Challenging Yourself B-Learning Cooperatively 教案-2025-2026学年高中英语重大版必修第二册

Challenging Yourself B-Learning Cooperatively 教学目标和重难点 教学目标 Language Ability: Students will master key words and sentences related to cooperative learning, and improve their abilities to understand, express and discuss cooperative learning in English. Cultural Awareness: They will understand the significance of cooperative learning in Western education and compare it with Chinese cooperative learning concepts to cultivate cross-cultural understanding and respect. Thinking Quality: They will develop logical thinking through analyzing the importance and methods of cooperative learning, and critical thinking by reflecting on their own cooperative experiences. Learning Capacity: They will master cooperative learning strategies, enhance their ability to learn collaboratively with peers and form the awareness of active learning and mutual help. 教学重难点 Key Points: Mastering core vocabulary (such as cooperate, interdependence, accountability, interact) and sentence patterns about cooperative learning; understanding the five essential elements of successful cooperative learning and being able to express them in simple English. Difficult Points: Applying the knowledge of cooperative learning to practical scenarios, such as discussing effective cooperative methods and solving problems in group cooperation; using correct English expressions to express personal views on cooperative learning and reflecting on cooperative processes. 教学过程 Pre-Class Preparation (Pre-Teaching) The teacher arranges pre-class tasks for students, which mainly include three parts. First, students are required to look up the definitions and usages of key words related to cooperative learning (cooperate, cooperation, collaborative, interdependence, individual accountability, promotive interaction) in dictionaries, and make simple notes. Second, they need to recall their own experiences of group cooperation in study or life, think about the advantages and problems in the cooperation process, and record their thoughts in English briefly. Third, they watch a short English video about cooperative learning in foreign classrooms, and try to understand the basic process and characteristics of cooperative learning shown in the video. Design Intention: The pre-class preparation is designed to help students lay a solid foundation for the in-class learning. Looking up new words independently can cultivate their autonomous learning ability and master the basic language knowledge needed for the class. Recalling their own cooperative experiences can connect the teaching content with students’ real life, stimulate their learning interest and make them more actively involved in the subsequent discussions. Watching English videos can let students intuitively understand the form of cooperative learning, adapt to the English expression environment in advance, and lay a foundation for understanding the text and carrying out in-class cooperative activities. Lead-In (In-Class) The teacher starts the class with a warm-up activity. First, the teacher greets students in English and asks a question: “Have you ever worked in a group to finish a task? How did you feel about it?” Then, invite 2-3 students to share their pre-class thoughts in English. The teacher listens carefully, gives positive comments and guidance, and helps students correct simple grammatical mistakes. After that, the teacher shows the key words and phrases sorted out in advance on the blackboard, and leads students to read them aloud, explaining the key usages and collocations briefly (such as “cooperate with sb.”, “work in cooperation”, “positive interdependence”). Finally, the teacher introduces the topic of the class: “Today we will learn about Learning Cooperatively, and we will explore what cooperative learning is, its essential elements and how to carry out effective cooperative learning.” Design Intention: The warm-up activity with real-life questions can quickly arouse students’ enthusiasm and let them enter the English learning state. Inviting students to share their own experiences can enhance their sense of participation and confidence in speaking English. Leading students to learn key words and phrases can consolidate their pre-class learning and ensure that they can understand the subsequent teaching content smoothly. The introduction of the topic can let students have a clear understanding of the learning objectives of the class and lay a foundation for the follow-up learning. Text Learning (While-Teaching) Fast Reading The teacher distributes the text materials to students and asks them to read the text quickly, then answer two questions: (1) What is cooperative learning? (2) How many essential elements are there for successful cooperative learning, and what are they? After students finish reading, the teacher organizes them to discuss the answers in pairs. Then, invite several pairs to share their answers with the whole class. The teacher summarizes and supplements, and emphasizes the key sentence in the text: “Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences, structuring positive interdependence.” At the same time, the teacher writes the five essential elements (positive interdependence, individual and group accountability, promotive interaction, interpersonal and small group skills, group processing) on the blackboard for students to note down. Design Intention: Fast reading is designed to train students’ ability of skimming and scanning, enabling them to quickly grasp the main idea and key information of the text. Discussing in pairs can let students communicate and learn from each other, and solve simple problems in reading independently. The teacher’s summary and supplement can help students clarify the core concept of cooperative learning and the five essential elements, ensuring that they have a correct understanding of the text content. Careful Reading After fast reading, the teacher guides students to read the text carefully paragraph by paragraph. For each paragraph, the teacher designs targeted questions and guiding activities to help students understand the details of the text and master the key language points. For the first paragraph, the teacher asks: “What is the difference between cooperative learning and individual learning?” Students read the paragraph carefully and find the relevant sentences. The teacher explains the key sentence: “Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills.” Then, the teacher invites students to discuss in groups: “What are the advantages of cooperative learning compared with individual learning?” After discussion, each group sends a representative to share their views, and the teacher makes comments and supplements. For the paragraphs introducing the five essential elements, the teacher adopts the “task division” method. Divide students into five groups, and each group is responsible for analyzing one essential element. The groups need to find the definition and specific performance of the element in the text, and discuss how to reflect this element in actual cooperative learning. After the group discussion, each group introduces their responsible element to the whole class in English. The teacher listens carefully, corrects their expression mistakes, and supplements relevant examples to help students deepen their understanding. For example, when introducing “positive interdependence”, the teacher gives an example: “If a group needs to finish a report together, each member is responsible for a part, and only when all parts are completed can the report be finished. This is positive interdependence.” In the process of careful reading, the teacher also focuses on explaining the key language points, such as the usage of relative clauses (which, who), the phrase “capitalize on”, “link to” and so on. The teacher gives examples to help students understand and invites students to make sentences with these phrases to consolidate their mastery. Design Intention: Careful reading is designed to help students understand the details of the text, master the key language points and improve their ability of understanding English texts. The “task division” method can fully mobilize the enthusiasm of each student, let them participate in the learning process actively, and cultivate their cooperative learning ability in practice. Discussing and sharing can let students learn from each other, deepen their understanding of the five essential elements, and at the same time improve their oral expression ability. The explanation of key language points can help students consolidate their language knowledge and lay a foundation for their subsequent language application. Text Retelling After careful reading, the teacher asks students to retell the text with the help of the key words and phrases on the blackboard (cooperative learning, positive interdependence, individual accountability, promotive interaction, group processing). First, students retell the text individually, then retell it in pairs, and finally invite 2-3 students to retell it in front of the whole class. The teacher gives comments on their retelling, affirming their advantages and pointing out the areas that need improvement, such as the coherence of the retelling and the accuracy of the language. Design Intention: Text retelling can help students sort out the structure of the text, consolidate the key information and language points they have learned, and improve their ability of organizing language and oral expression. Retelling individually and in pairs can let each student have the opportunity to practice, and help students who are not good at speaking English build confidence. The teacher’s comments can help students find their own shortcomings and improve their retelling ability continuously. Post-Class Practice (Post-Teaching) Cooperative Group Activity The teacher divides students into groups of 4-6 people (heterogeneous groups, considering students’ English level, personality and other factors) and assigns a cooperative task: “Design a cooperative learning activity for your class, and introduce it in English. The activity should reflect the five essential elements of cooperative learning.” The groups are required to discuss and design the activity together, including the theme of the activity, the division of labor of group members, the specific process of the activity and how to reflect each essential element. During the group discussion, the teacher walks around the classroom, observes the cooperation of each group, and provides guidance and help when necessary. For example, if a group has conflicts in division of labor, the teacher guides them to communicate and solve the problem; if a group does not know how to reflect “group processing” in the activity, the teacher gives relevant suggestions. After the group discussion, each group sends a representative to introduce their designed cooperative learning activity to the whole class in English. The other students listen carefully and ask questions after the introduction. The teacher makes comments on each group’s activity design and presentation, affirming their creativity and cooperation ability, and pointing out the areas that need improvement. Finally, the teacher selects the best activity design and shares it with the whole class, encouraging students to learn from each other. Design Intention: The cooperative group activity is designed to let students apply the knowledge of cooperative learning they have learned to practice, and truly understand and master the five essential elements of cooperative learning. Heterogeneous grouping can make students with different levels and strengths learn from each other, and improve the overall learning effect of the group. The teacher’s guidance and help can ensure the smooth progress of the activity, and help students solve problems in cooperation. Introducing and questioning can improve students’ oral expression ability and critical thinking ability, and enhance their sense of cooperation and teamwork. Language Practice The teacher assigns in-class language practice tasks: (1) Fill in the blanks with the key words and phrases learned in the class (cooperate, interdependence, accountability, promote, process). (2) Write a short passage (about 80-100 words) about your own cooperative learning experience, using the key sentence patterns and phrases learned in the class. Students finish the tasks independently, and then exchange their works with their deskmates for mutual correction. The teacher collects some students’ works, comments on them in class, and corrects the common mistakes. Design Intention: Language practice tasks can help students consolidate the key words, phrases and sentence patterns they have learned, and improve their ability of language application. Independent completion can cultivate students’ autonomous learning ability, and mutual correction can let students learn from each other’s mistakes and improve their language accuracy. The teacher’s comments and correction can help students find their own mistakes and master the correct language usage. Summary and Reflection The teacher leads students to summarize the content of the class: review the definition of cooperative learning, the five essential elements, key words and phrases, and the methods of effective cooperative learning. Then, the teacher asks students to reflect on their own performance in the class, including their performance in group discussion, text learning and cooperative activities, and think about what they have learned and what they need to improve. Students can share their reflections with their deskmates or the whole class. Finally, the teacher makes a summary, emphasizes the importance of cooperative learning in study and life, and encourages students to apply the cooperative learning strategies learned in the class to their daily study and life. Design Intention: Summarizing the class content can help students sort out the knowledge system and consolidate the learning content. Reflection can let students know their own advantages and shortcomings, and improve their learning ability and self-awareness. Encouraging students to apply cooperative learning strategies to daily life can realize the transfer of knowledge and achieve the teaching goal of cultivating students’ core literacy. Homework Arrangement 1. Polish the short passage written in class, and submit it to the teacher the next day. 2. With their group members, revise the cooperative learning activity designed in class, and prepare to carry out the activity in the next class. 3. Read the text again and recite the key sentences. 4. Find more information about cooperative learning in English (such as relevant articles, videos), and share it with the class in the next class. Design Intention: Homework arrangement is designed to consolidate the learning content of the class, extend the learning space and cultivate students’ autonomous learning ability and cooperative ability. Polishing the short passage can improve students’ writing ability. Revising the cooperative learning activity can let students further understand the five essential elements of cooperative learning and lay a foundation for the next class activity. Reciting key sentences can consolidate the language knowledge. Finding relevant information can broaden students’ horizons and enhance their interest in learning English. 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 $