英语修辞教案 5
英语修辞学教学大纲
英语修辞学教学大纲《英语修辞学》教学大纲(课程代码:0315024)一、课程说明(一)课程名称:中文:英语修辞学英文:English Rhetoric(二)适用专业:英语专业三)课程类别:专业选修课 ((四)课程性质与任务:《英语修辞学》英语本科专业基础阶段的一门专业选修课程.本课程主要系统讲授英语修辞基础知识.包括绪论、交际修辞、美学修辞和作品赏析四部分。
使学生较系统地了解英语修辞产生的原因及其对提高语言表现力的该课程通过系统的讲授.重要作用认识.增强对英语的理解能力.提高恰当运用英语语言的交际能力;使学生学会从修辞的观点出发.从英语语言现象入手.对其内涵进行分析.初步掌握对语言进行研究、分析和比较的方法;使学生掌握各种主要的修辞手段.提高实践中运用英语的能力和理解与欣赏英语文学作品的能力。
(五)教学目的与要求:课程旨在培养学生掌握言语运用规律.树立语言研究意识.提高自身语言运用水平.具有根据不同的语用语境、交际任务与交际对象运用得体的言语表达思想的能力。
要求学生了解英语修辞研究的基本状况;了解英语修辞学的研究范围、目的及其主要任务;了解言语运用的基本规律和基本原则.根据不同的语用语境、交际任务与交际对象运用得体的言语表达思想;掌握言语修辞的两大分类广义修辞和狭义修辞的定义、内涵及范畴.并能有意识地遣词造句;了解20种英语常用修辞格的定义、内涵、结构、功能并能运用于言语交际;能够依据语言知识和言语运用规律.选用活生生的言语.形成个体言语特色。
(六)先修课程:基础英语;英语阅读(七)学时、学分数:共32学时. 2学分(八)教学方式及设施要求:本课程注重英语修辞知识的系统性.以教师讲解为主.学生参与为辅.把课堂教学和课外自学结合起来;教学设施方面.如有条件尽可能采用多媒体。
(九)考核方式与要求:本课程考核成绩有两部分组成:平时成绩和期末考查成绩.其中平时成绩占30%.主要包括课堂出勤(10%)、课堂表现(10%)和平时作业(10%)三部分.期末考查成绩占70%。
英语修辞学教学大纲
《英语修辞学》课程教学大纲课程代码：070142011课程英文名称：English Rhetoric课程总学时：讲课：24 实验：0 上机：0适用专业：英语大纲编写（修订）时间：2017. 10一、大纲使用说明（一）课程的地位及教学目标《英语修辞学》是为英语专业高年级学生开设的一门专业选修课。
该课程通过系统的讲授，使学生掌握英语修辞的基本原理及其应用，从而达到写作时语言更加贴切，意义更加清晰，表达更加生动；阅读时更加准确地理解作者的写作意图、文体风格和写作技巧，从本质上了解英语，掌握英语，提高阅读能力、写作能力和文学欣赏水平和语言修养。
本课程的设置是为了提高英语专业学生对西方修辞学这门古老学科的认识和了解，知道修辞学发展的渊源、历史和现状；同时，对西方现代修辞学的发展有了一个基本的了解。
学了该课程后，学生对英语的运用更加准确和优美，使学生的英语语言能力更上一个新台阶。
本课程为专业限定选修课，目的在于向学生传授当代英语修辞方面的理论、各种修辞手法和修辞格等知识，培养学生对文本的精细分析的技巧，提高其对英语语言理解和欣赏能力，进而提高自身的语言综合运用能力。
（二）知识、能力及技能方面的基本要求1. 使学生较系统地了解英语修辞产生的原因及其对提高语言表现力的重要作用认识，增强对英语的理解能力，提高恰当运用英语语言的交际能力。
2. 使学生学会从修辞的观点出发，从英语语言现象入手，对其内涵进行分析，初步掌握对语言进行研究、分析和比较的方法。
3. 使学生掌握各种主要的修辞手段，提高实践中运用英语的能力和理解与欣赏英语文学作品的能力。
（三）实施说明1. 本课程以文字教材为主。
主教材是教学大纲内容的具体体现，是组织教学和期末复习考试的基本依据。
本课程不提供音像教材，但可通过小组讨论，对学生的自主学习和个别学习提供帮助。
2. 教学方法：以课程讲授法、课堂练习分析法为主，辅以相应的课外练习。
有取有舍，因人而异。
有些章节精讲，部分章节大体涉猎或由学生自学，教师课后进行辅导，答疑。
英语修辞学(课堂教案)
蔡岚岚Why Do We Learn Rhetoric?•To understand the author’s intention better.•To find out the common ways people know the world and ways people express themselves.•To appreciate the beauty, explicit or not, of the language.•To learn how to achieve an effective communication.Introduction to Rhetorical Devices1. Phonetic Devices1.1 Alliteration 头韵Eg. a rolling roadtongue twisters: She sells seashells on the seashore.Peter piper picked a peck of pickled pepper.1.2 Euphony 谐音Eg. hate- late; powers- flowers1.3 Assonance 半谐音Eg. Thou still unravished br i de of qu i etness,Thou foster ch i ld of s i lence and slow t i me.（Keats: Ode on a Grecian Urn）a coffin shop-- a coffee shop; a flowery dell-- a flowery cell1.4 Onomatopoeia 拟声Eg. dog: bay, snarl, growl, howl, whine…1.5 Homeoteleuton 叠韵: similarity in endingsEg. Instead of rivets there came an inva sion, an inflic tion, a visita tion.To Bertie, Jeeves is as incomprehen sible as he is indispens able.2. Lexical Devices2.1 Lexical Options2.1.1 Short Words and Long Words2.1.2 Common Words and Learned WordsEg. payment- liquidation; refer to- allude to; glasses- spectacles;name/ surname- cognomen2.1.3 Formal, Informal or Colloquial WordsEg. deception- trick- rip-off; residence- house- digs;commence- start/begin- kick off2.1.4 General or Specific WordsEg. (n.) the building- the library; big cities- Shanghai, New York, London;(adj.) a fine day- sunny, warm, cloudless(adv.) speak well- clearly, with perfect diction;(v.) walk- stroll, march, stride; stagger2.1.5 Concrete or Abstract Words2.1.6 Referential or Emotive Words2.1.7 Choice between Synonymous WordsEg. fat- stout; high- tall; wide- broad; thin- lean2.2 Choice of Abbreviations2.2.1 Acronyms2.2.1.1 initialism: UN; WTO2.2.1.2 part of a word: TV; ID2.2.1.3 an expression or sentence: DINK; ASAP(asap); AWOL(awol);MARLBORO2.2.1.4 number or similar sound: F2F; Gr82.2.2 Clippings2.2.2.1 first syllable: advertisement, laboratory, professor, automobile2.2.2.2 middle syllable: flu (influenza), fridge (refrigerator)2.2.2.3 last syllable: omnibus, telephone, internet, airplane2.2.3 Blendsbrunch: br eakfast+ l unch; digicam: dig ital+ cam era; newscast: news+ broad cast2.3 Lexical Repetition3. Syntactic Devices3.1 Long and Short Sentence3.2 The Simple Sentence3.3 The Compound Sentence3.4 The Complex Sentence3.5 Syntactic Scheme of Inversion3.6 Syntactic Scheme of Omission3.7 Syntactic Scheme of Addition or Insertion3.8 Syntactic Scheme of Repetition3.9 Syntactic Scheme of Climax and Anti-climax3.10 Rhetorical Question3.11 Apodioxis3.12 ApostropheGeneral principles and features of English & Chinese rhetoric1.英语关系词丰富，介词、连词、关系代词和关系副词等的充分利用，使英语成为一种更为形式的语言，即以形合为主的语言。
高级英语Lesson5修辞The Libido for the Ugly
Theme: The innate love of ugliness in US is a pathological(病态的) problem. dreadful, hideous, bleak, appalling,
forlorn, revolting, macabre, monstrousness, leprous, misshapen, dingy, loathsome, obscene, putrid, ghastly, leprous, uremic, eczematous
Inversion
Parallelism
repetition
transferred epithet
Synecdoche 提喻 Rhetorical question
Speech Contents
Hyperbole in L5
superlative
(Para 1) “the boast and pride of the richest and grandest nation ever seen on earth” (Para 1) “Here was wealth ….disgraced a race of ally cats.（流浪猫）”
Emphasizing
Definition of Hyperbole :
A deliberate use of overstatement or exaggeration to achieve emphasis.
Hyperbole in L5:
They amplify both prosperity and ugliness of Westmoreland, which provoke the curiosity and imagination of readers.
英语修辞学课程教学大纲版汇编
《英语修辞学》课程教学大纲一、课程基本信息1．课程编号：325025062．课程名称：英语修辞学3．英文名称：English Rhetoric4. 课程简介：《英语修辞学》是为英语专业本科高年级开设的一门专业选修课，适用于英语专业教师教育方向和应用翻译方向，于第五学期开设，主要讲授英语修辞的基本原理及其应用，以及各类英语文体的语言风格特征，旨在引导学习者全面认识英语的语体特征、文体风格及其修辞要求和技巧，从本质上了解英语语体，掌握各类文体的修辞手段和语言特点，熟悉各种修辞手法，各类英语的功能，掌握语言使用中的“常规”和变异及其在各种文体中所表现出的规律，提高语言使用中的修辞与文体意识，使学习者具备一定的文学批评和对各类文体的分析和鉴赏水平。
二、课程说明1．教学目的和要求：通过本课程的学习，使学习者较系统地了解英语修辞产生的原因及其对提高语言表现力的重要作用认识，增强对英语的理解能力，提高恰当运用英语语言的交际能力。
学会从修辞的观点出发，从英语语言现象入手，对其内涵进行分析，初步掌握对各类文体的语言进行研究、分析和比较的方法。
掌握各种主要的修辞手段，提高实践中运用英语的能力和理解与欣赏英语文体的能力。
2．与相关课程衔接：先修课程：《英语国家概况》、《基础英语》、《英语听说》、《英语阅读》、《英语写作》、《英语语法》、《英国文学》等专业必修课，以及《英语词汇学》、《西方文化入门》等选修课。
并修课程：《高级英语》、《英语语言学》、《英国文学》后续课程：《美国文学》、《学术论文写作》等必修课，《笔译1》、《笔译2》、《口译1》、《口译2》、《实用文体翻译》等专业方向课程，以及《跨文化交际》、《商务英语翻译》、《经贸口译》、《会展口译》、《计算机辅助翻译》等选修课程。
3．学时：本课程周学时为2，共开16周，讲授学时32，总学时32，共计2学分。
4．开课学期：本课程于第五学期开设5．教学方法：以教师为主导、学生为中心。
高级英语第五课修辞手法分析
高级英语第五课修辞手法分析预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制1. Irony(反讽) is the use of words that the opposite of what you really mean, often as a joke and with a tone of voice that shows this.(1)I award this champion only after laborious research and incessant prayer. (L.1, Para.5)(2)It is as if some titanic and aberrant genius, uncompromisingly inimical to man, had devotedall the ingenuity of Hell to the making of them. (L.14, Para.5)(3)It is incredible that mere ignorance should have achieved such masterpieces of horror.(L.11,Para.6)2. Sarcasm(讽刺) is a way of using words that are the opposite of what you mean in order to be unpleasant to somebody or to make fun of them.(1) Obviously, if there were architects of any professional sense or dignity in the region, they would have perfected a chalet to hug the hillsides… (L.6, Para.3)(2) They are incomparable in color, and they are incomparable in design. (L.13, Para.5)3. Ridicule(嘲讽) refers to unkind comments that make fun of somebody/something or make them look silly.(1) When it has taken on the patina of the mills it is the color of an egg long past all hope or caring. (L.2, Para.4)(2) They made it perfect in their own sight by putting a completely impossible penthouse, painteda staring yellow, on top of it. (L.15, Para.8)4. Understatement(低调陈述) is the opposite of hyperbole. It achieves its effect of emphasizing a fact by deliberately understating it, impressing the listeners or the readers more by what is merely implied or left unsaid than by bare statement.(1) The country itself is not uncomely, despite the grime of the endless mills. （L.1, Para.3）5. Antonomasia(换称) is a figure of speech that involves the use of epithet or title in place of a name, and also the use of a proper name in place of a common noun.(1) Safe in a Pullman, I have whirled through the gloomy, God-forsaken villages of Iowa and Kansas, and the malarious tidewater hamlets of Georgia. (L.7, Para5)6. Antithetical Contrast(反衬对比) is a figure of speech combined by antithesis and contrast, and often has two sharply contrasting ideas balanced across a sentence (or neighboring sentences) (1) Here was the very heart of industrial America, the center of its most lucrative and characteristic activity, the boast and pride of the richest and grandest nation ever seen on earth—and here was a sense so dreadfully hideous, so intolerably bleak and forlorn that it reduced the whole aspiration of man to a macabre and depressing joke. (L.5, Para.1)(2) Here was wealth beyond computation, almost beyond imagination—and here were habitations so abominable that they would have disgraced a race of alley cats. (L.10, Para1)7. Hyperbole(夸张) is a way of speaking or writing that makes something should be better, more exciting, dangerous, etc. than it really is.(1) What I allude to is the unbroken and agonizing ugliness, the sheer revolting monstrousness, of every house in sight. (L.2,Para.2)(2) From East Liberty to Greensburg, a distance of twenty-five miles, there was not one in sight from the train that did not insult and lacerate the eye. (L.3, Para.2)(3) But in Westmoreland they prefer that uremic yellow, and so they have the most loathsome towns and villages ever seen by mortal eye. (L.8, Para.4)(4) I have seen, I believe, all of the most unlovely towns of the world; they are all to be found in the United States. (L.2, Para.5)(5) It is as if some titanic and aberrant genius, uncompromisingly inimical to man, had devoted all the ingenuity of Hell to the making of them. (L.14, Para.5)8. Metaphor(暗喻) is a figure of speech that describes something by referring to it as something else, in order to show that the two things have the same qualities and to make the description more powerful.(1) Here was the very heart of industrial America… (L.5, Para.1)(2)…on their low sides they bury themselves swinishly in the mud. ((L.17, Para. 3)(3) And one and all they are streaked in grime, with dead and eczematous patches of paint peeping through the streaks. (L.20, Para.3)(4) The effect is that of a fat woman with a black eye. It is that of a Presbyterian grinning. (L.17, Para.8)(5) Out of the melting pot emerges a race which hates beauty as it hates truth. (L.3, Para.9)9. Simile(明喻) is a figure of speech that often uses the words like or as, etc. to make a comparison between to unlike elements having at least one quality or characteristic in common.(1) …one blinked before them as one blinks before a man with face shot away. (L.7, Para.2)(2) …a crazy little church just west of Jeannette, set like a dormer window on the side of a bare leprous hill… (L.9, Para.2)(3) …a steel stadium like a huge rat-trap somewhere further down the line. (L.12, Para.2)10. Rhetorical Question(修辞疑问句) is a figure of speech in the form of a question posed for its persuasive effect without the expectation of a reply. Rhetorical question encourages the listener to think about what the answer (often obvious) to the question might be.(1) But what have they done? (L.11, Para.3)(2) Was it necessary to adopt that shocking color? (L.4, Para.4)(3) Are they so frightful because the valley is full of foreigners—dull, intense brutes, with no love of beauty in them? (L.1, Para.6)(4) Then why did not these foreigners set up similar abominations in the countries that they came from? (L.2, Para.6)。
英语修辞学大纲(新版)
《英语修辞学》课程教学大纲一、课程基本信息课程代码020259课程中文名称英语修辞学课程英文名称English Rhetoric课程性质专业必修学分/学时 2/36适用专业英语专业先修课程无推荐教材（参考书）《英语辞格导论》, 张金泉、周丹主编，华中科技大学出版社，2013年版二、课程简介本课程在吸收、借鉴修辞研究的新方法、新成果的基础上，比较系统的介绍了英语修辞理论及常用修辞手法，使学生掌握英语修辞学及修辞手法的基本知识，提高英语语言素养，作为英语专业高年级课程，本课程具有实践性和实用性。
三、教学目的与基本要求通过本课程，提高学生英语口、笔表达的得体性和艺术性，使之对词语的选用更加贴切、句子表义更加清晰和生动；并通过对经典修辞实例的分析和品读，使学生更准确地理解作者的写作意图、文体风格和写作技巧，从而提高阅读能力和文学欣赏水平。
四、教学进度表讲（章）次各讲标题名称讲授学时教学周安排备注第一讲绪论 2 1第二讲音韵修辞格 4 2-3第三讲语义修辞格 22 4-15 期中考试占2学时第四讲句法修辞格 4 16-17第五讲总结 2 18（注：以讲或章为单位对教学内容做出学时要求安排。
）五、考核方式和成绩评定办法1、考核方式：闭卷考；2、成绩评定办法：平时成绩（包括课堂表现、提交作业、考勤）占30%，期中考试占10%，期末考试占60%六、内容提要第一周英语修辞学概述教学目的：1）了解修辞学定义及修辞学研究的历史；2）了解修辞学学习的意义及课程设置教学重点：修辞学研究的对象及意义教学难点：修辞的定义教学方法：讲授为主，结合学生讨论教学内容：1）修辞学定义2）修辞学研究历史概述3）英语辞格介绍4）英语修辞学学习的意义5）本门课程考核方式课后思考题：英专学生学习英语修辞学的意义授课时数:2第二周音韵修辞格（头韵、元韵）教学目的：理解并掌握头韵、元韵概念与具体运用教学重点：头韵教学难点：头韵、元韵的具体运用教学方法：教师讲授、学生讨论、课堂联系presentation相结合教学内容：1）头韵定义及修辞实例赏析2）元韵定义及修辞实例赏析授课时数：2第三周音韵修辞格（押韵、拟声）教学目的：理解并掌握押韵、拟声的概念与具体运用教学重点：押韵教学难点：押韵、拟声的具体运用教学方法：教师讲授、学生讨论、课堂联系presentation相结合教学内容：1）押韵定义及修辞实例赏析2）拟声定义及修辞实例赏析授课时数：2第四周语义修辞格（摹色）教学目的：理解并掌握摹色的概念与具体运用教学重点：颜色词教学难点：摹色具体运用教学方法：教师讲授、学生讨论、课堂联系presentation相结合教学内容：摹色定义及修辞实例赏析授课时数：2第五周语义修辞格（明喻）教学目的：1）掌握明喻的概念2）掌握明喻的几种常见形式3）了解as...as...类明喻的翻译教学重点：明喻的几种常见形式教学难点：as...as...类明喻的特征及文化内涵教学方法：教师讲授、学生讨论、课堂联系presentation相结合授课时数：2第六周语义修辞格（隐喻）教学目的：1）掌握隐喻的定义2）掌握隐喻的分类3）了解延伸式隐喻的定义教学难点：隐喻的分类教学方法：教师讲授、学生讨论、课堂联系presentation相结合授课时数：2第七周语义层面的修辞格（拟人、双关）教学目的：1）掌握拟人的概念、分类、修辞效果。
英语写作基础教案修辞篇
IV. IdiomsRefined and sanctified by long usage, idioms have been described as the crystallization of language. Without idioms our language would become dull and dry, whereas an appropriate use of them in our speech and writing will add to the strength and vividness posed of few words, contain an extremely profound and rich meaning; for another most idioms carry a vivid image.An idiom is a fixed group of words with a special meaning which is different from the meanings of the words that form it. To “read a book”, for instance, is not an idiom, for the meaning of the phrase is the meanings of the three words put together, and “a book” can be replaced by other words like “a newspaper” or “a magazine”. To “read between the lines” is different. The four words that form the idiom give no hint as to what it means and none of the words can be changed to form another understandable phrase.English is rich in idioms. The following types of idioms are most common:1.Phrasal verbse.g. put up with: tolerate; live withturn out: provelook forward to: expectcarry on: conduct or transactcome across: be confronted with2.N. + prep. + n.e.g. a straw in the wind: a slight hint that shows which way things may developthe apple of one’s eye: sb. or sth. dearly lovedlike a fish out of water: feel uncomfortable or awkward because of being inunfamiliar surroundingsin a world of one’s own: live a life of fantasy without communicating with otherpeople; in private3.Prep. + n.e.g. in kind: (of payment) in goods or natural produce, not in moneyon the air: broadcastingat length: eventually, at last; in great detail(come off/through) with flying colors: make a great success of sth.4.V. + n.e.g. won’t hold water: (of theories) to be not sound when testedslip one’s mind: forgetkill two birds with one stone: get twice the result with half effortgo to the dogs: (of an organization, institution, etc.) change so that it is no longeras efficient, productive, etc. as before5.As… as…e.g. as big as life: as big as the actual size of…(Believe it or not, he was here yesterday ~.)as easy as pie/ABCas different as night and day/black and whiteas poor as a church mouseas innocent as an angelas wise as Solomonas cunning as a fox/an apeas greedy as a Jew/bearas cruel as a tigeras stubborn as a bear/muleas hard as rock/stoneas steady as ironas round as a ballas light as air/a featheras red as roseas silent as the Sphinxas rich as a millionaireas soft as silkas white as snowas dark as coal/pitch/inkas proud as a peacock/roosteras cool as cucumberas cold as iceas heavy as leadas swift as an antelope/windas merry as a lark/cricket/king/princeas silly as an ass/a gooseas strong as a horse/an oxas mute as a fishas nimble as a goatas clear as crystalas brave as a lionas blind as a batas busy as a beeas scarce as chicken teethas slippery as an eelas firm as rockas timid as a hare/rabbitas fit as a fiddleas good as gold6.Pairs of wordse.g. (to stand) wear and tear: to last wellhigh and dry: (of a ship) stranded; agroundHe left her ~ in a strange country without any money.touch-and-go: uncertain as to the resultIt was ~ whether we would get to the airport in time.The patient is out of danger now, but it was ~ [i.e. uncertain whether he wouldsurvive] for a while.(to have sth. done) in black and white: (have it) recorded in writing or printsafe and soundfair and squarevim and vigorfair or foulpots and pansodds and endsweal and woethicks and thinsat sixes and sevensTweedledum and Tweedledeeneither fish nor fleshto mind one’s P’s and Q’shither and thither7.SayingsOne man’s meat is another man’s poison.A stitch in time saves nine.Take it or leave it.Don’t count your chickens before they are hatched: First catch your hare, then cook it.To run after two hares, you can catch neither.When the cat’s away, the mice will play.Jack of all trades and master of none.Grasp all, lose all.Man proposes, God disposes.Once bit/bitten, twice shy.A fall into the pit, a gain in your wit.The spirit is willing, but the flesh is weak.Where there is a will, there is a way.When there is life, there is hope.The child is father of the man.There is no smoke without fire.Don’t you see the writing on the wall?No cross, no crown.An idle youth, a needy age.Follow love, and it will flee; flee love, and it will pursue.As you sow, so will you reap.Many a pickle makes a nickel.Money makes the mare to go.V. Figures of Speech (修辞手法)Words used in their original meanings are used literary, while words used in extended meanings for the purpose of making comparisons or calling up pictures in the reader’s or listener’s mind are used figuratively.As a Chinese idiom goes, “With all its beauty the peony needs the green of its leaves to set it off.” The rich and colorful content of writing can be expressed through such artistic devices asfigures of speech, which contribute much to its expressive and emotional power.A knowledge of various figures of speech commonly used in writing will help us not only to appreciate beauty of language, but also learn to use the various rhetorical figures in our own writing.The most common of figures of speech are the following:1.SimileSimile is a direct comparison, in which subject, reference and indicator of resemblance are all present, its formula being: Subject + indicator of resemblance + reference.Time flies like an arrow.One day apart seems like three years ― to miss somebody very much.like a duck to water: to feel just like a fish in water.as dry as saw dust: It is like chewing wax ― insipid.like a cat on hot bricks: like an ant on a hot pan.He is something of a musician/a political chameleon.soft as dove’s down ― William Shakespe arefree as mountain winds (Ibid.)rapid as the shadow of a cloud ― Thomas Hardyhappy as a rose tree in sunshine ― William M.ThackerayI wandered lonely as a cloud ― William Wordsworth2.MetaphorMetaphor is an implied comparison in which both subject and reference are used, but no indicator of resemblance. Metaphor is more advanced than simile, for comparison is implied in the structure, instead of being expressed by an indicator of resemblance. It’s formula is: Subject + to be + reference:Time is money.An inch of time is an inch of gold.With money you are a dragon; without it you are a worm.Money becomes the king.Many retirees are couch potatoes.The newspaper is a jungle of ads.It takes two to tango.It’s lonely at the top.Some special interest groups hijack the people through uncontrolled profit and inflation.My life is one long curve, full of turning points.All the world is a stage.He has a heart of stone.She is a bookworm.She is really a Barbby.Sometimes you go into what I call a bubble boom. Every bubble bursts.Efficiency is undermined in a jungle of red tape.The scandal took a lot of luster off the president’s status.Life is but a dream.Life’s but a walking shadow. ― William ShakespeareTOEFL/IELTS is a bridge to foreign universities.His friend has become a thorn in his side.You are your mother’s glass.3.PersonificationPersonification is a figure of speech in which human beings are compared to inanimate things or vice versa. Being new, original and impressive, personification can make an abstract truth more vivid and expressive.In the following sentences human attributes are given to abstract qualities, to objects or to animals:Action speaks louder than words.W alls have ears ― beware of eavesdroppers.Failure is the mother of success.a walking dictionary(cf. a living dictionary; know-it-all)an old stick-in-the-mud: someone who is old-fashioned and fights change.(old diehard; old fogey )A rolling stone gathers no moss:It implies that a person who is constantly moving and changing from one place oroccupation to another will never gain a steady, established position.(cf. A rolling stone gathers no moss; constant change of one’s profession accumulatesno wealth. )The autumn wind is sighing.Spring awakened, and all nature smiled.Clothes can make the man.Dusk came stealthily.This time fate was smiling to him.Thunder roared and a pouring rain started.A lie goes halfway around the world before truth has time to get its trousers on.The match will soon be over and defeat is staring us in the face.Money won’t buy time.Fortune smiled on me; I got the scholarship.Flu/SARS stalked about, touching one here and there with his evil finger.4. MetonymyMetonymy is a figure of speech in which the name of one thing is substituted for another associated with or suggested by it. The thing spoken of and the thing meant may be wholly unlike, but the relation between them is such that the mention of one sugge sts the other, e.g. “The drunkard loves his bottle.” Here there is no resemblance, but very close relation.In writing when metonymy is well employed, brevity and vividness may be achieved:The early bird catches the worm.Rats desert a sinking ship.Any o x that can pull the plough is a good ox, whether it’s red or black.a drowned rata rat in a holea black sheepa wolf in sheep’s clothing (a dressed-up beast; a friend in human form)The kettle is boiling.He drank a cup.He ate another bowl.Gray hairs should be respected.The gray-haired have my sympathy.from the cradle to the gravefrom the womb to the tombHave you ever read Lu Xun?Who is the best pen of the day?He has never earned an honest penny in his life.I’ve come to pick your brains.Her behavior when her husband is away causes the neighbors to raise their eyebrows.As a player, he spent most games on the bench.The whole city went out to hail Mr. Huang, for the hero succeeded in having caught LHZ, the Criminal.Are you fond of the bottle?He indulged in glass.What’s your favorite dish?A fair face may hide a foul heart. (a beast in human shape)Is there anybody in our class who is going to enter the bar after college?Do you have an ear for music?Please be all ears to me.Who do you think is the best pen of our class?The whole class love me because I’m a bit stupid.Uncle Sam ― the United Statescf. Washington/BeijingFleet Street ― the British pressFoggy Bottom ― U.S. State DepartmentHollywood ― American film-making industry10, Downing Street ― the residence and office of the British prime minister (PM)Ivan ― the Rus sian peoplethe girl in red ― the girl in red shirt/dress/one-piece dress or pantdresswomen in furs or men in grand coats ― the richblack gown ― American college studentsthe gray hair ― the old (people)the egg head ― the baldhead/baldythe i vory tower ― colleges or universitiesAny cat that can catch the mouse is a good cat, whether it’s white or black.(The end justifies the means. The end crowns all.)The spirit is willing, but the flesh is weak.Only a knife could save him. (operation)cf. Two heads are better than one.5. SynecdocheSynecdoche is a figure of speech in which a part is used for a whole, or vice verse.The factory employs 100 hands.The farmer sold 50 head of cattle.China (the Chinese table tennis team) beat Japan (the Japanese TTT) at table tennis.Two heads are better than one.Many hands make light work.He toiled all day long to earn his bread.Class 1 is superior to Class 2 in the crossword games.He won her hand in marriage.The world is still ignorant of the fact.He has many mouths to feed in his family.They counted fifty sails in the harbor.He is a valiant heart.The poor man is now left without a roof.The doctor cut me open and took out the appendix and stitched me up again.a glib tongue ― an eloquent pers onOne day apart seems like three years.to go the way of all flesh: to die6.EuphemismEuphemism is a figure of speech in which a mild or vague expression is substituted for a harsh or unpleasant one. In other words, by euphemism one speaks in gentle and favorable terms of some person, object, or event, which is ordinarily seen in a less pleasing light. What characterizes this figure is that it makes the meaning all the more mild yet implicit, thus affording much food for thought.e. g.to lie is substituted by such expressions as to distort the facts, misrepresent the facts andto distort the truth.Retarded children have been replaced by slow learners or underachievers.to be ill ― to be under the weather(ill health ― to worry about gathering firewood 采薪之忧)to take the rosy pathto live fastto lead a loose lifeto degenerate ― to go on the spreeto go to the badto be going to dogsto go west/to departto go to glory/to be no moreto join the majorityto die ― to go the way of all fleshto pass awayto go to the ancestorsto leave sb.one’s heart has stopped beatingplumpfat ―stoutchubbyweight watchercarolie count-downleanslim, slenderthin ― willowylithesvelteuglyheart attack ― heart conditionvenereal disease ― social disease (syphilis, aids)asylum ― mental homemad ― emotionally disturbedold ― elderly, senior, past one’s primeold people ― senior citizen sfuneral ― memorial servicegraveyard ― memory gardenpoor ― needy, underprivileged, the indigentdebt ― cash advancebankrupt ― out of the gamedismissal ― lay offslum ― substandard housingviolence ― actionto murder ― to take care ofpriso n ― correctional centerused car ― predriven classicsecond-hand furniture ― antiquescostume jewelry ― fashion jewelrydustman ― sanitation workermaid, housekeeper ― domestic help, day-help, live-in help head-waiter ― captainair-hostess ― service managerbarber, hairdresser ― beauticianThe student is obtuse.― He is a bit slow for his age.― He seems to be mentally retarded.He has failed (flunked) many major courses.― He has got less than a passing grade for a few major courses.― I’m sorry to find him an underachiever for some major courses.The student is lazy.― I’m afraid he has to exert himself in his study.― Probably he has to devote himself more diligently to his studies.― He is sure to go far if he can use his resources fully.― He’ll get somewhere if he is highly motivated.― He needs to raise his ambition level a bit.― He’d better take his lessons more seriously.The student is noisy.― He needs to develop quieter habits of communication.The student is a bully. He is quarrelsome and often browbeats, frightens or hurts smaller or weaker pupils.― He needs help in learning to use his leadership qualities democratically.He lies.― He is likely to embroider the truth a bit.― He may occasionally fall into terminological inexactitude.― He can be categorically inaccurate sometimes.― He has difficulty in distinguishing between imaginary and factual information.The student cheats.― He needs to learn how helpful in learning to adhere to rule s and standard of fair play.The student must mend his ways.― He needs to be brought back into the mainstream.与委婉语同时并存的，当代还有一种对立的倾向。
英语修辞课教案设计模板
1. 知识目标：- 学生能够识别和解释常见的英语修辞手法。
- 学生能够运用所学修辞手法创作句子或段落。
2. 能力目标：- 学生能够提高语言表达的准确性和艺术性。
- 学生能够增强语言感知能力和审美鉴赏能力。
3. 情感目标：- 学生能够培养对英语语言美的追求和热爱。
- 学生能够增强文化自信和跨文化交际能力。
二、教学重难点1. 重点：- 识别和解释常见的英语修辞手法。
- 运用修辞手法进行创作。
2. 难点：- 深入理解修辞手法的内涵和运用技巧。
- 创作具有感染力和艺术性的句子或段落。
三、教学准备1. 教师准备：- 教学PPT、相关修辞手法示例、创作练习材料。
- 预设问题，引导学生思考。
2. 学生准备：- 带好笔记本和笔，积极参与课堂讨论。
（一）导入1. 教师简要介绍修辞学的概念和重要性。
2. 提出问题：修辞手法在英语表达中的具体作用是什么？（二）新课讲授1. 介绍常见的英语修辞手法，如比喻、拟人、夸张、排比等。
2. 通过PPT展示示例，让学生了解每种修辞手法的特征和运用方式。
3. 结合实际语境，分析修辞手法在句子或段落中的作用。
（三）实践环节1. 学生根据所学修辞手法，进行句子或段落的创作。
2. 教师挑选优秀作品进行点评，引导学生总结创作技巧。
（四）课堂讨论1. 教师提出问题，引导学生思考修辞手法在不同场景下的运用。
2. 学生分组讨论，分享各自的观点和体会。
（五）总结1. 教师对本节课的主要内容进行总结。
2. 强调修辞手法在英语表达中的重要性，鼓励学生在日常学习中运用所学知识。
五、课后作业1. 学生根据所学修辞手法，创作一篇短文。
2. 教师批改作业，给予反馈。
六、教学反思1. 教师反思本节课的教学效果，总结教学过程中的优点和不足。
2. 教师针对学生的反馈，调整教学策略，提高教学质量。
英语修辞学 教学大纲
英语修辞学一、课程说明课程编号：180138Z10课程名称：英语修辞学/English Rhetorics课程类别：专业教育（选修）课学时/学分：32学时/2学分先修课程：议论文写作适用专业：英语专业教材、教学参考书：教材：自编教材教学参考书：Bizzell, Patricia. The Rhetorical Tradition: Readings from Classical Times to the Present. Boston, MA: Bedford/St Martin’s, 2001.Harris, Robert. Writing with Clarity and Style: A Guide to Rhetorical Devises for Contemporary Writers. Pyrczak Pub., 2002.Mcguigan, Brendan. Rhetorical Devises: A Handbook and Activities for Student Writers. Prestwick House, Inc., 2007.Samuelsen, Patricia. The Writer’s Toolbox: Use Rhetorical Devises to Improve Communication. Sweetwater Publishing, 2011.冯翠华.《英语修辞大全》. 外语教学与研究出版社，2005.兰纯.《修辞学：理论与实践》.外语教育与研究出版社，2013.二、课程设置的目的与意义作为英语专业选修课程，本课程设置的目的在于帮助学生掌握修辞理论和修辞手段，从而从修辞的角度提高对英语语言的理论认知。
修辞学是一门跨学科的课程，广泛吸收了哲学、文学、心理学领域的理论知识，是英语语言研究重要的一个分支。
修辞理论知识是英语专业学生和学者听、说、读、写、译等语言活动起着重要的指导作用。
英语修辞教学设计
英语修辞教学设计引言修辞是英语教学中重要的一部分，它涉及到说话和写作的艺术。
修辞技巧可以帮助学生表达思想、情感和观点，以及加强他们的写作和口语能力。
因此，在英语教学中，教师应该重视修辞教学的设计和实施。
本文将介绍一种以学生为中心的英语修辞教学设计，旨在帮助教师对修辞技巧进行系统的教学。
一、教学目标1. 帮助学生理解修辞的概念和作用。
2. 培养学生运用修辞技巧的能力。
3. 提高学生的写作和口语表达能力。
4. 培养学生对于修辞的欣赏和分析能力。
二、教学内容1. 修辞的概念和分类- 介绍修辞的定义和作用。
- 介绍修辞的基本分类，如比喻、拟人、夸张等。
2. 修辞技巧的运用- 分别介绍不同的修辞技巧，并提供例子。
- 引导学生分析不同修辞技巧对语言和表达的影响。
3. 修辞在写作中的应用- 引导学生将修辞技巧应用于写作中，如描写、叙述和议论等。
- 组织学生进行写作练习，鼓励他们尝试使用修辞技巧。
4. 修辞在口语表达中的应用- 引导学生将修辞技巧应用于口语表达中，如演讲、辩论和对话等。
- 组织学生进行口语练习，鼓励他们尝试使用修辞技巧。
三、教学方法1. 学生合作学习法- 将学生分为小组，在小组内讨论和分享关于修辞的知识和技巧。
- 鼓励学生互相帮助和纠正错误，提高学习效果。
2. 视听教学法- 播放一些包含修辞的音频和视频材料，让学生通过听力和观察来理解修辞技巧的运用。
- 引导学生观察和分析材料中的修辞技巧，并进行讨论。
3. 创意写作法- 引导学生通过创作故事、诗歌等形式的写作，运用所学的修辞技巧。
- 鼓励学生进行写作分享和互相评价，提高写作水平。
四、评估方法1. 书面作业- 给学生出示一篇文章或段落，要求他们分析其中的修辞技巧。
- 要求学生运用所学的修辞技巧，重新写一篇文章或段落。
2. 口头表达- 组织学生进行小组或全班的口头表达练习，要求他们使用修辞进行演讲、辩论等。
3. 学习反思- 鼓励学生对自己的学习过程进行反思和总结，提出建议和改进措施。
高中英语写作中的修辞手法教学
高中英语写作中的修辞手法教学一、引言在高中英语教学中，写作是一个重要的组成部分。
然而，许多教师往往忽视了修辞手法的运用，这可能会限制学生写作能力的提高。
修辞手法不仅是提高文章质量的关键，还能增强学生的自信心，使他们更有信心地表达自己的观点。
本文将探讨在高中英语写作中如何有效地教授修辞手法，以及如何培养学生的这种技能。
二、修辞手法的定义和种类修辞手法是为了增强表达效果而使用的语言技巧。
在高中英语写作中，常见的修辞手法包括明喻、暗喻、提喻、夸张、排比、拟人等。
这些修辞手法可以通过比喻、对比、强调、重复和拟人化等方式增强文章的表达力。
三、如何在高中英语写作教学中教授修辞手法1.了解学生需求：了解学生的写作水平和他们对修辞手法的认识程度，以便制定适当的教学计划。
2.讲解修辞手法的概念和作用：通过实例向学生解释各种修辞手法的含义和作用，帮助他们理解这些技巧如何增强文章的表达效果。
3.练习：提供一些样例，让学生尝试使用不同的修辞手法进行写作练习。
这可以通过小组讨论或个人作业的形式进行。
4.反馈和修正：对学生的习作进行反馈，指出优点和需要改进的地方。
引导学生反思自己的写作，并尝试使用不同的修辞手法来改进他们的作品。
5.课堂讨论：鼓励学生分享他们使用修辞手法的经验和故事，以便他们能从其他同学的实践中学习并得到启发。
6.课外拓展：为学生提供一些课外阅读材料，让他们了解更多关于修辞手法的知识，并在课后进行讨论和交流。
四、培养学生的写作自信和表达能力教授修辞手法的目标是培养学生的写作自信和表达能力。
通过不断的练习和反馈，学生将逐渐掌握如何有效地使用修辞手法来表达自己的思想。
当学生开始欣赏自己的进步时，他们的自信心也会随之增强。
五、结语总的来说，在高中英语写作教学中教授修辞手法是非常必要的。
通过了解学生需求、讲解概念、提供练习、给予反馈、组织讨论和拓展课外知识等步骤，我们可以有效地培养学生的写作自信和表达能力。
此外，鼓励学生反思自己的写作过程，并尝试使用不同的修辞手法来改进他们的作品，也是非常重要的。
英语修辞学授课计划
周次
课
次
教学内容
1
0导论
0.1英语“rhetoric”的意义：普通用法与专门术语
0.2修辞学的定义
0.3修辞学的研究对象
0.Байду номын сангаас本书的目的
2
1影响修辞活动的要素
1.1信息和使用场合
1.2信息与受话者
1.3语气
3
2词汇的修辞
2.1词汇的恰当性
2.2词汇的精确性
2.3选用简洁的表达方式
4
3句子的修辞
3.1句子的清晰性
9.4查伊姆·佩雷尔曼（Chim Perelman）：论辩模式的修辞
9.5斯蒂芬·图尔明（Stephen Toulmin）:论辩模式的修辞价值
9.6马歇尔·麦克卢汉（Marshall McLuhan）：修辞学价值
14
10西方修辞学：传统与发展
10.1西方修辞学传统
10.2英国修辞学传统
10.3美国修辞复兴
实用英语修辞
清华大学出版社
2004
2
英语修辞大全
外语教学与研究出版社
2015
5.6
考核方式
考查
主要教学方法
讲授法、交际法、任务型教学法、练习法、讨论法
教学目标
深入了解修辞学的理论知识，了解国内外修辞学研究的现状，利用修辞知识提升自己交际能力，提升交流效果。
授课周数
从第 1 周 至 第 15 周
每周
课时
3.2句子的统一性
3.3句子的连贯性
5
3.4句子的强调性
3.5句子的多样性
6
4段落的修辞
4.1段落的统一性
4.2段落的连贯性
4.3展开段落
英语修辞学课程教学大纲2013版
《英语修辞学》课程教学大纲一、课程基本信息1．课程编号：325025062．课程名称：英语修辞学3．英文名称：English Rhetoric4. 课程简介：《英语修辞学》是为英语专业本科高年级开设的一门专业选修课，适用于英语专业教师教育方向和应用翻译方向，于第五学期开设，主要讲授英语修辞的基本原理及其应用，以及各类英语文体的语言风格特征，旨在引导学习者全面认识英语的语体特征、文体风格及其修辞要求和技巧，从本质上了解英语语体，掌握各类文体的修辞手段和语言特点，熟悉各种修辞手法，各类英语的功能，掌握语言使用中的“常规”和变异及其在各种文体中所表现出的规律，提高语言使用中的修辞与文体意识，使学习者具备一定的文学批评和对各类文体的分析和鉴赏水平。
二、课程说明1．教学目的和要求：通过本课程的学习，使学习者较系统地了解英语修辞产生的原因及其对提高语言表现力的重要作用认识，增强对英语的理解能力，提高恰当运用英语语言的交际能力。
学会从修辞的观点出发，从英语语言现象入手，对其涵进行分析，初步掌握对各类文体的语言进行研究、分析和比较的方法。
掌握各种主要的修辞手段，提高实践中运用英语的能力和理解与欣赏英语文体的能力。
2．与相关课程衔接：先修课程：《英语国家概况》、《基础英语》、《英语听说》、《英语阅读》、《英语写作》、《英语语法》、《英国文学》等专业必修课，以及《英语词汇学》、《西方文化入门》等选修课。
并修课程：《高级英语》、《英语语言学》、《英国文学》后续课程：《美国文学》、《学术论文写作》等必修课，《笔译1》、《笔译2》、《口译1》、《口译2》、《实用文体翻译》等专业方向课程，以及《跨文化交际》、《商务英语翻译》、《经贸口译》、《会展口译》、《计算机辅助翻译》等选修课程。
3．学时：本课程周学时为2，共开16周，讲授学时32，总学时32，共计2学分。
4．开课学期：本课程于第五学期开设5．教学方法：以教师为主导、学生为中心。
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外国语学院
教案
课程名称：英语修辞学
上课班级：2018级英语专业1-8班学生层次：本科
课程归属：
任课教师：
适用学期：2019-2020-2
《英语修辞学》课程单元教学设计（教案）—Unit 5
Steps
（步骤）
教学组织时长
Step One
（步骤一）
Organize students to join the class through Tencent Meeting.
P.S The ppt will be shown to students with the help of the screen sharing function of
Tencent Meeting.
1. Introduction to the overall arrangement of this lesson
✓ 3.1 the clarity
✓ 3.2 the unity of sentences
✓ 3.3 the coherence of sentences
✓ 3.4 the emphasis of sentences
✓ 3.5 the variety of sentences
✓Classroom discussion
✓Q & A
✓Homework & follow-up material
3
mins
Step Three
（步骤三）
3. Lead-in
The problem with valid sentences is that all the words in the sentence must, of
course, be appropriate to the content and the object, which is the premise of the
discussion of valid sentences. Only on the basis of the effective choice of words and
phrases can we discuss the effective combination of conjunctions. To discuss the
rhetoric of sentences is to discuss the clarity, unity, coherence, emphasis and variety
of sentences.
3
mins
Step Four （步骤四）4. Case analysis
45
mins
Step Five （步骤五）Assign homework
Preview next part
2
mins
Conclusion （总结）Rhetoric is the understanding and accumulation of all kinds of knowledge, do not
need to be too deep, suitable for extensive reading, to have a general understanding
of it.
3
mins。