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fter one-semester teaching experiment, through tests, questionnaires, interview and classroom observation, the author finds that cooperative learning teaching method had a significant positive effect on students. The results of the post-questionnaires show that students give higher scores than before, which proves that cooperative learning teaching method has a positive effect on students’ English learning.  

 The results of interview, classroom observation and questionnaire surveys show that more and more students are more willing to participate in classroom activities. The CL teaching method makes the classroom more active than traditional teaching method. The cooperation between groups make them more interested in English learn-ing, and also enable them to master and use cooperative skills better. This method promotes the subjective initiative of students, thereby increasing students' interest in learning English.

In the Middle School class, no matter what subject, the junior middle school stu-dents aren’t mature psychologically. Although they are older than the primary school students, most of them are still not mature psychologically during the two years of junior one and junior two, therefore, students in junior middle school often compare their classroom behavior with that of their classmates or even other students in the same grade, and this is also determined by their psychological age. In particular, it is more evident in the upper grades, where the classroom atmosphere has not yet formed in the relatively lower grades of grade one in junior high school, however, the hidden rules and the learning atmosphere in the upper class will influence students' behavior to a great extent. It is found that students in different classes behave differently even if they are taught by the same English teacher. However, students in different classes behave differently. When the class atmosphere is generally good, students are also more willing to take the initiative to speak up; if the class atmosphere is relatively dull, students are generally not eager to answer questions, then most of the students will not take the initiative to participate in class interaction, but passively wait for the teacher to call the roll or even directly do not answer questions, which both slows down the progress of class and does not enable themselves to absorb knowledge well.

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