人教版初中英语教材中会话占有相当大的篇幅，多数会话材料的上方明确注有Read and act（朗读并表演 ）的教学要求。任何题材的会话都是在特定的情景中进行的，并伴有相应的表情和动作。可以说，没有交际情 景就不可能有会话。因此，从某种意义上讲，会话教学成败的关键在于教师能否根据教材的内容，运用适当的 媒体创设悦目、悦耳、悦心的交际情景，吸引学生兴致勃勃地练习对话，轻松愉快地进行交际。我们在教初中 第二册Unit 26 Lesson 104的会话时，将投影、录像、现场表演等多种媒体有机地组合，创设了较为理想的交 际情景，收到了比较满意的教学效果。
    一、投影烘托情景，熟悉会话内容
    教材内容是两小段对话。一段是主人邀朋友来家作客并以茶点招待时宾主间的交谈；另一段是客人起身告 辞，感谢主人款待时宾主间的对话。整课教材没有一幅插图，也没有其他现成的教学媒体，仅有干巴巴的十几 个句子。若按旧办法教学，抠语法、背句子、默课文，枯燥乏味、死气沉沉，会话课定会上成“背话课”、“ 默话课”。即使所有的内容都背得滚瓜烂熟，默得一词不差，充其量也只是记住了几个单词，几个句子，学生 并不具有会话交际能力。
    为了强化会话的交际功能，我们在投影片上绘制了两张与教材内容相配套的图画，设置了一情一景。
    （附图 {图}）
    课上，教师以银幕上的画面为依托，辅以必要的动作和表情，用学生学过的词语和句型，讲述下面的故事 ：

    This is Meimei. This is Lucy and this is Lily. Lucy and Lily aretwins. They are Meimei's goo d friends. One Saturday evening Meimei asked Lucy and Lily to come to her house for supper.
    “Would you like a drink?” asked Meimei.
    “Yes, please,”said the twins.“Can we do anything to help?”
    “No, thanks,”said Meimei.“Please help yourselves to the cakes. I'll get you some tea now. ”
    When they finished supper, it was nine.
    “It's getting late,”said Lily to Meimei.“We have to go now. Andwe have to be up early in the morning.”
    “Don't forget anything,” said Meimei.
    “Thanks. I think we have everything,”said Lily, “We enjoyed ourselves very much. Thank yo u for having us.”