【正文】 dification of Jigsaw and incorporated it in the student team learning program, which was called JigsawⅡ. In this method, there are four or five members in a team. All members read a mon narrative, such as a book chapter, a short story, or a biography instead of each student being distributed a unique section. Then, each student receives a topic on which to bee an expert. Students with the same topics gather together to discuss their topics, then, return to respective teams to teach their team mates. Lastly, students take individual quizzes, which result in team scores based on the improvement score system of STAD. Learning togetherDavid and Roger Johnson (2007: 254) at the University of Minnesota developed the learning together model of cooperative learning. The methods they have researched involve students working in four or five member heterogeneous groups on assignment sheets. The groups hand in a single sheet and receive praise and rewards based on the group product. Their methods emphasize teambuilding activities before students begin working together and regular discussions within groups about how well they are working together.5. Cooperative learning groups Forming groups The differences between cooperative learning groups and typical groupsBefore forming groups, the instructors must know the differences between cooperative learning groups and typical groups. According to High. J. (1995, cited in Lv Peibin，2005), has listed the following differences.1. In typical groups, just one leader is selected by the teacher while in cooperative learning groups, leadership is shared so that all students are responsible for pleting of the task and all group members are included.2. In typical groups, groups are homogenous in nature, pared to cooperative groups, which are chosen at random, or selected by the teacher on the basis of gender, ability, interests, behavior and etc.3. In typical groups, members do their work independently, have their own materials and have rewards based on individual acplishment. In a cooperative group, the group work together and shares materials and has a group reward based on the success as a group.4. In typical groups, social skills are out of the reach of teaching, while in a cooperative group, social skills are defined, discussed, observed and processed.5. In typical groups, in attempt to solve problems, the teacher has to interrupt group work, warn students and remind them. In a cooperative group, the teacher is an instructor rather than an intervener.6. In typical groups, the top priority is to acplish the task—get the job done. In a cooperative group, the top priority is to acplish the task and to include every member through each person’s use of social skills. Team policies Role assignmentsDesignate a coordinator, recorder and checker for each assignment. Add a monitor for 4person teams. Rotate these roles for every assignment. Agree on a mon meeting time and what each member should have done before the meeting (readings, taking the first cut at some or all of the assigned work, etc.). Coordinator checks with other team members before the meeting to remind them of when and where they will meet and what they are supposed to do. Coordinator keeps everyone on task and makes sure everyone is involved, recorder prepares the final solution to be turned in, monitor checks to makes sure everyone understands both the solution and the strategy used to get it, and checker doublechecks it before it is handed in. Agree on next meeting time and roles for next assignment. For teams of three, the same person should cover the monitor and checker roles. Encouragements English as a foreign language in China, it is not realistic to expect high school students to restrict themselves to use English spontaneously in group study without encouragements or monitoring, for they will quickly shift to Chinese to express themselves smoothly. However, over—reliance on the mother tongue is never good for learning a foreign language. Thereby, teachers can inspire students to use target language as much as possible both oral and written form in their groups, but allow them to reasonably use Chinese for the further expression. In addition, the given tasks should be structured to require the use of target language in reporting to others either orally or in written. Dealing with noncooperative team members. Consult with your instructor if a conflict arises that can’t be worked through by the team. For instance, if a team member refuses to cooperate on an assignment, his/her name should not be included on the pleted work. If the problem persists, the team should meet with the instructor so that the problem can be resolved. If the problem still does not tackle, the cooperating team members may notify the uncooperative member in writing that he/she is in danger of being fired, sending a copy of the memo to the instructor. If there is no subsequent improvement, they should notify the individual in writing (copy to the instructor) that he/she is no longer with the team. The fired student should meet with his/her instructor to discuss options. Similarly, students who are consistently doing all the work for their team may issue a warning memo that they will quit unless they start getting cooperation, and a second memo quitting the team if the cooperation is not forthing. Students who get fired or quit must either find another team be willing to add them as a member or get zeroes for the remaining assignments.As you will find out, group work isn’t always easy—team members sometimes cannot prepare for or attend group sessions because of other responsibilities, and conflicts often result from differing skill levels and work ethics. When teams work and municate well, however, the benefits more than pensate for the difficulties. One way to improve the chances that a team will work well is to agree beforehand on what everyone on the team expects from everyone else. (Adap