Teachers must feedback on actual performance of students in the class to reach instruction goals. Verbal conceptual scaffolding is the useful instruction to achieve the goals. The research purposes are to explore features of verbal scaffolding in the class and the revoicing in the scaffolding. Research method is non-participant observation. Subjects are two 8th grade English classes from two municipal junior high schools in Taipei. Two layers analysis of key words and revoicing analysis are conducted. The results show teachers usually use more complex scaffolding when students receive more complicated tasks or in need of deeper understanding of principles. Teachers break down the idea into several key words and arrange flexibly the key words into comparative, expository or combined structures. Moreover, a key word is further developed into a web of relative meaning structure of words. The meaning web is built toward using other words and concrete to help students understand. Active revoicing and inactive revoicing in declarative sentence show higher authority of teachers. Inactive revoicing in interrogative sentence shows more equal in status between teachers and students.