口头表达能力的培养是中学语文教学的任务之一。1986年国家教委颁布的《全日制中学语文教学大纲》明确指出:“口头表达和书面表达在现代生活中具有同样重要的意义。指导学生口述见闻、说明事理、发表意见等,不仅可以提高口头表达能力,对提高书面表达能力也有促进作用。”据此,我们对初中口头表达能力训练作了总体设计,并付诸实施。本着循序渐进的原则,我们的总体设计包括紧密相连的三个阶段。第一个阶段(初一年级),也可以说是积贮阶段。这阶段可以开展诸如一课一背、搞资料摘录、举办朗涌会、开范文欣赏课……这样较简单的活动,当然宜以一课一背为主要形式。我们精选出一些名篇,让学生每堂课开讲前背诵一首(篇)。或采用集体背诵或采取个体背诵或采取每人两句几个 The cultivation of verbal skills is one of the tasks of language teaching in middle schools. In 1986, the National Education Committee’s “Chinese Syllabus for Full-time Middle Schools” clearly stated: “Oral and written expressions are equally important in modern life. Instructing students to dictate, explain matters, and express opinions can not only improve oral expression.” The ability to improve written expression also has a catalytic effect. According to this, we have made an overall design of oral expressive ability training and put it into practice. In accordance with the principle of gradual and orderly progress, our overall design includes three phases that are closely linked. The first stage (in the first grade) can also be called accumulation stage. At this stage, it is possible to carry out simpler activities such as taking a lesson, backing out, excerpting materials, hosting a community meeting, and taking a class to enjoy classes. Of course, this should be done in one lesson and one back. We have selected some famous articles to allow students to memorize one (paper) before each lecture. Or adopt a collective recite or take an individual to recite or take two sentences each