The present article analyzes six senior high school English Oral Communication A textbooks in Japan to examine the availability of models to facilitate active communication. In Communicative Language Teaching, much has been said about the importance of fostering willingness to communicate; however, there has been relatively little discussion about how to put the learner's communicative intention into actual performance and also how to maintain the discourse by expressing ideas. It seems to have been taken for granted that learners can come up with ideas to express themselves once they have obtained basic structural competence. The question I would like to consider here is whether teaching materials offer sufficient models of discourse expansion strategies. Focusing on the answers to Yes/No questions, this paper classifies the kinds of statements or additional information likely to empower learners' discourse expansion strategies.