Group cooperative learning is an effective mode to improve students' enthusiasm and initiative by allowing students to participate and interact. It has been carried out in our school for nearly a year, and the 12 policy of "independent thinking, cooperative inquiry and full display" in the classroom has also been boldly tried, and the appearance of the classroom has been greatly improved. In order to make group cooperative learning more effective and the link of "communication and presentation" more efficient, I think we should start from the following aspects: First, self-study should be sufficient, and we should make good preparations for communication activities before group cooperative communication. Only by giving students enough time for independent self-study and independent thinking can students have the need to communicate, constantly integrate old and new knowledge, and produce their own unique views on communication issues. For example, there is classical Chinese in junior high school Chinese textbooks. When listening to these classical Chinese, I first arranged for students to dredge the meaning of the text according to the notes or reference books under the text in the preview, and marked the problems they encountered in self-study to prepare for group communication. This self-study session leaves students more than ten minutes, so that students have enough self-study time to find problems and make full preparations for group cooperation and communication. In order to make group cooperative learning effective and efficient, students must be completely independent, otherwise they will become cooperation for cooperation's sake and become a mere formality. Second, find the right starting point for communication. Everyone in the group will speak. On the basis of carefully digging the teaching materials, study the actual situation of students and carefully design questions so that students can understand what the teacher asks and know how to answer. There is no need to communicate on issues that are not profound or that students can see at a glance. For example, when I was teaching duck eggs at the Dragon Boat Festival, my appreciation of language designed such a question: Wang Zengqi is both a gourmet and an American writer. Please read the text carefully, draw your favorite sentences for comments, and carefully taste the language features of this article. Students feel that the scope is too large when analyzing. After listening to a colleague's lecture, it is better to change it to: "Mr. Wang Lao's language art: oral English is rich;" The embellishment of ancient prose makes the article more bookish and adds elegant beauty; Good at "modeling" with language. Please read the second and third paragraphs of the text carefully, draw your favorite sentences and carefully taste the language characteristics of this article. " This makes the reference clearer and students know where to appreciate it. Third, encourage clever comments and competing to show problems in time. In group cooperative learning, it is necessary for teachers to encourage each student to actively participate in group cooperative communication, so as to deeply tap students' thinking potential. Maybe your class is more exciting. In order to stimulate students' enthusiasm to participate in communication and presentation in class, I adopted the bonus points method and PK method to motivate students. The bonus method is mainly aimed at the difficult problems in communication or the whole group in the demonstration. PK method is mainly aimed at 1 and 2 with poor academic performance. The method of adding points and PK greatly mobilized the enthusiasm of students to participate in group cooperation, exchange and display. Sometimes, in order to give extra points to the group, we discuss the heat flow in the group and even get red in the face; Sometimes in order to improve the poor grades of 1 and 2, the group leader can't wait to answer questions for them. This kind of motivation pushes the classroom to a climax, giving people a refreshing feeling. Class participants, students' class, who will say what they didn't say?