1. - Cooperation - Appreciation - Focus Shelley 2013-10-10

2. Page  2 3 structures:

3. Page  3 Positive Interdependence Individual Accountability Equal Participation Simultaneous Interaction (Round Robin, Numbered heads together) The four principles supporting cooperative learning.

4. Page  4 Numbered heads together 1.Listen, think, write—Teacher announces question and gives thinking time. Students write their answers. 2. Stand—Teammates stand up and put heads together, share answers, form group consensus. 3.Sit—Students sit when they are sure ALL know the answer. (Write it down.) 4.Number—Teacher calls a number and that student answers for the group.

6. Page  6 Numbered heads together Speaking: Choosing interesting topic (9A unit3 pets) You are all committee members of your school’s English- language newspaper. Your group must decide which five topics are the most interesting. Very interesting interestingboringVery boring English grammar Exercise Articles about school sports Word games & crossword puzzles Articles about our local area Reports from school clubs Film reviews Poems by students Stories about students’ pets

7. Page  7 Choosing interesting topic (9A unit3 pets) Discussing the topics Now, let’s talk about … What do you think …? I think…, so this is a good idea. I don’t agree because … Do you all agree? Choosing the five topics Which are the five most interesting topics? I think …is not very interesting. Let’s cross out that one. Let’s choose…I think most people like this topic. Suggesting another topic We need to think of another topic. Does anyone have any idea? I suggest articles about … Why don’t we have some…? Reporting ideas to the class We have discussed these topics and have decided that the five most interesting topics are these. First,…Second,…Third,… Fourth,.. Finally…We also have another suggestion. We could have articles about…

8. Page  8

9. Page  9 The two key features of Guided Writing We prepare the students to write by giving them rich exposure to an interesting topic and the language needed to write about it. If a student gets stuck and can’t think of what else to write, the teacher can ask leading questions to help the student to see how to continue.

10. Page  10 Group Share Look at what you’ve written. Choose a sentence that you’re proud of and read it to the group. Say why you’re proud of this sentence. Other group members, listen to your partners. You might be asked to summarize their comments.

11. Page  11 Focused Editing Ask the students to read their pieces of writing and look for one and only one type of error. They should correct any errors they find. Be specific. Instead of asking students to look for punctuation errors, ask them to look to see if they’ve ended every sentence with a period, question mark or exclamation point.

12. Thanks for listening!