高中英语19种修辞手法汇总

高中英语19种修辞手法汇总
高中英语19种修辞手法汇总

英语19种修辞手法汇总

1.Simile 明喻

明喻是将具有共性的不同事物作对比。这种共性存在于人们的心里,而不是事物的自然属性。标志词常用like, as, seem, as if, as though, similar to, such as等。

例如:

1).He was like a cock who thought the sun had risen to hear

him crow.

2).I wandered lonely as a cloud.

3).Einstein only had a blanket on, as if he had just walked

out of a fairy tale.

2.Metaphor 隐喻,暗喻

隐喻是简缩了的明喻,是将某一事物的名称用于另一事物,通过比较形成。

例如:1).Hope is a good breakfast, but it is a bad supper.

2).Some books are to be tasted, others swallowed, and some

few to be chewed and digested.

3.Metonymy 借喻,转喻

借喻不直接说出所要说的事物,而使用另一个与之相关的事物名称。

I、以容器代替内容,例如:

1).The kettle boils. 水开了。

2).The room sat silent. 全屋人安静地坐着。

II、以资料。工具代替事物的名称,例如:

Lend me your ears, please.请听我说。

III、以作者代替作品,例如:

a complete Shakespeare 莎士比亚全集

VI、以具体事物代替抽象概念,例如:

I had the muscle, and they made money out of it.

我有力气,他们就用我的力气赚钱。

4.Synecdoche 提喻

提喻用部分代替全体,或用全体代替部分,或特殊代替一般。

例如:

1).There are about 100 hands working in his factory.

(部分代整体)他的厂里约有100名工人。

2).He is the Newton of this century.

(特殊代一般)他是本世纪的牛顿。

3).The fox goes very well with your cap.

(整体代部分)这狐皮围脖与你的帽子很相配。

5.Synaesthesia 通感,联觉,移觉

这种修辞法是以视。听.触。嗅.味等感觉直接描写事物。通感就是把不同感官的感觉沟通起来,借联想引起感觉转移,“以感觉写感觉”。

例如:

1).The birds sat upon a tree and poured forth their lily like voice.

(用视觉形容听觉,鸟落在树上,由它发出的声音联想到百合花)

鸟儿落在树上,倾泻出百合花似的声音。

2).Taste the music of Mozart.

(用嗅觉形容听觉)品尝Mozart的音乐。

6.Personification 拟人

拟人是把生命赋予无生命的事物。

例如:1).The night gently lays her hand at our fevered heads.

(把夜拟人化)

2).I was very happy and could hear the birds singing in the woods.

(把鸟拟人化)

7.Hyperbole 夸张

夸张是以言过其实的说法表达强调的目的。它可以加强语势,增加表达效果。

例如:

1).I beg a thousand pardons.

2).Love you. You are the whole world to me, and the moon and the stars.

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谈提高高中生英语书面表达能力的策略 内容摘要:本文根据学生高考英语书面表达的失分点,提出了提高学生书面表达能力的四 个策略。策略一:重在平时抓基本功训练;策略二:培养学生良好的写作习惯;策略三: 强化总复习阶段的应试训练;策略四:帮助学生避免在英语书面书面表达中出现中文思维 痕迹。 关键词:高中学生;英语;书面表达;能力提高;策略 笔者根据自己多年的教学经验,总结出学生英语书面表达的失分点主要在于四个方面。一是基础知识不扎实,错用词语、混淆句式现象频频出现,甚至仅仅把句子简单堆砌,文章缺乏连贯性和逻辑性;二是缺乏良好的写作习惯,对于书面表达的练习,不少同学总是怕之又避之,平时总是抱着能不写就不写的心态,到了考场上,就只能硬着头皮凑几句了;三是总复习阶段的应试技巧训练不到位,很多学生不清楚英语书面表达的训练方法,对一些文体的常用结构也模糊不清,以致于写出来的文章层次不清;四是一些学生受母语影响,不自觉地运用中文的写作思维,写出“中式”英语。针对这些问题,就如何提高中学生的英语书面表达能力,笔者提出以下四个策略。 策略一:重在平时抓基本功训练 培养学生的书面表达能力,不是一朝一夕的事情,而是一个由浅入深、由简到繁、由易到难循序渐进的训练过程。在高一、高二的英语教学中要狠抓基本功训练。 1、抓词汇教学,引导学生恰当使用高级词汇 句子由词汇构成,没有了词汇,写文章就成了一句空话。在高一、高二的平时教学中,对于每个单元的词汇我都要进行3至4次的反复听写和检查,以帮助学生克服易忘单词的问题。另外,还要让学生进行词汇替换、词汇填空、单词拼写等练习。这可使学生在长期坚持不懈的听写和练习中积累大量的词汇。

人教版高中英语必修一语篇专练1

高中英语学习材料 (灿若寒星*制作整理) 语篇专练1 Ⅰ.阅读理解 Too many people want others to be their friends,but they don’t give friendship back.That is why some friendships don’t last very long.To have a friend,you must learn to treat your friend the way you want your friend to treat you.Learning to be a good friend means learning three rules:be honest;be generous(宽宏大量的);be understanding. Honesty is where a good friendship starts.Friends must be able to trust one another.If you do not tell the truth,people usually find out.If a friend finds out that you haven’t been honest,you may lose your friend’s trust.Good friends always rely on one another to speak and act honestly. Generosity means sharing and sharing makes a friendship grow.You do not have to give your lunch money or your clothes.Naturally you will want to share your ideas and feelings.These can be very valuable to a friend.They tell your friend what is important to you.By sharing them,you help your friend know better. Sooner or later everyone needs understanding and help with a problem.Something may go wrong at school.Talking about the problem can make it easier to solve.Turning to a friend can be a first step in solving the problem.So to be a friend you must listen and understand.You must try to put yourself in your friend’s place so that you can understand the problem better. No two friendships are exactly alike(相同的).But all true friendships have three things in common.If you plan to keep your friends,you must practice honesty,generosity and understanding. 语篇解读本文介绍了做一个好的朋友的三个要素。 1.Some friendships don’t last long because . A.there are too many people who want to make friends B.those who give others friendship receive friendship from others C.some people receive friendship but don’t give friendship back D.they don’t know friendship is something serious 答案 C 解析细节理解题。根据文章前两句“Too many people want others to be their friends,but they don’t give friendship back.That is why some friendships don’t last very long.”可知答案。2.According to the passage,honesty is .

高级英语修辞手法总结归纳

英语修辞手法 明喻 明喻是将具有共性的不同事物作对比.这种共性存在于人们的心里,而不是事物的自然属性. 标志词常用like, as, seem, as if, as though, similar to, such as等. 例如: 1>.He was like a cock who thought the sun had risen to hear him crow. 2>.I wandered lonely as a cloud. 3>.Einstein only had a blanket on, as if he had just walked out of a fairy tale.隐喻,暗喻 隐喻是简缩了的明喻,是将某一事物的名称用于另一事物,通过比较形成. 例如: 1>.Hope is a good breakfast, but it is a bad supper. 2>.Some books are to be tasted, others swallowed, and some few to be chewed and digested. 借喻,转喻 借喻不直接说出所要说的事物,而使用另一个与之相关的事物名称. I.以容器代替内容,例如: 1>.The kettle boils. 水开了. 2>.The room sat silent. 全屋人安静地坐着. II.以资料.工具代替事物的名称,例如: Lend me your ears, please. 请听我说.

III.以作者代替作品,例如: a complete Shakespeare 莎士比亚全集 VI.以具体事物代替抽象概念,例如: I had the muscle, and they made money out of it. 我有力气,他们就用我的力 气赚钱. 提喻 提喻用部分代替全体,或用全体代替部分,或特殊代替一般. 例如: 1>.There are about 100 hands working in his factory.(部分代整体) 他的厂里约有100名工人. 2>.He is the Newton of this century.(特殊代一般) 他是本世纪的牛顿. 3>.The fox goes very well with your cap.(整体代部分) 这狐皮围脖与你的帽子很相配. 通感,联觉,移觉 这种修辞法是以视.听.触.嗅.味等感觉直接描写事物.通感就是把不同感官的感觉沟通起来,借联想引起感觉转移,“以感觉写感觉”。 通感技巧的运用,能突破语言的局限,丰富表情达意的审美情趣,起到增强文采的艺术效果。比如:欣赏建筑的重复与变化的样式会联想到音乐的重复与变化的节奏;闻到酸的东西会联想到尖锐的物体;听到飘渺轻柔的音乐会联想到薄薄的半透明的纱子;又比如朱自清《荷塘月色》里的“ 微风过处送来缕缕清香,仿佛远处高楼上渺茫的歌声似的”。

基于语篇分析的高中英语阅读教学的行动研究

基于语篇分析的高中英语阅读教学的行动研究 摘要:社会的信息化和经济的全球化使国际通用英语成为重要的信息载体之一,但是我国的英语教育现状还不满足经济和社会发展的需求。新一轮课程改革的重点就是改变英语课程过分重视词汇和语法知识的讲解,而忽视学生英语应用能力的倾向,强调激发学生的兴趣并使他们根据自己已有的知识积极体验学习的过程,因此获得综合语言运用能力、主动思维能力和自主学习能力等。 阅读理解能力是高中英语教学的主要任务。英语教学大纲明确指出:在高中英语教学中,要综合运用听、说、读、写能力,在进一步提高听说读写能力的同时,侧重培养阅读能力。传统的教学法的遗憾是过分注重句法、词汇的教学,不重视篇章的建构和解读,而语篇分析弥补了此遗憾。语篇分析是对表达完整意义的篇章,进行微观和宏观的研究。微观的研究是通过剖析词义、句法以及句子与句子之间的关系来识别语篇衔接的方法。宏观的研究是通过分析语篇的整体结构来理解它的深刻涵义。对语篇分析理论与高中英语阅读教学进行研究不仅对中学英语阅读课堂教学具有理论上的指导意义,而且具有很强的实用价值。英语阅读理解能力的高低更多地依赖学生对语篇而不是单个句子的理解能力。在高中英语阅读教学中通过对学生文体知识的培养、文章整体结构的分析、篇章文化内涵的挖掘,着力培养学生的语篇能力,从而能在根本上提高学生的阅读理解能力。 本文将着重探讨如下问题:在高中英语阅读教学中,该如何结合学生的学习实际,运用语篇分析理论和阅读理论,总结出适合中国学生学情的语篇教学模式;语篇教学在英语阅读实际教学中的应用及其意义;通过行动研究,对提高学生猜测生词能力,把握文章、段落主题能力,阅读速度和阅读准确率等进行分析,帮助高中英语教师探索出更符合学生实际的英语阅读教学模式,从而根本上提高学生的阅读理解能力。 关键字:语篇分析英语阅读教学行动研究 一、理论 1.1语篇分析的基本概念 1.1.1语篇的概念 语篇的概念源于语篇分析或称篇章语言学(text linguistics)、话语分析(discourse analysis)。英美学者喜欢用discourse analysis的居多,而欧洲大陆学者多用text linguistics。(黄国文,2001)无论是篇章语言学,还是话语分析,最终都要落实在记录下来的语言材料(书面语的或是口语的)上。从这个角度看,两者所讨论的内容实际上是一致的。我国学者北大教授胡壮麟先生把语篇定义为“任何不完全受句子语法约束的在一定语境下具有完整语义的自然语言”。韩礼德(M.A.K. Halliday)在他的著作《英语衔接》(Halliday and Hasan,1976)中,将语篇定义为”any passage, spoken or written, of whatever length, that does form a unified whole”。从这个定义来看,一句问候、一首小诗均为语篇。

高级英语修辞手法总结(常考)

高级英语修辞手法总结(常考)

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英语修辞手法 1.Simile 明喻 明喻是将具有共性的不同事物作对比.这种共性存在于人们的心里,而不是事物的自然属性. 标志词常用like, as, seem, as if, as though, similar to, such as等. 例如: 1>.He was like a cock who thought the sun had risen to hear him crow. 2>.I wandered lonely as a cloud. 3>.Einstein only had a blanket on, as if he had just walked out of a fairy tale. 2.Metaphor 隐喻,暗喻 隐喻是简缩了的明喻,是将某一事物的名称用于另一事物,通过比较形成. 例如: 1>.Hope is a good breakfast, but it is a bad supper. 2>.Some books are to be tasted, others swallowed, and some few to be chewed and digested. 3.Metonymy 借喻,转喻 借喻不直接说出所要说的事物,而使用另一个与之相关的事物名称. I.以容器代替内容,例如: 1>.The kettle boils. 水开了. 2>.The room sat silent. 全屋人安静地坐着. II.以资料.工具代替事物的名称,例如: Lend me your ears, please. 请听我说. III.以作者代替作品,例如: a complete Shakespeare 莎士比亚全集 VI.以具体事物代替抽象概念,例如: I had the muscle, and they made money out of it. 我有力气,他们就用我的力气赚钱. 4.Synecdoche 提喻 提喻用部分代替全体,或用全体代替部分,或特殊代替一般. 例如: 1>.There are about 100 hands working in his factory.(部分代整体) 他的厂里约有100名工人. 2>.He is the Newton of this century.(特殊代一般) 他是本世纪的牛顿. 3>.The fox goes very well with your cap.(整体代部分) 这狐皮围脖与你的帽子很相配. 5.Synaesthesia 通感,联觉,移觉 这种修辞法是以视.听.触.嗅.味等感觉直接描写事物.通感就是把不同感官的感觉沟通起来,借联想引起感觉转移,“以感觉写感觉”。 通感技巧的运用,能突破语言的局限,丰富表情达意的审美情趣,起到增强文采的艺术效果。比如:欣赏建筑的重复与变化的样式会联想到音乐的重复与变化的节奏;闻到酸的东西会联想到尖锐的物体;听到飘渺轻柔的音乐会联想到薄薄的半透明的纱子;又比如朱自清《荷塘月色》里的“ 微风过处送来缕缕清香,仿佛远处高楼上渺茫的歌声似的”。

高中英语 语篇提能10 新人教版必修4

语篇提能 阅读理解 A Organic food is very popular. It is also expensive. Some organic food costs twice as much as non-organic food. Some parents and pet owners pay up to 200 percent more for organic food while some people think organic food is a waste of money. There is one main difference between organic and non-organic food. Organic farms do not use agricultural chemicals, such as pesticides (杀虫剂). This guarantees that the products are natural. Some people think “organic” means “locally grown”. Originally this was true. Over time organic farming became more difficult. The demand for organic food grew larger than the supply. Small companies had to sell out to large companies. There weren't enough organic materials. This made it difficult for many organic companies to stay in business. Today, many large companies have an organic line of products. Is organic food more nutritious (有营养的)? This is part of the debate. Many farmers and consumers (消费者) believe it is. They think agricultural chemicals cause health problems, such as cancer. Many health professionals disagree. Few studies prove that organic food prevents health problems. Health specialists worry more about bacteria. These can come into contact with organic and non-organic food. Doctors recommend washing produce very carefully. Most people agree that naturally-grown food tastes better. Is tastier food worth the extra money? This is a matter of opinion. Whether it is healthier or not may require more research. However, organic consumers argue it is better to be safe than sorry. 1.In Paragraph 3, the author points out that ________. A. most organic food is locally grown nowadays B. organic farming once experienced a difficult period C. organic food tastes better than non-organic food D. organic companies find it difficult to earn money 答案与解析 B 推理判断题。根据第三段所提到的因农业缺少配料,小型的有机农场被迫转让给大型的有机农场可推知,有机农业在发展过程中经历过一段困难时期。 2.We can learn from the passage that health experts ________. A. believe organic food prevents health problems B. consider organic food a waste of money C. don't share many consumers' views

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