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    3.2 Objectives ..........30-31
    3.3 Research design.......... 31-35
        3.3.1 Subjects.......... 31
        3.3.2 Materials.......... 31-32
        3.3.3 Instruments.......... 32-35
    3.4 Procedures ..........35-36
    3.5 Implementation of the experiment.......... 36-42
        3.5.1 Grouping ..........36-39
        3.5.2 Requirements for groups.......... 39
        3.5.3 The roles of each group.......... 39-40
        3.5.4 The role of a teacher.......... 40
        3.5.5 Summary ..........40-42
Chapter 4 Results and Discussion.......... 42-55
    4.1 Results.......... 42-49
        4.1.1 Results of tests ..........42-44
        4.1.2 Results of interviews ..........44-47
        4.1.3 Results of classroom observation ..........47-49
    4.2 Discussion ..........49-55
Chapter 5 Conclusion ..........55-64
    5.1 Findings ..........55-56
    5.2 Implication ..........56-57
    5.3 Suggestions.......... 57-59
    5.4 Limitations..........59-61
5.5 Conclusion ..........61-64

Conclusion

Through the application of cooperative learning strategy to lead-in, the authorcan confirm that the new strategy has more advantages and strengths in the currentEnglish classroom teaching than the traditional teaching method.Under the direction of cooperative learning strategy, a good many of studentslook for more information what they need by network, the books, peers and otherresources, integrate, classify, discuss and distribute these materials to members, whichis beneficial for members to learn social and group skills, develop the abilities oforganization, coordination and self-generating.Aiming at this phenomenon---too much or too little time spent by cooperativegroup in lead-in, the author wants to put forward some advice. In fact, it is closelyrelated to monitoring efforts of the teacher. For instance, every time group task is assigned, the teacher limits the proper time in order to cultivate students’ concept oftime. In that case, students will make best use of limited time to behave, cooperatebetween group members and discuss, communicate with other groups and the teacherin class along with avoiding unlimited debate for a question.
On the evaluation link, the teacher usually will give a brief summary feedback，such as putting forward to praise for those students who speak actively and answerquestions accurately and correct errors of grammar or pronunciation, or directly gointo the next teaching part in the control lead-in class. Compared with the controlclass, link of evaluation is relative objective and comprehensive in the experimentalclass. The teacher evaluates not only on individual performance, but on the behaviorof groups. Nevertheless, there still exist some deficie本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。