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

Theme B Learning to Understand-Challenging Yourself C-Learning Cooperatively 教学目标和重难点 教学目标 Language Ability: Enable students to master key words and sentence patterns related to cooperative learning, and improve their abilities to understand, speak, read and write about cooperative learning themes. Cultural Awareness: Guide students to compare the connotation of cooperative learning in different cultural backgrounds, cultivate cross-cultural communication awareness and respect for cultural differences. Thinking Quality: Encourage students to analyze the significance and methods of cooperative learning, develop logical thinking and critical thinking through discussions and practices. Learning Ability: Help students master cooperative learning strategies, cultivate the awareness of autonomous learning and teamwork, and improve their ability to solve problems together with peers. All four dimensions are integrated to promote students’ comprehensive development in English learning. 教学重难点 Key Points: Master core vocabulary (such as cooperative, interdependence, accountability, facilitate) and sentence patterns about cooperative learning; understand the main content and structure of the text, and grasp the five essential elements of successful cooperative learning. Difficult Points: Flexibly use the key words and sentence patterns in practical communication; deeply understand the cultural differences in cooperative learning and their impacts; apply cooperative learning strategies in group activities, and effectively coordinate and communicate with team members to complete tasks together. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question: “Have you ever worked in a group to finish a task? How did you feel about it? Was it easy or difficult?” Then, the teacher shows some pictures of students cooperating in learning, such as discussing group tasks, helping each other solve problems, and presenting group results. After that, the teacher invites 2-3 students to share their own experiences of cooperative learning in English class or daily life, such as group discussions, group presentations, or group projects. Finally, the teacher naturally leads to the topic of the lesson: “Today, we will learn a passage about cooperative learning, which will help us understand what cooperative learning is, its key elements and its importance.” Design Intention: The lead-in links students’ real life experiences with the lesson topic, which can quickly arouse students’ interest and enthusiasm in learning. By asking questions and showing pictures, students’ prior knowledge and experience about cooperative learning are activated, laying a foundation for the understanding of the text. Meanwhile, oral expression practice in this link can also help students adapt to the English communication environment quickly and pave the way for the subsequent listening and speaking activities. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary of the lesson on the screen, including cooperative, interdependence, accountability, promotive, facilitate, interpersonal, process, etc. For each word, the teacher explains its pronunciation, part of speech and core meaning, and gives simple example sentences related to cooperative learning to help students understand and remember. For example, for “interdependence”, the teacher explains: “It means that group members rely on each other to complete a task together. For example, in a group project, some students collect information, some organize materials, and some make presentations—this is interdependence.” Then, the teacher introduces the background knowledge of cooperative learning briefly: Cooperative learning is an educational approach that organizes classroom activities into academic and social learning experiences, which is different from individual learning and competitive learning. It emphasizes positive interdependence and group cooperation, and the teacher’s role changes from giving information to facilitating students’ learning. Next, the teacher asks students to predict the main content of the text according to the title “Learning Cooperatively” and the key vocabulary they have just learned. The teacher guides students to put forward assumptions, such as “The passage may introduce what cooperative learning is”, “It may tell us how to carry out cooperative learning”, or “It may explain the benefits of cooperative learning”. After students put forward their predictions, the teacher encourages them to keep their assumptions in mind and verify them in the process of reading. Design Intention: Previewing vocabulary before reading can help students remove language obstacles in the process of reading, improve reading efficiency and avoid being distracted by new words. The brief introduction of background knowledge enables students to have a preliminary understanding of cooperative learning, which is conducive to their in-depth understanding of the text’s theme and connotation. Predicting the text content can stimulate students’ reading motivation, make them read with purpose, and cultivate their ability of logical reasoning and prediction. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: fast reading, careful reading and intensive reading, to help students understand the text from shallow to deep. First, fast reading: The teacher asks students to read the text quickly and finish two tasks: 1. Confirm their predictions about the text content and correct the wrong assumptions; 2. Find out the topic sentence of each paragraph and summarize the main idea of each paragraph. After students finish reading, the teacher organizes the whole class to check the answers. The teacher guides students to find that the first paragraph introduces the definition and core of cooperative learning; the second paragraph explains the differences between cooperative learning and individual learning; the third paragraph lists the five essential elements of successful cooperative learning; the fourth paragraph introduces the theoretical basis and benefits of cooperative learning. Then, careful reading: The teacher asks students to read the text carefully and answer the following questions: 1. What is cooperative learning? 2. What is the difference between cooperative learning and individual learning? 3. What are the five essential elements of successful cooperative learning? 4. What are the benefits of cooperative learning compared with individualistic or competitive learning? The teacher asks students to answer the questions independently first, then discuss with their deskmates to check and supplement their answers. Finally, the teacher invites students to answer the questions in class, and explains the key and difficult points in the answers in detail. For example, when explaining the five essential elements, the teacher combines specific examples to help students understand: “Positive interdependence means that the success of the group depends on the efforts of each member; individual and group accountability means that each member must take responsibility for their own work and the group’s overall task.” Finally, intensive reading: The teacher asks students to read the text again carefully, pay attention to the key words and sentence patterns in the text, and underline the sentences that they think are important or difficult. Then, the teacher selects some key sentences to explain, such as “There is much more to cooperative learning than merely arranging students into groups, and it has been described as ‘structuring positive interdependence’.” The teacher analyzes the sentence structure, explains the meaning of “much more than merely”, and guides students to make similar sentences. In addition, the teacher also guides students to analyze the logical relationship between paragraphs, such as the transition from the definition of cooperative learning to its characteristics, then to its essential elements and benefits, which helps students grasp the overall structure of the text and improve their ability of text analysis. Design Intention: Fast reading helps students grasp the overall content of the text and cultivate their ability of skimming and information extraction. Careful reading enables students to deeply understand the key content of the text, master the core knowledge, and improve their ability of reading comprehension and question answering. Intensive reading focuses on the analysis of key words, sentence patterns and text structure, which helps students consolidate their language knowledge, improve their language ability, and lay a foundation for the subsequent language application. Step 4: During-class Practice (Language Application and Cooperative Practice) This step is divided into two parts: language practice and cooperative learning activity, to realize the combination of language learning and practical application. First, language practice: The teacher arranges two exercises. Exercise 1: Fill in the blanks with the key vocabulary learned in the lesson. The teacher provides sentences such as “Cooperative learning requires positive ________ between group members.” (interdependence) “Each student has ________ for their own work in the group.” (accountability) Students finish the exercises independently, and the teacher checks the answers and explains the wrong questions. Exercise 2: Make sentences with the key sentence patterns. The teacher gives examples, such as “There is much more to learning English than merely memorizing words.” Then, students make their own sentences in groups of 3, and each group shares 2-3 sentences in class. The teacher comments on students’ sentences, affirms the correct ones, and corrects the mistakes in grammar and expression. Then, cooperative learning activity: The teacher divides students into groups of 4 (teacher-assigned groups, which are more task-oriented and efficient), and assigns a group task: “Design a cooperative learning activity for our English class, and introduce it to the whole class. Your introduction should include the purpose of the activity, the steps of the activity, and how to ensure the smooth progress of the cooperative learning.” Before the activity, the teacher reminds students to apply the five essential elements of cooperative learning learned in the text, such as positive interdependence, individual and group accountability, and promotive interaction. During the activity, the teacher walks around the classroom, observes the performance of each group, guides students who have difficulties in communication or cooperation, and reminds students to use the key words and sentence patterns learned in the lesson. After the activity, each group sends a representative to introduce their cooperative learning activity design, and other groups can ask questions or put forward suggestions. Finally, the teacher comments on each group’s design, affirms the advantages, points out the deficiencies, and summarizes the key points of designing a successful cooperative learning activity. Design Intention: Language practice helps students consolidate the key vocabulary and sentence patterns learned in the lesson, and improve their ability of language application. Cooperative learning activity enables students to apply the knowledge and strategies of cooperative learning learned in the text to practice, which not only deepens their understanding of the text, but also cultivates their teamwork ability, communication ability and problem-solving ability. Meanwhile, this activity also reflects the concept of “learning by doing”, which is in line with the requirements of task-based language teaching. Step 5: Post-reading (Summary and Extension) First, summary: The teacher invites students to summarize the main content of the lesson independently. Students can summarize from the aspects of the definition of cooperative learning, its differences from individual learning, its essential elements and benefits. Then, the teacher makes a comprehensive summary, sorts out the key knowledge of the lesson, and emphasizes the importance of cooperative learning in English learning and daily life. The teacher also reminds students to apply the cooperative learning strategies learned in the lesson to their future study and life. Then, extension: The teacher puts forward a discussion question: “What are the difficulties you may encounter in cooperative learning? How can you solve these difficulties?” Students discuss the question in groups, and share their views in class. The teacher guides students to put forward practical solutions, such as strengthening communication with group members, clarifying the division of labor, and respecting the opinions of others. In addition, the teacher also assigns an after-class task: 1. Write a short passage (80-100 words) about your own cooperative learning experience, using the key words and sentence patterns learned in the lesson; 2. With your group members, carry out the cooperative learning activity designed in class, and write a short reflection on the activity effect. Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and improve their ability of induction and summary. The discussion question extends the text content to students’ real life, which helps students deepen their understanding of cooperative learning and improve their ability of solving practical problems. The after-class task combines writing practice with practical application, which not only consolidates the language knowledge and skills learned in the lesson, but also promotes the continuous development of students’ cooperative learning ability and autonomous learning ability. Step 6: Evaluation and Feedback The evaluation in this lesson is comprehensive and process-oriented, covering students’ performance in each link. In the lead-in and discussion links, the teacher evaluates students’ oral expression ability and participation; in the reading links, the teacher evaluates students’ reading comprehension ability and information extraction ability; in the language practice and cooperative activity links, the teacher evaluates students’ language application ability, teamwork ability and communication ability. The teacher uses positive and encouraging language to evaluate students, such as “Your answer is very accurate”, “Your cooperative activity design is very creative”, to protect students’ learning enthusiasm and self-confidence. After the class, the teacher collects students’ after-class assignments and reflections, understands students’ mastery of the knowledge and skills of the lesson, and finds out the problems existing in students’ learning. For the common problems, the teacher will explain and consolidate them in the next class; for the individual problems, the teacher will communicate with students individually and provide targeted guidance. Design Intention: Process-oriented evaluation can comprehensively reflect students’ learning process and development level, which is conducive to the teacher’s timely understanding of students’ learning situation and adjustment of teaching strategies. Positive evaluation can stimulate students’ learning motivation and enhance their self-confidence in learning English. Timely feedback and guidance help students solve learning problems, consolidate learning achievements, and promote their continuous progress in English learning. 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 $