Using Group Work in Junior English Class 小組活動在初中英語教學(xué)中的應(yīng)用

1、小組活動在初中英語教學(xué)中的應(yīng)用using group work in junior english class 摘 要:初中英語教學(xué)的一個重要任務(wù)是為社會培養(yǎng)合格的人才。二十一世紀(jì)是需要合作的時代，學(xué)會合作是時代的要求。小組活動是適合于新的英語課程標(biāo)準(zhǔn)的。小組活動是不同能力，不同水平的學(xué)生運用不同的課堂活動，學(xué)習(xí)方法來改善他們的理解能力以及綜合語言運用能力的一種成功的教學(xué)策略。目前，許多的小組活動得到了廣泛的應(yīng)用，如游戲、戲劇、采訪、情景劇、對話、集思廣益等，這些小組活動在課堂上的運用充分地活躍了課堂氣氛，促進了學(xué)生的責(zé)任感與自主性；加強了學(xué)生與學(xué)生、學(xué)生與老師之間的交流，激發(fā)了學(xué)生的學(xué)習(xí)動機

2、，培養(yǎng)了學(xué)生的感情以及學(xué)生的集體意識。在小組活動的應(yīng)用過程中要充分重視小組的組織及管理，注意到小組活動中可能出現(xiàn)的錯誤。通過小組活動在英語課堂中的應(yīng)用，教師給學(xué)生提供了充分拓展思維的時間和空間，給學(xué)生提供了合作學(xué)習(xí)和自主學(xué)習(xí)的空間，真正的成為學(xué)生學(xué)習(xí)的合者、指導(dǎo)者和參與者。同時，學(xué)生學(xué)習(xí)英語的積極性得到了極大的調(diào)動，學(xué)生自主學(xué)習(xí)能力和語言交際能力得到了很好的提高。關(guān)鍵詞：小組活動，初中英語課堂，初中英語教學(xué)，合作學(xué)習(xí)abstract: one of the important tasks ofjunior english class is to bring up the qualified t

3、alented person for thesociety. the twenty-first century is the era which demands cooperation, and the students must learn how to cooperate. group workis a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to imp

4、rove their understanding of a subject. at present, most of the group activities are applied in classroom extensively, i.e., games, drama, interview, role-play and practiced dialogue.using group activities can activate classroom climate, promote learners responsibility and self-study, intensify commu

5、nication, arouse students motivation, develop emotion between students and enhance the community sense. in the application of group work,the teacher must maximize group works organization and implementation; hemust pay attention to some possible problems of using group work in english class. byusing

6、 group work inenglish teaching, teachers supply time and space for students to developing their thought and supply space of cooperative work and self-study. in the way, the teachers become organizer, guide and participant. furthermore, students learning initiation in english studying is mobilized gr

7、eatly and the competence of students self-study and communication is improved rapidly. key words: groupwork, junior english classroom, junior english teaching, cooperative learningcontents摘 要1關(guān)鍵詞1abstract1key words:1introduction:21. general introduction of group work31.1 the definition of group work

8、31.2 researches of group work41.3 advantages and disadvantages of group work51.3.1 advantages51.3.2 disadvantages62. some popular group workactivities62.1 games62.2 drama72.3 interview72.4 role-play82.5 practiced dialogue83. using group work in junior english class83.1 group work management and impl

9、ementation83.2 the significance of using group work in junior english teaching93.2.1 activating classroom climate93.2.2 promoting learners responsibility and self-study103.2.3 promoting communication and arousing students motivation103.2.4 enhancing the community awareness114. some possible problems

10、 of using group work in english classroom11conclusion11bibliography12introductioninfluenced by traditional teaching theory and objective teaching condition, collective teaching remains the major form in junior english teaching. there is only one path for information that teacher passes to the studen

11、ts in the class. and teacher becomes the center during the course who takes so much time away. meanwhile, it ignores to provide the language training to the student and its not helpful for student to improve their language ability. so it is simple and stubborn, and the students just feel boring and

12、depressed in the class.more and more teaching forms are taken in junior english class. and group work is one of the latest methods to promote the class effectively, which has a special feature in the form distinguished from traditional teaching. nowadays the main mission of worldwide english teachin

13、g is for the students to achieve the ability of living in every community. so group work is widely used in the primary and junior english class, while the education reform and new teaching materials are in the progress. 1 go for it is a book with original forms, interesting contents and closed to th

14、e childrens own lives. so currently it is popular in many cities in china. the book is based on some topic missions, so the students can practice and master the knowledge in group work. it follows new english class standards to advocate the learning method for practice, cooperation and communication

15、 based on the students interests, life experience and cognitive level, andthe approach of task teaching. it helps the students to practice and develop their language ability, so they can achieve a cross-culture consciousness and get used to independent study.but there are still many problems in grou

16、p work activity. many juniors are not interested in the progress but the result in group work activity, and they need to develop their skills and strategies in cooperation. 7so the group work activity can be differently used in different time and different place in junior english teaching. in short,

17、 group work is the most original and practical method currently, while teacher is required to use a new method to arouse students zeal in modern junior english teaching. 1. general introduction of group workthe purpose of junior english teaching is to arouse and foster students interest in study, to

18、 make them master some basic linguistic knowledge and fundamental language skills, to educate students rudimentary communicative ability in english application and to develop students intellect and personality. to a great extent, the development of their language competence is determined by the orga

19、nizational form of teaching, so english classroom teaching needs to introduce the new model which can face the whole students need and facilitate the comprehensive development of students practical activities. the new model is group work, group work is a teaching strategy system which considers grou

20、p cooperative learning as the estimation standard, and it utilizes the interaction among teaching dynamic, exerts students self-sovereignty adequately so as to achieve a better learning effect.1.1 the definition of group work what is group work? according to h douglas brown, it is a generic term cov

21、ering a multiplicity of techniques in which two or more students are assigned task that involves collaboration and self-initiated language. note that what we commonly called pair work is simply group work in groups of two. it is also important to note thatgroup work usually implies “small”group work

22、, that is, students in groups of perhaps six or fewer. 3group workis a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. each member of a team is responsible for atmo

23、sphere of achievement. students work through group work until allgroup members successfully understand and complete it.group work is also defined as a teaching arrangement in which small groups of students work together to achieve a common goal. students encourage and support each others learning, e

24、mploy grouprelated social skills, and evaluate the groups progress. the basic elements are positive interdependence, equal opportunities, and individual accountability. human beings are social creatures by nature and cooperation has been used throughout history in all aspects of our lives. therefore

25、, it follows that group work in schools would be used as a logical teaching method. team reward, individual accountability and equal opportunities for success are the important concepts in group work. 1 if the groupachieve the preplanned standard, they could be approved or could get some groupreward

26、s; individual accountability is said that the success of group work was determined byall the members study, it focus on the mutual teaching and cooperation, so that they can ensure all the memberswould be well ready for quiz and some other evaluations; equal opportunities for success means that stud

27、ents do some contributions to their group according totheir improvementin their own results. group work is a cooperative activity: five students, perhaps, discussing a topic, doinga role-play or solving a problem. in groups, students tend to participate more equally, and they are also more able to d

28、o experiment and use the language than they are ina whole-class arrangement. 2 according to brown (1994), group work is a generic term covering a multiplicity of technique in which two or more students are assigned a task that involves collaboration and self-initiated language. 3group work means to

29、work together to accomplish shared goals. within cooperative situations, individuals seek outcomes beneficial to themselves and all other group members. group workis the instructional use of small groups through which students work together to maximize their own and each others learning. 1.2 researc

30、hes of group worksome problems appear in classroom teaching, just as the whole class are adequate of class cohesive forceand team spirit; students do the things what they want to do and consider themselves always in the right, they couldnt get well with each other, they are so poor in mutual coopera

31、tive spirit, and also they lose heart in their studies, so, some people began to investigate the problemsin the classroom and want to find a way to solve these problems.in our country, we started this research at the end of 1980s. since the last eighteenth, cooperative learning becomes one of the im

32、portant targets in the study of teaching theory and practice.we have a great achievement. for example, the department of education in hang zhou university has made teaching experiment about group and cooperative learning. and shandong province has developed the research and experiment about cooperat

33、ive teaching. they have promoted the group work in china.group work is mentioned in the resolutions about the reform and development of basic education from state council. it is said that “we must encourage the students to work in groups not alone, stimulate the conversation between the students and

34、 improve the students and the teacher at the same time”. students are learning internal course. the external effect of the teachers and learning environment only works through the learners involving actively and internalizing environment.new english curriculum standard (2001) demands clearly that pr

35、imary and middle school english course emphasize on the development of the students integrated language competence aiming at the students interests, life experience, practice, participant, cooperation and communication. one of the most important reforms of the basic education curriculum is to change

36、 the students learning method, so many teachers pay much attention to the group work, and it is also used widely in junior english class in china.according to the researches in these years, the theoretical basis of group work can divided into the following:1) social interdependence theory: interacti

37、on with other people is essential for human survival. in an educational setting, social interdependence refers to students efforts to achieve, develop positive relationships, adjust psychologically, and show social competence.2) cognitive development theory: the cognitive developmental perspective i

38、s grounded in the work of jean piaget and lev vygotsky. piagetian perspectives suggest that when individualswork together, social cognitive conflict occurs and creates cognitive disequilibrium that stimulates perspective-taking abilityand reasoning. vygotskys theories present knowledge as a societal

39、 product.3) behavioral learning theory: the behavioral-social perspective presupposes that cooperative efforts are fueled by extrinsic motivation to achieve group rewards (academic and/or nonacademic). 94) input and interaction hypothesis: krashen (1981) distinguished two language-learning concepts:

40、 learning andacquisition. learning refers to learning the language through conscious teaching, while acquisition to mastering the language through getting familiar with the language system. krashen emphasized, mastering the language is mostly the result of using the language in communicative activit

41、ies, not the result of simply practicing language techniques or learning the knowledge of the language. krashen thought that to master a language, students must pass “comprehensive input”. if the input is above the limitof the level of a person, acquisition comes put naturally.5) constructivism theo

42、ry: a constructivist view of teaching: a constructivist approach to teaching emphasizes the fact that no two teachers and no two teaching situations are even the same. for the constructivist, both the content of any lesson and the way in which it is offered are part the person of each individual tea

43、cher. the need here, therefore, is for teachersto become more self-aware with regard to their beliefs about education and how those views themselves come to be shaped. at the same time,they need to be aware also that they themselvesare being constructed by their learners and their words, their actio

44、ns and their interactions from part of every individual learners own construction of knowledge. a constructivist view oflearning: social interaction emphasizes the dynamic nature of interplay between teachers, learners and tasks, and provides a view of learning as rising from interactions with other

45、s. learning never takes place in isolation; we organize the importance of the learning environment or context within which the learning takes place.1.3 advantages and disadvantages of group workin this chapter, we will discuss the advantages and disadvantages of group work. then, we can control the

46、group work very well in the classroom only if we can grasp the characteristic of it, and we can apply the group work flexible. meanwhile, we must pay attention to the problems or change the problems into good instruments which can foster the classroom teaching or active the climate.1.3.1 advantagesg

47、roup workhelps to solve the problem of classes that are too large to offer many opportunities to speak, if just halfof your class times were spent in group work, you could increase individual practice time five-fold over whole-class traditional methodology.small groups provide opportunitiesfor stude

48、nt initiation, for face to give and take, for practice in negotiation of meaning, for extended conversational exchanges, and for student adoption of roles that would otherwise be impossible.group workgives the students chances for greater independence. because they are working together without the t

49、eacher controlling every move, they take some of their own learning decisions, they decide what language to use to complete a certain task,and they can work with out the pressure of the whole classlistening to what they are doing.decisions are cooperatively arrived at, responsibilities are shared. 2

50、the other great advantage of group work is that it gives the teacher the opportunity to work with individual students. while groups a and care doing one task, the teacher can spend some time with group b who need special attention. group work also has other advantages: it fosters learner responsibil

51、ity and independence, can improve motivation and contribute to a feeling of cooperation andwarmth in the class. 4in all, group work has advantages as these:1) group work generates interactive language2) group workoffers an embracing affective climate3) group work promotes learner responsibility and

52、autonomy4) group work is astep toward individualizing instruction1.3.2 disadvantagesgroup work also has some disadvantages. as with “separate table” seating, students may not like the people they are grouped with. in any one group, one student may dominate while the others stay silent. in difficult

53、classes, group work may encourage students to be more disruptive than they wouldbe in a whole-class setting, and, especially in a class where students share the same first language, they may revert to their first language, rather than english, when the teacher is not working with them. 2teachers fea

54、r they may lose control, that there may be too much noise, that their students may over-use their mother tongue, do the task badly or notat all: and their fears are often well founded. 4 some people, both learners and teachers, dislike a situation where the teacher cannot constantly monitor learner

55、language. in a word, everything has two adverse aspects, only if you understand it and using the group work and avoid some problems might be happen as you use the group work, then, you can use it successfully.2. some popular group workactivities we can look at group work as central to maintaining li

56、nguistic interaction in the classroom. there are so many kinds of group work activities can be done in the classroom: practicing dialogues with a partner; simple question and answer exercises; performing certain meaningful substitution “drills”; quick (one minute or less) brainstorming activity; che

57、cking written work with each other; preparation for merging with large group; any brief activity for which the logistics of assigning groups, moving furniture, and getting students into the groups is distractive. so, the first step in promoting successful group work, then, is to select an appropriat

58、e task. in the other words, choose something that lends itself to group process. lectures, drills, dictations, certain listening tasks, silent reading, and a host of other activities are obviously not suitable for small group work. typical grouptasks include: games, drama, interview, role-play and practice dialogue. all these are the concrete use of group work activities in the classroom teaching.2.1 gamesa game could be any activity that formalizes a technique into units that can be scored in some way. guessing games are common language clas