【正文】 mportant channel of linguistic input through which students improve their linguistic petence.In addition, reading texts provide chances to study a language: vocabulary, grammar and the way we construct sentences, paragraphs and texts provide good models for English writing as well. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative response and be the springboard for interesting lessons. The current situation of high school English teaching The existing problems in English teachingEven though, new English teaching methods was constantly adapted, but got few effect on reading teaching. The traditional English teaching approach have been dominated for decades, most teachers overemphasized on learning grammars, language points, like a spoon—feeder to instill knowledge into students., which made the teaching monotonous, lack vivid atmosphere. Meanwhile, students lack learning autonomy. Besides, most students are the only child of their families. The excessive caring and love from their families have made them be egocentric. Their awareness of giving and cooperation is very weak, while the personnel with giving ad cooperative quality are badly needed in modern society. As teachers, they should create more opportunities of cooperation for students to raise students’ teamwork spirits. Teaching English needs an atmosphere of cooperation. In this atmosphere, students learned how to deal with people, how to help each other and solve problems through cooperation. In this regard, school education shoulders most of the responsibility. The changes of teaching approaches and teachers’ rolesThe reform movements of foreign language teaching have been keeping on since the 20th century for the growing awareness of how to learn is familiar to educators. Beginning in the mid1960s, there has been a great number of theorists seeking for innovative methods to activate students’ learning autonomy and bee effective learners. In this situation, learner—centered method gave a upper hand as opposed to other reading teaching methods, which collectively came to be known as municative language teaching. These CLT spin—off approaches include the natural approach, cooperative language learning, content—based teaching and task—based teaching. Therefore the teachers are not only the language knowledge imparter but a guider to show their students how to learn and use language. As Confucius (2007: 127) said, “If you give a man a fish, you feed him a day. If you teach a man to fish, you feed him for a lifetime.” As Prator () points out, “one method has succeeded another: grammar—translation gave way to the direct method, which was in turn followed by the reading approach. Learning began to move away from the teacher’s direct control and into hands of learners through the use of individualized learning, group work and project work, which can help students develop a set of workable learning techniques. Thus the teacher’s roles (Wang Qiang, 2005: 39) have changed as follows: Controller: The teacher controls the pace so that activities run smoothly and efficiently. In today’ high school’s English teaching, municative approach plays the leader role. It is believed that more municative an activity is, the less the control that is needed. Organizer: the teachers are no longer organizing how to impart literature knowledge but to organize more learning activities. Nowadays many approaches and methods advocate task—based learning activities. So one of the teacher’ s major responsibilities is to design and organize tasks that students can carry out in the class。s success by sharing resources and helping, supporting, encouraging, and applauding each other39。s learning facetoface that members bee personally mitted to each other as well as to their mutual goals.3) Individual and group accountabilityThe third one is the key element for students’ future progress. Two levels of accountability must be structured into cooperative lessons. The group must be accountable for achieving its goals and each member must be accountable for contributing his or her share of the work. Individual accountability exists when the performance of each individual is assessed and the results are given back to the group and the individual in order to ascertain who needs more assistance, support, and encouragement in learning. The purpose of cooperative learning groups is to make each member a stronger individual in his or her right. Students learn together so that they subsequently can gain greater individual petency.4) Small group skills The fourth basic element of cooperative learning is teaching students the required interpersonal and. Cooperative learning is inherently more plex than petitive or individualistic learning because students have to engage simultaneously in task work (learning academic subject matter) and teamwork (functioning effectively as a group). Social skills for effective cooperative work do not magically appear when cooperative lessons are employed. Instead, social skills must be taught to students just as purposefully and precisely as academic skills. Leadership, decisionmaking, trustbuilding, munication, and conflictmanagement skills empower students to manage both teamwork and taskwork successfully. Since cooperation and conflict are inherently related (Johnson amp。 EdwardsEarly 1970sTeamsGamesTournaments(TGT)Johnson amp。 AssociatesLate 1970sJigsaw ProcedureSlavin amp。 Composition CIARKaganLate 1980sThreeStep InterviewKagan Early 1990sInside—Outside CircleThe methods including Jigsaw Procedure and Learning—Together have been employed in this study. These methods will be discussed in the following sections. Jigsaw Jigsaw was originally designed by Elliot Aronson (2007: 250) and his colleagues. In Aronson’s Jigsaw method, six students form a group to work on academic material that has been broken down into sections. Each group members