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在课堂上可以让学生利用所学知识针对本课时的话题进行描述，以此来锻炼他们的语言表达能力，这种以“巩固知识”为目的的话题描述不仅可以将知识串成整体，有利于学生整体记忆，还有助于提高学生的语言组织和运用能力，大大增强口头表达效果。在语言表达时，不仅要让说者（学生）有话可说，还要说得有条理，说得清晰，关键在于教师合理的指导。
一、范例解析式
如《牛津小学英语5B》（译林版，下同） Unit 9 The English club的E部分教学，课文呈现了以My classmate Jim为题的一篇短文，我对本范例就语言组织安排做了解析：
Jim【name】is my classmate. He lives in China，but he is from England【nationality】. His father is from England and his mother is from Japan. They speak English and Japanese【language】. Jim’s father teaches English in a primary school. He likes teaching. Jim’s mother does not work. She is a housewife. She does all the cooking and cleaning. She likes writing stories. She often talks to her Chinese friends and writes stories about them. Jim likes Chinese very much. 【hobby】He learns Chinese from me and I learn English from him. 【relationship between Jim and me（learn from each other）】We go to school and go home together.【things we do together】We are good friends.
通过上面的图例讲解，学生对于话题My classmate可以从哪方面着手描述一目了然。在教师的提问引导下，学生补充了还可以从age，looks（外貌），school，subject等方面描述人物的知识，使描述主题更突出，语言更丰满，人物更形象。
二、问题串联式
再如5A Unit 8 A camping trip的复习部分有一篇关于Toys的小短文，我在教学时就把目标设定为：通过短文的学习，在教师的指导下，结合前后内容，学生能够流利地说说自己喜欢的玩具。具体过程我就以“提出问题——串联成文”的方式展开：
T：Today Miss Pan brings her favorite toy here. Do you want to know what it is？You can ask me some questions.（多媒体可以提示主要提问句式：Is it...？Does it have...？Can it...？）
S：根据多媒体的提示，展开大脑风暴，提问参与。
T：教师根据学生的提问作出回答并及时板书It is...It has...It can...，列举玩具的特征。
T：Look，boys and girls，my favorite toy is a dog. Do you like my toy dog？
Ss：Yes，I do.
T：How is my toy dog？
S：看着板书提示，在教师的指引下有序地描述玩具。
T：Do you have any favorite toys？
Ss：Yes，I do.
T：Can you say something about your favorite toy now？指导学生从三方面描述：First you can tell us what your favorite toy is. And then，you can say something about its color，size and distinguishing features（它的颜色、大小、各部位的特征以及它能干什么）. At last，you can say out your feelings，just like：I like it very much.Every day，I play with it. It makes me very happy....
教师可以通过设疑激起学生的层层问题，最终在教师的引导下串起所有的问题形成短篇，在这个过程中，学生自然而然、层层深入地学习，在运用语言的同时英语思维能力及组织语言的能力得到提高。
三、故事引导式
如5A Unit 9 Shapes B和C部分，教学重点是一些关于图形的单词和句型What shape is it？It’s a...其中图形单词比较长，学生很难读好，用单一句型问答，教学显得比较枯燥。为了让学生较有兴趣地参与学习，我在教学时给内容加设情景，进行再构，形成一个学生耳熟能详的故事Gu Dong is coming，依次引出不同图形及句型的教学，最后引导学生试着讲述这个故事：
One day，the rabbit is playing near the river.Suddenly，there’s a noise“Gu Dong”. The rabbit is very afraid. She runs and shouts，“Help！Help！Gu Dong is coming！”She meets a lion，the lion asks，“What shape is it？”The rabbit says，“It’s a circle.”She meets a dog，the dog asks，“What shape is it？”The rabbit says，“It’s a star.”She meets a duck and the duck asks，“What shape is it？”The rabbit says，“It’s a diamond. ”... At last they find it’s a papaya.
通过引导学生讲述故事，把单一的句型问答融入趣味盎然的情境中，使得“句型的反复”有了“别样的趣味”，教学内容融成整体，学生的热情持续高涨，他们愉悦地参与教学，把接受的新知有条理地进行表达，学习效果得到提高。
（作者单位：江苏省江阴市城中实验小学）
一、范例解析式
如《牛津小学英语5B》（译林版，下同） Unit 9 The English club的E部分教学，课文呈现了以My classmate Jim为题的一篇短文，我对本范例就语言组织安排做了解析：
Jim【name】is my classmate. He lives in China，but he is from England【nationality】. His father is from England and his mother is from Japan. They speak English and Japanese【language】. Jim’s father teaches English in a primary school. He likes teaching. Jim’s mother does not work. She is a housewife. She does all the cooking and cleaning. She likes writing stories. She often talks to her Chinese friends and writes stories about them. Jim likes Chinese very much. 【hobby】He learns Chinese from me and I learn English from him. 【relationship between Jim and me（learn from each other）】We go to school and go home together.【things we do together】We are good friends.
通过上面的图例讲解，学生对于话题My classmate可以从哪方面着手描述一目了然。在教师的提问引导下，学生补充了还可以从age，looks（外貌），school，subject等方面描述人物的知识，使描述主题更突出，语言更丰满，人物更形象。
二、问题串联式
再如5A Unit 8 A camping trip的复习部分有一篇关于Toys的小短文，我在教学时就把目标设定为：通过短文的学习，在教师的指导下，结合前后内容，学生能够流利地说说自己喜欢的玩具。具体过程我就以“提出问题——串联成文”的方式展开：
T：Today Miss Pan brings her favorite toy here. Do you want to know what it is？You can ask me some questions.（多媒体可以提示主要提问句式：Is it...？Does it have...？Can it...？）
S：根据多媒体的提示，展开大脑风暴，提问参与。
T：教师根据学生的提问作出回答并及时板书It is...It has...It can...，列举玩具的特征。
T：Look，boys and girls，my favorite toy is a dog. Do you like my toy dog？
Ss：Yes，I do.
T：How is my toy dog？
S：看着板书提示，在教师的指引下有序地描述玩具。
T：Do you have any favorite toys？
Ss：Yes，I do.
T：Can you say something about your favorite toy now？指导学生从三方面描述：First you can tell us what your favorite toy is. And then，you can say something about its color，size and distinguishing features（它的颜色、大小、各部位的特征以及它能干什么）. At last，you can say out your feelings，just like：I like it very much.Every day，I play with it. It makes me very happy....
教师可以通过设疑激起学生的层层问题，最终在教师的引导下串起所有的问题形成短篇，在这个过程中，学生自然而然、层层深入地学习，在运用语言的同时英语思维能力及组织语言的能力得到提高。
三、故事引导式
如5A Unit 9 Shapes B和C部分，教学重点是一些关于图形的单词和句型What shape is it？It’s a...其中图形单词比较长，学生很难读好，用单一句型问答，教学显得比较枯燥。为了让学生较有兴趣地参与学习，我在教学时给内容加设情景，进行再构，形成一个学生耳熟能详的故事Gu Dong is coming，依次引出不同图形及句型的教学，最后引导学生试着讲述这个故事：
One day，the rabbit is playing near the river.Suddenly，there’s a noise“Gu Dong”. The rabbit is very afraid. She runs and shouts，“Help！Help！Gu Dong is coming！”She meets a lion，the lion asks，“What shape is it？”The rabbit says，“It’s a circle.”She meets a dog，the dog asks，“What shape is it？”The rabbit says，“It’s a star.”She meets a duck and the duck asks，“What shape is it？”The rabbit says，“It’s a diamond. ”... At last they find it’s a papaya.
通过引导学生讲述故事，把单一的句型问答融入趣味盎然的情境中，使得“句型的反复”有了“别样的趣味”，教学内容融成整体，学生的热情持续高涨，他们愉悦地参与教学，把接受的新知有条理地进行表达，学习效果得到提高。
（作者单位：江苏省江阴市城中实验小学）