拓展课堂思维，丰富语言表达

问题，特别是精巧的问题，能够让学生集中精力、积极思考、振奋精神、提高兴致。[2]学生表达的广度和深度，与教师的问题设置息息相关。因此，教师要重视提问的质量和层次，启发学生思考。同时，还应加强问题设置的开放性，促进语言表达的丰富性。而设置一些具有挑战性的问题可大大激发学生潜在的能量，提高课堂的思维含量。如，一教师通过巧设问题，充分发散了学生思维。以下是听力文本内容：

Son:Dad,can I go downtown?

Father:Why?What do you want to do?

Son:I want to go to the movies.

Father:When do you want to go?

Son:Now.(www.xing528.com)

Father:How do you want to go?

Son:By car—your car.

教师先让学生听并回答以下问题：Where does the son want to go？How does he want to go？Can he use the car？Why or why not？听后，教师设置了一连串开放性问题让学生讨论：How old is the son？Why do you think so？What will happen next？Does the boy go to the movie at all？Why do you think so？How can the boy talk the father into letting him use the car？这些问题无标准答案，源于对话内容又高于对话内容，扩大了表达的空间，有利于激发学生的求知欲，引领学生的思维向更深层次发展。紧接着，教师让学生续编对话：Work with your partner.One of you can be the father or the mother.Now continue the dialogue and try to talk your father or mother into letting you use the car.就在笔者认为问题已经被挖掘完时，教师却抛出了更多的问题将学生的思维引向更深更远处：Talk about your dream place and how you'd like to go there.Where do you want to go？Why do you want to go there？How do you want to go？What do you want to do there？

层层设问，步步递进，逐步帮助学生加深对文本的理解，促使学生的表达从只能对照一个问题进行一个单句的回答跨越到试讲几个句子直至成为一个语篇的程度，思维的逐步发散带来了语言的不断输出。