英语修辞学(课堂教案)
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
《英语修辞学》教学大纲修订单位: 韩山师范学院外语系执笔人: 张若兰一. 课程基本信息1. 课程中文名称：英语修辞学2. 课程英文名称：English Rhetoric3. 课程类别：任选4. 适应专业：英语（师范类）本科5. 总学时：366. 总学分：2二．本课程在教学计划中的地位、作用和任务《英语修辞学》是为英语专业高年级学生开设的一门专业任意选修课。
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。
三．教学内容与教学基本要求教学内容:Chapter One：Syntactic Devices (句法辞格) (6课时)本章内容包括：1．长句和短句(Long and short sentences)；2．简单句(The simple sentence)；3．复合句(The compound sentence)；4．分枝句(Branching sentences)；5．主动和被动句(The active and the passive voiced sentences)；6．平衡句(Syntactic schemes of balance)----排比句(parallelism)；对偶句(antithesis)；逆转反复句(chiasmus)；7．倒装句(Syntactic scheme of inversion)----省略句(ellipsis)；局部省略句(fragmentary elliptical sentence)；连词省略/散珠(asyndeton)；跳脱(aposiopesis)；8．添加句（Syntactic scheme of addition or insertion）----连词叠用(polysyndeton)；修正法/换语(epanorthosis)；注释法(exegesis)；扩充法(exergasia) ；并列法(apposition) ；插入法(parenthesis)；9．反复句(Syntactic scheme of repetition)---二项式(binomials)；三项式(trinomials)；多项式(catalogues)；首语重复(syntactic anaphora)；尾语重复(syntactic epiphorea)；首尾语重复(syntactic framing)；10．层进与突降(Syntactic scheme of climax and anticlimax)----(climax)；(anticlimax or bathos)11．修辞问句(Rhetoric question)；12．顿呼(Apostrophe)。
英语修辞学教案
English Rhetoric 英语修辞学I. Connotation of Rhetoric：rhetoric的含义1. Rhetoric may be used as an ordinary（普通用词）word and a technical term（专业术语）.1) As an ordinary word, rhetoric in a derogatory sense means “skilful argumentation”（巧辩）and “empty or exaggerated eloquence”（虚夸的话）.e.g. the exaggerated rhetoric of presidential campaigns（总统竞选期间唱的高调）；the empty rhetoric of the politicians（政客们的花言巧语）;flowery rhetoric（华丽的辞藻）Rhetoric also means (1) “language designed to have a persuasive or impressive effect on its audience”（言语，辞令）, e.g. employ stirring rhetoric; soothing rhetoric; glowing rhetoric (2) “a rtistic language”（艺术语言）, e.g. the rhetoric of fiction（小说的艺术语言）; the rhetoric of film(电影语言); body rhetoric(肢体语言)2) As a technical term, rhetoric has several senses. In America, the writing course or the writing textbook is entitled “rhetoric”. Apart from the above senses, rhetoric also has the following important senses:(1) Speaking rhetoric（演讲修辞）: the art of speaking(2) Compositional rhetoric（写作修辞）: the art of writing(3) Stylistic rhetoric（风格修辞，文体修辞）: the style of writing2. Rhetoric may also be subdivided into the following:1) Lexical rhetoric（词汇修辞）:the rhetorical law of choosing words and phrases2) Sentence rhetoric（句子修辞）:the rhetorical law selecting sentence patterns3) Paragraph rhetoric（段落修辞）:the rhetorical law of organizing paragraphs4) textual rhetoric（语篇修辞）:the rhetorical law of organizing textsII. Definition of Rhetoric修辞学的定义What is rhetoric ?1.Origin of modern rhetoric: 现代修辞学的起源Rhetoric originated in “speaking”（说话）. Aristotle（亚里士多得）, in the 4th century BC, first defined rhetoric as the art of persuasion, equivalent to argumentation as people understand today. John Locke（约翰.洛克）, English philosopher of the late 17th century, described rhetoric as “the science of oratory(演说术)” or “the art of speaking with propriety, elegance and force(修辞学是说话得体、优美和有力的艺术)”. All this explains why the word “rhetoric” means “speaking”in such European languages as Greek, Latin, French, Spanish and Italian. In the book Modern Rhetoric by American linguists Brooks（布鲁克斯）and Warren（沃伦）rhetoric is defined as “the art of using language effectively（修辞学是有效地使用语言的艺术）”.In the New Oxford Dictionary of English rhetoric is described as “the art of effective or persuasive speaking or writing, especially the exploitation of figures of speech or other compositional techniques（修辞学是有效或有说服力的演说或写作的艺术，特别是运用英语修辞格或其它写作的艺术）”.2.Rhetoric and Figures of Speech:Figures of speech are quite different from rhetoric, but they are important components in English rhetoric. In the New Oxford Dictionary of English, “figure of speech” is defined as “ a word or phrase used in a non-literal sense too add rhetorical force or interest to a spoken or written passage”(修辞格是用一个非字面意义的单词或短语使一段口头或笔头的文字增加修辞效果或兴趣). They refer to rhetorical devices（修辞手段）, each of which has a fixed pattern, e.g. Simile is introduced by comparative words as, like, as if, as though, etc.; Like Simile, Metaphor refers to the comparison of two essentially unlike things which have one point of resemblance;Irony refers to the intended implication of which is the opposite of the literal sense of words; Oxymoron refers to the conjunction of two words or phrases which are incongruous or contradictory in sense so as to describe a person or thing; Pun; a play on words, sometimes on different senses of the same word and sometimes onthe similar sense or sound of different words; etc. These figures are employed in the following.He is as stupid as a goose. (=He is very stupid.)He has a heart of stone./ He has a heart like flint.(=He is unfeeling and stubborn.)He slept like a log / top. (=He slept very soundly.)They are birds of a feather. (=They are people of the same sort.) (Simile and metaphor are used of the comparison of two essentially unlike things which have one point of resemblance.) This hard-working boy seldom reads more than an hour per week. (If a boy seldom reads more than an hour per week, he must be very lazy, not hard-working.)(Irony refers to the intended implication being the opposite of the literal sense of words)He seems to be a clever fool. (=He seems to be a fool, but in fact he is very clever.)(Oxymoron refers to the conjunction of two words or phrases which are incongruous or contradictory in sense)Ask for me tomorrow and you shall find me a grave man.(grave: adj. serious; n. tomb The speaker stresses the latter.) (Pun refers to a play on words，sometimes on different senses of the same word and sometimes on the similar sense or sound ofdifferent words)3.The difference between rhetoric and grammar, phonetics,lexicolog y1)The difference between rhetoric and grammarRhetoric is different from grammar, but it is closely related to grammar and also based on grammar. To be grammatically correct is foundation to writing, but it is not enough. Basic rhetorical requirements must also be met. Francis Christensenn, an American French rhetorician, once said:Grammar maps out the possible(计划可能发生的事情);rhetoric narrows the possible down to the desirable and effective （使可能发生的事情变成很理想的事情或有效地事情）.In the preface to the book A handbook of English Rhetoric Warren quoted a passage by a scholar:Grammar is the law of language, considered as language;rhetoric is the art of language, considered as thought.Grammar tells what is correct; rhetoric tells what is effective and pleasing.2)Rhetoric and phonetics, lexicologyRhetoric is quite different from phonetics and lexicology. Phonetics is about the study of speech sounds and their pronunciation;lexicology is about the study of the vocabulary of a language;grammar concerns the study or science of rules for forming words and combining them into sentences; whereas rhetoric is the art of speaking or writing so as to persuade people effectively.I II. The Object of the Study of Rhetoric（修辞学研究的内容）Rhetoric aims at studying all forms of culture, which may be forms of mass media or any cultural phenomenon, concrete or abstract. Modern rhetoric seems to include all forms of discourse ---- written or colloquial, even all forms of communication in symbols.（修辞学研究的对象是一切文化形式，它们可以是任何这样或那样、具体或抽象的文化现象。
12、《英语修辞学》教学大纲
《英语修辞学》课程教学大纲课程编号：320031-2009020239-4学时：32学分（含课外学时）学分：2分适用对象：英语专业本科学生课程类别：专业理论课考核要求：考试使用教材及主要参考书：黄仁主编，《英语修辞学概论》，上海外语教育出版社1999年8月王玉龙主编，《英语修辞学》，高等教育出版社，2004年林六晨主编，《英语语法教程》，武汉大学出版社，2006年一、课程的性质和任务该课程属于高校英语专业必修课，也是语言实践能力培训课，它的主要任务是通过一个学期的教学，从语言修辞技能等方面全面提高专业高年级学生的综合技能。
二、课程教学目的与要求《英语修辞学》系英语专业第七学期开设的一门专业选修课，目的在于使学生提高欣赏英语语言之美、提高英语写作能力、帮助学生巩固、提高其英语应用能力等。
仅仅了解修辞学一般知识和常用修辞格，还不能保证学生能够写出非常漂亮的文章。
在学生掌握了修辞手段之后，还要结合英语学习中的其他技能和手段，要有清楚、连贯的思维，要有正确、深刻的见解，要能熟练地掌握英语语法和常用表达法，要会根据不同内容和题材使用恰如其分的词语，才有可能写出好的文章。
三、学时分配章节课程内容学时1 课程简介 22 隐喻和明喻 63 转喻和换喻 64 夸张和典故 45 排比和对照 46 拟人和转移修饰法 47 长句理解 6四、教学中应注意的问题该课程英语专业高年级技能课，教学内容含量大，难度高，所以在实际教学中，教学内容应根据学生的实际水平进行调整，教学进度也应根据实际情况进行调整。
尤其要注意实际技巧的定期测试和评估，并且按照评估结果调整教学内容和进度，只有这样才能达到应有的教学目的。
五、教学内容第一章：课程简介1．基本内容：修辞学的定义和功能2．教学基本要求：通过2个学时的课堂教学实践培训，学生能基本掌握英语修辞学的定义和基本功能。
3．教学重点难点：重点是英语修辞学的定义和功能方面知识的掌握。
4．教学建议：（一）强调学生在训练的同时理解和掌握英语修辞学的定义，要通过经常收听VOA或BBC新闻，以及经常朗读和背诵规范的英语短文来提高自己的英语修辞能力。
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。
《英语修辞学》课程教学大纲
《英语修辞学》课程教学大纲一、教师或教学团队信息二、课程基本信息课程名称（中文）：英语修辞学课程名称（英文）：English Rhetoric课程类别：□通识必修课□通识选修课□专业必修课 专业方向课□专业拓展课□实践性环节课程性质*： 学术知识性 方法技能性□研究探索性□实践体验性课程代码：周学时：2总学时：32 *2 学分: 4先修课程：英语写作，英语语法授课对象：英语（师范）专业本科三年级（5+6学期）三、课程简介本课程作为一门选修课程，向具备英语写作基础的学生介绍现代英语修辞学的研究内容、方法和主要修辞手段的运用；教学内容涉及词法、句法和段篇的修辞特色、组织安排及表达手段。
教学目的是让学生了解英语语言较深层次的表达特点和规律，辨别英汉修辞技巧的异同，能够利用修辞知识分析英语读物，提高欣赏水平和语言修养，并恰当地使用修辞手段，提高语言交际效果。
本课程对于高年级的英语语言文学专业的学生是不可或缺的学习领域及环节，它集理论性和实践性为一身，具备较高的实用价值，对于提升学生的专业水平具有重要帮助。
四、课程目标英语修辞学的教学内容涉及词法、句法和段篇的修辞特色、组织安排及表达手段；通过修辞中的美学和非美学两套标准，系统传授英语修辞学的相关理论及实践技巧。
教学目的是让学生了解英语语言较深层次的表达特点和规律，辨别英汉文化及修辞技巧的异同，能够利用修辞知识分析英语读物，提高欣赏水平和语言修养，并恰当地使用修辞手段，提高笔头及口头的语言表达效果。
总之，本课程旨在培养学生针对不同目的、场景、对象，使用相应风格的英语交际能力，以及一定的研究英语语言有效表达的学术素养。
五、教学内容与进度安排*（满足对应课程标准的第2条）本课程内容分三个大方面，第一方面为现代修辞学的研究对象、内容和方法，英语修辞活动的层次；第二方面为不同句法的修辞特色，短篇组织安排，文章写作和修改；第三方面为一些专题研究内容以及常用修辞格。
六、修读要求（满足对应课程标准的第3条）对学生的基本要求是“理解”及“创新”。
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。
英语修辞学省名师优质课赛课获奖课件市赛课一等奖课件
(2) Four basic demands:
➢ It has the comparative words such as “like”, “as” or “as if”, etc. ➢ Two things involved in comparison: tenor and vehicle. ➢ The two things must be substantially different ➢ The two things should be similar in at least one quality.
5
2) Illuminative simile: try to give deeper insight into persons, things, ideas, even problems, through suggestive association, or to throw light on what would otherwise be inconceivable to ordinary people.
E.g. Even if you are busy as a beaver, it’s not as cute as a button or as American as apple pie to overuse clichés. It should be as plain as the nose on your face!
• Kings and bears often worry their keepers. • 国王跟狗熊一样，总使照顾者坐立不安。伴君如
英语修辞学教案53-第15页
A careless use of verbal phrases (participle, gerund, infinitive, etc.) (非谓语动词短语)results in a construction usually known as the dangling modifier. A phrase is said to dangle if it is not tied to something it modifies(与修饰的东西无关). It is a stylistic fault(修辞上的错误), not a grammatical one. Most objectionable /disgusting (令人讨厌的)are ones that suggest a ludicrous / absurd (滑稽可笑的)meaning never intended by the writer(那些含有作者从没想到的滑稽荒唐意义的垂悬修饰语), e.g.
e.g.1. The snakes are dangeroushowever, most snakes are quite
harmless.
2. We were early hence we waited outside.
Sentences 1, 2 are run-on sentences. the first clause of each is a complete sentence and the second clause of each is also a complete one. The two clauses should be separated by a period or a semi-colon rather than by a comma, so these two erroneous sentences may be rewritten as the following:
英语修辞教案6
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 6教学设计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 ofTencent Meeting.1. Introduction to the overall arrangement of this lesson✓ 6.1 explanation of discourse✓ 6.2 persuasion discourse✓ 6.3 argumentation discourse✓ 6.4 description of discourse✓ 6.5narrative discourse✓Classroom discussion✓Q & A✓Homework & follow-up material3minsStep Three（步骤三）3. Lead-inA passage must have some concrete information, some feelings, emotions,observations and experience. Try to make it rich and vivid instead of empty. Thefirst is more like a general statement, telling us that the weather was bad. Thesecond is more like the body part, explaining in detail why the weather was bad.Because of the wind, the rain. You have 1 minute to read the two paragraphs.3mins4. Case analysisCase study a farmer tried to persuade his wife to move to a nearby city. He wrote down a few reasons for her to see. Income Increase, 2 schools are better, 3 housing on the farm is inconvenient, 4 social life is full, 5 cultural facilities are good, 6 farm workers are difficult to find, 7 dental treatment for the daughter for the first reason, her wife retorted, the expenses in the country were much less than in the city, and he would have a considerable inheritance, so they did not need any extra money. As for the second reason, she replied that school is not the whole content of education. It is also important to be in touch with nature and to develop one's abilities in solitude. She admits that city schools are better, but cautions that he agreed to send his children to private schools, so there is no difference between city and country schools. For the third reason, she admits that country houses are inconvenient, but they have a lot of charm and can be heated. As for reason number four, she said that they actually had too many guests now, and offered a new sub-argument: they both liked the outdoors, and liked horseback riding and hunting for reason number five, she said she had a radio and a stereo now. As for the sixth reason, she said he could use more machinery to solve the difficulty of finding a helper. For the seventh reason, she admits that her daughter's dental work is important, but she can drive her to a good dentist once a week.Division of Discourses [3 mins]1. Discourse Types Prepared by Miss Keisha Parris2.Discourse types, also known as rhetorical modes, are types of speaking and writing.3.There are five main types of discourse: Narrative Description Persuasive Argumentative Expository4.Narrative writing involves telling a story (narrating). Narration involves several features, such as: Narrative5.Point of view (first person or third person) Characters Setting Plot Conflict Resolution6.Descriptive Descriptive writing features descriptive words/phrases and sensory images.7.An effective piece of descriptive writing should make the reader feel as if he or she is experiencing what is being described.8.Persuasive The purpose of Persuasive writing/speaking is to convince the readers/listeners to change their mode of thinking or to persuade them to take a specific action.9.Persuasive techniques are often used in: Advertisements Argumentative writing Political campaigns Persuasion often appeals to emotion.10.Argumentative Argumentative writing/speaking is similar to Persuasive writing/speaking. However, the argument is put forward in a logical manner and is often supported by facts.11.Persuasive techniques are often used in Argument.12.Expository The purpose of Expository writing, or Exposition, is to deliver information about an issue, subject, method, or idea.13.Types of Expository Writing include: Analogy Analysis Cause and Effect Classification14. Comparison and Contrast Definition Examples Process Analysis15.What type of writing does each of the following represent? 1. An examination ofStep Five （步骤五）Assign homeworkPreview next part2minsConclusion （总结）Rhetoric is the understanding and accumulation of all kinds of knowledge, do notneed to be too deep, suitable for extensive reading, to have a general understandingof it.3mins。
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
英语修辞课教案模板范文
课题：《英语修辞手法：比喻与拟人》课时：2课时教学目标：1. 知识目标：了解比喻和拟人两种修辞手法的基本概念、特点及作用。
2. 能力目标：通过实例分析和创作练习，提高学生运用比喻和拟人修辞手法的能力。
3. 情感目标：激发学生对英语修辞手法的兴趣，培养其审美情趣和表达能力。
教学重点：1. 比喻和拟人修辞手法的基本概念及特点。
2. 比喻和拟人修辞手法的运用实例分析。
教学难点：1. 比喻和拟人修辞手法的灵活运用。
2. 学生创作过程中对修辞手法的正确理解和把握。
教学准备：1. 教师准备：PPT课件、比喻和拟人修辞手法的实例、创作练习素材。
2. 学生准备：预习相关修辞手法，准备创作练习。
教学过程：第一课时一、导入1. 教师简要介绍比喻和拟人两种修辞手法，激发学生兴趣。
2. 学生分享自己了解的修辞手法，引导讨论。
二、新课讲解1. 比喻：（1）定义：比喻是一种通过将两个事物进行类比，以突出其相似之处或某一特点的修辞手法。
（2）特点：直观形象、生动形象、富有感染力。
（3）实例分析：展示比喻的例子，引导学生分析其修辞效果。
2. 拟人：（1）定义：拟人是一种将无生命的事物赋予人的思想、感情、动作等的修辞手法。
（2）特点：生动活泼、富有想象力、富有感染力。
（3）实例分析：展示拟人的例子，引导学生分析其修辞效果。
三、课堂练习1. 教师出示练习题目，学生运用比喻和拟人修辞手法进行创作。
2. 学生展示作品，教师点评并给予指导。
四、小结1. 教师总结本节课所学内容，强调比喻和拟人修辞手法的重要性。
2. 学生分享学习心得，提出疑问。
第二课时一、复习1. 教师提问，检查学生对比喻和拟人修辞手法的掌握情况。
2. 学生回答问题，教师点评。
二、创作练习1. 教师出示创作素材，要求学生运用比喻和拟人修辞手法进行创作。
2. 学生创作，教师巡视指导。
三、展示与评价1. 学生展示作品，教师点评并给予指导。
2. 学生互相评价，提出改进意见。
四、总结1. 教师总结本节课所学内容，强调比喻和拟人修辞手法的运用技巧。
英语修辞学(讲稿)
Figures of speech (修辞)are ways of making our language figurative. When we use words in other than their ordinary or literal sense to lend force to an idea, to heighten effect, or to create suggestive imagery, we are said to be speaking or writing figuratively. Now we are going to talk about some common forms of figures of speech.第一部分：Figures of Resemblance and RelationshipSimile(明喻) Metaphor(暗喻) (隐喻) Metonymy(转喻) (借代)Synecdoche（提喻）Personification（拟人）Antonomasia （换称）一Simile(明喻)Simile：(明喻)It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic (特性)in common. To make the comparison, words like as, as...as, as if and like are used to transfer the quality we associate with one to the other. Simile is a comparison between two different things that resemble each other in at least one way. In formal prose the simile is a device both of art and explanation, comparing an unfamiliar thing to some familiar thing (an object, event, process, etc.) known to the reader.1. Simile通常由三部分构成：本体（tenor or subject）,喻体（vehicle or reference）和比喻词（comparative word or indicator of resemblance）。
英语修辞教案 9
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 9教学设计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 ofTencent Meeting.1. Introduction to the overall arrangement of this lesson✓ A brief review✓Targeted skill training: Economy and clarity✓Relationship and approaches✓Q & A✓Homework & follow-up material3minsStep Two（步骤二）2. A brief reviewWord meaning is a multifaceted (多方面的) notion. The words of a sentence maybe meaningful and true(正确的) because they report an event, raise a question,describe an action, or express a viewpoint. These are common aspects of wordmeanings easily found in any piece of writing. For example:a. On the 20th of July, 1969，the lunar module (登月舱) of Apollo 11(阿波罗11号宇宙飞船), landed on the moon. (An event that happened at a certain time andplace)4minsStep Three（步骤三）3. Lead-inDemonstrate the general characteristics of English language.3mins“The first quality of good writingbut that every word tellnot belaborwriter who is blunt(=frank), who comes right to the point (than talking like a witness at a Senate hearing (The second criterion of good writing as indicated in this passage is that whenStep Five （步骤五）Assign homeworkPreview next part2minsConclusion （总结）Rhetoric is the understanding and accumulation of all kinds of knowledge, do notneed to be too deep, suitable for extensive reading, to have a general understandingof it.3mins。
英语修辞课教案初中
英语修辞课教案初中## 初中### 课时安排：2课时（90分钟）### 教学目标：通过本节课的学习，学生将能够理解并运用常见的修辞手法，如比喻、拟人、夸张、排比等，以增强写作的表现力和感染力。
### 教学方法：- **启发式教学**：通过提问和讨论激发学生的思考。
- **互动式教学**：小组活动和角色扮演，促进学生之间的交流。
- **实践式教学**：通过写作练习，让学生即时应用所学的修辞手法。
### 教学内容：#### 第一课时##### 导入（10分钟）- **引言**：展示一些使用了修辞手法的句子，让学生猜测这些句子使用了哪些修辞手法。
- **讨论**：让学生分享他们已经知道的修辞手法。
##### 主体（40分钟）1. **比喻**- 定义：用一个事物来比另一个事物，以便更生动地描述。
- 示例：She is a sunny girl.2. **拟人**- 定义：给非人类事物以人的特征或行为。
- 示例：The wind whispers through the leaves.3. **夸张**- 定义：故意放大事物的特点，以引起注意。
- 示例：I have a million things to do.4. **排比**- 定义：用同样的结构或形式列举几个相似的词或短语。
- 示例：I am smart, funny, and kind.#### 第二课时##### 复习与实践（20分钟）- **复习**：快速回顾上节课所学的修辞手法。
- **小组活动**：学生分成小组，每个小组选择一个修辞手法，然后找出课文中的例子，并创作自己的句子。
##### 写作练习（45分钟）- **指导**：让学生运用至少三种修辞手法，写一段描述他们最喜欢的季节的短文。
- **练习**：学生写作，教师巡回指导。
### 评估方式：- **小组活动**：观察学生在小组中的参与和合作程度。
- **写作练习**：评估学生对修辞手法的理解和应用能力。
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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。
而汉语是以意合为主的语言。
Eg. That is our policy and that is our declaration.这就是我们的国策。
这就是我们的宣言。
If winter comes, can spring be far behind?冬天来了，春天还会远吗？This is the reason why he is leaving so soon.这就是他所以这么快就要离开的原因。
2. 英语名词用得多，汉语动词用得多。
因此，从总体修辞效果上看，英语呈静态，汉语呈动态。
Eg. I fell madly in love with her, and she – with me.我疯狂地爱上了她，她也疯狂地爱上了我。
A woman with fair opportunities, and without an absolute hump may marry whom she likes.一个女人只要不是驼背驼得厉害，机会好的话，想嫁给谁就嫁给谁。
Laser is one of the most sensational developments in recent years, because of its applicability to many fields of science and its adaptability to practical uses.激光可以应用于许多科学领域，又适合于各种实际用途，因此成了近年来轰动一时的科学成就之一。
3. 英语有“物称倾向”，即主语往往是表示无生命物体的名词或表示事物的名词词组。
汉语则有明显的“人称倾向”，即句子的主语往往是人或有生命的东西。
Eg. My heart went out to the old warrior as spectators pushed by him to shake Darrow’s hand.观众从他身边挤过去争相与达罗握手时，我很同情这位久经沙场的老将。
Bitterness fed on the man who had made the world laugh.这位曾使全世界的人发出笑声的人自己却饱受辛酸。
The sight of his native place called back his childhood.见到自己的故乡，他想起了童年的情景。
The old man’s death was calm and peaceful.（那位）老人死得很安详。
4. 英语被动句用得多，汉语主动句用得多。
这更说明了英语的“物称倾向”。
Eg. An illustration is furnished by an editorial in the Washington Post (January 17, 1962).《华盛顿邮报》（1962年1月17日）的一篇社论提供了一个例子。
It has been known for a long time that there is a first relationship between the heart and liver.长期以来，大家知道心脏和肝脏的关系是最重要的。
The challenge from the Third World has always been foreseen by our shipping companies.我国的海运公司总能预见来自第三世界的挑战。
5. 英语多用长句和复合句。
With the gaining of our political freedom you will remember that there came a conflict between the point of view of Alexander Hamilton, sincerely believing in the superiority of government by a small group of public-spirited and usually wealthy citizens, and, on the other hand, the point of view of Thomas Jefferson, and advocate of government by representatives chosen by all the people, and advocate of the universal right of free thought and free personal living and free religion and free expression of opinion and, above all, the right of free universal suffrage.想必你们还记得，在我们获得政治自由之后，亚历山大·汉密尔顿和托马斯·杰弗逊两人在观点上发生了分歧。