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近几年湖北的英语教学经历了一系列变化， 主要是英语高考试卷由全国卷一取代了传统的湖北卷， 试卷的题型和难度也有了相应的改变， 主要的变化是题型的变化，新增了七选五、改错和填词部分，舍弃了原有的完成句子和词汇选择。全国试卷淡化了对学生的句型记忆，词义辨析能力的考查，提高了对学生语法，句子结构和逻辑思维能力的要求。由于部分初中的英语教材也发生了变化，学生们进入高中初始的英语词汇量和听力，阅读及写作能力有较大的差异，而湖北的各个高中仍沿用一直以来使用的人教版课程教材， 面对高考英语模式的改变以及所面对的学生群体的不同能力的变化，唯有通过活化教材的方法，最大化提高英语教学来满足学生的需要。具体活化教材可以从以下几个方面着手：
1. 活化词汇的教学
传统的词汇教学模式为教师逐一讲解和举例练习，其缺点是比较枯燥，学生以听为主，缺乏参与的积极性，被动接受教师传授的知识，并且输出内容在教师设定的框架之内，很难体现语言的灵活性和实用性。活化词汇教学是改变词汇教学模式，变传统的词汇讲解为情境创设，让学生用词汇造句子、编故事。传统的经典的例句确实可以丰富词汇内涵，帮助学生记忆，但也仅限于记住，由于缺乏灵活的应用，使得单词记忆的效率与意义十分低。如果给予学生时间，让学生自主查阅字典，了解词汇的内涵，再由教师灵活的创设情境，让学生造句、编故事或者编成有意义上的语段，这样就能让孤立的词汇变得鲜活和灵动。
例如：Book I Unit 3 Travel单元内的词条graduate/attitude/transport/reliable/persuade/organize/view/journey/schedule/be fond of /ever since/as usual/make up one’s mind/care about/change one’s mind/give in
要求学生用这些单词和短语编写故事。下面是学生编写的一个例子：
The Smiths are fond of travelling. They have been to many places in the world ever since they got married. This summer， as usual， they planned to travel abroad. Their son， Tom， who has just graduated from university，made up his mind to join them this time. However， they have different attitudes towards the transport and schedule of the journey. The couple prefers to travel by train which they think is cheap and reliable although it leaves at midnight. While Tom， who cares much about the health of his parents is， for taking the plane， which is quick and convenient in his view. He tries all possible means to persuade his parents to change their minds. After several days’ effort， the couple finally gave in. They let Tom organize the whole journey. And as the young man promises， the journey proves to be pleasant in the end.
这些零散的孤立的词汇和短语，巧妙地出现在完整的句群中， 形成了有趣的故事，既便于学生记忆词汇，同时又培养的学生的创新能力。
在活化词汇教学的过程中，学生们自主地查字典，了解词汇的基本用法，也在编写中犯错误，教师就错误进行讲析，发现问题及时有效解决。这样既给予了学生运用语言的机会，又能尽快暴露出学生在试用中出现的问题，驱动学生再去查阅字典，更好地明确了他们的学习方向。
2. 活化句型的教学
句型的学习在语言学习中，是十分重要的一部分，学生只有掌握好固定句型，才能在口语和写作中能够准确表达，而避免了中文式英语的不地道展现。传统的句型教学模式为反复操练，其模式同完成句子非常相似，但缺点是学生在练习的时候非常流利，准确无误，但无法将其融于他们说和写的过程之中。随着高考模式变更，句型的要求由之前的句意翻译变化为灵活应用，这更加强调句子結构在表达中的应用。活化句型教学将传统的讲解和提示翻译句型改为场景创设，提供语境的仿写而更好地达到应用目的。在仿造的过程中，如果教师情境创设不但能符合客观实际，还能把学过的词汇和短语结合起来，这样学生仿写起来有趣且轻松，不但提升了学生的学习兴趣和成就感，更重要的是学以致用，真正实现了语言的价值。
例如：给予学生Book II 前两个单元学习的短语和句型（任选五个）， 让他们根据要求来写一篇文章。
习作内容为： Lilly被评为一周之星，她自愿主动在炎热的周末为班级活动挑选服装，我们感激她的奉献，并号召大家向她学习。
短语：Serve as / apart from /time-consuming/ make a bargain with/set an example for
句型：There is no doubt that...， When it comes to...It is evident that... It deserves to be.../be worth doing 以Star student of the week 为标题
下面是几例学生的习作：
A篇
Lilly has been awarded the title of “Star student of the week” for what she did for our class. Serving as a volunteer， there is no doubt that she did a great many time-consuming stuffs for us. Apart from walking from one store to another store to look for and the costumes for the whole class， she made a bargain with the seller during the searching and selecting process. Deeply moved by her efforts we tried our best to win the first prize in the contest.
She has set an example that was worth learning from. She said， “When it comes to helping others， I always offer a hand without a second thought. And I would appreciate it if everybody could be there to do something for others”. It is evident that she deserves the honor and we should learn from her.
B篇
Lilly has been awarded the title of “Star students of the week” for what she did for our class.
On the hot afternoon of Last Saturday， Lilly went to shop to select costumes for our singing contest. She looked for them by trial and error. As a matter of fact， it was really time-consuming. But Lilly said it was worth doing. She knew for certain that costumes played a significant role in our performance.
Because of Lilly’s efforts， we won the first prize in the contest. She deserved to be praised， but she said serving as a part of our class， she just did what she should do. From my perspective， there is no doubt that if everyone learns from Lilly， our class will become better and better.
C篇
Lilly has been awarded the title of “Star student of the week” for what she did for our class.
As the saying contest is around the corner， Lilly serves as volunteers who help our class select costumes regardless of the heat on Saturday. There is no doubt that the spirit of Lilly is worth rewarding. When it comes to this event， I am affected by her behavior. In my view， devotion is the essential ingredients for cooperation. Instead of considering it time-consuming， we are supposed to devote us to doing something for the class， and Lilly just set a good example for us to learn.
同樣的话题，学生们选取了不同的表述方式，既尊重了文本要求，又体现了表述的合理及多样性，对于教会学生运用已有句型及短语有十分大的帮助。这些例文样本，特别适用于提供给有大量积累了美文和句型，却无法灵活运用于写作的学生参考。
3. 拓宽话题阅读
阅读能力是每个英语学习者都要不断培养的能力，虽然高考英语试卷进行改革而教材未进行变更，但我们可以利用人教版教材的每个单元的主题来进行话题阅读的训练。正如教师也不应该舍近求远，为了加大语言的输入量，盲目补充课外的语言知识，而应当在提高对教材本身解读能力上下功夫，适当引入与教材有关联，与生活相贴近的课外语料，以便提高课堂教学效果。
立足于课本，又根据学生的学习水平和心理状况，选取一些相关话题的材料，教师可以拓宽他们的语言视野，又能滋养他们的心灵，实现了传授知识，智慧育人，授之以鱼不如授之以渔的教育真谛。
例如：高一的第一单元Friendship 这一单元， 教师可以根据学生们刚刚进入新的校园的情况，以及渴望认识新的朋友的心态，提供一些如何交友的技巧类的文章， 或者朋友间出现矛盾如何解决的等具有贴近实际生活又具有实际考试意义的阅读材料给学生。这不但可激发学生的主观能动性，鼓励学生自主收集有关Friendship的英语美文，还可以按照七选五，听写填空等改革考试新题型的方式提供给他们，让学生在增加阅读量的同时掌握了所学的词汇， 更让学生们获得了心灵的慰藉。
如果说教材是原材料， 一个好的教师就是一位厨艺精湛的厨师， 他会巧妙地利用原材料，根据学生的实际水平和实际情形， 配制出不同的色、香、味、的美味菜肴，让学生吃得惬意，还强身健体。 总之，教师既要立足于学生的水平还要满足社会的需要，活化教材，利用有限的空间，最大限度地提高效益，让课堂活起来并动起来，待到金秋之时， 便是硕果累累。
（作者单位：华中师范大学一附中）
1. 活化词汇的教学
传统的词汇教学模式为教师逐一讲解和举例练习，其缺点是比较枯燥，学生以听为主，缺乏参与的积极性，被动接受教师传授的知识，并且输出内容在教师设定的框架之内，很难体现语言的灵活性和实用性。活化词汇教学是改变词汇教学模式，变传统的词汇讲解为情境创设，让学生用词汇造句子、编故事。传统的经典的例句确实可以丰富词汇内涵，帮助学生记忆，但也仅限于记住，由于缺乏灵活的应用，使得单词记忆的效率与意义十分低。如果给予学生时间，让学生自主查阅字典，了解词汇的内涵，再由教师灵活的创设情境，让学生造句、编故事或者编成有意义上的语段，这样就能让孤立的词汇变得鲜活和灵动。
例如：Book I Unit 3 Travel单元内的词条graduate/attitude/transport/reliable/persuade/organize/view/journey/schedule/be fond of /ever since/as usual/make up one’s mind/care about/change one’s mind/give in
要求学生用这些单词和短语编写故事。下面是学生编写的一个例子：
The Smiths are fond of travelling. They have been to many places in the world ever since they got married. This summer， as usual， they planned to travel abroad. Their son， Tom， who has just graduated from university，made up his mind to join them this time. However， they have different attitudes towards the transport and schedule of the journey. The couple prefers to travel by train which they think is cheap and reliable although it leaves at midnight. While Tom， who cares much about the health of his parents is， for taking the plane， which is quick and convenient in his view. He tries all possible means to persuade his parents to change their minds. After several days’ effort， the couple finally gave in. They let Tom organize the whole journey. And as the young man promises， the journey proves to be pleasant in the end.
这些零散的孤立的词汇和短语，巧妙地出现在完整的句群中， 形成了有趣的故事，既便于学生记忆词汇，同时又培养的学生的创新能力。
在活化词汇教学的过程中，学生们自主地查字典，了解词汇的基本用法，也在编写中犯错误，教师就错误进行讲析，发现问题及时有效解决。这样既给予了学生运用语言的机会，又能尽快暴露出学生在试用中出现的问题，驱动学生再去查阅字典，更好地明确了他们的学习方向。
2. 活化句型的教学
句型的学习在语言学习中，是十分重要的一部分，学生只有掌握好固定句型，才能在口语和写作中能够准确表达，而避免了中文式英语的不地道展现。传统的句型教学模式为反复操练，其模式同完成句子非常相似，但缺点是学生在练习的时候非常流利，准确无误，但无法将其融于他们说和写的过程之中。随着高考模式变更，句型的要求由之前的句意翻译变化为灵活应用，这更加强调句子結构在表达中的应用。活化句型教学将传统的讲解和提示翻译句型改为场景创设，提供语境的仿写而更好地达到应用目的。在仿造的过程中，如果教师情境创设不但能符合客观实际，还能把学过的词汇和短语结合起来，这样学生仿写起来有趣且轻松，不但提升了学生的学习兴趣和成就感，更重要的是学以致用，真正实现了语言的价值。
例如：给予学生Book II 前两个单元学习的短语和句型（任选五个）， 让他们根据要求来写一篇文章。
习作内容为： Lilly被评为一周之星，她自愿主动在炎热的周末为班级活动挑选服装，我们感激她的奉献，并号召大家向她学习。
短语：Serve as / apart from /time-consuming/ make a bargain with/set an example for
句型：There is no doubt that...， When it comes to...It is evident that... It deserves to be.../be worth doing 以Star student of the week 为标题
下面是几例学生的习作：
A篇
Lilly has been awarded the title of “Star student of the week” for what she did for our class. Serving as a volunteer， there is no doubt that she did a great many time-consuming stuffs for us. Apart from walking from one store to another store to look for and the costumes for the whole class， she made a bargain with the seller during the searching and selecting process. Deeply moved by her efforts we tried our best to win the first prize in the contest.
She has set an example that was worth learning from. She said， “When it comes to helping others， I always offer a hand without a second thought. And I would appreciate it if everybody could be there to do something for others”. It is evident that she deserves the honor and we should learn from her.
B篇
Lilly has been awarded the title of “Star students of the week” for what she did for our class.
On the hot afternoon of Last Saturday， Lilly went to shop to select costumes for our singing contest. She looked for them by trial and error. As a matter of fact， it was really time-consuming. But Lilly said it was worth doing. She knew for certain that costumes played a significant role in our performance.
Because of Lilly’s efforts， we won the first prize in the contest. She deserved to be praised， but she said serving as a part of our class， she just did what she should do. From my perspective， there is no doubt that if everyone learns from Lilly， our class will become better and better.
C篇
Lilly has been awarded the title of “Star student of the week” for what she did for our class.
As the saying contest is around the corner， Lilly serves as volunteers who help our class select costumes regardless of the heat on Saturday. There is no doubt that the spirit of Lilly is worth rewarding. When it comes to this event， I am affected by her behavior. In my view， devotion is the essential ingredients for cooperation. Instead of considering it time-consuming， we are supposed to devote us to doing something for the class， and Lilly just set a good example for us to learn.
同樣的话题，学生们选取了不同的表述方式，既尊重了文本要求，又体现了表述的合理及多样性，对于教会学生运用已有句型及短语有十分大的帮助。这些例文样本，特别适用于提供给有大量积累了美文和句型，却无法灵活运用于写作的学生参考。
3. 拓宽话题阅读
阅读能力是每个英语学习者都要不断培养的能力，虽然高考英语试卷进行改革而教材未进行变更，但我们可以利用人教版教材的每个单元的主题来进行话题阅读的训练。正如教师也不应该舍近求远，为了加大语言的输入量，盲目补充课外的语言知识，而应当在提高对教材本身解读能力上下功夫，适当引入与教材有关联，与生活相贴近的课外语料，以便提高课堂教学效果。
立足于课本，又根据学生的学习水平和心理状况，选取一些相关话题的材料，教师可以拓宽他们的语言视野，又能滋养他们的心灵，实现了传授知识，智慧育人，授之以鱼不如授之以渔的教育真谛。
例如：高一的第一单元Friendship 这一单元， 教师可以根据学生们刚刚进入新的校园的情况，以及渴望认识新的朋友的心态，提供一些如何交友的技巧类的文章， 或者朋友间出现矛盾如何解决的等具有贴近实际生活又具有实际考试意义的阅读材料给学生。这不但可激发学生的主观能动性，鼓励学生自主收集有关Friendship的英语美文，还可以按照七选五，听写填空等改革考试新题型的方式提供给他们，让学生在增加阅读量的同时掌握了所学的词汇， 更让学生们获得了心灵的慰藉。
如果说教材是原材料， 一个好的教师就是一位厨艺精湛的厨师， 他会巧妙地利用原材料，根据学生的实际水平和实际情形， 配制出不同的色、香、味、的美味菜肴，让学生吃得惬意，还强身健体。 总之，教师既要立足于学生的水平还要满足社会的需要，活化教材，利用有限的空间，最大限度地提高效益，让课堂活起来并动起来，待到金秋之时， 便是硕果累累。
（作者单位：华中师范大学一附中）