“口语表达”是学习语文的难点,是学习书面表达的第一步,也是评价学生语文能力水准的重要标志。不少学生的语言表达体现出一种共同的困境,就是不会表达或多少带有一定固定套路模式,看不到学生有自己特点的表达。我们的研究基于这些困境,改变教师对学生口语表达能力培养的方法:我愿说,热点破冰“表达困境”;我学说,多元打开“表达困境”;我会说,扶梯走出“表达困境”;我爱说,评价升华“表达困境”。 “Oral expression ” is the difficulty of learning Chinese, is the first step to learning written expression, but also an important symbol to evaluate the level of students’ language proficiency. Many students’ language expression embodies a common dilemma, that is, they will not express or have a certain fixed routine pattern and can not see the expression of their own characteristics. Our research is based on these dilemmas, to change the teacher’s ability to train students’ ability to express themselves in oral English: I would like to say that the hot spots break the ice “to express the dilemma”; I doctrine, multiple open “expression dilemma”; I would say that the escalator out of the “Expression dilemma ”; I love to say, evaluation of sublimation “Expression dilemma ”.