张萍，江苏省张家港市教育局教研室。
江苏版《牛津初中英语》在编写说明中关于Integrated skills（综合技能）板块中口头训练部分（Speak up）的说明是：围绕单元主题，以对话形式呈现一些有用的句式或地道的表达法，供学生模仿练习。同时，教材在Comic strip & Welcome to the unit和Speak up等多个板块也提供对话范例供练习。在教学中，不少教师为了强化所学内容，常常自编对话，通过提供对话的框架来巩固所学知识。但是不管课本还是自编材料只是提供了操练的一个Model，在练习对话时教师只有想办法让学生“有话敢说，有话可说，有话会说”，才算用好用足材料。学生在课堂上“有话敢说”实际上体现的是教师关于学生话语权的尊重。教师只有建立起民主、平等的师生联系，才能使学生拥有对话的心理安全感。学生要“有话可说和有话会说”，就必须拥有对话的资本。对话是话语资源的对等交流与共享，如果对话参与者不能拥有大致相等的资源，对话就会异化为话语资源绝对拥有者向贫乏者的信息倾泻；如果对话参与者均不具备相关资源，对话也就无从谈起（郭宝仙，2017）。因此，教师需要智慧地处理教材：选好话题，围绕话题和功能，激活学生的思维和知识，做好语言资源的铺垫和准备，使学生拥有对话的资本，从而打开对话的空间。
通过观察和实践对话教学，英语论文，笔者对拓展和打开对话空间的措施做了些总结和思考，归纳如下：
一、铺垫角色，开启语言对话通道
在日常教学中，不少老师喜欢采用对话的方式让学生熟悉或巩固所学内容，下面是我们观察的一个案例：
T: The Class 1, Grade 7 students will go on a school trip. Read the table. Ask and answer in pairs using the dialogue as a model.
Model:
A: Where is...?
B: It is...
A: What's the price for each adult/child?
B: It is...
A: When is it open?
B: It is open from... to... every day/...
教师设计这个对话的初衷是期望学生通过对话练习，熟悉表格中内含的信息，同时能应用句型“What’s the price for each child？”和短语be open，但教师设计这个对话时没有交代两个对话者的身份和他们之间的联系。缺少了语言交际的真实性，也就难以有语言的进一步延展，堵塞了对话的通道。
为了打开对话的通道，使活动更符合真实交际，我们改为如下的情景设计和角色铺垫是否更好呢？
Mr.Wu will organize a school trip to Beijing Zoo. He is making a call to the Travel Agency to learn about the details. Make a dialogue using the information on the poster. One is Mr. Wu. The other is a travel agent.
对话再设计:
Wu: Thank you for helping me organize our students'trip to the Zoo.
TA: My pleasure.
Wu: Can you tell me where the zoo is?
TA: It is in 137 Xizhimenwai Dajie, Xicheng District. It is right off the main street, you won't miss it.
Wu: Do the students and their teachers have to pay to get in?
TA: Yes.
Wu: What's the price?
TA: For students, it is 5 yuan each.
Wu: What about their teachers?
TA: The price for each adult is 10 yuan. On which day do your students plan to go?
Wu: Any day next week will be good for us. Is the Zoo open on Tuesday?
TA: It is. Usually it is open every day. But it is closed on New Year's Day.
Wu: Thank you for all this information. I will go over this with our teachers and I will get back to you as soon as I can.
TA: OK. I look forward to hearing from you soon! Nice talking to you!
Wu: Bye! Thanks again!
我们在设计对话时，有必要交代清楚对话者之间的联系，这样才能更好地贴近真实生活，英语毕业论文，实现真实交际，从而丰富对话的语言内容，开启语言对话的通道。
二、聚焦功能，提高语言交际能力
案例：江苏版《牛津英语》8B Unit 6“International charities”中的Speak up：Tips for joining a charitv show
内容: Your cousin went on a charity walk last year. You want to ask him or her for some tips. Work in pairs. Take tums to give suggestions. Use Eric and Ben's conversation as a model.
Eric: What do I need to pay attention to if I want to join a charity show?
Ben: First, pay attention to the weather. Will it be cold or rainy? Bring an umbrella if necessary.
Eric: What else do I need to do?
Ben: You must carry enough water because you need to drink a lot of water during the walk.
Eric: What else do I need to take?
Ben: It's wise to take a map and a mobile phone. They'll be useful, especially if you get lost.
某授课教师处理此对话教学的操练和巩固时，就对话中的内容进行如下的设空操练。
Eric: What do I need to ________ if I want to ________ a charity show?
Ben: First, pay attention to the weather. Will it be cold or rainy? Bring an ________ if necessary.
Eric: What ________ do I need to do?
Ben: You must ________ enough water because you need to drink a lot of water during the walk.
Eric: What else do I need to take?
Ben: It's ________ to take a map and a ________ phone. They' ll be useful, especially if you ________ .
教师就对话中出现的生词和短语进行设空巩固练习，看似操练了新知识，但此种处理方式显示出教师关于教材对话编写意图的把握不准确，把对话教学看做仅仅是字词的处理，忽略了对话教学的交际性功能，没有能够分清主次。
教学改进：帮助学生归纳和梳理出该对话中体现语言交际性功能的句型，再结合主题，通过创设情景来操练对话。体现语言交际功能的句型分为两大块：询求建议和提供建议。
How to ask for suggestions:
What do I need to pay attention to?
What else do I need to do?
Do I need...?
Is it important/necessary to...?
What about...?
How to give sugg
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