Unit5Cooperative1LearningCooperativeLearning您聽說過合作學(xué)習(xí)嗎?您體驗過這種學(xué)習(xí)方式嗎?了解它對您的學(xué)習(xí)可是大有幫助的。Cooperativelearningisasuccessfulteachingstrategy2in

whichsmallteams,eachwithstudentsofdifferentabilities,use

avarietyoflearningactivitiestoimprovetheirunderstandingof

asubject.Eachmemberofateamisresponsiblenotonlyfor

learningwhatistaughtbutalsoforhelpingteammateslearn,

thuscreatinganatmosphereofachievement.Studentswork

throughtheassignmentuntilallthegroupmemberssuccessfully

understandandcompleteit.Thefirstandmostimportantelementinstructuringcooperative

learningispositiveinterdependence3.Positiveinterdependence

issuccessfullystructuredwhengroupmembersperceive4that

theyarelinkedwitheachotherinawaythatonecannotsucceed

unlesseveryonesucceeds.Groupgoalsandtasks,therefore,

mustbedesignedandcommunicatedtostudentsinwaysthat

makethembelievethattheyshouldsinkorswim5together.

Whenpositiveinterdependenceissolidlystructured,ithigh-lights6thateachgroupmember

seffortsarerequiredandindis-

pensable7forgroupsuccessandeachgroupmemberhasau-

niquecontributiontomaketothejoint8effortbecauseofhisor

herresourcesand/orroleandtaskresponsibilities.Doingsocre-

atesacommitmenttothesuccessofgroupmembersaswellas

toone

sownsuccessandistheheartofcooperativelearning.Thesecondbasicelementofcooperativelearningispromotive9

interaction10.Studentsneedtodorealworktogetherinwhichtheypromoteeachother

ssuccessbysharingresourcesand

helping,supporting,encouragingeachother,andapplauding

eachother

seffortstoachieve.Thereareimportantcognitive11

activitiesandinterpersonal12dynamics13thatcanonlyoccur

whenstudentspromoteeachother

slearning.Thisincludeso-

rallyexplaininghowtosolveproblems,givingone

sknowl-

edgetoothers,checkingforunderstanding,discussingconcepts

beinglearned,andconnectingpresentlearningwithpastlearn-ing.Eachofthoseactivitiescanbestructuredintogrouptaskdi-

rectionsandprocedures14.Doingsohelpsensurethatcoopera-

tivelearninggroupsarebothanacademicsupportsystem15and

apersonalsupportsystem.Itisthroughpromotingeachother

s

learningthatmembersbecomepersonallycommittedtoeach

otheraswellastotheirmutual16goals.Thethirdbasicelementofcooperativelearningissmallgroup

andindividualaccountability17.①Twolevelsofaccountabilitymustbestructuredintocooperativelessons.Thegroupmustbe

accountableforachievingitsgoalsandeachmembermustbe

accountableforcontributinghisorhershareofthework.Indi-

vidualaccountabilityexistswhentheperformanceofeachindi-

vidualisassessed18andtheresultsaregivenbacktothegroup

andtheindividualinordertoascertain19whoneedsmoreassis-

tance,support,andencouragementinlearning.Thepurposeof

cooperativelearninggroupsistomakeeachmemberastrongerindividual.Studentslearntogethersothattheysubsequently20

cangaingreaterindividualcompetence21.Thefourthbasicelementofcooperativelearningissmallgroup

skills.Cooperativelearningisinherently22morecomplexthan

competitiveorindividualisticlearningbecausestudentshaveto

engagesimultaneously23intaskwork24andteamwork25.Social

skillsforeffectivecooperativeworkdonotmagicallyappear

whencooperativelessonsareemployed.Instead,socialskillsmustbetaughttostudentsjustaspurposefullyandpreciselyas

academicskills.Leadership,decision-making,trust-building,

communication,andconflict-managementskillsempower26

studentstomanagebothteamworkandtaskworksuccessfully.Thefifthbasicelementofcooperativelearningisgroupprocess-

ing27.Groupprocessingexistswhengroupmembersdiscuss

howwelltheyareachievingtheirgoalsandmaintainingeffec-

tiveworkingrelationships.②Groupsneedtodescribewhatmemberactionsarehelpfulorunhelpfulandmakedecisions

aboutwhatbehaviorstocontinueortochange.Thecareful

analysisofhowmembersareworkingtogetherwillresultin

continuousimprovementofthelearningprocess,anditcanen-

hance28theeffectivenessofgrouplearning.——http://www.co-operation.org/pages/cl.html(611words)Notes①Thethirdbasicelementofcooperativelearningissmall

groupandindividualaccountability.合作學(xué)習(xí)的第三個基本要素是小組及成員應(yīng)負(fù)的責(zé)任。②Groupprocessingexistswhengroupmembersdiscusshowwelltheyareachievingtheirgoalsandmaintainingeffective

workingrelationships.小組成員討論他們的目標(biāo)實現(xiàn)到何種程度以及有效的合作

學(xué)習(xí)關(guān)系保持到何種程度,這就是小組自我評估。ExercisesⅠ.There

are

five

questions

or

unfinished

statements

based

on

the

passage.

For

each

of

them

choose

the

best

answer

from

the

four

choices

marked

A,B,C

and

D.1.Incooperativelearning,

.A.eachmemberofateamcompletestheassignmentindividuallyB.eachmemberofateamisonlyresponsibleforhisownstudyC.eachmemberofateamisofthesameabilityD.theteamissuccessfulwhenallthememberssuccessfullyunderstandandcompletetheassignment2.Theword“indispensable”inparagraph2probablymeans“

”.A.importantB.essentialC.helpfulD.notnecessary3.Whichofthefollowingisnotincludedinpromotiveinteraction?A.Discussingconceptsthatstudentsarelearning.B.Givingone

sknowledgetoothersandrelatingoldknowledgetonew

knowledge.C.Describingwhatmemberactionsarehelpfulorunhelpful.D.Checkingforunderstanding.4.Whyiscooperativelearningmorecomplexthancompetitiveorindividual-

isticlearning?A.Becausestudentsmustlearnsocialskillstomanagebothteamworkandtaskworksuccessfully.B.Becausestudentshavedifferentabilities.C.Becausestudentsarenotfamiliarwitheachother.D.Becausestudentsdon

tknowwhattaskworkandwhatteamworkis.5.Whatistheauthor

sattitudetowardscooperativelearning?A.Critical.B.Positive.C.Negative.D.Pessimistic.Ⅱ.Fill

in

the

blanks

of

the

following

sentences,using

the

words

or

phrases

given

below.Change

the

form

where

necessary.strategyperceiveenhanceconnectwithindispensablepetenceresultinberesponsible

for1.Mr.Smithisnot

inhisworkasateacher.2.Agooddirectoris

forasuccessfulfilm.3.Heusesa

togetwhathewants.4.Shewasnolonger

theMotorCompany.5.Thesalesmanwasgivena

andanincreaseinsalarylast

month.6.Thepoorworkingconditions

asit-downstrike.7.I

achangeinhisbehavior.8.Hewonagoldmedalforhisfine

inthecontest.9.Thegrowthofacityoften

thevalueoflandclosetoit.10.Adrivershould

hispassengers

safety.Ⅲ.Translate

the

following

Chinese

sentences

into

English.1.小組里的每個成員不僅要負(fù)責(zé)自己學(xué)會老師所教的內(nèi)容,而且負(fù)責(zé)幫

助成員學(xué)習(xí),從而營造一種獲得成就感的氛圍。2.當(dāng)小組成員意識到他們在某種程度上彼此關(guān)聯(lián),除非每個成員都成功,

否則自己不可能成功時,積極的相互依存關(guān)系就成功構(gòu)建了。3.正是通過相互促進(jìn)學(xué)習(xí),小組成員才能對彼此承擔(dān)起責(zé)任并為他們的

共同目標(biāo)而努力。4.各小組需要描述哪些成員行為是有益的或無益的,并決定要繼續(xù)或改

變的行為。SectionA

In

this

section,you

are

going

to

read

a

passage

with

ten

statements

attached

to

it.Each

statement

contains

information

given

in

one

of

the

paragraphs.I-

dentify

the

paragraph

from

which

the

information

is

derived.You

may

choose

a

paragraph

more

than

once.Each

paragraph

is

marked

with

a

letter.CooperativeLearninginEnglishLessons—ItReallyWorks!A)Nofei-ArbelatKibbutzGinossarisanexperimentalschool

whereI

vebeenteachingEnglishformanyyearsandIhave

beentryingoutalternativemethodsfortheteachingoflan-

guages.Threeyearsago,whenIfirstinitiatedtoapplycoopera-

tivelearningtechniquesintomyclasses,itwaswelcomedasa

positivestepinthisdirection.Sincethen,IhavefoundthatCL

(cooperativelearning)notonlydevelopsthepupils

abilitytoreadandwritebut,asthetermsuggests,italsoenhancesthe

pupils

socialskillsandacademicskillsaswell.B)InordertounderstandhowCLcanenhancepupils

learning,

wehavetorememberinmindthathavingthepupilssitin

groupstoworkonataskisnotthesameasformingCLgroups.

So,whatisCooperativeLearning?C)HereisaquickreminderofwhatCLisallabout.CLhasitsrootsinSTADwhichwasdevelopedbySlavinintheUSAand

wasfurtherdevelopedbySharanandLazarowitzinIsrael.Itis

importanttomentionthatCLisaneclectic(兼收并蓄的)

methodwhichdrawsfromdifferentfieldsrelatedtoteaching,

namely,sociology,linguistics,psychologyandsoon.Perhaps

hereliesitsstrengthasCLcombinesthe“WholeLanguage”

approachtolearningalanguagebywhichtheholistic(全面的)

elementsarelocatedintheconnectionsbetweenthebasicskillsofthelanguageandtheneedsofthelearner,i.e.theteacheruses

thecoursebookaswellasotherresourcestocreatestudents

interestandmotivation(動機).D)CLenhancescreativityandprovidesthestudentswithtools

forcriticalthinkingandproblemsolving.Itisregardedasastu-

dent-centeredwayofteachingwiththeemphasisonpeer-tutor-

ing(同齡人當(dāng)輔導(dǎo)教師的)techniquesthatkeepmostpupils

involved.Inmyexperience,thesetechniquesincreasestudents

motivation,helpthemdevelopapositiveimageofselfandoth-

ersandalsohelpinthedevelopmentofotherimportantsocial

skills,suchassharingideaswiththeirteammembers,learning

torespectthemandsoon.Procedure

and

reflections:E)Fromthebeginningoftheschoolyearthepupilssitingroupsconsisting

offourtofivepupilswhoaredifferentintheirabilitiesandperformances.

Theteamsworktogetherforsixtoeightweeksuntiltheyareassignedtonewteams.Membersofthegroupsareassignedrolessuchas“areporter,a

secretary,atimekeeper”andotherroleswhichtheythemselvesseethe

needtohave.Itisalsoimportanttomentionthateachteamisidentifiedbya

namewhichallgroupmembershaveagreedupon.F)TheCLgroupsworkinthiswayonceaweekandsometimescontinueto

workwiththeirassignedteaminthesessiontofollowdependingonthetask

theyhavebeenworkingon,e.g.mini-projectsorperformancetasksthattake

sometimetofinish.G)Justbeforethenewgroupsareformed,welookatthechart(圖表)whichdisplaysthegroupachievementsintermsofpointsandthenameofthewin-

ninggroupisannounced.Thisgroupgetsacertificateofmeritoranevalua-

tionofsomesort.Thepupilsarethenaskedtofillinafeedbackformex-

pressingtheirfeelings,thoughtsandopinionsaboutthetimespenttogether

asateam,theworkdoneandwhattheyfeeltheyhaveachieved.Thisself-e-

valuationismostessentialandemphasizesthepositiveaspectsofCLasit

bringstheproblematiccasestotheteacher

sattention.Herearesomeofthe

questionsaskedandsomeoftheresponses.H)Tothequestion“Howdidyouwork?”someofthereplieswere:·Wediscussedtheideasandassignmentstogether.·Wetookturnstocontributeideas.·Wehelpedeachother.I)Tothequestion“Howdidyoufeelinyourgroup?”someofthereplies

were:·Itwasgreatfunworkingtogether.·Wefeltitwaspossibletolearnasagroup.·WelearntwhatCLreallymeans.Andincontrast:·Ididn

tfeelgoodbecausetwochildreninmygroupgotonmynerves.J)Tothequestion“Whatdidyouenjoydoingwiththegroup?”somean-

swered:·Weenjoyedreadingandwritingstoriestogether.·IenjoyedspeakingEnglishwiththegroupmembers.·Ilikedeverything.K)Thequestion“Whatdidn

tyoulikewhileworkingwithyourgroup?”

isaveryimportantquestionsinceitfocusesonproblematicaspectsofCL.

Herearesomeofthereplies:·Ididn

talwayslikereadingwithapartner.·Ididn

tlikechildrentalkinginsteadofworking.·Ididn

tlikehavingtoworkforothers.L)Allinall,theamountofnegativerepliesisminimalandthemostpupils

loveCLlessons.Indeed,anoutsidergoingsuddenlyintoaCLclasswould

gettheimpressionthathehadinadvertently(漫不經(jīng)心地)enteredabeehive

(蜂房,熙熙攘攘的地方或場面)whereeachmemberknowshisroleandis

busilyfulfillingit.AnotheradvantageofCListhatwhilethegroupsare

workingonatask,theteachergetstheopportunitytositwiththeweaker

pupilsandgivethemtheextraattentiontheyneed.CLalsochangesthetradi-tionalroleoftheteacherasa“knowingall—spoon-feeding(填鴨式灌輸)

—don

tdoanythingwithoutme”persontoonewhoismoreofa“coun-

selor(顧問)—adviser—guide—monitor(監(jiān)督員)”.M)Inconclusion,CLhasshownitselftobeateachingmethodwhichiswel-

comedbymoststudentsandonewhichIcanonlystronglyrecommend.(881words)

1.Cooperativelearningisdifferentfromhavingpupilssitingroups

toworkonatask.

2.Sociology,linguisticsandpsychologyarerelatedtocooperative

learning.

3.InaclasswhichistaughtbyusingCLtechniques,peerstudents

helpeachotherinlearning.

4.Cooperativelearningnotonlyimprovesthepupils

abilitytoread

andwritebutalsodevelopsthepupils

socialskills.

5.InaCLclass,theteacherusesthetextbookandotherresourcesto

arousestudents

interestandmotivation.

6.AteacherplaystheroleofcounselorandmonitorinaCLclass.

7.Byusingthemethodofcooperativelearning,theteachercande-

veloppupils

abilitytothinkcritically.

8.TheauthorstronglyrecommendsCLteachingmethodwhichis

popularamongmoststudents.

9.Oneoftheadvantagesofcooperativelearningisthattheteacher

cangiveweakerstudentsextrahelptheyneed.

10.Somestudentsdidn

tfeelgoodingroupworkbecausetwochil-

dreninhis/hergroupgotonhis/hernerves.Time

required:8minutesTime

used:

minutesSectionBIn

this

section,there

is

a

passage

with

ten

blanks.You

are

required

to

select

one

word

for

each

blank

from

a

list

of

choices

given

in

the

word

bank.Read

the

passage

through

carefully

before

making

your

choices.You

may

not

use

any

of

the

words

in

the

bank

more

than

once.A)bestB)differentfromC)importantD)efficientE)involvedF)structuredG)causeH)successI)suchasJ)suchK)especiallyL)sameM)developingN)

multipleO)solveHowdoCooperativeLearningandCollaborativeLearningDifferfromtheTraditionalApproach?Cooperativelearningandcollaborativelearningdifferfrom

traditionalteachingapproachesbecausestudentsworktogether

ratherthancompetewitheachotherindividually.Collaborativelearningcantakeplaceatanytimewhenstudents

worktogether—forexample,whentheyhelpeachotherwith

homework.Cooperativelearningtakesplacewhenstudentsworktogetherinthesameplaceonaprojectinasmallgroup.

Mixed-skillgroupscanbe1

helpfultostudentsin2

theirsocialabilities.Theskillsneededtoworktogetheringroupsarequite3

thoseusedtosucceedinwritingapaperonone

sownorcom-

pletingmosthomeworkor“seatwork”assignments.Ina

worldwherebeinga“teamplayer”isoftenakeypartof

business4

,cooperativelearningisaveryusefulandrele-vanttool.Becauseitisjustoneofasetoftools,however,itcaneasilybe

integratedintoaclassthatuses5

approaches.Forsomeas-

signmentsindividualworkmaybemost6

,whileforothers

cooperativegroupswork7

.Researchsuggeststhatcooperativeandcollaborativelearning

bringpositiveresults8

deeperunderstandingofcontent,increasedoverallachievementingrades,improvedself-esteem,

andhighermotivationtoremainontask.Cooperativelearning

helpsstudentsbecomeactivelyandconstructively9

incon-

tent,takeownershipoftheirownlearning,10

groupcon-

flictsandimproveteamworkskills.(225words)Time

required:8minutesTime

used:

minutesSectionCIn

this

section

there

is

a

passage

followed

by

some

questions

or

unfinished

statements.For

each

of

them

choose

the

best

answer

from

the

four

choices

marked

A,B,C

and

D.Youcanwalkintoanyclassroomintheworldandknowitsspiritimmediate-

ly,knowwhetherthechildreninitarefreetodevelopskillsandacquireknowledge,knowwhethertheysupporteachotherandworktogether,orun-

dermineeachother

slearning.Underlyinglessonsinmathematicsandreading,andinothersubjects,arethe

basicactivitiesthatmustbepracticedbyteachersandlearners.Buildinggroupspiritleadstothesuccessofthewholeclass.Competitions,

divisions,andfavoritism(偏愛)interferewiththelearningofallstudents.As

ateacher,youcanhelpthechildrenthinkofthemselvesasmembersofa

learningteam,inwhichthesuccessofoneisthesuccessofall,andinwhich

nostudentcanbe“l(fā)eftbehind”.Effectivecommunicationinvolveslistening,speaking,andtakingturns.A

goodteachermanagescommunicationtobesurethatafewchildrendon

t

answerallthequestionsordominatethediscussion.Activelistening,in

whichstudentstakeresponsibilityforhearingandunderstandingwhateach

othersays,isavitalpartofthelearningenvironment.Assertive(堅定自信

的)speakingisequallyimportant,anditcanclearlyexpressthoughtsand

feelingswithoutinterferingwiththerightsofothers.Cooperationenableslearnerstoworktogether,sharingresponsibilities,mate-

rials,rolesandlearning.Inascienceactivity,onechildmightweighdifferentmaterials,whileanothermightrecordresults.Halfwaythroughtheactivity,

thechildrenmightswaproles.Cooperationmustbepracticedifgroupsof

childrenaretoworkindependently.Problem-solvingandnegotiationhelplearnersresolveconflictsandmake

decisions.Tolearnhowtothink,childrenneedtobeencouragedtoagree

upongoals,makedecisionsandsupportthem,andfollowthroughtolearn

theoutcomesoftheirchoices.Alloftheseprocessesdependongroup-spirit,

communication,andcooperation.And,whenconflictsarise,thesameskills

willhelpyouandyourstudentsresolvethemthroughnegotiation.——http://www.unicef.org/teachers/teacher/co-op.htm(311words)1.Whichofthefollowingisnotmentionedinthetext?A.Whenyouwalkintoanyclassroomintheworld,youmayknowwhether

thechildreninitcanenjoythefreedomtodevelopskills.B.Whenyouwalkintoanyclassroomintheworld,youmayknowwhether

thechildrencancooperateintheirstudy.C.Whenyouwalkintoanyclassroomintheworld,youmaygettoknowall

thestudentsimmediately.D.Whenyouwalkintoanyclassroomintheworld,youmayknowwhether

thechildrencanacquireknowledgefreely.2.Accordingtothepassage,inalearningteam,

.A.thestudentsworkindependentlyB.thestudentsareresponsibleforhearingandunderstandingwhateachoth-ersaysC.thestudentsexpresstheirthoughtsandfeelingswithoutpayinganyatten-

tiontoothersD.cooperationisn

tnecessarywhengroupsofchildrenwanttoworkinde-

pendently3.Theunderlinedword“swap”inparagraphfiveprobablymeans

.A.arrangeB.exchangeC.changeD.divide4.Whichofthefollowingisnottrueaccordingtothepassage?A.Theteachershouldhelpstudentsbuildgroupspirit.B.Listeningandspeakingareimportantineffectivecommunication.C.Agoodteachershouldtreatstudentsequally.D.Problem-solvingoftencausesconflicts,andstudentsdon

tknowhowto

resolvetheseconflicts.5.Themainideaofthepassageis

.A.howtodevelopstudents

abilitytocooperatewithothersandachievebet-

terresultsinlearningB.howtobuildgroupspiritC.howtocommunicateeffectivelyD.howtosolveproblemssuccessfullyTime

required:8minutesTime

used:

minutesUnit6StrategiesforDevelopingWritingSkillsPeerResponseGroups1

寫作能力的提高僅憑個人的努力就夠了嗎?只有老師才能批改您的作文嗎?其實,同學(xué)間的

相互討論也能提高您的寫作水平哦!

Oneproductivewaythatteacherscanprovidebeneficialfeedbackfor

studentwritingisthroughtheuseofPeerResponseGroups.①Inthese

groups,studentsreadandrespondtoeachother

sdrafts2ofaparticularas-

signmentandmay,intheprocess,understandtheassignmentbetter.Inorderforpeergroupstobeproductive—whethertimeisgiveninclassor

theyaresetupoutsideofclass—theteacherneedstotrainthestudentsin

criticalreadingbysettingupspecificprocedures3andobjectives4.Guidelines5forstudentstoorganizetheirownout-of-classpeerresponse

groups:Theseguidelinesdefinethreestepsfororganizingandparticipatinginpeer

writinggroups.Firstcomespreparationbeforetheinitialmeeting,whichen-

tailscompletingashortwritinginventory6andpersonalgoalsquestionnaire7

togetgroupmembersthinkingaboutboththeirwritingneedsandabout

goalsforthegroup.Thesecondstepfocusesonorganizationduringtheini-

tialmeeting.Thisinvolvesgettingtoknowoneanother,settinggroupgoals,

decidingon8logistics9(i.e.Whenandwherewillthegroupmeet?Howwill

thegroupcommunicatebetweenmeetingsandexchangework?Whowill

handinpieces?When?etc.).Thethirdstepoffersparameters10forthework-

shop,establishingsection11rulesthatallowthegrouptouseitstimewellandtogetthemostoutofeachother

scomments.Finally,theguidelinesoffertipsforrespondingtootherpeople

swritingand

questionstoponder12whileevaluatingpeerwriting.Thesequestionsallow

studentstoorganizetheircommentsintohigherorderandlowerordercon-

cerns.②

Manytimesstudentsfocusonlowerorderconcerns,suchasgram-

mar,punctuation13,andspellinginsteadofspendingtimeonmoreimportant

concernslikeclarity14,organization,andenoughevidencetobackup15a

view.③Guidelinesformanagingin-classpeerresponseworkshops:Studentscanbegroupedinfours,witheachstudenthavingacopyofthe

otherstudents

drafts.Theteachercoulddecidebeforehand16howthestu-

dentsaregroupedorallowstudentstogroupthemselves.Allstudentsinthe

groupwouldfocusonthesamedrafttoaddresswhatevertheobjectivesthe

teacher(perhapsincollaboration17withthestudents)thinksappropriate

basedontheassignment.Iftheassignmenthadaskedstudentstowriteanargument18,objectivescould

includelookingatthecogency19andorganizationoftheargument.Students

couldreadeachdraft,addressingthesequestions:Whatisthethesis20ofthedraft?WhatevidencedoIusetosupportmythesis?WhatotherevidencedoIneedtosupportmypoints?Suchquestionsallowthewritertoguidethediscussionoftheresponseand

forceamoresubstantive21responsethan“yes”or“no”.Students

shouldbeencouragedtowritetheirresponsesonthedraftbeforetheydis-

cussthemsothatthewriterhasaccesstothemduringrevisions22.Whenstudentsfirstworkingroupsoneachother

swriting,theteacher

needstomonitor23theirprogresstoensurethattheystayon24thetask,an-

sweringtheassignedquestionsandthateachgroupmemberhasanopportu-

nitytoreceivefeedbackfromthegroup.④SettingupPeerResponseGroupsinitiallycanseemtime-consuminganden-

suringthatsuchgroupsareproductiverequirespatienceonthepartofthe

teacher.Studentsmayneedtimetopracticetakingturns25ingroupwork

andinassimilating26differentperspectives.Butoverthecourseofthe

semesterandaseriesofassignments,thecriticalfeedbackthatcanbefoundinthesegroupscanleadtobetterstudentwritingandthinking.——http://wac.gmu.edu/teaching/prg.html(576words)Notes①Oneproductivewaythatteacherscanprovidebeneficialfeedbackforstu-

dentwritingisthroughtheuseofPeerResponseGroups.通過運用合作學(xué)習(xí)小組這一富有成效的方式,老師能給學(xué)生的寫作提供

有益的反饋意見。②Thesequestionsallowstudentstoorganizetheircommentsintohigher

orderandlowerorderconcerns.這些問題使組內(nèi)同學(xué)對習(xí)作從上層(即語篇層)和下層(即語言層)兩個方

面做出評價。③Manytimesstudentsfocusonlowerorderconcerns,suchasgrammar,

punctuation,andspellinginsteadofspendingtimeonmoreimportantcon-cernslikeclarity,organization,andenoughevidencetobackupaview.有許多次學(xué)生們把注意力集中在習(xí)作的下層(即語言層)存在的錯誤上,如

語法、標(biāo)點符號和拼寫等。他們沒有把時間花在更為重要的方面,如習(xí)

作的思路是否清晰、組織是否嚴(yán)密和論據(jù)是否充分等。④Whenstudentsfirstworkingroupsoneachother

swriting,theteacher

needstomonitortheirprogresstoensurethattheystayonthetask,answer-

ingtheassignedquestionsandthateachgroupmemberhasanopportunityto

receivefeedbackfromthegroup.當(dāng)學(xué)生們在小組中首次討論彼此的習(xí)作時,老師需要掌控討論的進(jìn)程。

這樣既確保學(xué)生回答好分配給學(xué)生的問題,又確保每個組員都有機會獲

得小組的反饋意見。ExercisesⅠ.There

are

five

questions

or

unfinished

statements

based

on

the

passage.

For

each

of

them

choose

the

best

answer

from

the

four

choices

marked

A,B,

C

and

D.1.WhichofthefollowingisnottheadvantageofPeerResponseGroups?A.Studentscanunderstandthetaskbetter.B.Studentscanhelpcorrectthemistakesinthewriting.C.Studentscanhelpeachotherwritebettercompositions.D.Studentscandependontheirclassmatesiftheyaretired.2.Theteacherneedstotrainstudentsincriticalreading

.A.inordertocriticizetheothers

writingB.inordertomakegroupsworkwithhigherefficiencyC.inordertoimprovethestudents

readingskillD.inordertomakethestudentsunderstandeachother3.Whatisnotincludedintheguidelinesforstudentstoorganizetheirown

out-of-classPeerResponseGroups?A.Preparationbeforethefirstmeeting.B.Organizationduringthefirstmeeting.C.Waystodealwiththeproblemsintheprocess.D.Rulesforthediscussion.4.Theunderlinedword“address”inparagraph7mostprobablymeans

“

”.A.theplacewhereapersonlivesB.discussC.speaktoD.writeto5.Accordingtothepassage,whichofthefollowingstatementsistrue?A.Theteachershouldhelpstudentssetuppeerwritinggroups.B.Settinguppeerresponsegroupswastestoomuchtime.C.Theteacherneednotdoanythingwhenpeerg