、年齡和認(rèn)知能力選擇可操作性強(qiáng)的話題。４.活動(dòng)前呈現(xiàn)與活動(dòng)有關(guān)的詞匯，句型，以及功能項(xiàng)目，降低難度，保證有效語(yǔ)言實(shí)踐。5.活動(dòng)過(guò)程中，教師巡視，監(jiān)督，提供幫助或參與，或設(shè)置“監(jiān)督員”讓學(xué)生盡量避免使用中文。6.小組活動(dòng)時(shí)間要保證充裕,教師在過(guò)程中提醒并督促。Practicaltips:Sample1:Typeoflesson:ReadingTeachingContent:JourneydowntheMekongTeachingObjectives:ThestudentswillbeabletoFindthemeaningofthenewwordsbyusingcontextandpictures.Expresstheiropinionsaboutthewriter'stripplanorpreparationoftheirdreamtrip.TeachingTime:45min.TeachingAids:computer,overheadprojector,atlasandmapsTeachingProcedures:Pre-readingTheSstalkbrieflyabouttheirtravelexperiencesandleadintothetopic.While-reading:Step1:TheSsfindthemainideaofthetextbylookingatthetitleandsubtitles.Step2:TheSsreadforgeneralinformationStep3:TheSsreadfordetailedinformationofPara.2Step4:TheSsreadforthemeaningofthenewwords.Step5:TheSsreadfordetailedinformationofPara.3Comprehensionactivity：Ssreadandunderstandthewordsoflandformswiththehelpofpictures.1:SsreadandwritecorrectwordsinboxesA&B.2:Ssreadandcirclethewordsoflandformsinthetext.3:Ssreadandstickthepicturesoflandformsintheproperplacesonthemap.*(SsworkingroupsoffourandoneSdoesthisinfrontoftheclass.)合作學(xué)習(xí)的任務(wù)：確認(rèn)旅行路線和沿途地形。

任務(wù)設(shè)計(jì)的目的：以任務(wù)驅(qū)動(dòng)并檢查學(xué)生對(duì)本段文本的準(zhǔn)確閱讀和理解。

Sample2:

1.Themaintask(Outcome)

Thestudentswillbeabletowriteapartyinvitationandbeabletoreply.

2.LanguageFocus

Thestudentswillbeabletousethefollowingwordsandpatternsproperlyintheirreplytoaninvitation:

Soundslikeablast!

I’dloveto,butIcan’t.

…h(huán)aveto…

3.LanguageSkills

Thestudentswillbeabletofindthekeyinformation(who,where,when,what,etc.)aboutapartywritteninaninvitation.

4.LearningStrategies

(1)Thestudentswillbeabletoguessandreasonthepresumptionbytheinformationcollectedfromthereadingoftheinvitation.

(2)Thestudentswillbeabletoplanapartyingroupsandwriteaninvitationoftheparty.

5.Affection

Thestudentswillbeabletofocustheirattentionontheclassroominstructionandperformance.

6.Culture

(1)Thestudentswillbeabletounderstandwhatpartyis.

(2)Thestudentswillbeabletoreplytoaninvitationinaproperway.

(3)Thestudentswillbeawareofthewordchoicesusedamonggoodfriends.Procedures

&

Activities

I.

Pre-task

phase:

to

talk

about

the

party(1)

The

students

are

going

to

listen

to

and

dance

to

the

Latin

music

Macerena.

(2)

They

are

going

to

have

an

interaction

with

the

teacher,

answering

some

questions.

II.

Task

introduction

&

Task

acknowledgementThe

students

are

going

to

be

informed

what

they

are

going

to

do

(plan

a

party

and

write

a

party

invitation)

in

this

lesson

and

what

their

final

outcome

will

be.

At

the

same

time

they

are

going

to

be

encouraged

to

size

up

the

tasks,

as

well

as

themselves.

III.

Pre-reading

task

Task

One:

to

brainstorm

and

get

the

ideas

of

parties.(1)

The

students

are

going

to

brain

storm

all

kinds

of

parties

they

know.

(2)

The

students

are

going

to

analyse

and

find

the

essence

of

the

party

themselves.

Task

Two:

to

predict

the

possible

content

of

the

invitation(1)

The

students

are

going

to

predict

the

possible

content

of

an

invitation.

(2)

The

students

are

going

to

raise

some

"wh"

questions

as

the

keypoints

of

an

invitation.

IV.

While-reading

task:

to

read

for

information

needed

Task

one:

Read

the

invitation

1.

Through

the

text

reading

and

their

previous

ideas

comparing,

the

students

are

going

toread

an

invitation

and

to

pick

out

the

things

that

is

mentioned

in

the

invitation.

2.

They

are

going

to

read

through

the

text

again

and

find

out

the

order

of

the

wh-

words.

3.

They

are

going

to

have

a

discussion

in

pairs

or

in

groups

about

the

possible

relationship

among

the

three.

Task

two:

Read

the

repliesThe

students

are

going

to

read

two

replies

to

the

party

invitation

and

judge

which

one

accepts

and

which

one

declines.

And

the

students

are

going

to

pick

out

the

sentences

that

show

the

declination

or

acceptance.

V.

Post-reading

tasksTask

one:

A

party

plan

discussion

The

students

are

going

to

discuss

and

plan

a

party

in

groups.

Task

two(main

task):

Write

a

party

invitationThe

students

are

going

to

write

a

party

invitation

and

present

it

in

front

of

the

class.

VI.

Homework1.

An

invitation

writing

task:

send

your

invitation

made

in

class

through

emails.

Or

write

your

own

party

invitation

and

send

it

through

emails.

2.

A

reply

writing

task:

Write

a

repl