整本书阅读之写作指导
——从Flipped 学习修辞手法

湖南

《普通高中英语课程标准（2017 年版2020 年修订）》明确提出了语篇知识内容要求，首次将比喻、拟人、强调、反讽、夸张、对仗等修辞手段在语篇中的表意功能及常见的用法列为选修（提高类）的语篇知识内容。读后续写的五档作文评分标准也要求内容丰富、词汇丰富。整本书阅读为丰富内容和词汇提供了具有可操作性的途径。《怦然心动》（Flipped）这本书讲述了其貌不扬的小女孩和帅气的小男孩之间的恋爱故事，有同名电影可以促进学生对故事情节的理解，词汇难度适中，是适合高中学生阅读的英文原著。其中的修辞手法比比皆是，有助于学生的语言输入。但如若教师对修辞手法的功能和使用理解得不深刻，则易导致其在日常教学中忽视修辞手法。

本文参考The Oxford Essential Guide to Writing 指出修辞手法的四种功能：具体化功能、聚焦功能、评判功能、娱乐功能。在教学的过程中，教师应当明确修辞手法不是孤立存在的，而是作为一种思维的工具渗透于神态描写、动作描写、语言描写、心理描写中的，是实现语言丰富不可或缺的途径。在整本书阅读中，教师应设计“四步走”教学法：引导学生欣赏使用了修辞手法的例句——学生自行找出使用了修辞手法的例句赏析并模仿——在读后续写和随笔中操练——共享佳作、同伴激励。

一、修辞手法的功能

正如对产品的功能越熟悉就越能最大化地利用产品、得到最佳的效果一样，教师也应当熟知修辞手法的具体化功能、聚焦功能、评判功能、娱乐功能。

（1）Chapter 2:She never even put up her own chair at the end of the Day.The only muscles she exercised regularly were the ones around her mouth,and those she worked out nonstop.If there was an Olympic contest for talking,Shelly Stalls would sweep the event.（评判功能）

（2）Chapter 7:“To be held above the earth and brushed by the wind,” she said,“it’s like your heart has been kissed by beauty.” （娱乐功能）

（3）Chapter 8:I avoided him the rest of the Day,but by the end of school there was a tornado inside me,tearing me up from one end to the other.I jumped on my bike and rode home faster than I ever had before.The right pedal clanked against the chain guard,and the whole bike rattled and squeaked,threatening to collapse into a pile of rusty parts.（聚焦功能）

（4）Chapter 14:All I knew was that he had the most beautiful eyes I’d ever seen and that his smile melted my heart like the sun melts butter.（具体化功能）

针对以上原文中的例句设计问题，引发学生思考：

①What kind of judgment Does the author convey when she says “The only muscles she exercised regularly were the ones around her mouth,and those she worked out nonstop.”?

②Which word in the sentence“it’s like your heart has been kissed by beauty.”brings you pleasure? How?

③What’s the characteristic of tornado? What kind of characteristic of“tornado”does the author want to stress here?

④What kind of feeling Does“smile”give people？What’s the picture in your mind when the sun melts butter?

通过问题的设置、针对具体例句的分析，教师可以引导学生思考修辞手法所具有的魅力。不同的修辞手法有不同的功能，但无论是何种修辞手法，它们的功能都是让抽象事物具体化、赋予情感评价、聚焦事物的重点特征、给人以愉快的阅读感受。修辞手法的四种功能给人的启示在于：学生可以从写作目的入手，在下笔前思考选用修辞手法的目的是什么，以及选用哪种修辞表达效果更佳。

二、修辞手法的运用

修辞手法能够帮助学生对人物进行心理描写、动作描写、神态描写、语言描写。指出修辞手法的运用领域，能够让学生不只停留在理解层面，更有利于达到有效输出修辞手法的目的。为了使语言更加丰富，学生可以从四个角度去观察及概念化事物。

（1）Chapter 1:The minute I walked into Mrs.Yelson’s second-grade classroom,I was Dead meat.（心理描写）

（2）Chapter 2:When I couldn’t stand it any longer,I called,“Hi!”into the van,which made Bryce jump,and then quick as a cricket,he started pushing a box like he’d been working all along.（动作描写）

（3）Chapter 7:At Dinner that night he’d showered and changed back into his regular clothes and house slippers,but he Didn’t look the same.It was like someone had plugged him in and turned on the light.（神态描写)

（4）Chapter 13:“Bryce,what is going on? You’ve been running back and forth to the Bakers’,climbing over their fence...You’re acting like the world’s on fire!” （语言描写）

教学中，先复习细节描写的方向thoughts（心理描写）、body（动作描写）、face（神态描写）、words（语言描写），再针对以上原文中的例句设计问题，引发学生思考：

①What kind of Description Does the example belong to?

②Do you think it’s a good Description? Why?

③Can you use one of these Descriptions to Describe an unforgettable moment?

知道修辞手法能够运用于心理描写、动作描写、神态描写和语言描写，就找到了丰富语言的一把金钥匙。在刺激学生需求的前提下，通过一系列的教学设计推出从整本书阅读学修辞手法，紧抓两条线进行阅读指导写作：修辞的功能及运用。

三、修辞手法的种类

笔者根据修辞手法在高中英语课本中出现的频率以及学生使用的情况，挑选并阐明具有典型示范作用的四种修辞：比喻、拟人、夸张、排比。

（一）比喻

比喻包含明喻、隐喻和借喻。明喻最常见，同时具备本体、喻体和比喻词。三者的区别在于有无比喻词以及本体出现与否，三者的共同点在于用已知熟悉的事物映射新的抽象事物。教授修辞手法时，教师应引导学生思考两方面的内容：What kind of function Does it represent? What kind of Description is it?

（1）Chapter 1:He stuck Juli to me like glue.

（2）Chapter 7:No squeaking,no clanking,no scraping,no breathing...I swear,the guy moved through my room like a ghost.

（3）Chapter 8:It felt like blowing a Dandelion into the wind and watching all the little seeds float off,up and away.I was proud of my parents,and looking around the front yard,I was proud of me,too.

（4）Chapter 11:Instead,my mom was flying around the kitchen,slicing and Dicing and barking orders at Dad and me like the president was coming to Dinner.

例（1）体现了比喻的评判功能，胶水的粘着感并不惹人喜爱，让人产生一种甩不掉的苦恼，此举不仅实现了动作描写还夹带着某种感情色彩。例（2）体现了比喻的聚焦功能，“ghost”有很多特性而此句中只聚焦鬼魂的悄无声息、惊悚吓人的特征，借助“ghost”的喻体实现了动作描写。例（3）体现了比喻的具体化功能，将抽象的自豪感，比喻成吹蒲公英的动作。蒲公英的种子吹起来四处飘散、轻盈且美丽，这样一幅画面足以形容主人公当时的心情。它借助比喻具体化了心理变化。例（4）体现了比喻的娱乐功能，“我的妈妈在厨房忙进忙出就好像总统要莅临我们家一样”，这样的比喻显得非常有趣，在打趣中达到了动作描写的目的。学生在领会了比喻的功能及运用领域之后，能更深刻地欣赏句子并加以模仿。

（二）拟人

拟人就是把物（无论是有生命的还是无生命的，抑或是抽象的概念）当作人来写。

Chapter 14:（1）“They look like they’re yawning,don’t they?”She cocked her head a bit and looked a little closer.“Yawning?”“Well,more stretching,I guess.Like they’re sitting up in their little bed of Dirt with their arms stretched way high,saying,Good morning,world!”（2）I got up and uncoiled the hose.“I think they（草）need a wakeup shower,don’t you?”

例（1）（2）的共同之处在于都体现了拟人化的娱乐功能，通过将草拟人化带给人愉快，且都是语言描写。不同的是，例（1）还利用yawn,stretch,sit up,say 等词对草的生长进行了一系列动作拟人。运用拟人能使形象更生动，充分抒发情感、激发共鸣，令人浮想联翩。这也启发学生在日常生活中学会观察，以充满爱的眼光去看待世界，给世界的一花一木都赋予灵性。

（三）夸张

夸张是为了达到某种表达效果，对事物的形象、特征、作用、程度等方面着意夸大或缩小的修辞方式。

（1）Chapter 3:I made it past the crook,up a few limbs,and then — just to see how I was Doing — I looked Down.Mis-take! It felt like I was on top of the Empire State Building without a bungee.

（2）Chapter 5:Then she races across the street in a flood of tears.

（3）Chapter 7:I could feel her anger a mile away.

（4）Chapter 10:The checkers and customers at the registers seemed frozen with terror—like David was some sort of monster out to Destroy the world.

例（1）将爬上高枝向下看的感觉夸张为在帝国大厦顶楼不挂任何安全绳索，把站在高处带来的恐惧心理具体化。例（2）将画面定格在面部并夸张为泪如“洪水”（a flood of tears），通过夸张的神态描写将画面引入读者的脑海。例（3）通过夸张的手法烘托出了人物极度愤怒的心理，且透露出一丝幽默感，充分体现了娱乐功能。例（4）将突然发狂的David叔叔比喻、夸张为摧毁世界的怪物，形象的动作描写也透露着作者的情感评判：对这样的事实感到害怕以及无可奈何。任何事物都有很多的特征，而夸张能放大某些特征使得情感充分地表达、吸引人眼球。

（四）排比

排比是把结构相同或相似，语气一致，意思密切相关的句子或句子成分排列起来的一种修辞手段。排比可以平衡句子结构，或反复强调某层意思，从而使语势增强，感情加深。

（1）Chapter 8:Chet taught me how to plumb a line for the pickets,how to hold a hammer Down on the end of the handle instead of choking up on it,how to calculate an adjusted spacing for the pickets,and how to use a level to get the wood exactly vertical.We worked on the fence for Days,and the whole time we worked we talked.

（2）Chapter 13:And every time I s

aw her,she seemed more beautiful.She just seemed to glow.I’m not talking like a hundred-watt bulb; she just had this warmth to her.Maybe it came from climbing that tree.Maybe it came from singing to chickens.Maybe it came from whacking at two-by-fours and Dreaming about perpetual motion.I Don’t know.All I know is that compared to her,Shelly and Miranda seemed so...ordinary.

例（1）用how to 的短语结构将Chet 教“我”怎样修理草坪具体化，句式叠加的修辞手法使得动作描写一步步深入读者的脑海，“我”对Chet 感激的情感也得到了强化。例（2）通过两个seemed 的排比表现出Bryce 心中的各种不安，但又在自我探寻中找到了答案。通过三个Maybe it came from 暗示了Bryce 最终爱上Juli 的内心变化，同时也夹杂着作者的情感评价：外表的美丑并不那么重要，重要的是要有丰盈的内心世界。例如在学生的仿句练习中有佳句：When I listen to a happy song,I feel like becoming a happy rabbit jumping in the forest.When I listen to a sad song,it seems as if I were the composer.I could feel how he feels.用排比表达音乐已融入了作者的生活，以及其对音乐的细腻体验。

四、运用修辞手法的实践

教师可布置学生完成高考英语读后续写或随笔写作，将修辞运用到写作中。通过输出促进输入，形成输出与输入的交互作用，变短期记忆为长期记忆。随后在赏析同伴作品的过程之中，使整本书阅读的效果得到强化。

【案例1】

When the sun was peeping over the horizon,my family set off for the park to enjoy our one-day trip.We walked to the park excited and relaxed,and I could even smell the fragrance of flowers hundreds of meters away! When we got to the park,I ran to the sea of colorful blossoms,and took a close look at these lovely flowers.The morning Dew twinkled in the grass like Drops of crystal.

As the sun rose higher and higher,we went on a picnic.Surrounded by the giant trees,we enjoyed the beautiful singing of the birds and a faint wisp of scent blown to our face with breeze.Laying comfortably on the grass,I looked at the cute clouds similar to pieces of cotton candy in the sky.

As time went by,it was time to go back.I reluctantly said good bye to the trees and flowers in the park and the trees were also waving to us.We went back home tired but enjoyable.How unforgettable the experience was!（陈同学，“难忘的一次回忆”话题写作）

点评：行文流畅，心理描写和动作描写完美交织，实现了修辞的具体化、聚焦、娱乐功能。一切景语皆情语，作者借助阳光（the sun）、花香（fragrance of flowers）、微风（breeze）、露珠（dew）、小鸟（birds）、青草（grass）、树木（trees）等，表达欣喜、满足之情。巧妙地运用了修辞手法，如拟人（the sun was peeping over the horizon）、比 喻(The morning Dew twinkled in the grass like Drops of crystal.和the cute clouds similar to pieces of cotton candy in the sky）、夸张（smell the fragrance of flowers hundreds of meters away 和ran to the sea of colorful blossoms）。一幅生动、美好的旅行画面呈现在了读者面前。

【案例2】

Suddenly a little rabbit jumped out in front of my horse.However,out of curiosity,I Decided to catch this guy.With my feet pedaling heavily,my horse began increasing his speed quickly like a rocket rising to the sky.“Wait!”shouted my Dad sharply,“Stop,or we will get lost!”Actually,the horse was out of control and I just Dragged the rope in vain,scared and helpless.Fortunately for me,he came to a stop finally.But we indeed got lost.

We had no idea where we were and it got Dark.I looked at the increasingly Dark sky in anxiety.“We should keep calm.”said my Dad,“Never give up and never Despair.” With his company,we started to search for the track.All of a sudden,after going through thick bushes,we Discovered the sheep grazing outside.And soon,the farm house came into my sight and out of which stood Uncle Paul looking around anxiously.Through such a Dreadful experience,I understood that keeping calm is a significant weapon against emergencies.（苏同学，2018 年6 月高考英语浙江卷读后续写)

点评：本文显示出深厚的基本功，且关键点的修辞用得恰到好处。基本功具体体现为：形容词叠加作状语描绘出“我”的焦急；句式多变，如采用了倒装句型；语篇的小词衔接到位。锦上添花之处则在于修辞手法的使用：第一段将“rabbit”拟人为“this guy”，给读者带来一丝亲切感，而将突然加速的马儿比喻为冲向空中的“rocket”非常有画面感，两者皆因加速而向上冲。同时通过夸张的修辞方法将作者的焦急心理描写得淋漓尽致。第二段在最后总结句之处用比喻句进行情感评价：保持冷静是应对突发事件的重要武器。此句可谓点睛之笔，将整篇文章升华到理论层面。

整本书阅读有太多的宝藏可以挖掘，但切忌各个地方都挖一口浅井，应当选定一个有潜力的区域，不断地深挖，直至挖到活水涌流。修辞手法非常繁杂有二十种之多，但是在高中阶段笔者推荐学生掌握四种典型的修辞手法：比喻、拟人、夸张、排比。修辞和细节描写相辅相成：修辞为描写增添表达力；神态描写、动作描写、语言描写、心理描写为学生操练修辞提供了演练场。教师引导学生领略全英文作品遣词造句的美，为学生自学文学作品搭建了支架，再通过优秀作品的榜样激励作用和同伴压力以读促写，促进学生由赏析、模仿到独立创作。学会欣赏文学作品的美、并创造美是培养高中生的英语核心素的养重要组成部分。