English learning occupies a very important position in college students’ learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students’ English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students’ knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students’ interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher’s heuristic teaching with questions to promote answers can effectively improve college students’ intrinsic motivation to learn English; students’ cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students’ autonomy in English learning; in the teaching activities, the use of teaching materials to train students’ skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students’ English performance.