Challenging Yourself A-Learning Cooperatively 讲义-2025-2026学年高中英语重大版必修第一册

Challenging Yourself A-Learning Cooperatively 教学目标和重难点 教学目标 Language competence: Master core vocabularies and functional sentences about cooperative learning. Cultural awareness: Understand cooperative concepts in different cultures. Thinking quality: Develop critical thinking through analyzing cooperative cases. Learning ability: Cultivate autonomous and cooperative learning habits. 教学重难点 Key points: Grasp the main idea and details of the text; use key vocabularies and sentences to express views on cooperative learning. Difficult points: Apply cooperative strategies in practice and understand the deep meaning of cooperative learning. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a casual English greeting to create a relaxed and harmonious learning atmosphere. Then, the teacher puts forward two guiding questions: “How do you usually study when you meet difficult problems? Have you ever finished a learning task with your classmates together?” After asking the questions, the teacher gives students 2 minutes to think about their own experiences, and then invites 3-4 students to share their answers in English. Some students may say they prefer to study alone, while others may talk about their experiences of finishing group assignments with classmates. After the sharing, the teacher shows some pictures and short videos about cooperative learning, such as students discussing in groups, helping each other to solve problems, and completing group projects together. The teacher then summarizes: “Cooperative learning is a very effective learning method that can help us solve difficult problems more easily, learn from each other, and make progress together. Today, we will learn a text about learning cooperatively and explore the secrets of effective cooperative learning.” Step 2: Pre-reading (Vocabulary and Background Preview) Before students read the text, the teacher focuses on explaining the core vocabularies and phrases related to cooperative learning in the text, including “cooperatively”, “collaborate”, “contribute”, “compromise”, “teamwork”, “communicate”, “support”, “achieve a common goal” and so on. For each vocabulary and phrase, the teacher first pronounces it correctly and asks students to follow along, then explains its meaning in simple English, and gives example sentences combined with students' daily life. For example, when explaining “contribute”, the teacher says: “Contribute means to give your time, energy or ideas to help achieve something. For example, you can contribute your ideas in a group discussion to help your group finish the task better.” After explaining the vocabularies and phrases, the teacher arranges a small activity: students work in pairs to make sentences with the new words and phrases, and then each pair shares one sentence with the whole class. The teacher comments on students' sentences, corrects mistakes in pronunciation and grammar, and affirms their correct usage. Next, the teacher briefly introduces the background of cooperative learning. The teacher tells students that cooperative learning originated in the United States in the 1960s and has become a popular learning method in modern education. It emphasizes that students work in groups to complete learning tasks, and each member of the group has a clear responsibility and contributes to the group's goal. The teacher also mentions that cooperative learning is not only applicable to English learning, but also to other subjects and even daily life, which helps students understand the practical significance of cooperative learning. Design Intention: The pre-reading link focuses on solving the language barriers for students to read the text. By explaining core vocabularies and phrases, students can master the key language points in advance, avoid being hindered by unknown words when reading the text, and improve reading efficiency. The sentence-making activity in pairs can help students consolidate the usage of new words and phrases, and exercise their ability to use language flexibly. The brief introduction of the background of cooperative learning can help students understand the origin and significance of cooperative learning, broaden their horizons, and lay a theoretical foundation for understanding the deep meaning of the text. Step 3: While-reading (Text Reading and Comprehension) This step is divided into three parts: fast reading, careful reading and deep reading, to help students gradually understand the text from the surface to the deep. First, fast reading. The teacher asks students to read the text quickly within 3 minutes, and answer two questions: 1. What is the main topic of the text? 2. What are the benefits of cooperative learning mentioned in the text? After students finish reading, the teacher invites students to answer the questions. The main topic of the text is the importance of cooperative learning and how to carry out effective cooperative learning. The benefits mentioned in the text include improving learning efficiency, learning from each other's strengths, enhancing communication skills, and cultivating team spirit. The teacher summarizes students' answers, confirms the main idea of the text, and guides students to have a general understanding of the text structure. Second, careful reading. The teacher asks students to read the text carefully, and complete the following tasks: 1. Underline the key sentences in each paragraph and summarize the main idea of each paragraph. 2. Fill in the blanks according to the text: The key elements of effective cooperative learning include ______, ______, ______ and ______. (The answers are clear goals, clear division of labor, effective communication and mutual support). 3. Find out the sentences in the text that describe the problems encountered in cooperative learning and how to solve them. After students finish the tasks, the teacher organizes students to check the answers in groups. Each group sends a representative to share their answers, and the teacher corrects and supplements them. For the key sentences and paragraph main ideas, the teacher guides students to analyze the logical relationship between paragraphs, helping students sort out the text structure: the first paragraph introduces the importance of cooperative learning; the middle paragraphs explain the key elements of effective cooperative learning and the solutions to common problems; the last paragraph summarizes the significance of cooperative learning and calls on students to practice cooperative learning. Third, deep reading. The teacher puts forward some critical thinking questions to guide students to think deeply about the text: 1. Why do some students feel difficult to carry out cooperative learning? What are the reasons? 2. Do you think the methods mentioned in the text are suitable for our daily learning? Why or why not? 3. What other ways can we use to improve our cooperative learning ability? The teacher gives students 5 minutes to discuss these questions in groups of 4-5. During the discussion, the teacher walks around the classroom, listens to students' discussions, and gives appropriate guidance when students encounter difficulties. After the discussion, each group selects a representative to express the group's views. For example, some groups may think that the reason why students feel difficult to carry out cooperative learning is that they are not used to communicating with others or the division of labor is not clear; some groups may put forward other cooperative learning methods, such as setting group rewards and punishments, holding regular group meetings, etc. The teacher affirms students' positive thinking, summarizes their views, and guides students to deeply understand the connotation of cooperative learning. Design Intention: The while-reading link is designed to help students gradually deepen their understanding of the text through different reading tasks. Fast reading helps students grasp the main idea of the text quickly and cultivate their fast reading ability. Careful reading enables students to master the key details and text structure, and consolidate the key language points. Deep reading guides students to think critically, combine the text content with their own actual situation, and develop their thinking quality. Group discussion in the deep reading part can not only exercise students' communication and cooperation ability, but also stimulate their thinking inspiration, making their understanding of the text more comprehensive and in-depth. Step 4: Post-reading (Consolidation and Application) This step includes language consolidation, cooperative practice and summary, to help students apply the knowledge and skills learned in the text to practice. First, language consolidation. The teacher arranges two activities to consolidate the key language points. Activity 1: Sentence transformation. The teacher gives some sentences, and asks students to rewrite them using the key vocabularies and phrases learned in the text. For example, “We work together to finish the task.” can be rewritten as “We collaborate to finish the task.” Activity 2: Short passage filling. The teacher provides a short passage about cooperative learning, with some blanks in it, and asks students to fill in the blanks with the appropriate vocabularies and phrases learned in the text. After students finish the activities, the teacher checks the answers with the whole class, corrects mistakes, and emphasizes the key points of language usage. This helps students consolidate the key language points and improve their ability to use language flexibly. Second, cooperative practice. The teacher designs a practical cooperative learning task: Students work in groups of 4-5 to complete a “Cooperative Learning Plan” for their English study. The plan should include the following contents: 1. The goal of the group (such as improving the scores of English listening and speaking, mastering 20 new words every week, etc.). 2. The division of labor of each group member (such as one member is responsible for collecting learning materials, one is responsible for organizing group discussions, one is responsible for checking the learning results, etc.). 3. The specific methods of cooperative learning (such as holding group discussions for 30 minutes every day after class, helping each other to recite words, simulating English dialogues in groups, etc.). 4. The way to evaluate the group's learning effect (such as checking the learning results every week, scoring according to the participation of each member, etc.). During the task, the teacher walks around the classroom, observes students' cooperative process, and gives guidance when necessary. For example, if a group has a dispute over the division of labor, the teacher guides them to communicate and negotiate, and helps them formulate a reasonable division of labor plan. After each group finishes the plan, they send a representative to present their “Cooperative Learning Plan” to the whole class. Other groups can ask questions and put forward suggestions, and the teacher makes comments and summaries, affirming the advantages of each group's plan and putting forward improvement suggestions. Third, summary. The teacher invites students to summarize what they have learned in this class. Students can share their gains in terms of vocabulary, text understanding, cooperative learning methods, etc. Then the teacher makes a final summary: In this class, we have learned the text about learning cooperatively, mastered the key vocabularies and phrases related to cooperative learning, understood the importance and key elements of effective cooperative learning, and practiced making a cooperative learning plan. Cooperative learning is a valuable learning method that can help us learn better and grow faster. I hope you can apply the cooperative learning methods learned today to your daily study and life, and make progress together with your classmates. Design Intention: The post-reading link focuses on consolidating the knowledge learned and applying it to practice. Language consolidation activities help students master the key language points and improve their language application ability. The cooperative practice task is designed to let students apply the cooperative learning methods and concepts learned in the text to their actual English study, which not only consolidates the text content, but also cultivates their cooperative learning ability and practical problem-solving ability. The summary link helps students sort out the knowledge learned in the class, deepen their understanding, and let students realize the practical significance of cooperative learning, which is conducive to the formation of their cooperative learning habits. Step 5: Homework Arrangement The teacher arranges three levels of homework to meet the needs of different students: 1. Basic homework: Read the text aloud for 15 minutes every day, recite the key vocabularies and phrases learned in the class, and copy the key sentences twice. This homework is designed to help students consolidate the basic knowledge and strengthen their memory of the text and language points. 2. Improved homework: Write a short passage of 80-100 words about your own cooperative learning experience, using the key vocabularies and phrases learned in the class. This homework can exercise students' writing ability and enable them to combine the text content with their own actual experience. 3. Extended homework: Practice the “Cooperative Learning Plan” formulated in the class with your group members, record the process and effect of the practice, and write a short reflection (about 50 words) to summarize the gains and problems encountered. This homework is designed to encourage students to put the cooperative learning plan into practice, deepen their understanding of cooperative learning, and cultivate their ability to reflect and summarize. Design Intention: The hierarchical homework arrangement fully considers the differences in students' learning ability, so that each student can complete the homework according to their own level, and achieve the purpose of consolidating and improving. Basic homework focuses on consolidating the foundation; improved homework focuses on exercising language application ability; extended homework focuses on guiding students to practice cooperative learning and cultivate their reflective ability. This not only helps students consolidate the knowledge learned in the class, but also promotes the all-round development of their core literacy. Step 6: Teaching Evaluation Teaching evaluation runs through the whole teaching process, including formative evaluation and summative evaluation. Formative evaluation mainly includes students' performance in classroom activities, such as their participation in questions and answers, group discussions, and cooperative practice, their mastery of key vocabularies and phrases, and their ability to express their views. The teacher gives timely affirmation and encouragement to students' positive performance, and puts forward targeted suggestions for their deficiencies. Summative evaluation mainly includes students' completion of homework and their performance in the cooperative practice task. The teacher evaluates students' homework and practice results comprehensively, focusing on their language application ability, cooperative ability and reflective ability. At the same time, the teacher also encourages students to carry out self-evaluation and peer evaluation, so that students can have a clearer understanding of their own learning situation and make continuous progress. Design Intention: Teaching evaluation is an important part of the teaching process. Formative evaluation can timely feedback students' learning situation, help the teacher adjust the teaching strategy, and encourage students to participate in classroom activities actively. Summative evaluation can comprehensively understand students' learning effect, help students find their own advantages and deficiencies, and guide them to improve their learning methods. Self-evaluation and peer evaluation can cultivate students' self-awareness and cooperative awareness, and promote their autonomous learning ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $